College Algebra, Exercise P, Exercise P.4, Section Exercise P.4, Problem 104

The equation $\displaystyle D = 703\frac{W}{H62}$ represents the body-mass index used by medical researchers to determine whether a person is overweight, underweight or of normal weight. Where $W$ is the weight in pounds, $H$ is the height measured in inches.
A body-mass index is considered "normal" if it satisfies $19.5 \leq B \leq 24.9$, while a person with body-mass index $B \geq 30$ is considered obese.

a.) Calculate the body-mass index for each person listed in the table, then determine whether he or she is of normal weight, underweight, overweight, or obese..

$
\begin{array}{|c|c|c|}
\hline\\
\text{Person} & \text{Weight} & \text{Height}\\
\hline\\
\text{Carlo} & 295 \text{ lb} & 5 \text{ ft } 10 \text{ in}\\
\\
\text{Richard} & 105 \text{ lb} & 5 \text{ ft } 6 \text{ in}\\
\\
\text{Marlon} & 220 \text{ lb} & 6 \text{ ft } 4 \text{ in}\\
\\
\text{Angel} & 110 \text{ lb} & 5 \text{ ft } 2 \text{ in }\\
\hline
\end{array}
$


For Carlo, $W = 295$ lb and $H = $5ft 10in or 70in (Recall that 1 ft = 12in.)

$
\begin{equation}
\begin{aligned}
B &= 703 \frac{W}{H^2} && \text{Model}\\
\\
B &= 703 \frac{(295\text{lb})}{(70\text{in})^2}\\
\\
B &= 42.32 \frac{\text{lb}}{\text{in}^2}
\end{aligned}
\end{equation}
$

Based from the condition, Carlo is an obese person.

For Richard, $W$ = 105 lb and $H$ = 5ft 6in or 66in (Recall that 1ft = 12in.)

$
\begin{equation}
\begin{aligned}
B &= 703 \frac{W}{H^2} && \text{Model}\\
\\
B &= 703 \frac{(105\text{lb})}{(66\text{in})^2}\\
\\
B &= 16.95 \frac{\text{lb}}{\text{in}^2}
\end{aligned}
\end{equation}
$

Based from the condition, Richard is underweight.

For Marlon, $W$ = 220 lb and $H$ = 6ft 4in or 76in (Recall that 1ft = 12in.)

$
\begin{equation}
\begin{aligned}
B &= 703 \frac{W}{H^2} && \text{Model}\\
\\
B &= 703 \frac{(220\text{lb})}{(76\text{in})^2}\\
\\
B &= 26.78 \frac{\text{lb}}{\text{in}^2}
\end{aligned}
\end{equation}
$

Based from the condition, Marlon is overweight.

For Angel, $W$ = 110 lb and $H$ = 5ft 2in or 62in (Recall that 1ft = 12in.)

$
\begin{equation}
\begin{aligned}
B &= 703 \frac{W}{H^2} && \text{Model}\\
\\
B &= 703 \frac{(110\text{lb})}{(62\text{in})^2}\\
\\
B &= 20.12 \frac{\text{lb}}{\text{in}^2}
\end{aligned}
\end{equation}
$

Based from the condition, Angel has a normal weight.

What factors contribute to King Duncan’s death? Is there only one person to blame?

No one person is responsible for Duncan's death. His murder is very much a joint effort. The ringleader of the assassination plot is Lady Macbeth, who constantly cajoles her husband into carrying out this wicked act, thus fulfilling his destiny to become king of Scotland.
The Weird Sisters also play their part in the whole tawdry affair. It was their prophecy that turned Macbeth's head, transforming him from a loyal, faithful servant into a ruthless, cold-blooded regicide. One could argue that had it not been for the witches' prophecy Macbeth would never have dreamed of killing the man to whom he'd given so many years of devoted service.
All that said, Macbeth's role in Duncan's murder is the decisive one. Without his involvement, it would never have happened. Lady Macbeth may have been the driving force behind the assassination, and the Weird Sisters may have planted the idea in Macbeth's mind to begin with, but it was only Macbeth's active involvement in the murder plot that made it successful.
The whole point of killing Duncan was to allow Macbeth to take over as king, and it would've looked strange, not to mention an affront to Macbeth's macho sensibilities, if he had usurped the throne due to the involvement of a small group of over-ambitious women. For all Lady Macbeth's tough words, she knows that Macbeth must take the throne for himself. She can arrange all the sordid details of the plot, but in the context of Scottish politics and society only Macbeth can strike the decisive blow.

Arguably, there are a number of factors which contributed to King's Duncan's death. Firstly, the prophecies which are told to Macbeth and Banquo in act 1, scene 3 play a significant role in Duncan's death. Had the witches not told Macbeth that he would be king, the idea of murdering Duncan may never have entered his thoughts.
We can also blame ambition for King Duncan's death. The lure of the crown, and the prestige that it brings, are instrumental in providing the impetus for Duncan's murder. This idea is applicable to both Macbeth and Lady Macbeth.
To a certain extent, we might blame King Duncan's announcement in act 1, scene 4 too. Had he not named Malcolm as his successor, Macbeth may not have gone ahead with the murder so hastily.
There is, therefore, more than one person to blame for Duncan's death. We can blame the witches for creating the prophecy as well as Macbeth and Lady Macbeth for harboring the necessary ambition and propensity for violence.

Why does salt have a high melting point?

Melting points are determined by the strength of the attractive forces holding atoms together in the solid. In a solid, each atom has its own place, and their motion consists of vibration, or rocking back and forth in place. When a solid melts to become a liquid, the forces holding atoms together must be overcome enough to allow the atoms to move about freely (while remaining close together).
Energy is required to overcome the forces of attraction that hold atoms in place; the stronger the forces, the more energy is needed. As energy is added, the motions of atoms speed up. This increased motion, or kinetic energy, can be measured as temperature (temperature is related to the average kinetic energy of the atoms in a substance).
The melting point of a substance is the temperature at which the atoms have sufficient kinetic energy to overcome the attractive forces and move freely. This melting point depends on the strength of these forces. Since salt has a high melting point, we might infer that the forces holding its atoms together are strong. Salt (sodium chloride) is an ionic compound. The sodium atoms each give up one electron to form Na+, a positive ion, while the chlorine atoms each gain one electron from sodium, forming the negative ion Cl-. These oppositely charged ions are attracted to one another and form ionic bonds.
Ionic bonds are one of three types of chemical bonds. They are quite strong, in addition to which each charged atom (ion) in the solid is attracted to several near neighbors having the opposite charge. In sodium chloride, which is a cubic crystal, each ion has six near neighbors having the opposite charge. All of these ions thus have multiple strong attractions holding them in place. It requires considerable energy to “break the ions loose,” and the solid must be heated to a high temperature (801 degrees Celsius) before that occurs.
You can predict that two elements will form an ionic compound if, like sodium and chlorine, one element is a metal and the other is a nonmetal.

How many pages are part of chapters one through nine of Outliers: The Story of Success by Malcolm Gladwell?

Here are the page numbers from the paperback copy of Outliers issued in 2011. The numbers should come close to those in an electronic version. Please note this book has a separate introduction and epilogue, in addition to nine chapters that fall under two divisions of the book, Parts One and Two. It could be confusing without a table of contents.
Introduction: The Roseto Mystery, 11 pp. (labeled pp. 3-14)
Part One: Opportunity
Chapter One: The Matthew Effect, 19 pp. (labeled pp. 15-34)
Chapter Two: The 10,000-Hour Rule, 33 pp. (labeled pp. 35-68)
Chapter Three: The Trouble with Geniuses, Part 1, 21 pp. (labeled pp. 69-90)
Chapter Four: The Trouble with Geniuses, Part 2, 23 pp. (labeled pp. 91-115)
Chapter Five: The Three Lessons of Joe Flom, 43 pp. (labeled pp. 116-160)
Part Two: Legacy
Chapter Six: Harlan, Kentucky, 15 pp. (labeled pp. 161-176)
Chapter Seven: The Ethnic Theory of Plane Crashes, 46 pp. (labeled pp. 177-223)
Chapter Eight: Rice Paddies and Math Tests, 25 pp. (labeled pp. 224-249)
Chapter Nine: Marita’s Bargain, 19 pp. (labeled pp. 250-269)
Epilogue: A Jamaican Story, 16 pp. (labeled pp. 270-286)

Is The Travels of Sir John Mandeville science fiction? Why or why not?

The Travels of Sir John Mandeville is best classified in the medieval literature genre. It is probably best described as fiction, although it is written like a non-fiction travel journal or memoir. The work is old, and thus we don't know as much about the author as we know about modern authors. The book is written with accurate geographical descriptions and fantastic embellishments and creatures. Because the work was written in the fourteenth century, it does not make sense to categorize it in one of our modern genres, such as science fiction. The genre of science fiction as we know it today did not really exist at the time The Travels of Sir John Mandeville was written, and even if this book were written today, it would not belong in the science fiction genre.
Science fiction is characterized broadly as fiction that incorporates scientific topics while writing with a rational approach. Although the genre of science fiction was not developed at the time of publication, The Travels of Sir John Mandeville does have some of the hallmarks of today's science fiction, such as fantastic creatures, grand adventure, and travels to unknown realms. However, most of the technologies, ideas, and discoveries that inspire today's science fiction simply were not around to inspire fiction writers of the fourteenth century. 
Often, however, there is an overlap between the genres of science fiction and fantasy. Fantasy is a genre of fiction in which the rules in the written universe deviate from reality. Fantasy as a genre is a closer fit for The Travels of Sir John Mandeville, but since it is such an old work, you would still most likely find it in the medieval literature section.

In the book I Know Why the Caged Bird Sings, what is the theme and how does the book relate to the title?

There are a number of themes evident in Maya Angelou’s novel I Know Why the Caged Bird Sings. In Ms. Angelou’s autobiographical narrative, she delves into the themes of persistence, inner fortitude and resilience in the face of adversity, endemic prejudice, education as a means of addressing social ills, and hope that supersedes life’s atrocities.
Throughout Marguerite Johnson's life she is exposed to strong Black woman who encourage her to pursue her education. At the same time, she is exposed to segregation and prejudice. In addition, she endures abuse which breaks her spirit. She stops speaking until she is able to physically move away from the abuse, and to heal psychologically.
The title of the book provides a strong message mirroring Maya Angelou’s life. Although she endured many challenges and atrocities, she was able to find her voice. She used the experiences which “caged” her to teach others about commonalities in the human spirit through her literary works. She gave a voice to the downtrodden, allowing them to "sing."

in the novel in the novel I know why the caged bired songs what is the theme of the book and how does the book relate to the title 

What concrete images in the sermon make hell vivid?

When Edwards talks about the idea that all men and women basically deserve to go to hell, that it is only by God's grace and mercy that he doesn't allow us to descend there, Edwards says that, "the devil is waiting for [men], hell is gaping for them, the flames gather and flash about them, and would fain lay hold on them and swallow them up." This description contains a great deal of visual imagery: it focuses on the sight of the flames and flashes. Imagery is the description of concrete, sensory information; it can be visual (sight), auditory (hearing), tactile (touch), olfactory (smell), or gustatory (taste).
Further, Edwards describes the "glowing flames" of God's wrath and "hell's wide gaping mouth," where we have nothing to stand on or hold us up except God's pleasure. There is nothing between us "and hell but the air." Again, the visual imagery is quite strong here in the description of a giant, fiery mouth, and I think tactile imagery exists here as well: it seems as though we can feel the heat of this hellish mouth and hot air around us.

How does the stucture of the poem emphasize its central ideas?

Tithonus, the speaker in this poem by Lord Tennyson, is addressing Aurora, the goddess who has both blessed and cursed him with immortality ("immortal age beside immortal youth"). The structure of the poem supports the fact that it is, effectively, a monologue spoken by Tithonus that receives no reply. Tennyson uses iambic pentameter, the meter most commonly used by Shakespeare, which creates a sense that we are listening to Tithonus as an actor on a stage declaiming a series of soliloquies. The verse is largely blank verse—that is, there is no regular rhyme scheme—which adds to the sense that it is a genuine reflection of speech rather than a poem crafted to reflect Tithonus's anguish. The steady, languid, repetitive rhythm of the poem reflects Tithonus's steady, repetitive, anguished onward plodding, the "wheel" of his existence ceaselessly turning.
The stanzas are also of irregular length, with some being very short. This stanza, for example, stands isolated:

Lo! ever thus thou growest beautiful
In silence, then before thine answer given
Departest, and thy tears are on my cheek.

It is followed by a second brief stanza—before the speaker resumes his lengthy monologue. The effect of these short stanzas, combined with the iambic pentameter redolent of dramatic monologue, is that we can imagine Tithonus pausing as if to await answer. The break between the stanzas represents the "silence" in which Aurora "growest beautiful," but she gives no answer to Tithonus's plea. Instead, she departs, leaving him to wander the earth forever, only pausing in his lamentations to listen for a reprieve which will not come.

1. What types of skills do managers need? 2. Does the importance of these skills change depending on managerial level?

There is a consensus among management experts that the types of skills managers need include critical thinking, financial and accounting fundamentals, communicating and responding, conflict resolution, coaching in job performance and motivation and corporate vision and values, strategic thinking and planning, group collaboration, and project management skills.
Critical thinking skills allow for analysis of the established ways of doing things and of perceiving things. Critical thinkers ask "Why?" and "How?" things are, have come to be and should remain or be changed. They also ask "What?," for example, as in "What would a new hire for my position do to fix the problem(s) we're facing?" Critical thinkers seek the underlying factors and the most effective directions through critical analysis of available facts and through gaining perspective by seeing through others' points of view.
Financial and accounting skills provide the means for casting accurate budgets, interpreting financial reports, forecasting return on investment reports, and projecting costs and profits for projects.
Communicating vital information is a paramount responsibility for managers who are tasked with downward communication of knowledge covering everything from job descriptions, task processes, projects specifications, production design or changes, to corporate vision, organizational values and ethics and corporate structural changes.
Conflict resolution is of growing importance as global corporations include an ever increasing array of individuals from diverse backgrounds and varied cultural and ethnic groups. 
Coaching is valuable as a tool to increase and direct job skills and motivation and to bring employees into alignment with the corporate vision and values so that vision, values and ethical behavior are homogeneous horizontally and vertically throughout the organization.
Strategic thinking and planning are requisite for meeting corporate, department and project objectives and goals.
Collaboration in teams and groups that is effective builds trust throughout and between groups and teams. It breaks down barriers to efficiency produced by divisive informal separation. Effective collaboration engenders optimal performance and maximizes outcomes and outputs.
Project management facilitates successfully led, directed and motivated projects from beginning to end so that all participants work according to the same project language, with the same project tools and toward the same outputs or outcomes.
https://www.poynter.org/reporting-editing/2012/10-key-skills-todays-leaders-need-to-succeed-in-2013/

What problems arise from excessive ethnocentrism?

Ethnocentrism can lead to problems such as racism, xenophobia, cultural ignorance, and insensitivity. It can also contribute to political, social, and economic violence against certain groups of people. On an individual level, if someone is excessively ethnocentric, that person may be unwilling to hear about someone else's cultural perspective or to respect that someone else speaks a different language. White nationalism is a type of ethnocentrism that results in direct violence on an individual and group level as well as violence on a much larger societal and political scale. Particularly in a world in which people from all different kinds of cultural and ethnic backgrounds are interacting, having a willingness to be open-minded and respectfully engage with people of different ethnic roots and practices is incredibly important.

Ethnocentrism causes problems both for individuals and for societies as a whole, especially in our contemporary highly globalized world.
In much of our work and even daily lives we encounter people from many different ethnic backgrounds with different cultural assumptions and mannerisms. To work with them, we must understand their cultures. For example, in Navajo society, looking people directly in the eyes is considered rude. Knowing this means that you will not be offended if Navajos look at the sky while speaking to you and you also can not stare directly into their eyes as a sign of respect. The more you know about other cultures and their manners and beliefs, the more you can work well with people from many different cultures and avoid offending them. Perhaps even more important, this sort of sensitivity to other people's cultures allows you to make friends with people of very different backgrounds from your own. Your own personal world is enriched by your ability see things from other points of view.
On a global level, not understanding cultural differences can lead to diplomatic incidents or even wars. Often behaviors accepted in one society are considered unacceptable in others. On a level more serious than just manners, western ethnocentrism and ignorance of cultural issues in the Islamic world reflected in the Sykes–Picot Agreement of 1916 led to many of the current tensions in the Middle East. 
 
https://lewiscar.sites.grinnell.edu/HistoryofMedicine/uncategorized/everything-in-nature-goes-in-curves-and-circles-native-american-concepts-of-disability/

Calculus of a Single Variable, Chapter 8, 8.7, Section 8.7, Problem 20

Given to solve,
lim_(x->0) ((sin ax)/(sin bx))
as x->0 then the ((sin ax)/(sin bx)) =sin(0)/sin(0) =0/0 form
so upon applying the L 'Hopital rule we get the solution as follows,
as for the general equation it is as follows
lim_(x->a) f(x)/g(x) is = 0/0 or (+-oo)/(+-oo) then by using the L'Hopital Rule we get the solution with the below form.
lim_(x->a) (f'(x))/(g'(x))

so , now evaluating
lim_(x->0) ((sin ax)/(sin bx))
=lim_(x->0) ((sin ax)')/((sin bx)')
=lim_(x->0) ((cos ax)(a))/((cos bx)(b))
upon plugging the value of x= 0 we get
=((cos a(0))(a))/((cos b(0))(b))
= (a/b) (cos 0/cos 0)
= (a/b) (1/1)
= (a/b)

In In the Country of Men by Hisham Matar, what are three adjectives to describe the main character, Suleiman?

The three adjectives that describe Suleiman at this time of his life are trapped, intelligently perceptive (with an adverb modifying the adjective) and confused. A successful narrative exposition establishes the most essential character traits of the protagonist. In In the Country of Men, what we learn about Suleiman reveals his most essential characteristics, which lead to relevant adjectives describing him as we find him during his story. Suleiman opens with his interaction with his mother; he moves to his inner interactions with himself, then shares his surprise as he inexplicably sees his father, "right there, close enough that ... [he] could touch him," in town at the square graced by the statue of Roman Emperor Septimius Severus. Intelligently perceptive, Suleiman feels trapped and confused by the complicated and overwhelming circumstances surrounding him in a veil of silence.
1. Trapped [adj]: Suleiman is surrounded by silent, deceit, and power struggles, and he is feeling a sense of responsibility for the power struggle engulfing his mother in "a world full of men and the greed of men."
2. Intelligently perceptive [adv+adj]: Suleiman is aware of the psychological battles within his mother, who acted "embarrassed and shy, as if she had walked out naked," and aware (beginning from the first morning of his story) of the fabrication within his father's life, who, supposedly away on business, walked from the square into "a building with green shutters ... the color of the revolution."
3. Confused [adj]: Suleiman felt far from governing an understanding of his place in the world; he felt far from conquering the forces that kept him from his father and his father from him--symbolized by two "dark lenses [that] curved ... over his [father's] eyes"--and that kept him angered toward his mother, "not caring if [he] lost her or became lost from her," as when he went to stand ironically under the statue of Septimius Severus, who began by governing Gaul and ended as the all-conquering Emperor of the Roman Empire (Ancient History Encyclopedia).
https://www.ancient.eu/Septimius_Severus/

In Saki's "The Open Window," how does Vera's fabricated story influence Mr. Nuttel to believe her?

Vera's fabricated story convinces Mr. Nuttel that she is telling the truth for three main reasons. First, he doesn't personally or casually know the men involved in Vera's story, so there is no prior knowledge from which Mr. Nuttel can draw a conclusion that she is lying. In fact, Vera makes sure that he doesn't know the men before she tells the story by asking him, "Do you know many of the people round here?" Then she rephrases the question to make sure Mr. Nuttel doesn't know the family well by asking, "Then you know practically nothing about my aunt?" Once both questions are answered negatively, then Vera can tell her fictional tale without being discovered as a liar or a prankster.
Next, Vera is a great actress and convinces him through her body language and facial expressions that she actually believes that the men approaching the house are supernatural. The following passage describes her well-played acting skills:

"The child was staring out through the open window with dazed horror in her eyes. In a chill shock of nameless fear Framton swung round in his seat and looked in the same direction."

Since the passage says that Framton swings around to see what the child is looking at, it can then be inferred that Vera's acting skills are very convincing. 
Finally, the fabricated story is a believable one. In fact, Vera doesn't tell the story of an unlikely tragedy at all. It is entirely possible for men to become trapped in swamps while hunting and fall victims to a fatal accident.

"In crossing the moor to their favorite snipe-shooting ground, they were all three engulfed in a treacherous piece of bog. . . Their bodies were never recovered."

Therefore, Vera's story is believable because Mr. Nuttel doesn't know the men about whom the story is told, Vera is a convincing actress, and the tale of the tragedy is plausible. Mr. Nuttel proves Vera has convinced him when he runs out the door after seeing the men who he believes are ghosts coming towards the house.

How is Jack in William Golding's The Lord of the Flies presented as militaristic?

Jack, who has red hair that symbolizes his association with blood, constantly carries a knife around with him. He is responsible for hunting, and when he at first fails to kill a pig, "he snatched his knife out of the sheath and slammed it into a tree trunk" (page 31). As the novel goes on, Jack becomes increasingly more violent, and his knife is often withdrawn from his sheath. He relies on violence to increase his power. Jack resents Piggy's intelligence, and he wants to rid Piggy of his glasses, the symbol of Piggy's learning. For example, when the boys are lighting a fire in the hope of being rescued, Jack says, "His specs--use them as burning glasses!" (page 40). Jack prefers to use Piggy's glasses to make a fire than to allow Piggy, the resident intellectual, to see.
Later, Jack, constantly seen with a spear in hand and often bloodied from hunting, gives up all attempts to be rescued. Instead, he uses his violence, symbolized by the spear, to take control of the boys and become the de facto leader on the island. The boys follow him in a primitive, violent way and abandon Ralph, who stands for law and order. 

What are you learning about the culture or time period in which the Custom of the Country is set? How would you read this novel differently if you were living during this time period?

Undine Spragg is a young woman living in old New York in a very wealthy society where women's rights are still null. As such, Undine and other females do not have the chance to lead fulfilling lives that they would be happy with. Their "happiness" would depend almost entirely on their marriage prospects, namely, their husbands and, more importantly, how much money they had. 
Undine is well-aware of her social limitations, which is why she takes full advantage of her charms and uses marriage in her favor. She is not a charming person by any means, but her physical beauty, sophistication, and the speed with which she moves from social circle to social circle makes her quite appealing to an average man of that time and place. Moffat, for example, sees in Undine characteristics of wealth: flamboyance, extravagance, and snobbery. 
Indeed, extravagance and snobbery are typical traits in a big part of Undine's society. This is because the mega-rich families of old New York, like Edith Wharton's own family, existed as hierarchies that went back to the times of the early Dutch settlers. They acted like royalty, because they considered themselves to be the closest thing to it. Therefore, family name, family origin, and closeness to the Dutch heritage were highly-esteemed qualities that defined who you were in that particular society. This is why Undine had such a fixation with the Dagonet clan: They were all that, and more. 
Then there is the other side of Undine's society. Those who had neither name, fortune nor links to the Dutch were considered to be "new money." Moffat is a prime example of this. A "dealer," "trader," or salesman may come to money in old New York, but they would never be able to mix with the ancestral families. Undine was another example of new money. Her midwesterner family moved to New York to mingle in higher social circles. Undine knew well where she stood socially, and this is why she was so fixated in finding a label to identify her as something bigger and better. Hence, she marries Marvell in order to fit into an "old" family, then goes after Van Degen, then goes on to marry a French count, and, in the end, she ends up with Moffat because of all the opulence that he offers. Hence,Undine is eternally chasing 2 things that she lacks: social class and heritage. She lacks these two factors because she simply was not born into them. This is the other reason why she is consistently dissatisfied. 
Finally, in Undine's society, there has to be money as part of a successful social formula. Remember: family name, family fortune and closeness to their Dutch heritage were the ideal traits to have but, out of all three, the most powerful factor would still be money. In a society where the "new money" folk was getting rich enough to compete with the old money folk, those who lacked the class and heritage would resort to using their money to show it off in opulence. This opulence would mimic the extravagance of the rich, if not deflect the attention away from the old money family names and into the fantastic things that the new money could buy.
This is why Undine resorts to opulence and ends up with Moffat. Yet, still living in a mansion in Paris, Undine still feels empty and unhappy. This is is how important it was to live in old New York under "the right circumstances," and to be considered "somebody."
The modern reader would perhaps appreciate the social distinctions that existed then and still exist now. A female modern reader, however, would never be able be able to truly appreciate the extent to which women were so limited by a male-dominated society. True, there are changes that should still be happening in today's world with women equality, but the things that occur in Undine's world would definitely never be allowed to take place in today's law-regulated society.

How is the ferret in "Sredni Vashtar" linked to death?

In the short story "Sredni Vashtar" by H.H. Munro (Saki), the ferret is not only linked to death but also it is worshiped as a god by Conradin, the sickly ten-year-old boy, and is responsible for both of them being free at the end of the tale.
It is clear from the onset of the story that the ferret is dangerous because Conradin is scared of the "sharp-fanged beast." However, through his imagination, the creature becomes a weapon against The Woman, Mrs. De Ropp, his domineering cousin and guardian.
Conradin worships the ferret, Sredni Vastar, with celebratory festivals. When Mrs. De Ropp has a toothache, Conradin tries to convince himself it is because of the ferret. This incident foreshadows Mrs. De Ropp's death and the believed power of Sredni Vashtar, the god.
The ferret is quite literally linked to death through Conradin's chant after Mrs. De Ropp enters the shed:

"Sredni Vashtar went forth,
His thoughts were red thoughts and his teeth were white.
His enemies called for peace, but he brought them death.
Sredni Vashtar the Beautiful" (para 15).

Through Mrs. De Ropp's death, Sredni Vashtar actually frees Conradin from his prison-like existence, and both the boy and the polecat-ferret are freed from their respective confinements. Conradin enjoys his buttered toast, and Sredni Vashtar walks freely across the bridge and into the bushes.

The ferret is linked to death for its part in the killing of Mrs. De Ropp, Conradin's guardian.
In the story, the ferret is a symbol of autonomy and dominance. It isn't interested in being thwarted for its own good nor is it engrossed with the prospect of bowing to the whims of a mercurial (temperamental) guardian. Conradin "worships" the ferret, because its very fierceness and independence encapsulates everything he wants to be.
When Mrs. De Ropp threatens to dethrone his god, Conradin prays to Sredni Vashtar for deliverance. In his hymn of deliverance, he besieges the ferret to proudly bring death to those of his enemies who call for peace. Thus, this improvised hymn foreshadows the ferret as a figure of death. So it is that when Mrs. De Ropp enters the domain of the ferret god (the shed), she is never seen alive again. The ferret emerges with "dark wet stains around the fur of its jaws and throat"; as an avenger of the oppressed, Sredni Vashtar is the harbinger of death.

How did the US’ military help “the Allies” achieve victory?

The U.S. military provided help with strategic planning, but its greatest help was provided in other ways.
First, having the world's rising superpower on their side greatly increased the Allied countries' morale and stiffened their resolve. There was far less need to fear losing once the U.S. entered the war openly.
Second, the United States provided a huge amount of manpower to help fight the war, both in "boots on the ground" soldiers, but also the scientists exploring the latest in science and technology, such as splitting the atom to build the atom bomb, and the women back home who kept the factories running.
Finally, the United States' military could supply an almost endless supply of weapons. The country could and did turn its enormous industrial capacity to the war effort, churning out guns, bullets, bombs, tanks, planes, and battleships around the clock. Weapons help win a war, and with the assurance brought by U.S. supply lines, the Allies could turn from thinking defensively to planning offensives, such as invading Germany. The Allies knew at this point they could pound the Germans to smithereens because the U.S. (and the Soviets too, who had built up their industrial capacity) could provide the firepower. It might not always have been the most sophisticated weaponry, but it kept coming.

Single Variable Calculus, Chapter 7, 7.2-1, Section 7.2-1, Problem 64

Determine the absolute maximum and absolute minimum values of $\displaystyle f(x) = x^2 e^{\frac{-x}{2}}$ on the interval $[-1,6]$

To determine the critical numbers, we set $f'(x) = 0$, so..


$
\begin{equation}
\begin{aligned}

\text{if } f(x) =& x^2 e^{\frac{-x}{2}} \text{ then by using Product Rule..}
\\
\\
f'(x) =& \left[ x^2 e^{\frac{-x}{2}} \left( \frac{-1}{2} \right) + 2x e^{\frac{-x}{2}} \right]
\\
\\
f'(x) =& xe^{\frac{-x}{2}} \left( 2 - \frac{x}{2} \right)

\end{aligned}
\end{equation}
$


When $f'(x) = 0$, then..

$\displaystyle 0 = x e^{\frac{-x}{2}} \left( 2 - \frac{x}{2} \right)$

We have,

$xe^{\frac{-x}{2}} = 0 $ and $ \displaystyle 2 - \frac{x}{2} = 0$

The real solution and the critical number is..


$
\begin{equation}
\begin{aligned}

2 - \frac{x}{2} =& 0
\\
\\
\frac{x}{2} =& 2
\\
\\
x =& 4

\end{aligned}
\end{equation}
$



So we have either a maximum or a minimum at $x = 4$, if we evaluate $f(x)$ with $x = 4$, the intervals $x = \pm 1$ and $x = 6$ and $x = 0$,

$
\begin{array}{ccc}
\text{when } x = 4, & & \text{when }x = -1, \\
f(4) = 4^2 (e^{\frac{-4}{2}}) & & f(-1) = (-1)^2 (e^{\frac{-4(-1)}{2}} ) \\
f(4) = 2.1654 & & f(-1) = 1.6487 \\
\text{when } x = 6,& & \text{when } x = 0,\\
f(6) = 6^2 (e^{\frac{-6}{2}}) & & f(0) = (0)^2 (e^{\frac{-0}{2}}) \\
f(6) = 1.7923 & & f(0) = 0
\end{array}
$

Therefore, the absolute maximum is $f(4) = 2.1654$ and the absolute minimum is $f(0) = 0$.

What lesson is Wiesel teaching in Night?

I don't think Wiesel is trying to tell a single lesson through book. Furthermore, I think different readers are going to pull different main lessons from it depending on their perspectives. One lesson that I think is immediately understood by many readers is that the Holocaust was awful, and the prison camps were basically hell on Earth. Wiesel's account is unflinchingly graphic, and readers are meant to be disgusted with the treatment that these prisoners had to endure. Tied closely with those conditions is a lesson about the dehumanizing result of the camps. The guards didn't treat the prisoners like real people, and the prisoners themselves stopped seeing each other as fellow humans. In fact, the men and women even stopped seeing family members as people to love and care for. Readers see this when Eliezer feels that his father is a threat to his own survival. His father is now a burden instead of a blessing. The dehumanization of Eliezer and the others results in a complete loss of identity. They simply care about self-preservation. Any kind of faith, human dignity, and spirit has been completely driven out of them, and that's a tough lesson to learn about.

Discuss the theme of racism based on stigmas and stereotypes in the novel Second-Class Citizen by Buchi Emecheta.

Second-Class Citizen by Buchi Emecheta (1944 – 2017) is a quasi-autobiographical novel based on Emecheta's experiences as a Nigerian immigrant to England. Originally published in 1974, the novel addresses issues of what we would now call "intersectionality," or the way the protagonist's race and gender affect her socio-economic marginalization in a synergistic manner.
In her early life in Lagos, the protagonist Adah Ofili is from a middle class family but encounters being a "second class" citizen when her family and society obstruct her dreams of education because she is a girl. Despite that she persists, completes her secondary education, and gets married in order to be able to move to England and attend university.
Despite her education and intelligence, in England she finds that her race makes her, to a degree, a second-class citizen, treated not as an educated middle-class woman but lumped in with all other Nigerians, within a generically racist set of stereotypes, and pressured to live in ethnically segregated neighborhoods. Her own resentment of being forced to live with lower class Nigerians makes us realize that one can simultaneously be a victim of, as well as a perpetrator of, prejudice and stereotyping.
The novel, however, has an optimistic theme in that Adah realizes that she can assert her worth against racial and gender stereotyping in England and achieve her dreams of being an educated writer.

The novel Second-Class Citizen can be analyzed from a perspective of racism. There are many forms of racism in the novel. Clearly, the English harbor their own forms of racism against immigrants, including Nigerians like Adah and Francis. For example, Adah's son has to receive medical care at a second-class hospital when he is stricken with meningitis, and Adah and her family must live in a run-down neighborhood when they arrive in London. Her husband, Francis, tells her:

"Everyone is coming to London, the West Indians, the Pakistanis, and even the Indians, so that African students are usually grouped together with them. We are all blacks, all coloureds, and the only houses we can get are horrors like these" (page 35).

The white English people view all brown-colored foreigners as the same, and they make housing available in immigrant neighborhoods for them, but not in neighborhoods where English-born white people live. The English hold stereotypes that all brown people are the same and should be segregated in housing, medical care, and other areas.
Adah harbors her own stereotypes and class-based stigmas. For example, when she arrives in London, she thinks, "to her horror, she saw that she had to share the house with such Nigerians who called her Madam at home" (36). She has had an elite education and background in Nigeria, and she harbors her own stereotypes of Nigerians from lower-class backgrounds as crude and lesser.
Her husband, Francis, tells her:

"You may be earning a million pounds a day...but the day you land in England, you are a second-class citizen. So you can't discriminate against your own people, because we are all second-class" (37).

He says that although Adah would never speak to a bus conductor in Nigeria, in England, the black middle-class are composed of bus conductors. Adah has her own stereotypes of lower-class people, but she realizes that in England, all black people are stereotyped as lower class and undeserving of having educated jobs. She also has stereotypes of her neighbors, who are Yoruba, and of a different tribal background than she has (she is an Igbo).
Though the book also deals with the second-class citizenship that Adah suffers as a result of her husband's cruelty and sexism, it is also clear that both Adah and Francis suffer from the racist attitudes of many English people and that Adah at first has her own stereotypes to overcome. She eventually becomes a proponent of anti-racism and anti-sexism and insists that she and her children fight for first-class citizenship.

Single Variable Calculus, Chapter 4, 4.1, Section 4.1, Problem 40

Determine the critical numbers of the function $g(x) = x^{\frac{1}{3}} - x^{- \frac{2}{3}}$


$
\begin{equation}
\begin{aligned}

g'(x) =& \frac{d}{dx} (x^{\frac{1}{3}}) - \frac{d}{dx} (x^{- \frac{2}{3}})
\\
\\
g'(x) =& \frac{1}{3} (x)^{- \frac{2}{3}} - \left( \frac{-2}{3} \right) (x)^{- \frac{5}{3}}
\\
\\
g'(x) =& \frac{1}{3(x)^{\frac{2}{3}}} + \frac{2}{3(x)^{\frac{5}{3}}}
\\
\\
g'(x) =& \left[ \frac{1}{3(x)^{\frac{2}{3}}} \cdot \frac{x}{x} \right] + \frac{2}{3(x)^{\frac{5}{3}}}
\\
\\
g'(x) =& \frac{x}{3(x)^{\frac{5}{3}}} + \frac{2}{3 (x)^{\frac{5}{3}}}
\\
\\
g'(x) =& \frac{x + 2}{3 (x)^{\frac{5}{3}}}

\end{aligned}
\end{equation}
$


Solving for critical number


$
\begin{equation}
\begin{aligned}

& g'(x) = 0
\\
\\
& 0 = \frac{x + 2}{3(x)^{\frac{5}{3}}}
\\
\\
& 3(x)^{\frac{5}{3}} \left[ 0 = \frac{x + 2}{\cancel{3 (x)^{\frac{5}{3}}}} \right] \cancel{3 (x)^{\frac{5}{3}}}
\\
\\
& 0 = x+ 2
\\
\\
& 0 - 2 = x + 2 - 2
\\
\\
& -2 = x
\\
\\
& \text{ or }
\\
\\
& x = -2

\end{aligned}
\end{equation}
$


Therefore, the critical number is $x = -2$.

How is this story framed? Why does the author chose to introduce the story in this way?

This story is framed as a medical case study demonstrating the progression of mental illness in an adult male. Essentially, Lu Xun began the story this way in order to mask its true message. By presenting the story in this way, Lu Xun escaped outright condemnation and possibly incarceration and death for making bold claims against the traditional powers of his time. Interestingly, Lu Xun briefly studied medicine in Japan, so framing the story as a case study would not have been considered unusual for him.
The story itself, "The Diary of a Madman," is a critique of oppression in early twentieth-century China. Lu Xun, himself a leftist and Darwinian supporter, believed in the idea of revolution. He wanted to overthrow the hierarchical system of Confucian society, where the rich lived off the poor and wielded oppressive power.
In his short story, Lu Xun presents the case of a madman's diary in thirteen entries. In many of the entries, the "madman" contends that people in his community are trying to eat him. He writes that all "primitive people" once ate human flesh. However, he contends that some eventually stopped and became civilized: once they stopped, they "changed into real men."
Here, Lu Xun does not define the identities of the "primitive people." In fact, the madman classes his elder brother among the cannibals he must protect himself against. In the passage below, he begs his brother to change his ways.

"But if you will just change your ways immediately, then everyone will have peace. Although this has been going on since time immemorial, today we could make a special effort to be good, and say this is not to be done! I'm sure you can say so, brother. The other day when the tenant wanted the rent reduced, you said it couldn't be done."

The reference to "rent" is interesting, as it betrays Lu Xun's Marxist sensibilities. Lu Xun believed that communism was China's best hope against the inequity he witnessed in Chinese society.
When Mao came to power, he commended the then-deceased Lu Xun for his work in combating the "feudal forces and imperialism." I include a link below, where you can read Mao's speech commemorating the first anniversary of Lu Xun's death. Sadly, although Mao lauded Lu Xun and his humanist ideals, the dictator manipulated them for his own ends. According to historical records, Mao's policies killed more than 40 million Chinese citizens during the Great Leap Forward.
For Lu Xun, his short story will serve as a clarion call for freedom fighters of all ages.
http://afe.easia.columbia.edu/special/china_1900_luxun.htm

https://www.britannica.com/biography/Lu-Xun

Who are the transcendentalists?

The transcendentalists were a group of writers and philosophers in 19th century New England. They believed mainly in the power of the individual, the natural goodness of human nature, the corrupting nature of society and its institutions on the individual soul, and that knowledge comes from intuition and insight, rather than logic and experience. They generally opposed organized religion, industrialization, organized government, and organized social institutions, and instead favored self-reliance, natural living, and ways of living that resembled anarchist, socialist, and communist ideas. Various figures in the movement fought for causes like women's suffrage, better conditions for workers, and changes in religious and educational life in America, generally geared toward respecting the individual power of all men and women and the self reliance of each individual without too much societal influence. Common themes in their writing include nature and its beauty, power, self wisdom, and social change.
Well known transcendentalists include, among others, writer and philosopher Henry David Thoreau, who famously tried to live a self sufficient life at Walden Pond without influence from society; poet Walt Whitman; poet Henry Wadsworth Longfellow; writer, philosopher, and lecturer Ralph Waldo Emerson; writer Nathaniel Hawthorne; critic and teacher Margaret Fuller; teacher Elizabeth Palmer Peabody, who opened the first English language kindergarten in the US; and journalist and reformer George Ripley.
https://www.britannica.com/event/Transcendentalism-American-movement

How do the characters in Eudora Welty's "No Place For You, My Love" fit into the hero's journey? How do they not fit the trope?

It can be argued that there are indeed some elements of the hero's journey in Welty's short story. However, there are also a few oddities that have no place in such an adventure. First, let's discuss familiar elements of the hero's journey and how they fit into "No Place For You, My Love."
In the story, the two main characters (who remain unnamed) are at Galatoire's in New Orleans. The ambiance is conventional, sterile, and decidedly dull. The two strangers feel out-of-place in such an establishment, and furthermore, they are Northerners. The two eventually decide to take a road-trip to the south of New Orleans. In terms of the hero's journey, the two are said to be "crossing over the threshold" into a different world. The dichotomy between the previous "ordinary world" and new "unique world" is stark.
Although the "mentor" figure is central to the hero's journey, it can be argued that neither of the strangers is such a figure. Instead, they are allies in the hero's journey, making their first forays into a new land, one that holds unique and even dangerous possibilities. Away from the conventions of New Orleans, this new terrain is almost primitive, engendering visceral reactions from the strangers. The new "world" they have entered is inhabited by a "raging of insects," and it is unbearably hot.
Meanwhile, the little paths are littered by an array of crayfish, shellfish, terrapins, and turtles. Here, south of New Orleans, both animals and humans fight for survival in an unforgiving ambiance. The landscape is brutal, uncivilized, and devoid of any proprieties. This new land is certainly a change from the previous "ordinary world."
In the "unique world," however, the strangers do not themselves battle any conventional enemies. Certainly, there are no monsters or evil warlords to fight. Instead, the "ordeal" the strangers experience is more of a philosophical one: how to reconcile familiar convention (which bores them) with the obvious dangers of the new world (which unsettles them). On the ferry, some local boys are showing off a freshly caught alligator. The creature is still alive, and two of the boys challenge onlookers to wrestle the ferocious animal.
By now, the two strangers are feeling besieged by their environment. Still, they plod on together, faithful allies in this new world they have entered. Eventually, they return to New Orleans after their adventure. Unlike typical allies in the hero's journey, neither returns with a reward or elixir of sorts. There are no magic potions or powerful swords to display proudly. Instead, the strangers have merely shared a unique experience together. Additionally, they part at the end of the story, with no indication that they will meet again in the near future.

In Twelfth Night what makes Sir Andrew and Malvolio so easy to trick?

Malvolio's arrogance is what makes him so easy to trick. He believes himself so superior to everyone else that he genuinely thinks that Olivia is in love with him, despite her higher social status. Malvolio is so lacking in self-awareness—another characteristic that makes him so easy to trick—that he thinks he's entitled to better things. This makes him easy prey to Maria's crafty plot to humiliate him; she's going to teach him a lesson as punishment for his constant nagging, criticism, and condescension.
As for Sir Andrew Aguecheek, well, he's just a fool. Not a fool like Feste, a court jester kind of fool, but a fool as in a complete idiot. Like the hapless Malvolio, he thinks he has a chance of marrying Olivia. And like Malvolio, he's sorely deluded. But so obsessed does he become with securing Olivia's hand in marriage that he's the perfect patsy for the cruel prank that Sir Toby Belch plays on him.
Sir Toby has convinced Sir Andrew that the best way to Olivia's heart is to act the part of a swaggering blade and pick a fight with "Cesario." But Sir Andrew, being a physical coward as well as a complete imbecile, takes fright when "Cesario" (really Viola in disguise) looks ready to run him through in a duel. So it's not just congenital idiocy that makes Sir Andrew so easy to trick, but also his seemingly limitless capacity for macho posturing.

Who or What is responsible for killing Mrs Mallard? In 'The story of an hour'

While “responsibility” for Mrs. Mallard’s death is a stretch of the events of Kate Chopin’s "The Story of an Hour," it is definite that her death resulted from a complication of her heart condition. She died of a “joy that kills.”
The irony of that statement, a “joy that kills,” is that just before Mr. Mallard walked in the front door, unscathed, Mrs. Mallard was the most joyful that she had ever been. However, when she witnessed him, she released a piercing scream that relates to the reader that Mrs. Mallard was horrified that her newfound freedom had been so easily ripped right from under her feet.
Chopin writes "The Story of an Hour" via the unique perspective of the late 1800’s in America, wherein it was expected that women would be married before they reached a certain age. Our deceased Mrs. Mallard was described as “young,” meaning that although her marriage was a relatively new one, it was still one that had taken a very large toll on her health.
An important passage from "The Story of an Hour" demonstrates the immediate positive influence Mr. Mallard’s departure from her life has on Mrs. Mallard’s health:

"There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air… Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.”

This relaxation is what would have likely saved Mrs. Mallard’s life. Stress is known to be a common factor in many heart ailments. Furthermore, as the American Heart Association writes in their article ‘Stress and Heart Health,’ “When stress is constant, your body remains in high gear off and on for days or weeks at a time.”
All in all, it is contextual that the stressful experience of losing her highly desired freedom was the catalyst for Mrs. Mallard’s heart failure and death.
https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf

Where does the Nile begin? Where does it run to?

The Nile river is the longest river in the world.  It measures about 4,160 miles in total length, and it travels through a total of ten different countries.  It ends its incredibly long journey in the Mediterranean Sea.  A bit before that though, the Nile splits into two separate branches.  Those branches are the Rosetta and the Damietta, and both of them flow into the Mediterranean Sea. 
As for where the Nile begins, there is not a single location.  There are two starting locations because the Nile has two main tributaries.  The White Nile begins at Lake Victoria in East Africa, and the Blue Nile begins at Lake Tana in Ethiopia. Those two tributaries eventually merge in Khartoum which is the capital city of Sudan.
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlctM5vE0ygQYTfVKweRYa14-jUMkU5tUzTzSJwofIFp2busun_eCJQt-5aFOL0QajyrpJm4Bq21Vp1eyChp2TQz4XeSM50m-yVE-rQyY4kuSH8FWT1tuXAMh-DSAYJdkgciYhyMu6vAs/s1600/Map+of+Blue+and+White+Nile.png

How can the characters of Bluntschli and Sergius be compared?

In this 1894 play that skewers glorifying warfare and making heroes of soldiers, Captain Bluntschli is the practical realist who sets the action in motion by deserting from the army and hiding in Raina's bedroom after he climbs her balcony. He puts chocolates rather than bullets in his gun belt and attempts to disillusion Raina about the romance of the battlefield.
 
Major Sergius Saranoff, on the other hand, harbors deeply romantic and unrealistic ideas about war and love. He plays the part of the dashing and heroic officer, but in fact, he is incompetent on the battlefield. He wants to believe he is in love with Raina, but in fact he falls in love with her ambitious maid, Louka. He has to come to terms with the disjunct between his romantic ideals and the reality of who he is.
 
While Bluntschli and Saranoff in some ways represent polar opposites, the hard-headed realist versus the hypocritical romantic, both move toward the center, striking a balance between realism and idealism. As both accept who they really are, each pairs up with the right woman. 

Major Sergius Saranoff is an officer in the Bulgarian army. Bulgaria at this period was on the margins of Europe, and generally considered somewhat primitive and unsophisticated by Europeans. Sergius is handsome and dashing, and appears to believe in and enact an idealized romantic vision of war and love, although, as we discover later in the play, he himself feels constricted by the role in which the Petkoffs and Bulgarian society have placed him. He belongs by birth to the Bulgarian aristocracy.
Captain Bluntschli is a Swiss mercenary from a bourgeois family rather than an aristocratic one. He is older than Sergius and has a pragmatic view of war as a profession rather than as a patriotic calling. He has no particular commitment to Serbia or Bulgaria and is involved in the war as a job, and thus more concerned with his personal survival than with anything else. He is less handsome than Sergius. He is cosmopolitan where Sergius is provincial. At heart, though, Captain Bluntschli is a romantic in matters of the heart and falls in love with Raina.

College Algebra, Chapter 2, 2.2, Section 2.2, Problem 26

Make a table of values and sketch the graph of the equation $x^2 + y^2 = 9$. Find the $x$ and $y$ intercepts.

$
\begin{array}{|c|c|}

\hline\\
\text{Let } x & y = \sqrt{9 - x^2} \\
\hline\\
-3 & 0 \\
\hline\\
-2 & \sqrt{5} \\
\hline\\
-1 & \sqrt{8} \\
\hline\\
1 & \sqrt{8} \\
\hline\\
2 & \sqrt{5} \\
\hline\\
3 & 0\\
\hline

\end{array} $

To solve for $x$ intercept, where $y = 0$


$
\begin{equation}
\begin{aligned}

x^2 + 0^2 =& 9
\\
\\
x^2 =& 9
\\
\\
x =& \pm \sqrt{9} = \pm 3

\end{aligned}
\end{equation}
$


Thus, the $x$ intercept is at $(3,0)$ and $(-3, 0)$

To solve for the $y$ intercept, we set $x = 0$


$
\begin{equation}
\begin{aligned}

0 + y^2 =& 9
\\
\\
y =& \sqrt{9} = 3

\end{aligned}
\end{equation}
$


Thus, the $y$ intercept is at $(0, 3)$

In The Outsiders, what does Ponyboy mean when he says, "I would rather have someone's hate than pity"? Why does he say that?

Ponyboy's words highlight his pride and his deep need to be respected for who he is. This particular quote is taken from chapter 11. In this chapter, we learn that Ponyboy has been confined to bed rest. 
Alone in his hospital room, Ponyboy becomes philosophical as he flips through one of Sodapop's old yearbooks. He sees the picture of Bob (Robert Sheldon) and muses about the latter's home life. By now, the reader recognizes that this is the Bob who was killed by Johnny in self-defense. For his part, Johnny felt that violence was his only resort, as Bob had been in the process of drowning Ponyboy.
In the beginning of chapter 11, Ponyboy wonders whether Bob's parents will end up hating the Greasers for the death of their son.

Did they hate us now? I hoped they hated us, that they weren't full of that pity-the-victims-of-environment junk the social workers kept handing Curly Shepard every time he got sent off to reform school. I'd rather have anybody's hate than their pity.

Ponyboy tells us that he would rather be hated than pitied. To Ponyboy, pity holds negative connotations, and he especially does not want any member of the wealthy Socs community to pity him. Ponyboy suspects that pity from such quarters would be mingled with underlying contempt. Therefore, he prefers the hatred of the rich rather than their faux compassion, exhibited through their "pity-the victims-of-environment" rhetoric.
Ponyboy will never admit that he or any other member of the Greasers is physically, morally, or materially inferior to any member of the Socs community. Thus, he will never willingly accept their pity. To Ponyboy, disdain expressed under the cover of pity is an insult. As a result, he prefers to be hated.

What are some MAJOR differences between the narrative approach in "Young Goodman Brown" by Nathaniel Hawthorne and the approach found in "Miss Brill" by Katherine Mansfield? What do the main characters discover and learn about themselves?

Hawthorne's story begins with dialogue between Goodman Brown and his wife, Faith. Faith does not want him to go into the forest because she feels somewhat afraid, but Brown insists that he must. He also chides her for doubting him when they have only been married for three months. Brown's character begins to be revealed by this interaction: he is a man who leaves his apprehensive wife behind in order to do some "work" that he knows is shameful and immoral. From their interaction, we learn that he deceives his wife and then plans to "cling to her skirts and follow her to Heaven." His faith, then, is not terribly strong. The character of Mansfield's Miss Brill, on the other hand, begins to be revealed not by dialogue, but by the revelation of details concerning her feelings regarding her fox fur. She notes its damage and imagines that the fox feels sad, and she thinks of it as a "little rogue"—somehow playful, vivacious, and attractive despite its wobbly nose and "dim little eyes." We can also note that she is a bit eccentric, though she thinks of herself as quite a proper lady despite her musty fur.
Further, the opening imagery, another of Mansfield's narrative choices, helps to establish Miss Brill's character and mood. The "blue sky [is] powdered with gold and great spots of light like white wine splashed over the Jardins Publiques." It almost sounds like a stage set, which connects to Miss Brill's fantasy of being an actress playing a role. Based on the descriptions of the setting and of Miss Brill's fur, we can surmise that she does live in something like a dream. She imagines things to be more beautiful than they actually are. Hawthorne provides imagery much later, saying that Brown "had taken a dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind. It was all as lonely as could be." The imagery that begins "Miss Brill" allows us to participate in the titular character's fantasy. However, the imagery provided later on in "Young Goodman Brown" establishes the mood in a much darker way and seems to begin to set up the forest as a symbol of temptation. It feels threatening and dangerous, unlike Miss Brill's lovelier imagery.
Mansfield eventually establishes the tattered and ridiculous fox fur as a symbol of Miss Brill herself, but Hawthorne writes a sort of allegory using Brown. Miss Brill does not realize until the end that she is as outdated and irrelevant as her fur. It is only once the young couple speaks about her so rudely within earshot that she understands her real place in the world, and even then, it is unclear whether or not she truly internalizes this realization. For example, she seems to think the crying she hears is coming from the boxed fur. She does not realize that she is crying. Goodman Brown, however, has a rather generic, common name, as though he could stand in for a sort of Christian "everyman" character. His struggles with temptation are universal. Further, his wife's name, Faith, represents Christian faith, and when Brown abandons his wife at home, choosing temptation in the forest instead, he briefly abandons his faith in God. When Brown chooses temptation over Faith, he turns his back on God. The story seems like a warning to readers to avoid this kind of thinking, as Brown's view of the world and his peers never recovers from his experiences in the forest; he has lost all faith in God, humanity, and perhaps even himself. "Miss Brill" does not contain the same kind of moralistic message.
Brown's realization has more to do with other people than himself. When he returns from the forest, or his dream of it, he sees everyone around him as a "blasphemer," including his own wife. He does not seem to realize his own role in the "gloom" that envelopes the rest of his life. Miss Brill's semi-realized epiphany has more to do with herself than anyone else. She seems to develop some understanding of her lack of relevance in the world. Brown's realization misses the mark, then, but Brill's realization is closer to the truth.

Who is submissive and powerless in Shakespeare's A Midsummers Night's Dream? How and why?

Much has been made of the power/gender dynamics in Shakespeare's A Midsummer Night's Dream, and for good reason: the play largely relies on the interlocking relationships between couples, many of which have unbalanced power dynamics. Generally speaking, the men in the play have power, leaving the women relatively powerless and submissive.
Consider for instance, the men's actions in the play: Theseus and Egeus decree that Hermia must marry Demetrius against her will, while Oberon bewitches Titania in order to force her to obey him. Additionally, the hapless Helena follows Demetrius through the play, begging him to love her. Clearly, the women in the play are denied agency through their relationships with men, as the male characters in the play do not treat them as equals, but use force to deny women power. In short, we can hypothesize that Athenian society within the play is decidedly misogynistic and determined to force women into submission in order to bolster male power.
It's worth noting, of course, that a few elements destabilize this trend. Hermia, for instance, resists Theseus and Egeus and ultimately weds her true love, Lysander. Likewise, Titania offers spirited resistance to Oberon's tyranny and, though she ultimately yields to his wishes, she does not humbly submit. As such, while women can be seen as powerless in the play, it's worth interrogating this idea a little and finding the exceptions to the rule. After all, Shakespeare's work is complex, and it's difficult to name a trend or theme in his plays that is not destabilized in some sense. 

idk

How has the Fourteenth Amendment affected civil liberties from the time of its passage at the end of the Civil War?

The Fourteenth Amendment was added to ensure that all citizens of the United States were entitled to "equal protection" under the law. It said that all naturalized or born citizens were given this right regardless of any other factors. Before the Civil War, the Supreme Court had held (in the infamous Dred Scott decision) that African Americans could not be citizens, and that they had no rights a white man had to recognize. This Amendment essentially nullified that decision. It also was intended to guarantee that the rights protected in the Bill of Rights were not just shielded from infringement from Congress, but the state legislatures as well.
This had, however, been a relatively recent development. In the nineteenth century, courts regularly held that the Fourteenth Amendment did not do this, most famously in a series of Supreme Court cases that allowed Southern states to roll back laws intended to guarantee the rights of freedmen. In the twentieth century, the Supreme Court developed a legal doctrine known as "incorporation." Under this doctrine, the rights protected by the Bill of Rights were extended to the state level under the "Due Process" clause of the Fourteenth Amendment. The First, Second, Fourth, Fifth, Sixth, Seventh, and Eighth Amendments have all been applied to state laws under this doctrine in a series of cases dating back to the turn of the century. So in this way, the Fourteenth Amendment has been instrumental—essential, even—to extending civil liberties to all American citizens. Having very little effect on civil liberties immediately after its passage, it has become the linchpin of the rights and liberties associated with American citizenship.
https://www.law.cornell.edu/wex/incorporation_doctrine

The civil liberties that are enjoyed by the people of the United States are outlined in the Amendments to the Constitution, the first ten of which are also known as the Bill of Rights. For example, the First Amendment gives the people the liberties of free speech, the freedom to exercise their religion, and the freedom of the press, while the Fourth Amendment provides civil liberties through the prohibition of government searches or seizures that are deemed unreasonable.
However, up until the passage of the Fourteenth Amendment in 1868, these civil liberties were only enforceable against the federal government, not the governments of the individual states. After all, the first three words of the Bill of Rights are "Congress shall not," and Congress is the legislative body of the federal government.
Before 1868, then, this meant that, while individuals had a right to free speech that could not be infringed upon by the United States government, the government of a state—say, the state of Virginia—could do whatever it wanted to infringe on this civil liberty.
The Fourteenth Amendment changed that. By declaring that "No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law" (this is known as the due process clause), the Fourteenth Amendment applied the protections that were guaranteed by the Bill of Rights to actions done by state governments, not just the federal government. No longer were individual states able to violate the civil liberties of U.S. citizens.
The timing of the passage of the Fourteenth Amendment, of course, reveals the underlying goal of the new Amendment. It was 1868, and the southern states were just recovering from losing the Civil War. They had newly-freed slaves now living in the area, and racial animosity was running high. Local and state governments were passing long lists of laws ("Jim Crow" laws) that stripped these newly-freed slaves of many of their civil liberties—liberties that were protected by the Bill of Rights, but only against federal incursion, not state incursion.
https://www.law.cornell.edu/wex/incorporation_doctrine

The Constitution appeared to have the idea that Congress would be supreme. Is Congress actually supreme?

Certainly, the executive branch was the subject of Article II, from which it is not unreasonable to infer that the legislative branch, as Article I, was meant to be more important and possibly more powerful.  But it is a long stretch from "important" to "supreme," and the founders really did not want to make any branch supreme.  Had they wanted to do so, we could have simply had a monarchy.     
In addition, we know from the existence of Article III of the Constitution and case law that the Supreme Court is meant to act as a check on congressional power.  The Supreme Court of the United States is, in fact, a greater check on Congress than the executive branch is, since Congress can overrule a Presidential veto, but Congress cannot overrule the Supreme Court. If they want to try again after the Supreme Court has ruled that a statute or part of a statute is not constitutional, they can write a new law or amend one, but the Supreme Court's decision is dispositive and final as to the law that was reviewed. 
Congress has passed many laws that have been held to be unconstitutional, beginning in 1803 with Marbury v. Madison. Many others have followed, including a case overturning part of the Affordable Care Act, and another overturning part of the Voters' Rights Act, all involving congressional legislation. Without the review of the Supreme Court, I am not convinced we would be a true "nation of laws," since none of us is so perfect there should not be someone looking over our shoulder, holding us to higher standards than our political needs dictate, the standards set forth by the Constitution and all of its amendments. 

As befitting a republican government, the Congress established by the Constitution of the United States is invested with expansive powers. These powers are expressed in Article One of the Constitution, which is by far the longest and the most detailed in the document. Congress is given a whole host powers, including taxation, the power to regulate interstate commerce, to declare war, to print and coin money, and many others. In the context of the late eighteenth century, granting these expansive powers to the legislature was seen by many as necessary to address many of the weaknesses that plagued the country under the Articles of Confederation. 
The powers of the President were considerably more limited under the Constitution. The President is Commander-in-Chief of the armed forces, has the power to appoint advisors and judges, and to conclude treaties with foreign countries. But both the appointment and the foreign relations powers were only to be carried out with the "advice and consent" of the Senate. The President also has the veto power over Congress. But overall, the powers of the President were quite deliberately limited by the Constitution.
In practice, however, the President has assumed powers well beyond those envisioned by the Framers. This has happened for several reasons. The actions of Presidents have set precedents for their successors, and over time, this has resulted in a gradual accretion of power and responsibility. For example, Presidents have, without a formal declaration of war, sent troops into many wars in many foreign conflicts. In so doing, they can point back to the actions of their predecessors who made similar decisions. Presidents have assumed extraordinary powers in response to crises, which Congress was unable to act upon with sufficient speed. Also, the President sits at the head of a bureaucracy not mentioned in the Constitution. While Congress has oversight over executive agencies, these agencies are actually tasked with carrying out government policy. Finally, Presidents have what Theodore Roosevelt, a man who dramatically expanded the powers of the office , once described as the "bully pulpit." The rise of mass media has only contributed to the reality that the President is the face of the federal government, able to influence public opinion and to take action that Congress is unable to take. These are just a few of the reasons why the President has risen in power relative to the Congress in ways not anticipated by the Constitution.
https://www.ushistory.org/gov/6a.asp

https://www.ushistory.org/gov/7.asp

What quotes show compromise in Romeo and Juliet?

I can think of a good example of a compromise quote from Shakespeare's Romeo and Juliet that occurs at the very beginning of act 1, scene 2. Paris and Lord Capulet are talking together, and Paris wants to know what Capulet thinks of Paris's proposal to marry Juliet. Capulet's response is a counter-proposal. He tells Paris that Juliet is still very young, and Capulet would like Paris to wait another two years before marrying Juliet.

My child is yet a stranger in the world.
She hath not seen the change of fourteen years.
Let two more summers wither in their pride
Ere we may think her ripe to be a bride.

Capulet then gives Paris his permission to "woo" Juliet and make her fall in love with Paris. If Juliet wants to marry him, then Capulet won't argue.

But woo her, gentle Paris, get her heart.
My will to her consent is but a part.
An she agreed within her scope of choice,
Lies my consent and fair according voice.

The reason that this is a compromise is because Capulet isn't saying "no" to Paris, but he isn't saying "yes" either. Instead, Capulet is proposing a "middle ground." Paris can marry Juliet if he is willing to wait awhile and woo her in the process. The only downside to this scene as a compromise is that we don't get to see Paris agree to it or not. We see the compromise proposed, but we don't see an agreement handshake or anything like that.This scene also has a compromise being made by Romeo. He's still complaining about Rosaline wanting nothing to do with him, so Benvolio proposes that they go to Capulet's party in order to ogle the many other beautiful women who exist in the world. Benvolio is convinced that the mere sight of so many other lovely ladies will convince Romeo that Rosaline is nothing to worry about. Romeo eventually agrees to go with Benvolio, but Romeo says that it's only in order to see Rosaline.


I’ll go along, no such sight to be shown,
But to rejoice in splendor of mine own.

What is the issue in the story?

The main issue in Denis Johnson's "Car Crash While Hitchhiking" is responsibility and helping others. The story's narrator, a young man, tells of a car accident he was in. A family from Marshalltown gave him a ride during a storm. The narrator had recently gotten out of another car, and he had large amounts of drugs and alcohol into his system.
The narrator comes across a family while "something less than conscious," and he believes that there will be a horrible accident (apparently, he can glimpse the future). He accepts the ride while knowing that the accident will happen. Not caring that the accident will take place, the narrator gets into the car because the family agrees to take him all the way to his final destination.
After the accident, no one seems to want to take any responsibility for either the accident or the aftermath. The man driving the car denies the accident. The narrator denies the wife's death. The truck driver, who happens on the accident, does not want to go for help, stating that he cannot turn around where he is at. He also refuses to take the baby, but he does agree to allow the narrator and baby to sit in the cab until help comes. Lastly, the narrator ends up in the hospital, refusing treatment.
The story then jumps forward in time to several years later. The narrator is again in the hospital, this time due to drug abuse. The story ends with the narrator speaking directly to the reader: "And you, you ridiculous people, expect me to help you."
Essentially, the issue lies in people not taking responsibility for their actions. It also lies in people not wanting to take responsibility for things that they do not find necessary (like a car accident involving others).
Superficially, one could also argue that the issue of the story lies in drug abuse and the ramifications which arise because of drug abuse. Given that the closing situation revolves around the narrator's drug abuse, one could easily state that drug abuse is an underlying issue raised in the text.

Calculus of a Single Variable, Chapter 3, 3.2, Section 3.2, Problem 68

You need to evaluate the derivative of the function f(x) = 2x - 2 - cos x , such that:
f'(x) = 2 + sin x
You need to use Rolle's theorem, so you need to find the roots of the equation 2 + sin x = 0.
sin x = -2
Notice that there is no value of x for sin x = -2 sin sin x in [-1,1], hence, the equation sin x + 2 = 0 has no solution. Since the equation f'(x) = 0 has no solution, there is no change of sign for the function f(x), over the interval (-oo,+oo), hence, the equation f(x) = 0 has no real solutions.

Was giving Jack power in Golding's Lord of the Flies a mistake?

Giving Jack power was a mistake because it divided the boys from the beginning instead of uniting them, and did not give Jack any incentive to follow Ralph.
Ralph was elected leader because he was the one who blew the conch.  He found the special shell and blew it, and blowing it was what brought all of the boys together.  This and the fact that he was tall and dignified-looking was the reason that the boys voted him as their leader.

Jack started to protest but the clamor changed from the general wish for a chief to an election by acclaim of Ralph himself. None of the boys could have found good reason for this; what intelligence had been shown was traceable to Piggy while the most obvious leader was Jack. (Ch. 1) 

Jack is given the responsibility of leader of the hunters.  This means that there is division in the group from the beginning.  It also means that Jack has power.  He takes responsibility for leading the initial exploration of the island, knife in hand, because he feels like that falls under the responsibility of the hunters’ leader. 
A person like Jack should never have power.  Jack wants power in order to have power.  When the boys are creating their society, he is more interested in the fact that they get to punish people who break rules than the need for having rules in the first place.  Later, he ties a boy to a tree and has him beaten for apparently no reason.  Jack is a bully who likes power and violence for its own sake.
Like power being the more interesting part of leadership, Jack is more interested in the violence of hunting than the meat. The first time he sees a pig, he can't even stab it because he is so focused on the enormity of killing it.  Under Jack's leadership, pig hunting becomes more about war paint and a pig dance than the meat.

Then Maurice pretended to be the pig and ran squealing into the center, and the hunters, circling still, pretended to beat him. As they danced, they sang.“Kill the pig. Cut her throat. Bash her in.” (Ch. 4)

After the schism, most of the older boys side with Jack at first because he has the hunters, and the pig dances.  Jack's brutal leadership makes it impossible for any compromise.  His civilization is all about him. It's not about order.  It's a commitment to savagery.

Explain why fossil fuels such as crude oils contain varying amounts of nitrogen and sulfur.

Fossil fuels have resulted from the anaerobic decomposition of the organisms that died millions of years ago. The dead organisms (including plants and animals) were covered by layers of sediments and thus underwent decomposition in the absence of oxygen. Since these fuels have resulted from dead organisms, their constitution results from the elements present in these organisms. Some of the commonly used fossil fuels are coal, crude oil, and natural gas.
The crude oil contains 0.05%-0.5% sulfur and 0.5%-2.1% nitrogen. In fact, sulfur is the third most abundant element in the crude oils and can have concentrations of up to 14% in heavier crude oils.
It is the presence of these elements (sulfur and nitrogen) that causes the air pollution when crude oil or its resultant products (such as, diesel, petrol/gasoline, etc.) undergo combustion (typically in vehicles and/or industrial applications).
Hope this helps.

What determines the validity of a theory?

In science, a theorem is an explanation of a phenomenon that has a significant body of evidence supporting it. Theorems start life as a hypothesis for why something happens the way it does. Scientists design experiments to test that hypothesis, and if the results support that hypothesis, it evolves into a scientific theory. According to the National Academy of Science, the best way to evaluate a theory is to determine if it is comprehensive, tends to be well-established, has ample evidence to support it, and is unlikely to change with new data.
One of the most common places to find the scientific communities definition of a theory ironically seems to be when people discuss evolution. Evolution is a scientific theory, and the evidence in support of the theory has been demonstrated and observed time and time again. It is unlikely that there will be observations not consistent with it in the future, and at this point, it is a widely accepted explanation for how life changed over time.
Keep in mind, though, that "unlikely to change over time" does not mean "will not change over time." With new data and better technology, we often have to modify previous ideas for how things work. Sometimes we have to change things significantly, such as with the advent of quantum physics or relativity.
https://www.nas.edu/evolution/TheoryOrFact.html

https://www.space.com/17661-theory-general-relativity.html

Describe the major changes that took place in the practice of religion in America in the early nineteenth century and the impact these had on American society.

The period encompassed in this question witnessed the emergence of what historians call the Second Great Awakening, a major transformation in American Christianity. These major changes that occurred in the practice of religion can best be described as its "democratization." This was true both in form and in practice. Many of the preachers who conducted the revivals of the Second Great Awakening preached in an emotional, accessible style free from the formality and stuffiness that characterized some church services. This attracted many Americans in a period known for advancing political participation and democracy, particularly for white males. Evangelical Christians also emphasized the individuality of people and their ability to form a direct relationship with the divine. An individual's salvation was dependent on their willingness to accept God, not any other, external factors, and it was certainly not limited to a small group of "elect," as the Puritans had taught. So religion was in every way more accessible to ordinary Americans.
As for how these changes affected American society, the short answer is that they served as a motivating factor for the many reform movements that emerged during the period. The new evangelism emphasized the ability of people to change their own lives, and even the world. For many, this found an outlet in efforts to reform the many social ills—slavery, Indian removal, alcohol abuse, asylums, and countless others—that plagued American society in the period. In a less tangible way, this new way of thinking about faith gave meaning to ordinary people whose lives were increasingly affected by impersonal market forces during the Market Revolution. It was no coincidence that these evangelical movements first emerged in communities, like those in the "burned-out" district of New York, that had most felt the effects of these economic and social changes.
http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/nevanrev.htm

https://www.ushistory.org/us/22c.asp

Religion in America became more diverse.  Groups such as the Latter-Day Saints (Mormons) formed their own churches.  The United States had more Catholics as Irish immigration increased.  While these denominations were not accepted in mainstream Protestant America, they were quickly becoming a presence and drew increasing number of followers.  
The Protestant Church grew as well, with increasing numbers of Presbyterians, Baptists, and Methodists.  The Second Great Awakening, which began in the 1820s, brought more people into church membership.  One of the first things that frontier communities did was form a church.  Churches also spoke out more against social issues such as slavery and alcohol.  The African Methodist Episcopal Church started during this period though its numbers would not skyrocket until after the Civil War.  Many churches even split over doctrine differences, creating new denominations such as Southern Baptists and Missionary Baptists.  

How much time elapses in Salvation by Langston Hughes and why is this important to the effect?

I just answered a question concerning "Salvation" that might be helpful to this question.
With regards to how time passes, the essay begins a few weeks before an important revival meeting at Hughes's aunt's church. The build-up for this revival meeting over the next few weeks happens quickly, over the course of a single paragraph. Then, Hughes spends the rest of this essay describing this single revival meeting, which most likely lasts several hours (at one point Hughes says, "Now it was really getting late. I began to be ashamed of myself, holding everyone up so long.") The fact that most of the essay revolves around a single event in time tells us that this event was an important milestone in Hughes's life.
It's important to note that the essay is written from the point-of-view of Hughes as an almost 13-year-old boy, a child on the brink of adulthood. Thus, while the essay mainly covers a single event lasting just a few hours, Hughes's child speaker ages dramatically in the essay. At the end, Hughes writes, "Now I didn’t believe there was a Jesus any more, since he didn’t come to help me." The essay represents a moment of enlightenment and disillusionment for the speaker. The fact that the essay covers such a short period of time is shows us how monumental this event was in Hughes's life.

Discuss energy conservation. What is a radiation source? Describe the uses of radioactive sources within medicine. Discuss half-life.

(Generally, multipart questions are split into different questions and each is posted separately. I will answer some of the questions and provide hints for the rest).
Energy Conservation: This term is most commonly used in reference to the saving of energy or energy sources. When we talk of carpooling or the use of public transport, we are talking about conserving the sources of energy (generally fossil fuels). Similarly, when we talk about using energy-efficient devices, we are referring to the conservation of electrical energy, which in turn will minimize the combustion of fossil fuel in the thermal power plants (this assumption is valid since most electrical energy is generated through the combustion of fossil fuels). Energy conservation is necessary for a number of reasons:
1) Fossil fuels, our most important source of energy, are limited in quantity and will likely run out soon.
2) Fossil fuel combustion generates greenhouse gases, which, in turn, are the reason for global warming.
3) Fossil fuels are not uniformly distributed geographically, and this causes the dependence of nations on a few nations rich in fossil fuels.
Energy conservation will not only minimize global warming, it will also prolong the availability of fossil fuels and minimize the dependence of nations on countries rich in fossil fuels. Efforts are underway at the global level to counter the growing risk of global warming, and one of the key steps is the reduction in the greenhouse gas emissions through the decreased use of fossil fuels. Energy conservation can also help in those efforts by reducing the energy requirements. Use of public transport, energy-efficient devices, development of green buildings, and so on are all energy conservation efforts. An example of an energy efficient device is a LED lamp. It uses less electricity when compared to an incandescent lamp.
Think of a large number of similar examples that can result in energy conservation.
Radiation source: This is simply a source of radiation. Some day-to-day examples of radiation sources include cellphones, X-rays, FM or AM radios, garage-door openers, microwave ovens, and so on. Radiation sources may generate either ionizing or nonionizing radiations. Ionizing radiation, such as gamma rays, may be hazardous to our body. Note that radiation sources can be natural or man-made. Some forms of natural radiation include cosmic radiation, terrestrial radiation from rocks containing radioactive minerals, and so on. Man-made radiation sources may be present in industries, hospitals, nuclear reactors, and so on.
Radiation sources can be beneficially used in medicinal science. The X-ray machine is very commonly used by dentists and hospitals. This machine is a source of X-rays. This equipment is used to locate bone fractures, tooth defects, and so on. Radioisotopes are used for radiation therapy of cancer patients. Similarly, radioactive iodine may be used to treat thyroid problems.
Half-life refers to the amount of time in which a radioactive substance reduces to half of its original amount. For example, uranium-238 has a half-life of about 4.5 billion years. This means that if we start with 1 kg of uranium-238, after about 4.5 billion years, we will be left with around 500 grams of it. One of the most common uses of the half-life concept is in the carbon dating of organic materials.
Hope this helps.

What happened after the trail of tears

When the Cherokee were forcibly resettled in the territory of Oklahoma after the Trail of Tears, their nation faced a period of extreme turmoil. Major Ridge, his son, and other Cherokee signers of the Treaty of New Echota were blamed for the deaths of the 4,000 Cherokee that perished on the Trail of Tears. They were executed by their tribesmen under the Cherokee Blood Law. What followed was a wave of power struggles and violence within the nation. Nearly the entire leadership of the Cherokee was killed or deposed during the years that followed. In short, the Cherokee descended into a civil war that lasted nearly thirty years.
Furthermore, the Cherokee initially had trouble adjusting to life in Oklahoma. In Georgia they had been successful farmers. When they arrived in Oklahoma they did not have the infrastructure in place or the tools to immediately begin farming. As a result, they had to resort to hunting and gathering, a lifestyle they were not used to. Unfortunately, these methods could not provide enough food for the entire population, and many starved. Eventually, and with great difficulty, the Cherokee adjusted to life in the West. Their population ultimately rebounded, and today they are one of the largest Native American tribes in the country.

Careful measurement of the electric field at the surface of a black box indicates that the net outward electric flux through the surface of the box is 6.0 kN⋅m^2/C. What is the net charge inside the box? If the net outward electric flux through the surface of the box were zero, could you conclude that there were no charges inside the box? Explain your answer.

Use Gauss's law relate the electric flux with the charge enclosed in the box. Since the electric flux is directly proportional to the net amount of enclosed charge in the box, if the flux is zero, so is the net amount of charge. Keep in mind there may may equal amount of positive and negative charge.
http://hyperphysics.phy-astr.gsu.edu/hbase/electric/gaulaw.html

Explain how water and glucose can diffuse across a plasma membrane?

Diffusion is a type of passive transport. The cell doesn't have to invest energy to allow the molecules to pass through the plasma membrane.
The plasma membrane is composed of a phospholipid bi-layer. Its hydrophilic and polar "heads" point towards the extracellular environment on the outside of the cell, and towards the cytoplasm on the inside of the cell. Its nonpolar hydrophobic tails are aligned on the inner surface of the membrane. There are proteins embedded in the cell membrane that can serve as transport proteins.
The plasma membrane is selectively permeable which means only certain substances may pass through the cell membrane. These vital substances must be able to enter and leave a cell in order for it to stay alive.
Osmosis is the passage of water across the plasma membrane by diffusion. There must be a region of higher concentration of water on one side of the membrane relative to the other. Aquaporins are channel proteins that help increase the amount of water molecules that can diffuse across the membrane. That is because they have a hydrophilic channel that molecules like water can use as a tunnel through the membrane. Hydrophilic molecules like water do not cross the membrane easily on their own.
Cells need glucose to carry out cellular respiration. If there is a higher concentration of glucose outside the membrane relative to inside the cell, glucose will enter the cell when carrier proteins shuttle the molecules across. Glucose is too large of a molecule to enter a cell unassisted. This is known as facilitated diffusion and does not rely on an additional input of energy from the cell. The difference in concentration from high to low is a concentration gradient that provides the energy for this process to occur. 
The link I provided has details about facilitated diffusion-see number 2 with an excellent diagram, and osmosis-see number 3 in the article.
 
 

How does the author use action, setting, and dialogue to convey the theme that things are not always as they appear to be in A Very Old Man with Enormous Wings?

The author uses elements of the literary genre magical realism to convey that things are not always what they appear to be. Using this approach, Garcia Marquez combines the mundane with the magical to create a world that is both real and unreal.
The setting of the story contributes to the magical realism of the story. Even the opening line contains aspects of magical realism:

On the third day of rain they had killed so many crabs inside the house that Pelayo had to cross his drenched courtyard and throw them into the sea, because the newborn child had a temperature all night and they thought it was due to the stench.

Pelayo's house has strange qualities, as it is inundated with crabs. Pelayo and his wife, Elisenda, also bizarrely believe that their child has taken sick because of the smell of the crabs. While the story contains realistic elements, such as the house by the sea and the sick child, the author also interjects oddities and fantastic elements that upend this reality and suggest that things are not always what they seem.
Several elements of the plot also contain a sense of unreality. For example, the angel cascades to the ground dressed as a ragpicker. Shortly after he arrives, the crowd becomes so big that Pelayo's courtyard is crammed with people. He has to call troops with fixed bayonets. Then, an even more bizarre event occurs:

A traveling carnival arrived with a flying acrobat who buzzed over the crowd several times, but no one paid any attention to him because his wings were not those of an angel but, rather, those of a sidereal bat.

The acrobat in the circus inexplicably has the wings of a bat, but no one even remarks on him because they are concentrated on the strange angel. Later, a woman who has been changed into a spider for having disobeyed her parents also arrives in the traveling show in town. These events mix the real and the fantastic.
The dialogue is also unreal at times. For example, Pelayo and Elisenda's neighbor tells them the following about the strange creature who has fallen by their house: "He’s an angel. . . . He must have been coming for the child, but the poor fellow is so old that the rain knocked him down.” Her remarks are clearly fantastic in nature, but the neighbor is convinced of her beliefs. As the story's setting, plot, and dialogue contain elements of fantasy, the reader is not that surprised when the creature flies away at the end of the story because the author conveys throughout the story that things are not what they seem.

Is Hirschi's (1969) social control theory compatible with Gottfredson and Hirschi's (1990) general theory of crime? Why or why not?

I would argue that these two theories are compatible based on a simple analysis of both.
In essence, Hirschi's social control theory states that societal bonds are the mechanism that prevents people from pursuing the rewards offered by a life of crime. These bonds consist of attachment (emotional connections that we share with people), the commitments that we make to building and sustaining relationships with others, our involvement with work-related and social activities, and our beliefs in right and wrong. When combined, according to social control theory, these factors keep members of society in check.
According to A General Theory of Crime (1990), crime is the result of a blend of opportunity and low self-esteem. An unstable or difficult childhood creates a breeding ground for the development of criminal tendencies, according to this theory.
From a sociological perspective, it is evident that if one has a bad childhood, one is less likely to find it easy to form the types of social bonds described by social control theory. Without these social bonds, according to Hirschi, it would be easier to cast away moral scruples and enter a life of crime.
https://www.britannica.com/biography/Travis-Hirschi

Hirschi's (1969) social control theory posits that people who are delinquents did not form social bonds to society consisting of attachment, belief, commitment, and involvement. Following a Hobbesian viewpoint, Hirschi believes that all humans are capable of committing crimes and that conformity, rather than delinquency, has to be explained. Through the process of socialization, he believes that people form bonds with society, which includes attachment—the link between people and society. Other elements of social bonds include commitment—the time and energy or investment that someone has made in societal institutions. For example, someone who has earned a college degree might be less likely to violate societal norms. Involvement is the third aspect of social bonds, as people who have more structured time that connects them to others are less likely to commit crimes. Belief refers to the degree to which people believe in social norms and are therefore more likely to follow them.
Gottfredson and Hirschi's (1990) general theory of crime postulates that people's degree of self-control explains a person's likelihood to commit or refrain from crime (see the link below for additional information). When a person with the propensity to commit crimes encounters the opportunity to commit a crime, they are more likely to do so. The researchers believe that children raised in situations in which they are not well monitored by adults, in which they are not attached to their parents, and in which the parents encourage criminal behavior, will develop less self-control. People with this orientation are often focused on the present and want to gain rewards without work.
These two theories are to some degree incompatible. Hirschi's (1969) social control theory posits that parents do not need to have direct control over their children but can exercise a kind of indirect control. From this early theory, it follows that even if parents are not present, they can exercise a form of psychological control over their children. However, Hirschi abandoned this idea in the later general theory of crime that he developed with Gottfredson in 1990. The general theory of crime states that parents must monitor their children directly so that the children develop self-control and an orientation for eventual rather than immediate results. The earlier theory states that children can develop some of this connection and self-control on their own while the parents exercise indirect control, while the later theory states that parents must be present and actively instilling values and practices of self-control in their children to encourage law-abiding behavior.
Source:
Wiatrowski, M.D., Griswold, D.B., & Roberts, M.K. "Social Control Theory and Delinquency." American Sociological Review Vol. 46, No. 5 (Oct., 1981), pp. 525-541 Published by: American Sociological Association DOI: 10.2307/2094936.
https://oxfordre.com/criminology/view/10.1093/acrefore/9780190264079.001.0001/acrefore-9780190264079-e-252

College Algebra, Chapter 3, 3.7, Section 3.7, Problem 80

Suppose that one Canadian dollar was worth $1. 0573$ U.S. dollar at a certain time.

a.) Find a function $f$ that gives the U.S. dollar value $f(x)$ of $x$ Canadian dollars.

b.) Find $f^{-1}$. What does $f^{-1}$ represent?

c.) How much Canadian money would $\$ 12,250$ in U.S. currency be worth?


a.) If 1 Canadian dollar = $1.0573$ U.S. dollar, then

$f(x) = 1.0573 x$

b.) To find $f^{-1}$, set $y = f(x)$


$
\begin{equation}
\begin{aligned}

y =& 1.0573 x
&& \text{Solve for $x$, divide } 1.0573
\\
\\
x =& \frac{y}{1.0573}
&& \text{Interchange $x$ and $y$}
\\
\\
y =& \frac{x}{1.0573}
&&

\end{aligned}
\end{equation}
$


Thus, $\displaystyle f^{-1} (x) = \frac{x}{1.0573}$.

If $f(x)$ represents the exchange rate of Canadian to U.S. dollar, then $f^{-1} (x)$ represents the exchange rate of U.S. dollar to Canadian dollar.

c.) If $x = \$12,250 $ U.S. dollar

then its equivalent Canadian dollar is..

$\displaystyle \frac{12,250}{1.0573} = 11,586.16$