Is monopoly ever justified? Why or why not?

Usually, monopolies are associated with various drawbacks, including low output and exorbitant prices. On the same note, other schools of thought perceive monopolies as the deterrents of social democracy and free market libertarianism. A society devoid of any structure or governing rules shifts to a monopolistic formation, where all the powers are transferred to one or a few nobles.
Looking at the issue from a different viewpoint, however, the benefits of monopolies may significantly outweigh their demerits. Some of the notable justifications of monopolies include the fact that they are in a better position to sponsor development and research and also reap the benefits of lower average costs. To explain the aforementioned arguments further, the supernormal or excessive profits generated by the monopolies can be used to fund projects that require enormous investments. Moreover, increased output, which is one of the key features of monopolies, will translate to reduced production costs. Essentially, this means that customers can enjoy services and goods from monopolies at a relatively reduced cost.
Monopolies serve as the best choice in industries such as electricity distribution (it would be pointless to have multiple electric cables traversing the same neighborhood), bus services (to simplify timetabling), and in the pharmaceutical industry (the issuance of patents facilitates new research, and ultimately new drugs are created).
https://courses.lumenlearning.com/boundless-economics/chapter/barriers-to-entry-reasons-for-monopolies-to-exist/

A monopoly is the state of a marketplace where one producer has a stranglehold on all, or substantially all demand. In economic models such as the ones that exist in the United States and Europe, monopolies are typically extremely disfavored because they do not allow a freedom of choice in the market. Without freedom of market choice, competition does not drive prices down and the end result is typically a decrease in the quality of the good or service that reaches the consumer. However, when multiple companies compete in a free market, they are incentivized to create a better quality product at a lower price, in order to be victorious against one another to be the supplier for existing demand.
There are some permissible monopolies, but those are typically state monopolies, where the government prohibits any other entity from offering the service for a valid public policy rationale. A generally agreed state monopoly would be in military and weaponry, where the state will not allow any other entity to compete with it and offer to provide the protection for common citizens. Courts tend to have monopolies on the service of deciding disputes.
See futher:
"Industrial Organization: A Strategic Approach" by Church, Jeffrey and Ware, Roger. University of Calgary Press. 2000.

In an ideal world, consumers are generally better served when there is competition between various industries. Competition tends to help keep prices in check and often prevents companies from charging whatever they want because there is no competition. However, there are some instances where it is justified to have the existence of monopolies.
Some industries have incredible setup costs. In these industries, it is justified to have a monopoly. Examples can be found in the electrical, natural gas, and water industries. Because the setup costs are so high for an electric company, a natural gas company, and a water utility, it would not be feasible for multiple companies to provide these services to a city or a region. In these cases, it is acceptable to have one water utility, one natural gas company, and one electric company serving a city or a region. The companies are regulated by a government agency. This prevents them from raising rates without getting permission from the government. These companies provide a very valuable service and are regulated by the government. Government regulation helps to protect the consumer from unreasonable rate increases.
https://www.thebalance.com/monopoly-4-reasons-it-s-bad-and-its-history-3305945

What is the volume occupied by 14 gm of O2 at S.T.P?

The ideal gas law is an idealized relationship between pressure, temperature, number of moles, and volume of a given gas. It is derived from the Kinetic Theory of Gases and relies on the assumption that:
1. Gases are comprised of a large number of atoms or molecules moving according to the laws of motions,
2. The atoms and/or molecules are negligibly tiny, and their size is almost nothing compared to the distance between neighboring particles,
3. The atoms and/or molecules are independent - i.e. they do not interact with each other, other than during elastic collisions, which happen instantaneously.
According to the ideal gas law, PV = nRT, where R is the ideal gas constant, 0.0821 Latm/molK. At STP (standard temperature and pressure), T = 273.15K and P = 1 atm.
We want to know the volume occupied by 14 grams of O2 at STP. The molecular weight is 32.0 g/mol (15.9994 * 2). Then, 14 grams is equivalent to  0.4375 moles.
The volume, derived from the ideal gas law, can be calculated as follows:
V = (nRT)/P = (0.4375*0.0821*273.15)/1 = 9.81L
Hence, at STP, 14 grams of O2 gas occupies 9.81L. 
http://abyss.uoregon.edu/~js/glossary/ideal_gas_law.html

Was the South Carolina Exposition a fair argument?

The South Carolina Exposition and Protest, and the theory of nullification that it was based on, was a significant event leading to the American Civil War. Nullification was the idea that a state within the United States had the right to “nullify” or ignore a law passed by the federal government that it deemed to be unconstitutional. This theory originated in 1798 and 1799 in reaction to the Alien and Sedition Acts and was contained in the “Kentucky and Virginia Resolutions” written by Thomas Jefferson and James Madison. The law that South Carolina’s political and business leaders were so upset about was the Tariff of 1828, or what they called the Tariff of Abominations.
In their view, and the view of other southern states, this tariff significantly favored New England’s manufacturing over southern agriculture and commerce (namely cotton production and exports). The author of the South Carolina Exposition, John C. Calhoun, was at the time Vice President of the United States under John Quincy Adams and continued in this role under Andrew Jackson. Because of his role in the federal government initially Calhoun kept his authorship of this document a secret. The Exposition’s initial draft was approximately 35,000 words long and was presented to the South Carolina legislature on December 19, 1828. But at that time they took no action, waiting to see what the new presidential administration under Andrew Jackson would do.
By 1832 the new administration had not acted to change the Tariff of Abominations, and the events that followed soon came to be known as the Nullification Crisis. As a result, John Calhoun openly came out in support of nullification of the tariff and resigned as Andrew Jackson’s Vice President so that he could run for the Senate. He hoped that in this new role he could more successfully promote nullification. A new tariff, the Tariff of 1832, was passed, but this new version was still not satisfactory to South Carolina. In November of that year, the South Carolina state convention adopted an “Ordinance of Nullification” claiming that both tariffs were unconstitutional and could not be enforced within the boundaries of their state. This led to the federal government passing the Force Bill, which allowed President Jackson to prepare the military to force implementation of the law. At the same time Congress passed a Compromise Tariff of 1833. This tariff was accepted by South Carolina, and they repealed the Ordinance of Nullification in March of 1833. Military conflict was averted, but the issue of nullification remained.
At the heart of the theory of nullification is the issue of states’ rights versus the power of the federal government. The central component of the United States federal government under the Constitution is that while states do have certain rights, federal law is supreme. During the nineteenth century there were a number of attempts by states to nullify federal law, but the Supreme Court consistently ruled against the states and the concept of nullification. This issue arose again during the 1950s with states attempting to prevent desegregation, and again the Supreme Court rejected nullification of federal laws by states. So, was the South Carolina Exposition and its central idea of nullification a “fair” or more accurately sound legal argument? According to the United States Supreme Court, no, it was not.
For further reading, see:
Freehling, William W. (1965). Prelude to Civil War: The Nullification Crisis in South Carolina 1816–1836.
Niven, John (1988). John C. Calhoun and the Price of Union.

Who was the thirteenth president of the United States?

The thirteenth president of the United States was Millard Fillmore.  He was president from 1850-1853.  He was a member of the Whig Party.  He took office in 1850 after the death of Zachary Taylor.  During Fillmore's presidency, America opened up trade with Japan under the leadership of Commodore Matthew Perry.  Fillmore was also the president who signed the Compromise of 1850, which was an attempt by Congress to prevent civil war.  The U.S. government did not have a clear plan of what would become of the lands ceded to it by the Mexican government after the Mexican War.  Some wanted the dividing line between free and slave drawn by the Compromise of 1820 extended to the Pacific.  This was put to the test when California voted for immediate statehood in 1850 thanks to the population boom from the gold rush.  Fillmore signed the Compromise of 1850, which brought California into the Union, ended the slave trade in Washington D.C., and strengthened the Fugitive Slave Law.  Fillmore ran for president again in 1852 but his stance on slavery angered Northern Whigs--this led to the election of Franklin Pierce.  

Why didn't countries help each other during the Dust Bowl? Please provide evidence to support your answer.

The Dust Bowl was an event that only really affected the United States. It occurred in the 1930s when a drought struck the southern Great Plains, making it almost completely untenable as farmland. It was not really an international incident that would have led countries to help each other, and the United States has not typically sought foreign aid in response to its natural disasters. But because this event occurred in the midst of the Great Depression, I will discuss the reasons countries did not help each other during that broader event. For one thing, large expenditures on foreign aid would have been very unpopular during this time. Americans and Europeans were generally geared toward economic isolationism in any case, and given the wretched economic conditions in many countries, it would have been politically difficult to justify large expenditures on foreign aid. Another reason is that many people, especially politicians, thought protectionism was the best response to the economic downturn. They enacted tariffs (like the infamous Smoot-Hawley) in an attempt to boost industrial and agricultural prices in their respective countries. This backfired heavily, and some economic historians argue that it actually worsened the Depression, contributing to its global nature.
https://www.economist.com/christmas-specials/2008/12/18/the-battle-of-smoot-hawley

What are the pros and cons of private vs. public universities?

We can look at this question from two different perspectives: That of an individual student, and that of society as a whole.Private universities tend to be more expensive, but with a few exceptions (the top public schools such as UC Berkeley, Wisconsin-Madison, the University of Michigan) they are generally more prestigious than public universities. The quality of education is widely considered to be superior at private schools, and the opportunities a degree will bring are generally much better as well.So from an individual student's perspective, it's really a question of quality versus cost: Assuming you can afford the private school at all, it is most likely better; but is it enough better to justify the higher price? The specific results will also depend on what kind of scholarships and financial aid the student is able to get, as well as what field they want to go into (some universities are very good in some fields but not very good in others). As a general rule, go to the most prestigious school that accepted you and offered you good funding. (The tricky part of course is if you have to choose between less prestige and more funding, or more prestige and less funding; statistically people seem to end up better off if they value funding over prestige---simply getting into a top school says a lot about what you're capable of, even if you never go there.)But from society's perspective, there is a much bigger question: What is the purpose of higher education? If our goal is to take the very smartest people---the top 10% or even 1%---and give them the resources they need to become a maximally efficient technocratic elite of scientists, doctors, engineers, and lawyers, then expensive private schools are accomplishing that goal well, because they provide top-quality education and price isn't all that important.But if our goal is to provide equal access and opportunity to the entire population to provide upward mobility, public schools are far more effective at that goal, because their lower prices and more financial aid provide more opportunities for students from disadvantaged backgrounds to go to college. Different people may disagree on which of those goals is most important, and how to trade off between them.In practice, almost all schools, regardless of their official type, are some hybrid of private and public. The University of Michigan retains a large endowment of private donations, and Harvard receives a good deal of public funding; it's just that Michigan has a lot more public funding and Harvard has a much bigger private endowment, so we consider Michigan a public university and Harvard a private university. This hybrid model may reflect our disagreement and ambivalence about the two purposes of education; we're trying to do both at once.
https://www.csmonitor.com/1997/0428/042897.feat.learning.3.html

What does Bigger leave untouched in his first few days of jail?

Bigger Thomas ekes out an existence as a petty criminal on the South Side of Chicago during the 1930s. It's far from being an easy life. Arrest, serious injury, and even death are just some of the many occupational hazards involved. A job as a chauffeur with a wealthy white family seems to offer Bigger a way out. Soon, he's befriended by the daughter of the family, a rebellious, high-spirited young lady by the name of Mary. One night, afraid of being caught in a compromising position with Mary, Bigger tries to keep her quiet by placing a pillow over her mouth. Unfortunately, he ends up smothering her to death.
Bigger is subsequently arrested, not just for killing Mary, but for the rape and murder of his girlfriend, Bessie. During his first few days in police custody, he refuses to speak and leaves his food completely untouched. Unsurprisingly, a lack of food makes Bigger weak, and he collapses when he's brought to the inquest. When he eventually comes round, he asks for a drink of milk and a newspaper to read.

What is the theme and general idea in the poem "The Day Zimmer Lost Religion"?

This is a very powerful poem about a turning point in the life of the narrator, the titular "Zimmer." Written from the perspective of an adult remembering, and parsing, his childhood experiences, its theme is one of religious maturity. As a child, Zimmer, having determined "on purpose" to test God by not attending Mass, moves away from the idea of Jesus as a "playground bully" who will punish him for failing to adhere to the trappings of organized religion, so he actually becomes "ready for" Jesus. As a child, the failure of Jesus to appear and "pound" him for his "irreligious" behavior may have struck Zimmer as indicative that he was "grown up" and unlikely to respond to that kind of punishment. As an adult, however, the poet recognizes that this moment was a turning point on a wider level: he was "ready" now, having lost religion and yet having gained a deeper understanding of what God and Jesus really meant.
To the child Zimmer, the one who ostensibly had not "lost" religion, the idea of God was a distant one, God "a one-eyed triangle" in the sky whose purpose was to punish. The poem is laced with technical, clerical language which indicates that the young Zimmer was a regular churchgoer, understanding the superficial purpose of the "thurible," mumbling Latin "cassocked and surpliced." And yet, this child who was so thoroughly steeped in church religion had no understanding of what God really was, imagining religion as "the devil roaring" at the "irreligious" and Christ as a "playground bully." This association, the adult Zimmer implies, is a childish one: there is a connection drawn between "venial sins" and "the schoolyard," as if only a child should believe his religion is really grounded in strict rules and the threat of punishment. Having once stepped away from Mass and found that he was not punished, the child, far from becoming "irreligious," in fact takes his first step towards an adult relationship with God. He is "ready for him now" because that association has been broken and it is possible for Zimmer to begin understanding Jesus as something other than a threat.

Why does Northwestern Europe have a milder climate when compared to regions at the same latitude?

There has been a great deal of study as to why the northwestern regions of Europe have a warmer climate than regions elsewhere at similar latitudes. It has been thought for many years that the Atlantic Gulf Stream led to warmer temperatures in northwestern Europe because the warm waters from near the Equator, flowing toward northwest Europe, led to milder air and milder temperatures there. However, recent research indicates that the Gulf Stream actually draws colder air from the polar regions into regions just west of this warmer air. As a result, areas along the East Coast of the United States and Canada experience colder temperatures than places at similar latitudes in northwestern Europe. Something similar happens in the Pacific Ocean, leading to warmer temperatures in the western coastal regions of the United States and Canada and colder temperatures at similar latitudes along the east coast of Asia.
https://www.livescience.com/13573-east-coast-colder-europe-west-coast.html

Calculus of a Single Variable, Chapter 9, 9.10, Section 9.10, Problem 10

Taylor series is an example of infinite series derived from the expansion of f(x) about a single point. It is represented by infinite sum of f^n(x) centered at x=c . The general formula for Taylor series is:
f(x) = sum_(n=0)^oo (f^n(c))/(n!) (x-c)^n
or
f(x) = f(c) + f'(c) (x-c)+ (f'(c))/(2!) (x-c)^2+ (f'(c))/(3!) (x-c)^3+ (f'(c))/(4!) (x-c)^4+...
To determine the Taylor series for the function f(x)=ln(x^2+1) centered at c=0 , we may list the f^n(x) as:
f(x)=ln(x^2+1)
Applying derivative formula for logarithmic function: d/(dx) ln(u) = 1/u *(du)/(dx) .
Let u = x^2+1 then (du)/(dx)=2x
f'(x) = d/(dx)ln(x^2+1)
= 1/(x^2+1) *2x
=(2x)/(x^2+1)
Applying Quotient rule for differentiation: d/(dx) (u/v) = (u' *v - u*v')/v^2 .
Let u = 2x then u'= 2
v = x^2+1 then v'=2x and v^2 = (x^2+1)^2
f^2(x) = d/(dx)((2x)/(x^2+1))
= ( 2*(x^2+1)-(2x)(2x))/(x^2+1)^2
=( 2x^2+2-4x^2)/(x^2+1)^2
= (2-2x^2)/(x^2+1)^2

Let u =2-2x^2 then u'= -4x
v = (x^2+1)^2
then v^2 = ((x^2+1)^2)^2=(x^2+1)^4
and v'=2*(x^2+1)^(2-1)*2x=4x(x^2+1)
f^3(x) = ((-4x)(x^2+1)^2 -(2-2x^2)*4x(x^2+1))/(x^2+1)^4
=(x^2+1)^2((-4x)(x^2+1) -(2-2x^2)*4x)/(x^2+1)^4
=((-4x)(x^2+1) -(2-2x^2)*4x)/(x^2+1)^3
=((-4x^3-4x) -(8x-8x^3))/(x^2+1)^3
=(-4x^3-4x -8x+8x^3)/(x^2+1)^3
=(4x^3-12x)/(x^2+1)^3

Let u =(4x^3-12x) then u'= 12x^2-12
v =(x^2+1)^3
then v^2 = ((x^2+1)^3)^2
=(x^2+1)^(3*2)
=(x^2+1)^6
then v'=3*(x^2+1)^(3-1)*2x
=6x(x^2+1)^2
f^4(x) = ((12x^2-12)*(x^2+1)^3 - (4x^3-12x)*6x(x^2+1)^2)/(x^2+1)^6
=(x^2+1)^2((12x^2-12)*(x^2+1) -(4x^3-12x)*6x)/(x^2+1)^6
=((12x^4-12)-(24x^4-72x^2))/(x^2+1)^4
=(12x^4-12-24x^4+72x^2)/(x^2+1)^4
=(-12x^4+72x^2-12)/(x^2+1)^4

f^5(x)=(-480x^3+28x^5+240x)/(x+1)^5
f^6(x)=(-240x^6+3600x^4-3600x^2+240)/(x+1)^6
Plug-in x=0 for each f^n(x) , we get:
f(0)=ln(0^2+1)
= ln(1)
=0
f'(0)=(2*0)/(0^2+1)
=0/1
=0
f^2(0)= (2-2*0^2)/(0^2+1)^2
= 2/1
= 2
f^3(0) =(4*0^3-12*0)/(0^2+1)^3
=0/1
=0
f^4(0)=(-12*0^4+72*0^2-12)/(0^2+1)^4
= -12/1
= -12
f^5(0)=(-480*0^3+28*0^5+240*0)/(0+1)^5
=0/1
=0
f^6(0)=(-240*0^6+3600*0^4-3600*0^2+240)/(0+1)^6
=240/1
=240
Applying the formula for Taylor series, we get:
ln(x^2+1) =sum_(n=0)^oo (f^n(0))/(n!) (x-0)^n
=sum_(n=0)^oo (f^n(0))/(n!) x^n
= f(0) + f'(0) x+ (f'(0))/(2!) x^2+(f'(0))/(3!) x^3+ (f'(0))/(4!) x^4+...
=0+ 0*x+2/(2!) x^2+ 0/(3!) x^3+ (-12)/(4!) x^4+ 0/(5!) x^5+ (240)/(6!) x^6+...
=0+ 0*x+2/2x^2+ 0/6 x^3-12/24 x^4+ 0/120 x^5+ 240/720x^6+...
=0+0+ x^2+0-1/2x^4+0+1/3x^6
= x^2-1/2x^4+1/3x^6+...
The Taylor series of the function f(x)=ln(x^2+1) centered at c=0 is:
ln(x^2+1) =x^2-1/2x^4+1/3x^6+...
or
ln(x^2+1)= sum_(n=1)^oo (-1)^(n+1) x^(2n)/n

What were the fears in Helen's mind when she started writing The Story of My Life?

Helen was nervous about writing a biography because she didn’t want to look back on the events of his childhood too closely.
We often have fond memories of our childhood that may or may not be accurate.  Helen’s fear when writing her autobiography was that she would look too closely at the events of her youth, and things would not be as she remembered them.  Sometimes we remember with rose-colored glasses.

It is with a kind of fear that I begin to write the history of my life. I have, as it were, a superstitious hesitation in lifting the veil that clings about my childhood like a golden mist. (Ch. 1)

This superstition was that the magic of childhood would be lost by examining the memories as an adult. You may realize that things were not perfect, or not as good as they seemed.  Some things may not have happened as you remembered.
Helen also found that she did not have as many early memories as she would like, except for big events, because at the time she was writing her memories of more recent events were stronger than those of early events.

Besides, many of the joys and sorrows of childhood have lost their poignancy; and many incidents of vital importance in my early education have been forgotten in the excitement of great discoveries. (Ch. 1)

Despite all this, Helen Keller still wrote the story of her life.  She believed that people would be interested in hearing about how she overcame the challenges of being blind and deaf.  Her memories of learning how to communicate and cope with her limitations were part of her story, alongside the memories of growing up that everyone has regardless of whether they can see or hear.

What can be a solid, liquid, or gas depending on the temperature?

I would go so far as to say "matter" can be a solid, liquid, or gas depending on the temperature. Matter is anything that has mass and takes up space (thus, it cannot be energy or light or things of that nature).

The temperature often refers to the average kinetic energy of the molecules of an object. Kinetic energy is the energy of things in motion. There's a theory called Kinetic Theory that states that all molecules of matter are always in motion. (This relates back to temperature). Solid atoms vibrate in place, liquids flow past one another, and gases are free to move and expand to fill the space. They're all moving. Now, let's relate kinetic energy to temperature. If you think of temperature as thermal energy, the more thermal energy matter has, the more kinetic energy it has, and the more it moves. So it makes sense that solids have less kinetic energy (because they only vibrate in place) and gases have the most kinetic energy (because they move the most).
What does this have to do with the 3 phases of matter? Well, the solid phase will always have the lowest thermal (and kinetic) energy and the gas phase will always have the most thermal (and kinetic) energy.
Take gold, for example. We recognize it as a solid, but you can heat it up to a point to where it becomes a liquid and if you heat it past its vaporization point, it turns to a gas.
We recognize carbon dioxide as a gas, but you can cool it into a liquid and then cool it further into a solid (dry ice).
For most items, you will want to refer to their melting and vaporization points. If the object is being heated, it will turn from solid to liquid at the melting point and from liquid to gas at the vaporization (boiling) point. If the object is being cooled down, it will turn from gas to liquid at the vaporization (boiling) point and then it will turn from liquid to solid at the melting point.
Click the link below for some more information.
http://zonalandeducation.com/mstm/physics/mechanics/energy/heatAndTemperature/changesOfPhase/changeOfState.html

A number of substances can exist as solid, liquid, or gas depending on the temperature.
Water is the most common among these substances. When the temperature is less than 0 degrees Celcius, the water exists as ice (solid). The ice melts at 0 degrees Celcius and converts to water (liquid). Water stays in the liquid form till the temperature rises to 100 degrees Celcius, beyond which it exists as water vapor (gas). Thus, water can exist as a solid (ice, temperature < 0 degrees Celcius), liquid (water, temperature between 0 degrees Celcius and 100 degrees Celcius), and gas (water vapor, temperature > 100 degrees Celcius).
Some other examples can be iron, oxygen, etc. Iron is solid at room temperature and converts to the liquid state at 2800 degrees Fahrenheit and the gaseous state at 5182 degrees Fahrenheit. Similarly, oxygen, which is a gas at room temperature, converts to the liquid state at -297 degrees Fahrenheit and the solid state at -362 degrees Fahrenheit.
Hope this helps.

How is Shakespeare's The Tempest different from his other major works? How is it similar?

The Tempest, often believed to be Shakespeare's last play, is considered a later comedy. The comedy designation distinguishes it from a tragedy, for reasons including that it does not end with many deaths and the hero has no tragic flaw. It resembles his other comedies in having lighter moments interjected by some minor characters but is weightier than A Midsummers Night's Dream.
The Tempest has a lot in common with The Merchant of Venice. Although Prospero is very much alive and Portia's father is dead, both fathers go to great lengths to steer their daughter's marriage. Both daughters follow their father's plan, although Miranda doesn't know it, and both end up loving the man their father chose or could have chosen. The daughters are different. Miranda is not one of Shakespeare's strong females, however; she is more passive like Bianca in Taming of the Shrew. Portia is very strong, and usually grouped with Rosalind and Viola.
Another similarity is in the dark element of having a complex, tormented character who has only some elements of the traditional antagonist. As a mature writer, Shakespeare looked more deeply into the psyche. Caliban, the half-human whom Prospero has enslaved, has become a social outcast on his own island and suffers greatly from his loss. In Merchant, Shylock is a more prominent antagonist (as well as being fully human) but is also given sympathetic aspects, including the speech about shared humanity ("if you prick us...").

The Tempest is a Shakespearean romance and has many elements in common with the other romances (including The Winter's Tale and other plays). As the source from Cal Poly below states, these plays, written late in Shakespeare's career, combine elements of comedy and tragedy and are often characterized as "tragicomedies." Romances feature love affairs and misunderstandings, as Shakespeare's comedies do, but they also feature plot lines that deal with weighty issues, such as the aftermath of a serious loss (see the source about romances below). Romances also often contain elements of the supernatural and magic.
Critics have discussed the relative scarcity of women characters in The Tempest (see the course from Academia, below). In contrast with other Shakespearian plays, The Tempest has very few female characters (only Miranda and Sycorax, who is already technically dead), and the society it describes is ruled by men.
http://cola.calpoly.edu/~dschwart/engl339/romance.html

https://www.academia.edu/18048924/The_Portrayal_of_Women_in_William_Shakespeares_The_Tempest

One of the ways that Shakespeare's The Tempest is different from his other major works is that it seems to deal most directly with the concept of colonialism. Many scholars, for instance, have seen Prospero as a kind of colonizer, while Caliban is seen as the oppressed or enslaved native. While it can be difficult to ascertain if Shakespeare developed this theme intentionally, it's important to recognize that the play certainly does seem to deal with issues at least similar to colonialism: Prospero, a European individual, arrives at the island and establishes himself as a kind of king and forces Caliban, the native, into service. Caliban, likewise, is portrayed as a savage, while Prospero is portrayed as wise and learned. While connection to colonialism is not the only major difference in The Tempest, it certainly is one of them, and it's important to recognize, as it fundamentally changes the way you read the text or view the play.
However, for all that, Shakespeare still employs some conventions seen in his other plays. There is, for instance, the usurping brother Antonio who resembles the usurper in Hamlet, Claudius (although, to be fair, Antonio doesn't kill his brother and marry his sister-in-law) or the treacherous brother in King Lear, Edmund. Additionally, much of the plot centers around Ferdinand and Miranda's romance, thus connecting it to any number of romantic Shakespearean plays. Finally, at the end Shakespeare surprises us by showing that the ship was not actually shipwrecked after all, thus conveniently saving all the characters from spending the rest of their lives marooned on the island. This surprising and miraculous solution to one of the play's major problems resembles the quick fix at the end of The Merchant of Venice, which reveals that Antonio's ships didn't actually sink, making him fabulously rich once again. As such, though The Tempest is certainly groundbreaking in many ways, it still ascribes to some familiar Shakespearean conventions.

Precalculus, Chapter 9, 9.2, Section 9.2, Problem 6

4,9,14,19,24
A sequence is arithmetic when its terms continually increase or decrease by the same number called as the common difference.
So, let's find the common difference,
a_2-a_1=9-4=5
a_3-a_2=14-9=5
a_4-a_3=19-14=5
a_5-a_4=24-19=5
So the terms are increasing by the common difference of 5 which shows that the sequence is arithmetic.

What does Sal believe may have caused her mother to lose her baby?

Sal's mother Sugar suffers a miscarriage, which, combined with a subsequent hysterectomy, causes her severe depression. So disturbed is she by this tragic event and its aftermath that she leaves her family behind to go stay with her cousin in Idaho. The miscarriage has a profound effect on everyone, not least Sal, who even has nightmares about it. Moreover, Sal feels incredibly guilty over the miscarriage, believing that she was somehow responsible for it. One day, Sal had an accident in which she broke her leg. Sugar lifted Sal and carried her for a short distance. In some cases, such physical exertion can cause pregnant women to miscarry, and that's what Sal thinks happened here. There's no evidence to show that she's right about this, but there's little doubt that Sal is utterly convinced of her own guilt.

What is the theme, or main message, of the story?

The main message of this story could differ from reader to reader, and the story contains multiple themes. Themes can lead readers toward choosing a particular message, but a story's theme and message are not guaranteed to be the same thing. Thematically, there are themes that focus on nature and technology. I could even be convinced that the story has a theme of family as well since it shows a house that once contained a family that spent time together at the table and/or out in the yard together. One message that I like steering students toward is the general belief that technology is inherently beneficial and has the ability to solve all problems. This concept has been referred to as the "Myth of Technology as Protector and Savior." This Bradbury story shows that thinking is flawed. As great as the house's technology was, it couldn't save them from the disaster. Additionally, it was man's technological advances that created the apocalypse in the first place. The takeaway is then that technology is both beneficial and incredibly dangerous.

Though he was fascinated with and inspired by technological growth, Ray Bradbury also possessed profound fears about its potentially destructive and dehumanizing effects. In "There Will Come Soft Rains," a 1950 short story inspired by a 1920 Sara Teasdale poem, Bradbury expresses the theme that Nature will outlast anything man can create on Earth. 
Though the fully automated house at the center of the story continues to function for a few days in the absence of its owners (who have apparently perished in a nuclear holocaust, the most destructive force manufactured by mankind), it is brought to its end by elemental forces of Nature. A tree branch, brought down by wind, leads to the ignition of a flammable cleaner, and fire consumes this symbol of man's technological achievement.
Bradbury's story observes that mankind could ultimately bring about its own destruction through war.  Because the world had so recently witnessed the global resonance of the atomic bombs that ended WWII , Bradbury's cautionary tale about the self-annihilating potential of technology was particularly resonant.
Bradbury, Ray. "There Will Come Soft Rains." 1950
 

What were the economic consequences of President Franklin D. Roosevelt's 1941 declaration of war?

The declaration of war by President Roosevelt in 1941 had an impact on our economy. The United States was still dealing with the effects of the Great Depression in 1941, and the support for continuing and/or expanding some New Deal programs had been fading for a few years. Entering World War II helped to bring our economy out of the Great Depression.
Many things changed when we declared war in 1941. We needed many soldiers to fight in the war. Millions of Americans served in the military during World War II. We also needed many workers to produce the supplies and equipment that were needed to fight the war. Planes, ships, guns, and uniforms were just a few things that needed to be produced in our factories. The government increased its spending to conduct the war. The declaration of war positively impacted our economy. Unemployment dropped, and the economy grew because of the increased spending. Our gross national product doubled in six years after the declaration of war was issued.
Our economy was positively impacted by the declaration of war in 1941.
https://www.dummies.com/education/history/american-history/u-s-economy-and-industry-during-world-war-ii/

What is Poe suggesting about the impact of losing a loved one in "Annabel Lee"?

Edgar Allan Poe wrote this poem as he was witnessing the slow death (from tuberculosis) of his young wife, Virginia Clemm Poe.  He imagines all too clearly the separation her death will bring to their love.
In the poem, Annabel Lee has already died and left the speaker bereft.  He declares that neither angels in Heaven nor demons in Hell can ever separate their eternally entwined souls.
The memories of Annabel Lee are permanent for him, and there will always be reminders of her in the natural world.  When the moon appears, he gets lost in dreams of her, and when the stars come out at night, he imagines her bright eyes.
In the final stanza, the speaker describes lying next to her burial chamber, unable to move on with this life.  Clearly, the impact of losing a loved one can drive a survivor to irrational and obsessed behavior, according to Poe's speaker.
https://www.poetryfoundation.org/poems/44885/annabel-lee

In Bayou Farewell, what are the key ecological and environmental contributors to the demise of the Cajun coast?

Bayou Farewell by Mike Tidwell details some of the changes affecting the bayous and Cajun culture in the twenty-first century from a participant observer perspective. Tidwell spent a year living and working with Cajun families on the southwestern coast of Louisiana and treats social and cultural issues by embedding them in an anecdotal framework so that the reader can see how issues affect individual people and families. The book was written before Hurricane Katrina and subsequent detailed scientific studies of the bayou ecosystem, but those studies do tend to observe and emphasize rather than contradict Tidwell's points.
The Cajuns were descended from a group of French people who settled the Maritime provinces of Canada ("Cajun" is a contraction of "Canadian") in the seventeenth century and were displaced by the British; many resettled in Louisiana, which was, at the time, a French possession. They developed a distinctive culture and language and cuisine, a unique musical tradition, and a life dependent on fishing. 
On a cultural level, Cajun life is threatened by there being better-paying and less physically arduous jobs available to young people than working on small fishing boats. The wide availability of the Internet, public schooling, and mass media have led to a precipitous decline in the use of French as a primary language. Thus younger generations of Cajuns are becoming increasingly Americanized.
On an environmental level, two anthropogenic factors have been destroying the bayous. The first is dredging and flood control on the Mississippi River which reduces the silt needed to replenish the bayou lands. The second is exploitation of oil in the Gulf of Mexico. Digging channels for pipelines and dredging to help the oil industry accelerated erosion. The Deepwater Horizon spill of 2010 and other lesser spills and leaks have contaminated fisheries. Hurricane Katrina destroyed wetlands.
Human-caused climate change, including rising sea levels, is the greatest threat to the bayous. NASA displays on its website satellite photos detailing the rapid destruction of the Louisiana wetlands. The Isle de Jean Charles band of the Biloxi-Chitimacha-Choctaw have, as of 2016, become the first designated climate change refugees in the United States, as their territory is being covered by the sea.
https://www.nationalgeographic.com/news/2016/05/160525-isle-de-jean-charles-louisiana-sinking-climate-change-refugees/

What is the plot of chapter 30?

I cannot confidently say that chapter 30 has any kind of organized plot. A lot of action happens in this chapter, but the result is that the chapter has a "this happened, and then this happened, and so on." feel to it. The simple summary of the chapter is that Mr. Robinson and his sons are exploring a part of the island that they have never been to before. The new part of the island is much less tropical. It is more like a desert. The group sees something off in the distance, and it winds up being a flock of ostriches. The family decides that capturing one of the huge birds is a good idea. They ultimately fail at this goal. The dogs that they have with them end up freeing themselves and chasing the flock. The Robinson boys then let loose their trained falcon, and the falcon ends up killing an ostrich. They are all upset. Next, they find some ostrich eggs and decide to take them home. However, before going home, they decide to explore a valley area. Ernst goes off on his own, and then returns at a run while screaming. He is being chased by two bears. Mr. Robinson shoots and kills both bears, and the family returns home with the skins of the bears.

College Algebra, Chapter 1, 1.7, Section 1.7, Problem 40

Solve the inequality $3-|2x+4| \leq 1$. Express the answer using interval notation.

$
\begin{equation}
\begin{aligned}
3-|2x+4| &\leq 1\\
\\
-|2x+4| &\leq -2 && \text{Subtract 3}
\end{aligned}
\end{equation}
$



We have,


$
\begin{equation}
\begin{aligned}
-(2x+4) &\leq -2 && \text{and}& -(-(2x+4)) &\leq -2 && \text{Divide each side by -1}\\
\\
2x +4 &\geq 2 && \text{and}& -(2x+4) &\geq 2 && \text{Divide by -1}\\
\\
2x + 4 &\geq 2 && \text{and}& 2x+4 &\leq -2 && \text{Subtract 4}\\
\\
2x &\geq -2 && \text{and}& 2x &\leq -6 && \text{Divide by 2}\\
\\
x &\geq -1 && \text{and}& x &\leq -3
\end{aligned}
\end{equation}
$


The solution set is $(-\infty,-3] \bigcup [-1,\infty)$

Describe a fad that has come and gone during your lifetime, such as Beanie Babies. Did you take part in the fad? Why or why not? How long did it last? Why do you think it faded?

Back in the 1970's, there was a brief fad where people were buying "Pet Rocks." They came in a cardboard box that looked like the kind of thing you would carry a hamster home in from a pet store. They had an instruction booklet with tips for "training" the pet rock. 
While I was aware of the fad--I was a teenager--I did not take part in it. They sold for $4 and that was actually a decent amount of money. Also, I had very skeptical parents who would have pointed out that it was just a rock and I could pick up a rock anywhere for free. I knew better than to ask!
The Wikipedia article on Pet Rocks, cited below, says that the fad lasted about six months. They were really hot and well-known very suddenly and they dropped out of consciousness for the most part equally suddenly. 
Truly, this fad was unsustainable. After all, people began to recognize, as my parents did, that they were buying essentially nothing. The hot Christmas gift in 1975 began to gather dust in 1976. 
In actuality, I have seen lots of fads come and go, including Beanie Babies, Cabbage Patch Dolls, Elmo, and other things I can't even remember. These fads tend to play on people's emotions, which leads to them fighting each other at McDonald's for a Happy Meal prize, in the case of Beanie Babies. Eventually, logic starts to kick in and the "investments" people make in their collections of whatever become mostly worthless. 
https://en.wikipedia.org/wiki/Pet_Rock

What is the meaning of the expression "foot of thy crags" in the poem "Break, Break, Break"?

Literally, when the speaker tells the sea to "Break, break, break / At the foot of thy crags," he is ordering the sea to go ahead and crash into the rocks at the base of the land, perhaps the land on which he stands. The "thy" to which he speaks is the sea, and this is a technique called apostrophe, when the speaker addresses something that cannot respond as though it could. However, this "break[ing]"—including the repetition of the word "break" three times—is juxtaposed with the next, intangible, and much softer idea: "the tender grace of a day that is dead / [Which] Will never come back to me." The speaker is mourning someone who has, apparently, died, someone who imparted a "tender grace" to his days. Though, now, he feels that his life will lack this tenderness and, instead, be characterized by "break[s]" which are painful and violent. Thus, when the speaker references the "foot of thy crags," he isn't just referring to the literal rocks, but also to the bleak harshness of his life after he has lost his loved one.

Tennyson's poem "Break, Break, Break" is the narrator's lament for someone "vanish'd" (line 11). The image is of someone at the shore watching the waves break, feeling lonely and sad. We are given a clue in the beginning that the waves are breaking against a cliff when the narrator refers to "cold gray stones" (line 2), but this is made completely clear when the narrator refers to the "crags" (line 14). A crag is a cliff. The waves are breaking against the bottom of the cliff. When we refer to the bottom of a cliff, we often call it the foot of the cliff. This is used so frequently that most people don't stop to think of this as personification. A cliff has no feet! We use this in other ways, too, for example, the foot of the bed. The expression simply means the bottom of the cliffs.

Calculus of a Single Variable, Chapter 3, 3.1, Section 3.1, Problem 15

Given the function h(x)=sin^2(x)+cos(x) in the interval 0We have to find the critical numbers of the function.
First take the derivative of the function and equate it to zero.
We get,
h'(x)=2sin(x)cos(x)-sin(x)=0
sin(x)(2cos(x)-1)=0
sin(x)=0 or 2cos(x)-1=0
sin(x)=0 implies x= npi
i.e we get x= pi in the interval 0Now,
2cos(x)-1=0 implies cos(x)=1/2
So x= pi/3 and 5pi/3 (in the interval 0Hence the critical points are x=pi/3, pi and (5pi)/3

Calculus of a Single Variable, Chapter 9, 9.7, Section 9.7, Problem 18

Maclaurin series is a special case of Taylor series that is centered at c=0 . The expansion of the function about 0 follows the formula:
f(x)=sum_(n=0)^oo (f^n(0))/(n!) x^n
or
f(x)= f(0)+(f'(0))/(1!)x+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4 +...
To determine the Maclaurin polynomial of degree n=4 for the given function f(x)=cos(pix) , we may apply the formula for Maclaurin series.
To list f^n(x) up to n=4 , we may apply the derivative formula for trigonometric functions: d/(dx) sin(u) = cos(u) *(du)/(dx) and d/(dx) cos(u) = -sin(u) *(du)/(dx) .
Let u =pix then (du)/(dx) =pi .
f(x) =cos(pix)
f'(x) = d/(dx) cos(pix)
= -sin(pix) *pi
=-pisin(pix)
f^2(x) = d/(dx)-pisin(pix)
=-pi*d/(dx) sin(pix)
= -pi * (cos(pi)* pi)
= -pi^2cos(pix)
f^3(x) = d/(dx)-pi^2cos(pix)
=-pi^2*d/(dx) cos(pix)
= -pi^2 * (-sin(pix)*pi)
= pi^3sin(pix)
f^4(x) = d/(dx)pi^3sin(pix)
= pi^3d/(dx) sin(pix)
= pi^3(cos(pix) *pi)
=pi^4cos(pix)
Plug-in x=0 on each f^n(x) , we get:
f(0)= cos(pi*0) =1
f'(0)= -pisin(pi*0) =0
f^2(0)= -pi^2cos(pi*0)=-pi^2
f^3(0)= pi^3sin(pi*0)=0
f^4(0) =pi^4cos(pi*0) =pi^4
Note: cos(pi*0) = cos(0)=1 and sin(pi*0)=sin(0)=0 .
Plug-in the values on the formula for Maclaurin series, we get:
sum_(n=0)^4 (f^n(0))/(n!)x^n
=f(0)+(f'(0))/(1!)x+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4
=1+0/(1!)x+(-pi^2)/(2!)x^2+0/(3!)x^3+(pi^4)/(4!)x^4
=1+0/1x-pi^2/2x^2+0/6x^3+pi^4/24x^4
=1-pi^2/2x^2+pi^4/24x^4
The Maclaurin polynomial of degree n=4 for the given function f(x)=cos(pix) will be:
P(x)=1-pi^2/2x^2+pi^4/24x^4

Where was Booker T. Washington born?

Booker T. Washington was born in 1856 on a tobacco plantation in the small community of Hale's Ford, Virginia, located in Franklin County, in the southwestern part of the state. The plantation was owned by a man named James Burroughs, and Washington's mother, Jane, was Burroughs's slave. Washington and his family remained in slavery until 1865, when Union troops occupied the region and enforced the Emancipation Proclamation. He was nine years old at the time.
Washington describes his early childhood on the plantation in his autobiography, Up from Slavery. He states that he lived with his mother, brother, and sister in a small log cabin which also served as the plantation kitchen.

The cabin was without glass windows; it had only openings in the side which let in the light, and also the cold, chilly air of winter.

The family had no beds and slept on the dirt floor in "bundles of rags."
From this humble and inauspicious beginning, Washington grew up to become one of the most influential members of the early civil rights movement, fighting to build a strong, well-educated African American community in spite of the restrictions of the Jim Crow policies which discriminated against African Americans in nearly all areas of life.

What did Jim and his mother take from Billy's sea-chest before they fled the inn?

Because this question specifies about items taken from the chest before fleeing the inn, readers should look to chapter four. The captain has died, and nobody is willing to go back to the inn; however, Jim's mom is adamant that she get payment for hosting the captain for so long. Her plan is to hopefully find that money in the captain's sea-chest.
Jim finds the key to the chest hanging around the dead captain's neck. Jim and his mother then unlock and open the chest. They find clothes, a compass, some trinkets, and coins. Just as Jim and his mother are forced to flee from the inn, Jim grabs a bunch of papers from the chest. He and his mother escape with the papers and the coins. Readers will not know what those papers are until chapter six, when we discover that the papers include a map of an island with three crosses of red ink. By one of the crosses, "bulk of treasure here" is written.

After the death of Billy Bones, Jim Hawkins and his mother realize they're in serious danger. Some pretty scary characters have already crawled out of the woodwork, and there are bound to be many more to come. So Jim and his mother take off from the inn, looking to get help. But as no one's prepared to get involved, and as Jim's mother still needs payment for Billy's extended stay at the inn, they head back to the Admiral Benbow, armed with a rifle.
When they go inside Billy's room, Jim retrieves a key hanging from the dead pirate's neck. He uses it to open Billy Bones's treasure chest. Inside, Jim's mother finds various items, including a new suit, a compass, pistols, and a quadrant. She also finds some gold coins as well as some papers wrapped in oilskin. Fearing the imminent return of blood-thirsty pirates, Jim and his mother grab the bag of coins and the papers and leave the inn as soon as possible.

How does the narrative structure in chapter 24, "Calling Home," of Tim O'Brien's Going After Cacciato work to represent the contents of the chapter?

The narrative structure of Chapter 24, "Calling Home," involves four soldiers in Vietnam--Eddie, Doc, Oscar, and finally Paul Berlin--going into a soundproof booth one by one to speak by radio hookup to people back in the United States. The structure of the chapter highlights the idea that the characters are isolated from their friends and family at home and somewhat from each other. When each person goes into the booth, he is cut off from the others, and the others can only see--but not hear--the person who is speaking on the phone by looking through a plastic window. As Eddie speaks on the phone to people at home, Paul Berlin watches him:

"Paul Berlin watched through a plastic window. For a time nothing happened. Then a red light blinked on and the PFC handed Eddie one of the headsets. Eddie began rocking in his chair. He held the microphone with one hand, squeezing it, leaning slightly forward."

The way in which the other characters can see, but not hear, their friends speaking with others back home suggests that each man is cut off and isolated from the other soldiers and from their friends and family at home. When each soldier emerges from the booth, he seems disoriented. For example, when Doc and Oscar come out of the booth, they looked "a little funny, not quite choked up, but trying hard not to be." They are isolated and disconnected from their worlds at home and having difficulty returning to their lives as soldiers.
When Paul Berlin enters the booth at the end of the chapter, the reader experiences what it's like for him to call home and have no one answer. He at first imagines what it's like at home on a Sunday: "He pictured the telephone. It was there in the kitchen, to the left of the sink." Calling home brings Paul back the imaginative world of his house, but when no one answers, he feels disconnected from his family. At the end of the chapter, he says, "Maybe they was out takin' a drive or something. Buying groceries. The world don't stop." His failure to connect with his family reminds him that the world at home goes on without him.

What did the colonies have to gain by declaring independence?

By declaring independence from Britain, the colonists gained freedoms that they did not have while under British control. By writing the Declaration of Independence, the colonists made the argument that each person possess the unalienable rights of "life, liberty, and the pursuit of happiness". This patriotic way of thinking helped colonists win the war against Britain once the revolution began. The colonists also received economic freedom by declaring their independence. Colonists were free from taxation that they believed the British unfairly placed on them. They also were free to trade with other countries besides Britain. This allowed for more independence to trade with who they wanted, and allowed them better prices. The declaring of independence also lead to a new philosophy on government rule which influenced the Constitution and many of the decisions the founding fathers made. They viewed that the people must have a say in government, and the government must protect the rights of the citizens. They viewed the King George III as a tyrant with too much power, and made sure that when setting up their new government, to have a system of checks and balances to not put too much power in one persons hands.

The colonies were gaining more self-governance for themselves by declaring independence from Britain. The colonists in favor of separation from the mother country wanted to be represented by their own leaders. They wanted to ship American goods using American vessels to anyone they wished. They also wanted American criminals to be tried by juries of their peers rather than British admiralty courts as was the situation with smugglers under the British system of government. The colonists also wanted to remove the presence of British soldiers who could inspect property any time they suspected smuggling. Many colonists also did not want to support the Church of England through taxation.
The colonists actually had more to lose by declaring independence. Britain was the largest buyer of American products. The British navy and army provided protection against foreign powers such as the Spanish and the French. This was a concern had by many on the eve of the Revolution—there was quite a bit of uncertainty tied to attaining nationhood for the American colonies.

How does Shakespeare develop the motif of blood over the course of the play? I don't really get the question . . . I know that it helps the audience understand the main theme of guilt and all, but I'm a bit confused. I would really appreciate it if someone would at least help me understand the question a bit or answer it, thank you.

Early in the play, beginning in scene two of the first act, blood is associated with military valor and honor. The sergeant approaching Duncan is described simply as "that bloody man." When the sergeant describes Macbeth's valor in the battle to preserve Duncan's throne, he evokes the image of a sword steaming with blood in the midst of the fighting. Once Macbeth murders the king, however, blood begins to connote his guilt. Even as he is making his way into the king's chamber, he sees a vision of a bloody dagger and interprets it as having been conjured by the prospect of killing the monarch. After the murder is carried out, Lady Macbeth tells him to wash the "filthy witness" (the king's blood) from his hands.
Once Macbeth kills Banquo, he sees another vision. This time Macbeth sees his murdered friend, and Macbeth beseeches Banquo not to shake his "gory [bloody] locks" at him. This he interprets (though his wife disagrees) as guilt, and one can see how the motif of blood has been developed. The connection between blood and guilt can best be seen in Lady Macbeth's famous sleepwalking scene in act 5, scene 1, in which she tries in vain to scrub imaginary spots of blood from her hands. In this scene, the connection between blood and guilt is explicit, and it is clear that Lady Macbeth has been consumed by a guilty conscience. 

y = 1/2arccosx, (-sqrt(2)/2, (3pi)/8) Find an equation of the tangent line to the graph of the function at the given point

Equation of a tangent line to the graph of function f  at point (x_0,y_0) is given by y=y_0+f'(x_0)(x-x_0).
The first step to finding equation of tangent line is to calculate the derivative of the given function.
y'=1/2cdot(-1/sqrt(1-x^2))=-1/(2sqrt(1-x^2))
Now we calculate the value of the derivative at the given point.
y'(-sqrt2/2)=-1/(2sqrt(1-(-sqrt2/2)^2))=-1/(2sqrt(1-1/2))=-1/(2sqrt2/2)=-1/sqrt2=-sqrt2/2
We now have everything needed to write the equation of the tangent line.
y=(3pi)/8-sqrt2/2(x+sqrt2/2)
y=-sqrt2/2x+(3pi-4)/8
Graph of the function along with the tangent line can be seen in the image below.                                                                     
https://en.wikipedia.org/wiki/Tangent

What are three ways in which Edmund Dantes has become the Count of Monte Cristo in the novel The Count of Monte Cristo?

Three ways in which Edmund Dantès is enabled to become the Count of Monte Cristo develop from the following:

Edmund Dantès is arrested because of the treachery of his fiancée's cousin and his envious shipmate. They plan against Dantès by writing a letter that implicates Dantès as being part of a conspiracy to reinstate Napoleon Bonaparte as Emperor. Additionally, Edmund Dantès is sabotaged by Monsieur de Villefort, the proceur de roi [Royal Prosecutor], whose father is a Bonapartist because the letter that Dantès was to deliver from Elba (where Bonaparte has been exiled) is addressed to the senior de Villefort.

Dantès is put into prison at the Chateau d'If. This incarceration leads to his encounter with the Abbé Faria, a prisoner there. Faria was placed there for the opposite reason: He was a Loyalist when Bonaparte became emperor. So, ironically, the two men are imprisoned for opposing political positions. The abbé has tried to dig out of the prison, but miscalculates and, instead, digs through to Dantès's cell. Nevertheless, he is thrilled to be with another man and teach Dantès all he knows. As they work together to tunnel out of the prison, the priest teaches the uneducated Edmond mathematics, history, languages, and etiquette. While they work, the abbé also helps Dantès deduce what were the motives of the treacherous men who implicated him, but he regrets having done so when he realizes that Dantès lives for revenge after his discovery. Unfortunately, the old abbé grows weak and dies in the fourteenth year of Dantès's imprisonment. Before he dies, he tells Edmund of a fantastic treasure that is buried on the isle of Monte Cristo. After the ailing abbé dies, the turnkeys enclose him in a heavy sack that they sew closed. They leave the cell and plan to hurl the dead man into the sea the next morning. Edmund goes through his passageway to the abbé's cell and switches places with him, sewing himself into the sack. The next morning, he is tossed into the sea. Long accustomed to swimming and holding his breath, he cuts through the stitches he made and swims up to the surface. From there, he swims to an inlet in the bay with which he is familiar because of his experiences on the sea.

A ship picks him up. The sailors recognize him as a prisoner, but Edmund tells them he knows smugglers sail around the area they are in, so they decide to ask him to join them. Later, by a stroke of luck, the smugglers sail near the island of Monte Carlo and land there. While the men are exploring, Dantès feigns an injury to his leg; he persuades the others to go on and then pick him up on their way back from a smuggling rendezvous. In the meantime, Dantès discovers the cave in which the treasure is hidden. It is a massive chest with three compartments containing a vast wealth of jewels. Edmund stuffs his pockets and conceals his booty from the smugglers when they return; aboard ship, he listens as they boast of what they have stolen. Dantès gets off at a town called Leghorn where he sells his jewels to a dealer.It is with this new wealth that Edmund Dantès transforms himself into several characters. After he retrieves the chest, Dantès later buys himself a title and begins his deliberate and elaborate plan to avenge himself against his enemies as the Count of Monte Cristo.

Precalculus, Chapter 7, 7.4, Section 7.4, Problem 41

You need to decompose the fraction in simple irreducible fractions, such that:
(8x-12)/(x^2(x^2+2)^2) = A/x + B/(x^2) + (Cx+D)/(x^2+2) + (Ex+F)/((x^2+2)^2)
You need to bring to the same denominator all fractions, such that:
8x - 12 = Ax(x^2+2)^2 + B(x^2+2)^2 + (Cx+D)*x^2*(x^2+2) + (Ex+F)*x^2
8x - 12 = Ax(x^4 + 4x^2 + 4) + Bx^4 + 4Bx^2 + 4B + (Cx^3 + Dx^2)*(x^2+2) + Ex^3 + Fx^2
8x - 12 = Ax^5 + 4Ax^3 + 4Ax + Bx^4 + 4Bx^2 + 4B + Cx^5 + 2Cx^3 + Dx^4 + 2Dx^2 + Ex^3 + Fx^2
You need to group the terms having the same power of x:
8x - 12 = x^5(A + C) + x^4(B+D) + x^3(4A + 2C + E) + x^2(4B + 2D + F) + x(4A) + + 4B
Comparing the expressions both sides yields:
A + C = 0 => A =-C
B+D = 0 => B = - D
4A + 2C + E = 0 => 2A + E = 0 => E = -2A
4B + 2D + F = 0 => F = -2D
4A = 8 => A = 2 => C = -2 => E = -4
4B=-12 => B = -3 => D = 3 => F = -6
Hence, decomposing the fraction, yields (8x-12)/(x^2(x^2+2)^2) = 2/x- 3/(x^2) + (-2x+3)/(x^2+2) + (-4x-6)/((x^2+2)^2).

What risks at sea does Shylock enumerate to Bassanio?

In act 1, scene 3, of the Merchant of Venice, Bassanio asks Shylock for a loan of 3,000 ducats on Antonio's credit. Shylock provides Bassanio with a risk analysis of this loan. He knows that Antonio is wealthy but that most of his wealth is tied up in the risky business of transoceanic shipping ventures. Shipping has its risks, which Shylock thoroughly lays out to Bassanio.
First of all, Shylock mentions that there are pirates, rats as he calls them, both on land and at sea. Piracy was a real concern in the sixteenth century. With vast fortunes moving around by ship, particularly ships returning from the New World, piracy was a huge industry. Entire fortunes could be lost in a single pirate raid.
Shylock also mentions the natural dangers of "waters, winds, and rocks." It was not uncommon for ships to get lost at sea. In the days before reliable navigation and weather forecasting, storms, doldrums, and navigational errors frequently spelled disaster for ships, their crew, and their cargo.
Shylock is making it clear that he feels loaning money to Antonio has its risks. Despite the risks, he is still willing to lend Antonio the 3,000 ducats that Bassanio requested, but he would like to meet with Antonio first and make special conditions.

What is a passage from In Cold Blood that describes Capote's attitude towards Dick and Perry's relationship?

Early in Chapter 2 of In Cold Blood, titled "Persons Unknown," Capote reveals his attitude towards Perry and Dick's relationship with these three lines of dialogue:

"Perry, baby,” Dick said, “you don't want that burger. I'll take it.”
Perry shoved the plate across the table. “Christ! Can't you let me concentrate?”
“You don't have to read it fifty times.” (85)

This brief exchange reveals telling information about each man's personality and temperament while demonstrating Capote's willingness to contrast Dick's pushy self-centeredness with Perry's sensitivity. Dick's assumption that he can help himself to Perry's food as well as his mockery of Perry's need to focus positions Dick as an antagonistic person. At the same time, Perry, with his mild cursing and futile protests, is presented as a victim of Dick's bullying.
As the events and the plot line continue to unfold, the relationship between the two killers becomes an important focus of In Cold Blood, and Capote's sympathetic attitude towards Perry becomes amplified as Dick's role as the cold-hearted leader of the murderous duo becomes clearer to the reader.

Throughout the text, Capote appears to cast Perry as the poetic, misunderstood sidekick to Dick's brutish grifter. Dick often intimidates and insults Perry, who is then convinced to go along with Dick's plans. Capote's sometimes sympathetic portrayal of Perry in particular has led some critics to suggest Capote developed feelings for the killer over the course of his research. However, the passage that best underscores Capote's perception of Perry and Dick's relationship is the passage for which the novel is named: the description of the cold-blooded murders of the Clutter family. 
In chapter three, after Perry and Dick are interrogated, Perry decides to detail the night of the murders in a backseat confession to local detectives. It is in this description of the murders that Perry expresses his disgust over Dick's inability to finish the job he started. Perry explains that he was the one who had to kill Herb Clutter, the first murder, because Dick did not have the stomach for it. Perry makes a point to mention that he prevented Dick from raping Nancy Clutter, the sixteen-year-old. This assertion stands out amid the chilling description of the four homicides, as Perry appears to want to paint himself as chivalrous.
Though Capote delves into Perry's backstory—one of abuse, sorrow, and neglect—and portrays him as the brunt of Dick's insults, Perry's description of the murder scene causes the reader to wonder why he ever went along with Dick. Perry, in fact, muses that he should have killed Dick as well as the Clutters. This declaration could signal Perry's frustration over being caught but also may be meant to suggest that Perry was in control the whole time. 

In the first section, "The Last to See them Alive," there is a passage in which Perry is waiting for Dick at a Kansas cafe called the Little Jewel. Capote writes from Perry's point of view, "Still no sign of Dick. But he was sure to show up; after all, the purpose of their meeting was Dick's idea, his 'score'" (page 14). Capote presents the Clutter robbery and murders as largely Dick's idea (though in this passage, Dick is contemplating going to Mexico).
Capote sees Perry as twisted and manipulated by Dick, who is unsympathetic towards Perry's needs. For example, later in this passage, Capote writes about the two large boxes Perry carts around with books, maps, and letters: "Dick's face when he saw those boxes! 'Christ, Perry. You carry that junk everywhere?'" Capote portrays Dick as hardened and unsympathetic, while Perry, whose history of abuse at the hands of his parents and foster caregivers Capote relates in harrowing detail, is presented as more sympathetic and as Dick's pawn. Later in this same passage, Perry romantically suggests prospecting for gold, and Dick dismisses the idea by referring to the movie Treasure of the Sierra Madre and saying, "Whoa, honey, whoa. I seen that show. Ends up everybody nuts" (page 15). Dick is clearly in control of their relationship, and he discounts Perry's ideas, dreams, and emotions. 

What is the significance of women in Othello?

Women in Othello are not at all insignificant––after all, the downfall of the titular character in the play is due to his devotion to a woman, Desdemona, even though it is orchestrated by Iago; and Iago himself is motivated in part by his wife, Emilia. 
Both Desdemona and Emilia are strong characters in their own ways. While Desdemona is ultimately smothered by her husband ("put out the light, and then put out the light") her behavior when alive is that of an engaged and active young woman, interested in her community and devoted to her husband. Meanwhile Emilia, wife to a man of a lower position, attends to Desdemona while being an obedient wife to the potentially treacherous Iago. Emilia provides a foil to Desdemona in that she is a woman from an opposing side of the social spectrum: where Desdemona is a wife to a man who remains true to the end, Emilia attaches herself to Iago, who reveals himself to be a disingenuous person at an early stage. 

Why is Enoch disappointed to be hidden in the parsonage?

In part 3 of Chinua Achebe’s novel Things Fall Apart, Christianity has gained a strong foothold in Umuofia and is beginning to supplant local religious traditions. When Mr. Smith, a new missionary, arrives and is dismayed by the “ignorance in which many of his flock showed,” he embarks on a campaign to end the syncretism that had been permitted by his predecessor, Mr. Brown. The zealous new missionary claims that “Those who believe such stories were unworthy of the Lord’s table.”
Mr. Smith’s confrontational style is welcomed by many Umuofian Christians, but Enoch is particularly happy with the new missionary’s fiery rhetoric. Enoch, who is the son of the “snake-priest,” sparks a potentially devastating conflict when he unmasks an egwugwu, an act that is believed to have killed an ancestral spirit. In the traditional views of the Igbo, Enoch’s crime is “One of the greatest crimes a man could commit.”
Mr. Smith becomes afraid of the retribution that might be exacted on local Christians due to Enoch’s brash act and decides to hide Enoch in the parsonage for several days until tensions in Umuofia cool. Enoch is disappointed in this decision because he “had hoped that a holy war was imminent.” Thankfully, cooler heads prevail, and although the church is destroyed by the clan, not a single Christian is harmed due to Enoch’s actions.
This episode in Things Fall Apart is interesting because it shows the increasingly violent conflict between Umuofians that signals the incoming collapse of traditional Igbo society. Enoch is fully aware of the significance of unmasking the egwugwu, yet he still chooses to act in this manner. The fact that Enoch is not killed for his rash action in and of itself highlights a tacit acceptance of colonial rule from the local rulers and traditional elite.

Enoch is a zealous Christian convert, who antagonizes the other villagers and is responsible for the great conflict between the Christian church and the clan of Umuofia. During the annual worship of the earth goddess, Enoch unmasks an egwugwu, which is considered the greatest crime a man can commit. After killing the ancestral spirit by unmasking the egwugwu, the entire clan is thrown into confusion. The next day, the masked egwugwu assemble in the marketplace along with other egwugwu from neighboring clans. The eerie voices and wailing sounds of the Mother of Spirits echo throughout the village, and the Christian leaders meet at Mr. Smith's parsonage to decide what course of action they will take. They decide that Enoch should be hidden in the parsonage for a few days, which upsets Enoch. Achebe writes that "he [Enoch] had hoped that a holy war was imminent" (76). Enoch does not want to be hidden and wishes to fight against the heathen clan members. He is a man of action and wishes to confront the masked egwugwu instead of hiding from them.

To whom would you recommend the book Hope was Here by Joan Bauer?

Hope Was Here is recommended for readers in the seventh grade and above. Readers who have advanced skills but are in lower grades may also enjoy the book. The protagonist in the story is Hope, a sixteen-year-old girl who lives with her aunt. Together, they work at diners. Hope had been a bus girl, but she was promoted to the position of waitress. Being that Hope faces the challenges of being sixteen, Hope Was Here could be recommended for teenagers. Teenage girls would likely enjoy the book because of the female protagonist. Teenagers who have part-time jobs in particular may relate to Hope.
When Hope moves to her new town and job in Wisconsin, she becomes involved with the local mayoral race. This book would be recommended for readers who have an interest in local politics, or politics in general.
In summary, this book is recommended for:
Readers in the 7th grade or above, or who read at an advanced level
Teenagers who have part-time jobs
Teenage girls
Readers interested in local politics

Assume the role of a teacher and ask a question of the students of the class and provide an answer from only the introduction (pages 7-17) of the provided text. http://www.iranchamber.com/history/rkhomeini/books/velayat_faqeeh.pdf

In order to choose a good question from this text, we must first appreciate its main points and concerns. The introduction to the linked text is concerned largely with discrepancies between true Islam and how Islam has come to be perceived by the non-Islamic world—"evil propaganda," as the writer puts it, having caused even "the educated class" to form erroneous ideas about Islam. So, in posing a question that best interrogates the material, a teacher might ask something along the lines of:
What, according to the author of this text, are some of the differences between true Islam and what the wider world has come to believe Islam is?
The author gives several illustrations which might answer this question. As he states, the Quran and the books of hadith represent the core texts of the Islamic religion. These can be contrasted with modern treatises on justice and the law in Islamic countries. The vast majority of the verses in the Quran are about how society should be run and how people should interact ethically with each other. They are not heavily concerned with issues of ritual and worship, yet Islam is now often portrayed as an excessively ritualistic religion.
Meanwhile, Islamic law is comprehensive, "progressive and evolving," offering guidance to the Muslim in every aspect of his or her life. This is in contrast to the opinion offered by those outside of the religion, who say that Islam is not "comprehensive" and does not offer holistic guidance to the follower in terms of how life should be lived.

If the image formed on a retina is inverted, then why do we see things upright?

Vision is an amazing sense and it takes a lot of different steps to allow us to see what we see. First, let’s talk about why the image in the retina is inverted in the first place. The eyes work as lenses and light must pass through a very tiny hole (the pupil) and make it to the retina. By inverting the picture the eyes allow us to see images that are way bigger than the size of the pupil. Thus the part we consider as “up” crosses to the bottom and the part we consider as “down” crosses to the top (use the picture bellow as guide). Our brains, though, are amazing organs and know the image has been inverted; they flip it back so that we can experience the world the right way. At the same time the brain is processing this upside-down image, it is also putting together information from both eyes so that we can have one complete picture instead of two parts. Vision involves many different parts of the brain, including the optic nerve, the corpus callosum, and the occipital lobe.  

What was America's reaction to the British changing their colonial policies after 1763?

While it is important to remember that many American colonists remained loyal to Great Britain during this time, Britain's post-French and Indian War policy angered many colonists and provided the impetus for the organized movement that would eventually lead to the Declaration of Independence, the Revolutionary War, and an independent United States.
After the French and Indian War, which ended with the Treaty of Paris in 1763, Great Britain was looking to conserve its money and military resources. With the French no longer an obvious threat, the British reduced the resources they were committing in the American colonies and passed new taxes and duties as a response to their indebtedness.
As a consequence of this de-escalation, the British authorities did not effectively manage the controversy surrounding the Stamp Act of 1765. Historians agree that Britain only made things more difficult for itself in the long run by taking so long to come down harshly on the colonists.
The colonists objected to the Stamp Act and subsequent decrees like the Townshend Act (1767). The colonists believed these tax policies failed to respect their natural rights and status as British citizens. The colonists' belief that they had natural rights, like a right to property, was influenced both by their understanding of historical events like the signing of the Magna Carta, the English Civil War, and the Glorious Revolution, and also by philosophers like John Locke and Montesquieu.
These colonists engaged in many acts of resistance, including the insurrection that resulted in the Boston Massacre of 1770. The most famous of these acts of resistance is surely the Boston Tea Party of 1773. Great Britain responded to this resistance by passing the harsh Intolerable (or Coercive) Acts. Many colonists believed the Intolerable Acts were an even more serious assault on their proper liberties than the taxes and duties were. In response, colonies sent delegations to the First Continental Congress.
https://www.apstudynotes.org/us-history/topics/imperial-reorganization/

https://www.apstudynotes.org/us-history/topics/philosophy-of-american-revolution/

Who is the enemy in the Old Man at the Bridge?

In Hemingway's short story, he observes civilians and Republican soldiers crossing over a platoon bridge as the enemy rapidly approaches the Ebro River. The short story takes place during the Spanish Civil War, and the enemy Hemingway references are the Nationalist soldiers, who are also known as the Fascists. As the civilians and soldiers are crossing the bridge over the Ebro River, the narrator notices an old man sitting alone by the side of the road. When the narrator warns him that this is not a safe place to rest, the old man tells him that he is exhausted from traveling twelve kilometers from his hometown of San Carlos. As the other civilians continue to cross the pontoon bridge, all the old man can do is lament about the loss of his animals that he once cared for. Tragically, the old man does not follow the narrator's advice and continues to sit by the road as the Fascists Army approaches. The narrator is aware that the Nationalists will surely murder the old man as they continue their advance, and mentions,

There was nothing to do about him. It was Easter Sunday and the Fascists were advancing toward the Ebro. It was a gray overcast day with a low ceiling so their planes were not up. That and the fact that cats know how to look after themselves was all the good luck that old man would ever have (Hemingway, 2).

A proton moves in a circular orbit with a radius of 65 cm that is perpendicular to a uniform magnetic field of magnitude 0.75 T. What is the orbital period for the motion? What is the speed of the proton? What is the kinetic energy of the proton?

First, apply Newton’s second law to the orbiting proton to relate its speed to its radius. After, use the definition of its period (T) to eliminate r and calculate a value for T. Then find the relationship between it's period and velocity to determine v. Lastly, once the speed is known, use the definition of kinetic energy.

What strategies did Martin Luther King Jr. use to convey his ideas in "Letter From Birmingham Jail"?

King employs multiple strategies to communicate his argument in "Letter from Birmingham Jail." However, one particular approach stands out overall because it allows him to fluctuate his tone, reach multiple audiences, and earn the reader's sympathy with personal anecdote and concrete detail. King masterfully exploits the "letter form" to maximize his goals.
Letters are meant to be personal. They stress the immediate needs of the speaker and also emphasize the location of sender and recipient. They also operate under the pretense of intimacy. King writes the letter as if it is really correspondence between a group of clergymen though he knows full well it will reach an audience larger than that.
The letter form reminds us that he is in jail while dispelling the stereotype of the uneducated black man. He makes countless references to American history and quotes directly from the Bible, as well as to the work of many philosophers. It tempts the reader to ask, how can a man this astute be languishing in a jail cell for parading without a permit?
Additionally, the letter form allows for tangents and everyday concrete details, as well as encourages a polite and formal tone. One of the most moving passages in this piece involves King's daughter who tears up because she can't go to the water park she has seen on TV:

When you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six year old daughter why she can't go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Funtown is closed to colored children[...].

This deviation from his argument which is teeming with pathos is only possible given our assumptions about the letter form. Such a tangent would not be effective in an essay or manifesto.

Dr. Martin Luther King Jr.'s "Letter from Birmingham Jail" is a masterpiece containing rhetorical strategies almost too numerous to identify and analyze.  Here are just four:
Early in the letter, King uses refutation when he addresses being called an "outside agitator" by the Birmingham authorities.  King asserts that "anyone who lives inside the United States can never be considered an outsider anywhere within its bounds."  With regard to oppression based on race, King does not see geographic boundaries in the United States.
King also uses concession when he asks the rhetorical question, "Isn't negotiation a better path?" This is something his opponents might ask, and he then answers, "You are quite right in calling for negotiation." King emphasizes that he and his supporters prefer nonviolence in addressing the institutionalized racism that plagues the country.
King uses a metaphor to contrast the social and political backwardness of the United States with the progressiveness of other nations when he writes "the nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we still creep at horse and buggy pace toward gaining a cup of coffee at a lunch counter." This is also an appeal to pathos; the United States looks pathetic in its inability to recognize its citizens' essential humanity.

What three effects happen when the dad leaves in "The Right To the Streets of Memphis"?

When the father leaves in "The Right To the Streets of Memphis," his departure results in great suffering for his family.
First, the children have to endure persistent hunger. The narrator tells us that until his father left, he had never associated the presence of his father with the availability of food in the house.
Second, the narrator's mother becomes depressed. She manages to find work and to bring in some income. But she often cries when she is home. During these emotional moments, she delivers long lectures to her children. For their part, the children only feel a "vague dread" upon hearing that they must learn to fend for themselves.
Third, the narrator discovers that he must fight to survive on the streets of Memphis. When the narrator's mother orders him to purchase some groceries for the family, the narrator is set upon by neighborhood bullies. They steal his money, and he has to return home without his groceries. Eventually, the narrator's mother gives him more money and a big stick. She tells him that she will whip him if he returns without the groceries.
Desperate and frightened, the narrator fights like a cornered animal when the bullies set upon him once more. He wields his stick mercilessly and leaves the bullies nursing their heads in disbelief. When the parents of the bullies threaten him, the narrator screams that they will suffer the same fate if they continue harassing him. Intimidated, the adults leave him alone. The narrator maintains that he won the rights to the streets of Memphis that night.

int (x^2 + 4x)/(x^3 + 6x^2 + 5) dx Find the indefinite integral.

int(x^2+4x)/(x^3+6x^2+5)dx=
We will use the following formula: int(f'(x))/(f(x))dx=ln|f(x)|+C   
The formula tells us that if we have integral of rational function where the numerator is equal to the derivative of the denominator, then the integral is equal to natural logarithm of the denominator plus some constant. The proof of the formula can be obtained by simply integrating the right-hand side.
Since (x^3+6x^2+5)'=3x^2+12x=3(x^2+4x) we must first modify the integral in order to apply the formula. We will both multiply and divide the integral by 3.
1/3int(3x^2+12x)/(x^3+6x^2+5)dx=
Now we apply the formula to obtain the final result.
1/3ln|x^3+6x^2+5|+C
                                                                                    

What happens in chapters 20 and 21 of The Journey to the West?

In The Journey to the West, Chapter 20 begins with the Tang priest encountering trouble on the Yellow Wind Ridge. Sanzang has been traveling with his followers for half a day when they reach the mountain. A whirlwind forms and Monkey remarks that it smells like a "tiger" or "monster wind." A striped tiger soon attacks the group and Pig confronts the beast. The tiger sheds its skin and transforms into a hurricane, carrying Sanzang off while he is reciting his meditations.
Chapter 21 begins as the wind monster takes a captured Sanzang to the Yellow Wind Cave in the Yellow Ridge. Sanzang is bound and offered up to the monster's leader as a meal. Monkey soon learns where Sanzang is being held and challenges the Yellow Wind Monster to a fight. After dozens of rounds of intense fighting, the Great Sage and the monster find themselves evenly matched. Monkey plucks out a hair, chews it into many smaller pieces, and transforms each piece into a clone of himself. Multiplied by a hundred, Monkey's army becomes a formidable threat to the monster.
The battle takes a turn when the wind monster releases a large yellow hurricane on the group. The hurricane catches Monkey's clones up in the air and makes it impossible for them to fight. Monkey finally recovers but discovers that the Bodhisattva Lingji is the only one who can stop the hurricane wind. Once the Bodhisattva Lingji travels down from the mountain, he is able to overcome the monster. The chapter ends after the group learns the truth of the monster's original form as a brown marten that was turned into a spirit monster.

What is the status of HRM in India?

Human Resource Management, or HRM, in India is much the same as in other countries: taking care of management and employee issues, dealing with talent development, managing benefits, and providing discipline. However, when dealing with the largest working population in the world, India has a difficult and unique challenge, which has led to some more creative solutions.
For one, India has developed an entire ministry in its government devoted to regulating Human Resources and encouraging education to ensure that there is sufficient talent in addition to the sheer volume of employees. It also has to deal with the youth of its organizations and use technology effectively to cope with the volume of employees it has. For this reason, HR in India uses social media frequently, such as LinkedIn and other resources.

Human Resource Management in India is very similar to HRM in other countries. It manages the functions of Human Resources—from hiring to benefits to development and punishment. Human Resources takes care of these issues in every business and nation.
HRM in India uses social media heavily for promotion and connection with employees, more so than other countries. There is frequent interaction between employees and the HRM group through LinkedIn. Additionally, HRM in India invests heavily in employee development, trying to create very engaged and effective employees.
This is all in addition to traditional functions for Human Resource Management. This group also takes care of hiring and benefits, like in other countries, and they deal with the punishment of employees as well. They do take a more rehabilitation-focused approach to discipline than HR in other countries, often attempting multiple times to correct behavior, to ensure they have effective and engaged employees.

HRM in India is characterized by the use of social media by both employers and potential candidates. For instance, LinkedIn is widely used as a recruitment tool. Furthermore, job seekers are increasingly conscious of their web presence and how it can make them visible to potential employers.
In addition, leadership development has become a human resource management trend in India. In the past ten years, organizations have significantly grown because of globalization and digital trends. These businesses have many entry-level employees leading to a high demand for internal leaders.
Many organizations prefer to develop unique brands to attract job candidates. Many job applicants in India like being associated with recognized brands. For this reason, companies invest in having persuasive employee value propositions.

HRM (Human Resource Management) in India has a status that is in many regards common to HRM in other countries. HRM in India shares with others the same factors that dictate HRM policies and practices relevant to skill sets and job competencies, corporate culture "mindset" (customs and values requisite for fit between employee and corporate culture), and mindfulness of legal requirements and restrictions governing HRM actions.
HRM in India has a unique element that regulates its status. It is acknowledged that in India the status of human resource management has a historical basis in Indian philosophy and religion. This background of largely Vedantic and Hindu influence continues to be a dynamic factor in Indian HRM status as these "enduring traditions" help define India's HRM status in the face of the "context of contemporary challenges."
In addition, the status of HRM in India is newly beginning a transition from Human Resource Management—a function that formerly was known as Personnel Management—to the emerging Human Resource Development (HRD). HRD expands HRM from managing "existing" employee potential into the realm of tapping and developing "hidden" employee potential.
http://www.whatishumanresource.com/hrm-in-india

What is an example of a force of attraction between two masses?

There are at least three forces that have an attractive aspect to them: the strong force, the electromagnetic force, and gravity. All three of these involve particles with mass, so all three meet the criteria of the question.
The strong force is what holds a nucleus together despite the repulsive positive charges of its protons. At the smaller scale, it also holds the quarks that compose the protons and neutrons themselves.
Electromagnetic attraction only takes place if the masses have opposite electrical charges, although this depends strongly upon the spin state of the masses as well; particles with integer spin can attract like charges instead of repelling them, but the possibility for attraction between masses remains, so this is simply picking at details.
Gravity is probably the most obvious of the attractive forces, and always involves attraction between masses. Our current understanding and theory is that gravity is always attractive, at least in part due to the aforementioned spin state of the gravitational interaction; gravity has a "charge." Because all other known masses share this integer charge, they all attract. 
http://hyperphysics.phy-astr.gsu.edu/hbase/Forces/funfor.html

How does Nucor Steel's performance management system relate to theories of work motivation? Based on theories of work motivation, how does Nucor Steel's system energize and direct employee behavior, foster innovation and cooperation, and diminish feelings of inequity?

Performance management is a series of actions managers and employees take to create an effective work environment and to oversee and evaluate the employee's work goals and amount of contribution. It is more than just a simple performance review because it is a continual process of goal setting, assessing, and coaching to ensure employees fulfill their objectives. Nucor Steel uses several performance management strategies. One strategy concerns the fair and equal treatment of its employees, across all levels of hierarchy. All members of the Nucor Steel team, including the CEO, are given equal benefits. The company further strives to treat all employees equally and fairly by promising employees who do their job well will never be laid off, by allowing employees to express themselves in "crew meetings, department meetings, shop dinners and employee surveys," and by giving employees a means of appeal should they think they have been given unfair treatment (Smith, G., "How Nucor Steel Rewards Performance Productivity," Business Know-How).
A second performance management strategy the company employs is the development of an earnings plan based on performance. The employees receive up to a quarter of their salaries based on the calculation of the "Return on Assets (ROA)," according to their "individual productivity" (Smith). To pay based on performance, the company gives employees an hourly rate that is lower than the average hourly rate in the steel industry, but employees are paid a substantial bonus if their work exceeds hourly expectations. Smith gives us the following example:

[T]he steel industry average says an individual should be able to straighten 10 tons of steel an hour. Nucor's goal is to straighten 8 tons an hour. Employees get an additional 5 percent bonus for every ton over 8 tons they can straighten. They typically average 35 to 40 tons an hour. ("How Nucor Steel Rewards")

Nucor Steel's unique compensation plan is a particularly effective performance management strategy.We can see Nucor Steel's performance management system as being related to Herzberg's motivation-hygiene theory, also called the two-factor theory or the dual-factor theory. Psychologist Frederick Herzberg theorized that a certain set of factors leads to job satisfaction, whereas a completely separate set of factors leads to job dissatisfaction. Based on this theory, he posited that fulfilling basic-level needs, such as safe working conditions, pleasant working environment, and minimal salary requirements, is not enough to create job satisfaction. Instead, employees need to feel they have fulfilled an accomplishment, been given responsibility, been given recognition, and are being given more responsibilities in order to feel satisfied. Also, since he theorized that job satisfaction and job dissatisfaction are actually not related but rather independent, he further posited that work-environment characteristics unrelated to the work itself actually lead to job dissatisfaction such as lack of leadership skills among supervisors, poor relationships between workers and supervisors, and inadequate company policies.One way in which Herzberg's motivation-hygiene theory is reflected in Nucor Steel's performance management system is with respect to the company's unique compensation plan. While the employees' hourly wage is less than average, their goal is also less than average, and their bonus for exceeding their goal is substantial; therefore, the bonus motivates the employees to exceed their goal, resulting in substantially higher industry payment overall and much higher rates of productivity, essentially energizing employee behavior.
We further see Herzberg's theory reflected in the treatment of the employees. By giving all employees the exact same benefits, even the CEO, the company is reducing feelings of inequity and helping to eliminate any tensions that create poor relationships between workers and supervisors. The company is further strengthening relationships by developing avenues for employees to speak their minds freely and to make appeals. In addition, allowing employees to speak their minds freely and promising they will be heard further helps guarantee that the company will create and initiate only policies that employees agree with and feel comfortable with, eliminating chances of job dissatisfaction.

What is the conclusion to Me Talk Pretty One Day?

Both the title essay and the collection of essays refer to the deep, complex connections between language and identity.
David Sedaris learned a second language as an adult as part of his developing relationship with Hugh, who was the one who wanted to move to France. Moving overseas with him was an important part of committing not only to another man but to his identity as an adult gay man. Ironically, this aspect of adulthood was accompanied by the infantilizing experience of attending language classes. And as part of the process of building a home with Hugh and feeling at home in Paris, he spent large amounts of time with fellow strangers or "refugees" in the class.
The conclusion that Sedaris comes to is both about learning language and acquiring self-knowledge more generally. Understanding who you are rarely comes as an epiphany—it is incremental, and the realization sneaks up on you.

Understanding doesn’t mean that you can suddenly speak the language. Far from it. It’s a small step, nothing more, yet its rewards are intoxicating and deceptive.

Me Talk Pretty One Day is the title of a series of essays by David Sedaris, but it's also the title of the eponymous essay, which doesn't come last in the book. Thus, the answer depends on whether you're referring to the essay itself or to the entire book.
The essay "Me Talk Pretty One Day" is about Sedaris learning French while living in Paris. He talks about going back to language school and meeting the other students in the class, who are all from different countries. The teacher is a sneaky and bitter woman who mocks the students. He has trouble grasping the language and feels like he won't be able to get alone with any fluency.
One day, the teacher tells him that "every day spent with you is like having a cesarean section." He understands her; Sedaris notes that it's his first full French sentence where he's understood every word. She insults him again and he happily tells her that he understands her and asks her to "talk me more, you, plus, please, plus."
The book Me Talk Pretty One Day ends with an essay titled "I'll Eat What He's Wearing." It's a story about his father visiting Sedaris and his partner Hugh in France. It paints a picture of his father as a thrifty man who eats old, rotten food and buys at a discount whenever he can. He recalls biting into produce in his childhood home and instead of feeling the crunch of it between his teeth, feeling it softly give way.
The story ends with his father explaining that he found something brown in his suitcase, started to eat it, and then realized it was a piece of a hat that had fallen off. Sedaris says to the reader that it may seem his father stopped eating because it wasn't food—but that wasn't the case. He says his father stopped eating to save it for later since now, having not killed him, he knew the cap was edible.

Calculus of a Single Variable, Chapter 6, 6.3, Section 6.3, Problem 8

An ordinary differential equation (ODE) has differential equation for a function with single variable. A first order ODE follows y' =f(x,y).
The y' can be denoted as (dy)/(dx) to be able to express in a variable separable differential equation: N(y)dy= M(x)dx .
To be able to follow this, we let y'=(dy)/(dx) on the given first order ODE: xy'=y :
xy' = y
x(dy)/(dx) = y
Cross-multiply to rearrange it into:
(dy)/y= (dx)/x
Applying direct integration on both sides:
int (dy)/y= int (dx)/x
Apply basic integration formula for logarithm: int (du)/u = ln|u|+C .
ln|y|= ln|x|+C
y = e^(ln|x| + C)
= Ce^ln|x| since e^C is a constant
y = Cx

y = ln(sqrt(x^2 - 4)) Find the derivative of the function.

y=ln(sqrt(x^2-4))
First, use the formula:
(lnu)'= 1/u*u'
Applying that formula, the derivative of the function will be:
y' =1/sqrt(x^2-4) * (sqrt(x^2-4))'
To take the derivative of the inner function, express the radical in exponent form.
y'=1/sqrt(x^2-4)*((x^2-4)^(1/2))'
Then, use the formula:
(u^n)'=n*u^(n-1) * u'
So, y' will become:
y'=1/sqrt(x^2-4) * 1/2(x^2-4)^(-1/2)*(x^2-4)'
To take the derivative of the innermost function, use the formulas:
(x^n)'=n*x^(n-1)
(c)' = 0
Applying these two formulas, y' will become:
y'=1/sqrt(x^2-4) *1/2(x^2-4)^(-1/2)*(2x-0)
Simplifying it will result to:
y'=1/sqrt(x^2-4)*1/2(x^2-4)^(-1/2)*2x
y'=1/sqrt(x^2-4)*1/2*1/(x^2-4)^(1/2)*2x
y'=1/sqrt(x^2-4)*1/2*1/sqrt(x^2-4)*2x
y'=x/(x^2-4)
 
Therefore, the derivative of the given function is y'=x/(x^2-4) . 

arcsin(sqrt(2x)) = arccos(sqrt(x)) Solve the equation for x

arcsin (sqrt(2x)) = arccos(sqrtx)
To solve, let's consider the right side of the equation first. Let it be equal to theta.
theta = arccos(sqrtx)
Then, express it in terms of cosine.
cos (theta)= sqrtx
Also, express the sqrtx as a fraction.
cos(theta)=sqrtx/1
Based on the formula cos (theta)= (adjacent)/(h y p o t e n u s e) , it can be deduced that the two sides of the right triangle are:
adjacent side =sqrt x
hypotenuse = 1
To solve for the expression that represents the side opposite the theta, apply Pythagorean formula.
a^2+b^2=1
a^2+(sqrtx)^2=1^2
a^2+x=1
a^2=1-x
a=+-sqrt(1-x)
Since a represents the length of the opposite side, consider only the positive expression. So the opposite side is
opposite side= sqrt(1-x)
Now that the expression that represents the three sides of the triangle are known, let's consider the original equation again.
arcsin (sqrt(2x)) = arccos(sqrtx)
Plug-in the assumption that theta = arccos(sqrt(x)) .
arcsin (sqrt(2x)) = theta
Then, express the equation in terms of sine function.
sqrt(2x)=sin(theta)
To express the right side in terms of x variable, refer to the right triangle. Applying the formula  sin (theta) = (opposite)/(hypotenuse)  , the right side becomes
sqrt(2x) = (sqrt(1-x))/1
sqrt(2x)=sqrt(1-x)
Then, eliminate the square root in the equation.
(sqrt(2x))^2 =(sqrt(1-x))^2
2x = 1 - x
Bring together the terms with x on one side of the equation.
2x + x = 1 -x + x
3x = 1
And, isolate the x.
(3x)/3=1/3
x=1/3
 
Therefore, the solution is x=1/3 .