How did Hoover feel about public projects?

History has not been kind to President Herbert Hoover and his response to the beginning to the Great Depression. However, one thing that Hoover did believe was that public works projects could help lift the country out of its economic woes. He did not believe in the massive federal public works projects that his successor, Franklin Roosevelt, advocated, but Hoover did push private businesses in November 1929 to start new construction projects, while urging federal departments to accelerate ongoing projects and doubling spending on public works projects. Hoover also asked states to expand public works projects within their jurisdictions.
In December 1930, with the Depression deepening, Hoover realized ongoing efforts weren't working and asked Congress for $100 million for additional public works projects. He also began pushing for the creation of a Public Works Administration, which didn't come into existence until FDR came into office.
Hoover saw signs of a slight upturn in the economy in 1931 as reasons not to push for massive public works projects, but the economy took a turn for the worse shortly after, prompting him to create the Reconstruction Finance Corporation in an attempt to stave off bankruptcy for numerous businesses. In the summer of 1932, he signed the Emergency Relief Construction Act, which loaned nearly $1.5 billion for public works projects. None of these measures made a dent in the Depression's hold on the country.
Hoover continued to push for public works projects as one of the pillars of his response to the Great Depression to the end of his term of office, but his conservative principles didn't allow him to go nearly as far as FDR did during his first 100 days. The public viewed Hoover's policies as half-measures at best; his supporters viewed his public works expenditures as wasteful and counterproductive, and his detractors framed him as uncaring and unsympathetic.
https://hoover.archives.gov/exhibits/great-depression

https://millercenter.org/president/hoover/domestic-affairs

https://www.u-s-history.com/pages/h1533.html

Intermediate Algebra, Chapter 2, 2.1, Section 2.1, Problem 64

Evaluate the equation $\displaystyle 0.09x + 0.13 (x + 300) = 61$ and check your solution.


$
\begin{equation}
\begin{aligned}

0.09x + 0.13 (x + 300) =& 61
&& \text{Given equation}
\\
100 [0.09x + 0.13(x + 300)] =& 61(100)
&& \text{Multiply each term by $100$}
\\
9x + 13(x +300) =& 6100
&& \text{Distributive property}
\\
9x + 13x + 3900 =& 6100
&& \text{Distributive property}
\\
22x + 3900 =& 6100
&& \text{Combine like terms}
\\
22x =& 6100 - 3900
&& \text{Subtract $3900$ from each side}
\\
22x =& 2200
&& \text{Combine like terms}
\\
\frac{22x}{22} =& \frac{2200}{22}
&& \text{Divide both sides by $22$}
\\
x =& 100
&&

\end{aligned}
\end{equation}
$


Checking:


$
\begin{equation}
\begin{aligned}

0.09(100) + 0.13(100 + 300) =& 61
&& \text{Let } x = 100
\\
9 + 52 =& 61
&& \text{Multiply}
\\
61 =& 61
&& \text{True}

\end{aligned}
\end{equation}
$

Based on A Different Mirror: A History of Multicultural America by Ronald Takaki, compare and contrast the experiences of Mexican and Chinese immigrants. How are they similar and dissimilar?

Asians have been in the United States for over 150 years, but they have been continually regarded as foreign or "exotic." They have been seen as incapable of assimilation, and they have also been subject at times to immigration restriction laws, such as the 1882 Chinese Exclusion Act. Later, Japanese Americans were sent to internment camps during World War II, as they were thought to be sympathetic to the Japanese cause during the war and were regarded as potential spies. Today, Asian Americans are the fastest-growing ethnic group. Unlike Mexican Americans, Chinese Americans are regarded as a "model minority" and held up to other ethnic groups and to whites as an example of how to succeed economically in the US.
Mexican Americans (or Chicanos, as people of Mexican descent are called) represent the largest group among Hispanics in the US. Unlike the Chinese, some Mexicans were in parts of the current US before Anglos moved in and claimed theses areas after the Mexican War. Others came to the US later in search of better economic opportunities, as the Chinese did. Mexican Americans are unique among ethnic groups in the US because they live so close to their homeland. This situation has helped reinforce their language and culture in a way that is unlike the experience of Chinese Americans and other ethnic groups. You can find more information about these two ethnic groups in the first chapter of the book.

Why can't the Tucks stay in any one place for very long?

I believe that this question is asking about the book Tuck Everlasting.  
The Tuck family can not stay in one place for very long because other people would eventually become suspicious of the Tuck family.  The entire family is immortal.  They have stopped aging.  If they were to stay in one place for a long time, people would begin to wonder why nobody in the family ever appears to age.  The Tucks could probably get away with staying in a single place for a decade or two, but after that it would be fairly obvious to other townspeople that something is definitely different about the Tucks.  All of this is explained to Winnie (and readers) in chapter 10.  Mae admits that they have been in their present location for about as long as they dare stay anywhere -- 20 years.  

"But they can't stay on in any one place for long, you know. None of us can. People get to wondering." She sighed. "We been in this house about as long as we dare, going on twenty years."

College Algebra, Chapter 4, 4.5, Section 4.5, Problem 36

Find a polynomial $P(x)$ of degree that has integer coefficients and zeros $1 + \sqrt{2}i$ and $1 - \sqrt{2}i$.
To find the zeros of $P$, we set $x^6 + 16 x^3 + 64 = 0$, then,

$
\begin{equation}
\begin{aligned}
P(x) &= [x-(1+\sqrt{2}i)][x-(1-\sqrt{2}i)] && \text{Model}\\
\\
&= [(x-1)-\sqrt{2}i][(x-1)+\sqrt{2}i] && \text{Regroup}\\
\\
&= \left[ (x-1)^2 - 2i^2 \right] && \text{Difference of squares formula}\\
\\
&= \left[ x^2 - 2x + 1 - 2i^2 \right] && \text{Expand}\\
\\
&= x^2 -2x + 3 && \text{Simplify, recall that } i^2 = -1
\end{aligned}
\end{equation}
$

In Maniac Magee by Jerry Spinelli, what are three effects Maniac Magee has on the Beale household?

Amanda loses her bedroom, Hester and Lester are better behaved, and Maniac helps with the chores.
Maniac becomes a part of the Beale family.  He reads to Hester and Lester, who love having an older boy in the house. Maniac is a role model. 

He was there when Hester and Lester came screaming down the stairs with a book, Amanda screaming even louder after them, the kids shoving the book and themselves onto Maniac's lap, Amanda finally calming down because they didn't want to crayon the book, they only wanted Maniac to read. (Ch. 13) 

Hester and Lester soon lose interest in “crayoning everything in sight,” as a matter of fact.  Amanda even starts to leave her books at home during the day. 
Maniac also takes over Amanda’s room, and Amanda moves in with them, but they do not mind at all.  They get to sleep in the bed with Amanda.  You would think that she would mind, but this seems to be the time that Amanda actually likes her younger siblings.  She enjoys sharing her room with them. 
Maniac fits in as if he belongs at the Beale house and has always been there.  He also does chores, including taking out the trash and mowing the grass.  He is very neat.  His room is clean, and he puts the cap on the toothpaste tube.

He played with the little ones and read them stories and taught them things. He took Bow Wow out for runs and he did the dishes without anybody asking. (Which made Amanda feel guilty, so she started to dry.) (Ch. 14) 

Maniac unties Hester and Lester’s shoelaces, which are always in knots.  He also is able to get them to take a bath without Amanda.  They generally become much more manageable with this heroic older brother figure in the house.

In the play Antigone, how does Creon show he his loyal to his family?

Early in the play, Creon proclaims that he is the kind of ruler who has

"nothing but contempt for the kind of Governor who is afraid, for whatever reason, to follow the course that he knows is best for the State; and as for the man who sets private friendship above the public welfare,"

but his actions in attempting to spare Antigone, his niece, from execution for defying his order contradict his proclamation of being the upholder of law. Because she is his brother's daughter, he attempts to reason with her so that he doesn't have to have her executed. However, Antigone will not break; she stands by the morality of her decision to bury her brother even though in doing so, she has defied the state.
It takes the deaths of his niece, Antigone; his son, Haemon; and his wife, Eurydice, for Creon to finally understand that his loyalty should have been to his family. He laments his blindness when he says,

"I have been rash and foolish. I have killed my son and my wife. I look for comfort; my comfort lies here dead. Whatever my hands have touched has come to nothing,"

but it is too late; in his zeal to demonstrate his decisiveness as a ruler, he has betrayed his loyalty to his family.

What is the meaning of "golden mist" in The Story of My Life by Helen Keller?

Helen was hesitant when she began writing her autobiography.  Many years before, she had written a story and had been accused of intentional plagiarism.  Helen wrote a creative story called "The Frost King," but discovered that it was very similar to one which had been read to her years before.  When writing her story, she had no idea that she was creating a plot based on distant memories.  After this, Helen became a hesitant writer.
In the opening paragraph of The Story of My Life, Helen wrote about her fear in starting her autobiography:

I have, as it were, a superstitious hesitation in lifting the veil that clings about my childhood like a golden mist (Chapter I).

Helen went on to explain that when recalling her childhood, she had trouble separating fact from fiction.  She noted the difficulties for adults as they recalled their childhoods.  In addition to this, Helen lived a life of silent darkness during her early childhood.  
Before Miss Sullivan arrived when Helen was six years old, she lived in a world where she was, in many ways, trapped inside her own body.  She could not see or hear.  She struggled to communicate.  She could communicate basic wants and needs to close friends and family.  She could not, however, communicate with any level of complexity.  In frustration, she often went into fits of rage.  Miss Sullivan came to be her teacher, and with her help Helen learned to communicate using the manual alphabet.  This changed her life.
Helen was hesitant to write about her childhood because of how vague some of the memories were.  She felt as though they were covered by a "golden mist" because of how distant they seemed.  She also did not want a repeat of her previous experience with plagiarism.  Helen did not want to be accused of writing a story that was not from her own mind.

What are the positive effects of globalization in Nepal?

The following are some of the positive effects of globalization on Nepal:
Modernization of the economy by revolutionizing it into an open service-based one as opposed to an entirely agricultural based economy.
Expansion of the export market for Nepal’s products through increased trade with other countries across the world.
Enabled Foreign Direct Investment (FDI) by multinational corporations, which have not only led to the transfer of technology to Nepal but also improved the country’s Balance of Payments (BOP).
Increased employment opportunities for Nepalese workers through exposure to the international labor market.
Due to global competition, the population in Nepal has increased access to a wide variety of high-quality and affordable products.
Social-cultural transformation as a result of activities such as tourism, migration, and exchange of knowledge.

Why are petrol and diesel the only fuels that can be used to power vehicles?

While petrol and diesel are two of the most commonly used fuels to power vehicles, there are actually a wide variety of fuels that have been used in the past and present.
The following is a non-comprehensive list of the most commonly used alternative fuels that power vehicles. Because scientists are always searching for new ways to generate energy, it is impossible to list every possible type of fuel, but hopefully this list helps you in your research. Click on the descriptions to find a corresponding link containing more information about each type of fuel.


Ethanol: A fuel made from plants, often corn


Hydrogen: Produced from various energy sources and requiring a type of technology known as a "fuel cell"


Biodiesel: Made from "vegetable oils, animal fats, and recycled restaurant greases"


Natural Gas: A type of "clean-burning" fossil fuel


Propane: Another type of "clean-burning" fossil fuel


In addition, while not technically fuels, both solar power and electricity can be used to generate energy to run vehicles.
This link can help you learn more about solar-powered cars: https://physics.ucsd.edu/do-the-math/2011/11/a-solar-powered-car/
Here is a resource for learning more about electric cars: http://www.fueleconomy.gov/feg/evtech.shtml
Without modification, many vehicles designed to run on diesel or petroleum gas cannot use alternate fuels or energy sources. The following resource can be used to determine if a vehicle can run on an alternative fuel: http://www.afdc.energy.gov/vehicles/search/
New technology is constantly being innovated in the field of alternative energy, and there are many books and websites that can help you study and research this exciting topic.

How would you characterize the role of religion in Nazi Germany during the Holocaust?

Technically, the majority of Germans during the Nazi era were Christians. About 1/3 were Catholic (and Adolf Hitler himself was born Catholic) and 2/3 were Protestant. They were technically, nominally allowed religious freedom at the time of the Third Reich. However, as with many political dictatorships, religion was actually not highly welcomed by the Nazi Party, even when it was an "approved" religion. Political power was more important than religion, and the power of the Aryan Third Reich was more important than church membership -- if one was Christian or Catholic, that is.
The Party quickly began taking steps to limit religious freedom for the churches, including consolidating the Protestant denominations into the "National Reich Church" and placing a Party member at the head of it. Meanwhile, many Catholic churches were closed, and the Catholic Youth Organization was closed in favor of the Hitler Youth Organization. As tensions grew, many Christian and Catholic churches began to protest the Nazis or provide aid to those targeted by the Reich. Many priests were arrested and sent to camps for being anti-Nazi.
Of course, the most prominent religious conflict during the Holocaust was the persecution of Jews. However, this was not only a religious conflict but an ethnic one. The Jewish religion was seen as inferior, and Jews were punished for practicing it (and occasionally but not always rewarded for converting), but Jews were also seen as ethnically inferior to the Aryans of the Reich. The role of religion vs. ethnicity in shaping the Jewish identity remains in wide debate to this day, but there is no doubt that both factors were important to the Nazi's hatred of the Jews in Europe.

The Boy in the Striped Pajamas, a young adult novel by John Boyne, takes place during the Holocaust and is told from the point of view of Bruno, a young German boy. Religious themes arise when Bruno meets Shmuel, a Jewish boy who lives on the other side of the fence. The reader understands that Bruno’s new friend is behind the fence of the concentration camp where Bruno’s father works as a Nazi officer. As Bruno gets to know Shmuel, this friendship conflicts with the anti-Semitic propaganda Bruno has been taught.
Regarding religious practices of Nazis, the German population in 1933 was about 67% Protestant and 33% Catholic. While Nazi leadership was somewhat divided in its view of the role of religion, the Nazi party generally viewed religion as somewhat of a threat. Nazism desired to transform German society into a unified national community. Religious differences would threaten that common national identity.
Hitler’s Minister for Church Affairs, Hans Kerrl, supported the idea of Christianity being adopted by the Nazi party into “Positive Christianity” that renounced the Jewish origins of the faith. Hitler’s Protestant Reich Church was a failed attempt to unify Germany’s existing Protestant churches. The Catholic Church and others were persecuted; more than 6,000 clergymen were executed or imprisoned on charges of treason. 
With the onset of war, however, Hitler softened his position on religion. Wanting to eliminate sources of contention within Germany, he announced that his regime would no longer take action against Evangelical and Catholic churches for the duration of the war. While the Nazi party saw traditional religion as a threat, elements of Nazism could be considered semi-religious with Hitler at its center as a sort of demigod.

What are three ways in which Alexander the Great influenced the rest of the world?

Alexander's conquests facilitated the spread of Greek culture. Territories such as Egypt were thoroughly Hellenized, becoming important centers for the study and dissemination of Greek learning. The world-famous Library of Alexandria—a city named after Alexander—was one such center, attracting scholars from across the known world. The ruling dynasty of Egypt during the Hellenic period, the Ptolemies, were themselves Greek-speaking and immured in Greek culture. The founder of the dynasty, Ptolemy, was not an Egyptian, but the son of a Macedonian noble. The last ruler of the Ptolemaic dynasty was arguably the most famous of all—Cleopatra.
Under life in the traditional Greek city—or polis—there was no real distinction between public and private lives. In devoting one's life to the city-state, a citizen was also acting in his own best interests. In the Hellenistic world, however, a degree of individualism gradually began to emerge. In due course, the polis was replaced by the world of the cosmopolis, a huge city consisting of many different cultures and ethnic identities. In such a large urban environment, citizens became separated from the state. As such, people tended to pursue their own individual interests. In the Hellenistic world, unlike the world of Classical Greece, the state was remote, bureaucratic, and alienated from its citizens.
In the Hellenistic world, a Greek dialect emerged called koine. This developed into the common language of the Empire, the lingua franca of the Mediterranean world for centuries. Koine was especially influential in helping to facilitate the spread of the Christian message, and it's notable that the New Testament was written in this particular dialect.

College Algebra, Chapter 1, 1.3, Section 1.3, Problem 98

How fast would a ball have to be thrown upward to reach a maximum height of $100 ft$? Use the discriminant of the equation $16t^2 - v_0 t + h = 0$.



$
\begin{equation}
\begin{aligned}

16t^2 - v_0 t + h =& 0
&& \text{Model}
\\
\\
16t^2 - v_0 t + 100 =& 0
&& \text{Substitute the given}

\end{aligned}
\end{equation}
$


Since the time it takes for the ball to reach the maximum height will only happen once, the equation has only one exact solution.

So the discriminant,


$
\begin{equation}
\begin{aligned}

b^2 - 4ac =& 0
&&
\\
\\
(-v_0)^2 - 4(16)(100) =& 0
&&
\\
\\
v_0^2 - 6400 =& 0
&& \text{Add } 6400
\\
\\
v_0^2 =& 6400
&& \text{Take the square root}
\\
\\
v_0 =& \pm \sqrt{6400}
&& \text{Solve for } v_0
\\
\\
v_0 =& 80 \text{ and } v_0 = -80
&& \text{Choose } v_0 > 0
\\
\\
v_0 =& 80 ft/s
&&

\end{aligned}
\end{equation}
$

In "The Lumber Room" by Saki, how was Nicholas to be punished?

In “The Lumber Room” by Saki Nicholas is punished in a number of ways for his supposed transgressions. But is he really punished?
During breakfast, Nicholas refuses to eat his milk and bread because there is a frog in it. As he describes the frog in great detail, he is scolded for being obstinate. When the adults realize the frog really exists and it is of Nicholas' own doing, they are angry. His self-appointed aunt hastily plans a trip to Jagborough for the other children, but Nicholas is excluded from the trip. Is this truly a punishment for Nicholas? In the aunt's mind it is, but Nicholas sees it as an opportunity.
While the others are away, the aunt forbids Nicholas from entering the gooseberry garden, which is filled with delightful fruits and plants. Nicholas pretends to want access to the garden. This punishment is meaningless to him because he does not want to go into the garden. It becomes more of a trial for the aunt who spends her whole afternoon patrolling the outer walls of the garden so Nicholas cannot gain entry.
While the aunt is preoccupied, he executes his plan to enter the lumber room, which is filled with tapestries, artwork, and books. He enjoys the delights in the room when he is supposed to be punished for being “in disgrace.”
Although the aunt aimed to punish Nicholas, she is the one who is ultimately penalized by his actions. She fell into the water tank and had to be rescued. On the other hand, Nicholas had a satisfying day exploring the contents of the lumber room.

In Lois Lowry's The Giver, how is the problem of homelessness solved by the community?

The community in Lowry's The Giver solves the homelessness problem through population control. For instance, one of the community's policies is to allow only a specific number of babies to be born each year. In chapter 14, the Giver explains to Jonas that the Committee of Elders once asked about increasing the number of births each year so there would be more laborers in the workforce. Some family units also desired to have three children instead of two. At the time, the Giver drew upon his memories and remembered the devastation that could be the result of having large populations--widespread hunger. Therefore, he told the Elders not to increase the population. His reasons are as follows:

"And the strongest memory that came was hunger. It came from many generations back. Centuries back. The population had gotten so big that hunger was everywhere. Excruciating hunger and starvation. It was followed by warfare" (111).

After receiving the Giver's advice about population control, the Committee of Elders decided not to allow more children to be born than could be fed. As a result, the policy to continue limiting family units to having only two children remained in effect. Furthermore, Nurturers like Jonas's father continued to euthanize the smaller baby of twins so the population's number could stay balanced. Jonas actually sees this policy in action in chapter 19 when he watches a video of his father releasing a baby who was born a twin. Jonas becomes horrified when he witnesses the killing of an innocent baby by his father; but the Elders believe that it is better to kill a twin, thereby maintaining population control, in order to keep hunger and warfare at bay.
 
 
 

Calculus: Early Transcendentals, Chapter 7, 7.2, Section 7.2, Problem 10

You need to use the fundamental trigonometric formula sin^2 x = 1 - cos^2 x:
int sin^2 t*cos^4 t dt = int (1 - cos^2 t)*cos^4 t dt
int (1 - cos^2 t)*cos^4 t dt = int cos^4 t dt - int cos^6 t dt
You should use the following formula:
cos^2 t = (1 + cos 2t)/2 => cos^4 t = ((1 + cos 2t)^2)/4
cos^6 t = ((1 + cos 2t)^3)/8
int cos^4 t dt= (1/4) int ((1 + cos 2t)^2) dt

int cos^4 t dt= (1/4) int dt + (1/4) int 2cos 2t dt + (1/4) cos^2 2t dt

int cos^4 t dt= (1/4) t + (1/4) sin 2t + (1/4)int (1 + cos 4t)/2dt
int cos^4 t dt= (1/4) t + (1/4) sin 2t + (1/8)( t + (sin 4t)/4) + c
You need to solve int cos^6 t dt such that:
int cos^6 t dt = int ((1 + cos 2t)^3)/8 dt
int cos^6 t dt = (1/8)int dt + (1/8) int cos^3 2t dt + (3/8) int cos^2 2t dt +(3/8) int cos 2t dt
(1/8) int cos^3 2t dt = (1/8) int cos^2 2t *cos 2t dt
int cos^2 2t *cos 2t dt = int (1 - sin^2 2t) *cos 2t dt
sin 2t = u => 2cos 2t dt = du
int (1 - sin^2 2t) *cos 2t dt = int (1 - u^2) *(du)/2
int (1 - u^2) *(du)/2 = u/2 - u^3/6
int (1 - sin^2 2t) *cos 2t dt = (sin 2t)/2 - (sin^3 2t)/6
int cos^6 t dt = (1/8)t + (1/8)((sin 2t)/2 - (sin^3 2t)/6) + (3/16) sin 2t + (3/8) int cos^2 2t dt
int cos^6 t dt = (1/8)t + (1/8)((sin 2t)/2 - (sin^3 2t)/6) + (3/16) sin 2t + (3/8) int (1 + cos 4t)/2 dt
int cos^6 t dt = (1/8)t + (1/8)((sin 2t)/2 - (sin^3 2t)/6) + (3/16) sin 2t + (3/8) (t + (sin 4t)/4)
Hence, the result of integration is:
int sin^2 t*cos^4 t dt = (1/4)pi + (1/4) sin 2pi + (1/8)(pi + (sin 8pi)/4)- (1/8)(pi - (1/8)((sin 2pi)/2 - (sin^3 4pi)/6)- (3/16) sin4pi- (3/8) (pi/2 + (sin 8pi)/4)
int sin^2 t*cos^4 t dt = int sin^2 t*cos^4 t dt = pi/4 - (3pi)/16 = pi/16

Beginning Algebra With Applications, Chapter 3, 3.2, Section 3.2, Problem 174

Black is in an ice covering on the roads that is especially difficult to see and therefore extremely dangerous for motorists. The distance that a car traveling 30 mph will slide after its brakes are applied is related to the outside temperature by the formula $\displaystyle C = \frac{1}{4} D - 45$, where $C$ is the Celsius temperature and $D$ is the distance in feet that the car will slide.

Determine the distance a car will slide on black ice when the outside temperature is $-3^{\circ} C$.

We solve for $D$ (distance),


$
\begin{equation}
\begin{aligned}

C =& \frac{1}{4} D -45
&& \text{Given equation}
\\
\\
C + 45 =& \frac{1}{4}D
&& \text{Add } 45
\\
\\
4 (C + 45) =& D
&& \text{Multiply both sides by } 4
\\
\\
4C + 180 =& D
&& \text{Apply Distributive Property}
\\
\\
4(-11) + 180 =& D
&& \text{Substitute } C = -11^{\circ}
\\
\\
-44+180 =& D
&& \text{Simplify}
\\
\\
D =& 136 \text{ ft}
&&

\end{aligned}
\end{equation}
$


The car will slide $136$ ft.

Who is Jackson and what does his quest symbolize?

Jackson Jackson, the main character in Sherman Alexie's “What You Pawn I Will Redeem,” is a homeless Native American—a self-proclaimed “Spokane Indian boy” who lives in Seattle. When Jackson happens upon his grandmother’s stolen powwow regalia in a pawn shop, he embarks on a quest to come up with $999 dollars to buy it back in the next twenty-four hours.
Throughout the story, Jackson repeatedly remarks on the hardships faced by Native Americans, referring to himself as “living proof of the horrible damage that Colonialism has done to us Skins.” From this perspective, we can understand the stolen regalia as representative of both material and cultural appropriation; Jackson’s attempt to regain it is an attempt to recover a cultural identity. We see this evidenced over the course of the 24 hours, such as when he sings “Indian songs” and ultimately dances with his grandmother.
To understand the symbolism of the quest, it is important to pay attention to the language that Alexie uses to describe it. Jackson repeatedly refers to it as a quest and later expands on the metaphor during his encounter with the police officer:

 “I’m on a mission here. I want to be a hero, you know? I want to win it back, like a knight.”
“That’s romantic crap.”
“That may be. But I care about it. It’s been a long time since I really cared about something.”

Jackson’s language—and the officer’s response to it—draws parallels to the romantic tradition of quest narratives such as Le Morte D’Arthur. Jackson realizes that if he is to recover the regalia—and the culture that it represents—he will have to do so through the western quest narrative. His quest is not simply about regaining a lost culture; it is about recognizing that this culture has been irreversibly changed by a history of colonialism and appropriation.

Jackson Jackson is the main character and the first-person narrator of Sherman Alexie's short story "What You Pawn I will Redeem." He is a homeless Native American man from the Spokane tribe, living in the streets of Seattle. Jackson describes himself in various ways throughout the story, telling us that after getting married and having a family he goes "crazy," and that he may or may not have been diagnosed with asocial disorder. He also tells us that he has learned to be "an effective homeless man." We see this through the ways he has learned to survive in the city.
Jackson's quest to earn back his grandmother's regalia could symbolize a few different things. Perhaps most importantly, this quest symbolizes Jackson's deeply rooted desire for family, community, and a sense of belonging.
We know this because Jackson touches on these themes several times throughout the story. Everyone in the city seems to know him, including a police officer, a Korean grocery store employee, and a handful of other homeless Native American individuals named Junior and Rose of Sharon. Jackson treats all of these people with kindness and cheerful familiarity. He refers to Junior and Rose of Sharon as his "regular crew, his "teammates," "defenders," and "posse." He writes, "We matter to each other if we don’t matter to anybody else." 
Jackson also continually gives away the money he earns throughout the story. He buys his friends breakfast and buys drinks for everyone at a local bar. This generosity and his enthusiasm for his friends tell us that he values friendship and community above all else.
Jackson's grandmother's regalia reminds him of his past, when he truly belonged to a community and had a family. His grandmother died years ago, and he misses her terribly now. Thus, Jackson seems to think that if he can just earn back the regalia, he might also earn back this sense of belonging and his past. 
Because Jackson is homeless and Native American, he is often marginalized and treated as being invisible and powerless. Thus, Jackson's quest to find the regalia, an important cultural artifact from his family, also symbolizes a way in which he can reclaim some power.

In what way is freedom expressed in a Humanist society?

I do not think that any Western society has ever been completely Humanist.
Humanism, as you likely know, is a school of thought that emerged during the Renaissance in the fifteenth century. It rejected the absolute authority of the Catholic Church, discouraged superstition, and instead, supported the notion that most of civilization's problems could be solved through rationalism. Additionally, Humanists did not see human beings as innately sinful. They elevated humanity -- the beauty of the human mind and human forms, which were depicted and celebrated in the arts and letters of that period.
Renaissance painters and sculptors -- most notably, Michelangelo and Leonardo Da Vinci -- espoused Humanist ideas. They surpassed the flat simplicity of painting from the Middle Ages by studying human anatomy and physiology. Their interest in the body allowed for the creation of more realistic forms and movements. Da Vinci went further, using sfumato in his paintings, a technique that experimented with the illusion of light by allowing tones and colors to blend into one another, which also produced softer forms and the illusion of distance.
Da Vinci's interest in the sciences also led to plans for inventions, including an early version of the helicopter and a more efficient clock. 
Humanists expressed their freedom by being interested in the world around them and exploring its potential -- in every discipline of learning. The Catholic Church disapproved of much of this. While it had sanctioned art works -- as those still depicted Biblical figures, though in Classical forms -- they resisted experiments with science, especially ideas that challenged the geocentric belief.
Humanists were secular. Secularism has, and continues to be, at odds with religion.

Intermediate Algebra, Chapter 5, 5.1, Section 5.1, Problem 99

Simplify the expression $(5a^{-1})^4(a^2)^{-3}$ so that no negative exponents appear in the final result. Assume that the variables represent nonzero real numbers.

Remove the negative exponent in the numerator by rewriting $5a^{−1}$ as $\dfrac{5}{a}$. A negative exponent follows the rule: $a^{−n}= \dfrac{1}{a^n}$.

$ \left(\dfrac{5}{a} \right)^4(a^2)^{−3}$


Multiply $2$ by $3$ to get $6$.

$\dfrac{1}{a^6} \cdot \left(\dfrac{5}{a} \right)^4$


Raising a number to the $4$th power is the same as multiplying the number by itself $4$ times. In this case, $5$ raised to the $4$th power is $625$.

$\dfrac{1}{a^6} \cdot \dfrac{625}{a^4}$


Multiply $\dfrac{1}{a^6}$ by $\dfrac{625}{a^4}$ to get $\dfrac{625}{a^{10}}$.

$\dfrac{625}{a^{10}}$

Why does the poet describe Richard Cory as always human?

Richard Cory is depicted as a wealthy, classy man, who is relatively humble and kind. Richard Cory is portrayed as being a "gentleman from sole to crown" and "quietly arrayed," which indicates that he exercises a certain amount of humility as he walks downtown among the less fortunate. In addition to being described as a revered man, who seems to glitter and flutter as he walks, Richard Cory is also a friendly person. He goes out of the way to say "Good-morning" to the working-class citizens and the narrators say, "he [Richard Cory] was always human when he talked." The reason Edwin Arlington Robinson humanizes Richard Cory by depicting him as a conscious, friendly man is to create sympathy for his character, which emphasizes the impact of his tragic death. Richard is "always human" because he does not act superior to others and casually addresses the working-class citizens as he walks past them. Despite Richard Cory's advantages in life, the audience feels sorry for him because he was a compassionate man, who suffered from alienation and loneliness.

how did philosophers of the middle ages study nature

The Middle Ages consisted of a period of almost a thousand years, from the fall of the Roman Empire to the start of the Renaissance. The Latin West consisted of all of Europe and Great Britain, and there were significant amounts of cultural interchange between the Latin West and Byzantium to the East and the Islamic empires to the South and East. This means that "philosophers of the Middle Ages" spans a very diverse group of philosophers and scientists of Europe.
The study of nature was usually called "natural philosophy." It was not a branch of empirical science, but rather an attempt to understand the fundamental nature of the universe. During the earlier part of the Middle Ages, it tended to be Platonic and focused on cosmology—especially Plato's Timaeus—and reconciliation of that with Christianity.
As more Greek works were recovered through encounters with Islamic writers such as Averroes and Byzantine refugees, natural philosophy increasingly focused on the study of Aristotle's works about nature.
A major impetus to the study of nature was the belief that God had composed "two books," the "Liber" (Bible) and the "Liber Mundi" (the book that is the world). By study of these two books, Christians could understand the mind of God. Understanding nature would also help readers interpret descriptions of elements of the natural the world in the Bible.
Toward the end of the Middle Ages, some scholars argued that the Liber Mundi represented the will of God more directly than the Liber and thus that one should observe the natural world directly to understand divine will. Medieval bestiaries, for example, combining the realistic and fantastical, interpreted animal behavior as moral and religious lessons.

How and why did the Napoleonic Wars in Europe spread to include invasion of US soil, including the destruction of the US Capitol? What similarities do you see between the causes and events of the War of 1812 and modern overseas events affecting significant US cities and borders?

The War of 1812 can be seen as an extension of the Napoleonic Wars. War Hawks in the United States Congress believed that they could annex Canada while Britain was occupied with fighting France. Also, United States merchants ran the risk of running the British blockade to trade with Britain and France. British ships stopped American ships and raided their cargoes. Also, the British used impressment to fill its own merchant marine with sailors whom they said deserted to American ships. The United States was outraged at this breach of sovereignty, claiming that it had a right to trade with whomever it wished and that British naval captains were guilty of kidnapping American sailors. The outrage of impressment, trade restrictions, and a desire to gain Canada ultimately led to the United States declaring war on Britain.
The war did not go well for the United States; the Canadians refused to join the United States and actually helped the British. The United States burned York, which is present-day Toronto. In retaliation, the British burned Washington D.C. After Napoleon left power in 1814, the War of 1812 ended as Britain did not have any major interests in the United States as long as the Americans did not invade Canada again. The United States and Britain returned to being trading partners and impressment stopped.
This war has some similarities with recent and current events. The United States went to war with Germany in WWI largely due to Germany not respecting American rights to trade with the Entente powers. 9/11 marked the first time Washington D.C. had been directly attacked since the War of 1812. The United States is still involved with issues in other countries. The United States intervenes regularly in the Middle East to establish its view of order in the region. Currently, American lawmakers rattle their sabers at Russia for its actions in Syria and Ukraine. The United States also protests any Chinese encroachment into the South China Sea via artificially created islands as a threat to its trading routes in the region.

The War of 1812 was in part an outgrowth of the Napoleonic Wars in Europe. The U.S. decided to declare war on Britain in part because the British Navy was impressing Americans into serving on their ships; impressment of about 10,000 American merchant sailors was one of the major irritants that led the U.S. to declare war. In addition, the Chesapeake-Leopard incident, in which the British ship the HMS Leopard pursued the American frigate the USS Chesapeake off the coast of Virginia in 1807, was another cause of the war. The crew of the Leopard was apparently looking for deserters from the British Navy, and the ships were involved in a short battle. Afterward, the British government refused to back away from impressment, which was a vital issue at the time because the Royal Navy was such a brutal institution that many sailors tried to escape to other nations' boats, and Britain was involved in a war with France.
After the Chesapeake-Leopard incident, the public response was a cry for war, but Jefferson, who was President at the time, tried to use diplomatic solutions, to no avail. He passed the Embargo Act of 1807, which was intended to end all American imports to Britain and France. The U.S. wanted to trade with both countries and remain neutral. However, the Embargo Act largely only hurt American shipping. The other causes of the war were the desire for America to expand west, while the British gave support to Native Americans along the western frontier to prevent American expansion.
The war included attacks by the Royal Navy along the coast, including along the Chesapeake, leading to an attack on Washington, D.C. and the burning of the White House, U.S. Capitol, and Navy Yard. Once Napoleon left power in 1814, Britain and France became allies, and one of the causes of the war had ended.
Today, wars abroad also involve the U.S. For example, the devastating civil war in Syria, which has been going on since 2011, has resulted the migration of millions of immigrants to Europe and some to the U.S. Ongoing unrest in the Middle East has resulted in violence in the U.S. For example, al-Queda claimed that American support of Israel was in part the reason behind the 9/11 attacks, in addition to the American involvement in the Persian Gulf War. As the War of 1812 involved attacks on American soil, such as the burning of the White House and U.S. Capitol, the events of 9/11 also included attacks on domestic targets such as the Pentagon, in addition to hijacking planes. 
 

Single Variable Calculus, Chapter 2, 2.2, Section 2.2, Problem 33

Find $\displaystyle\lim\limits_{x \rightarrow 1^-} \frac{1}{x^3-1}$ and $\displaystyle \lim\limits_{x \rightarrow 1^+} \frac{1}{x^3-1}$


a.) By evaluating $f(x) = \displaystyle \frac{1}{x^3-1}$ for values of $x$ that approach 1 from the left and from the right.


if
$
\quad \begin{array}{cc}
x^- =& 0.99999 \qquad \displaystyle f(x) =& \frac{1}{(0.99999)^3-1} \qquad &=& -33333.67\\
x^+ =& 1.00001 \qquad \displaystyle f(x) =& \frac{1}{(1.00001)^3-1} \qquad &=& 33333
\end{array}
$



b.) By reasoning:



$\displaystyle \lim\limits_{x \rightarrow 1^-} \frac{1}{x^3-1}$ if $x$ is close to 1 but smaller than 1, the denominator is a very small
negative number. Therefore the quotient is a very large negative number.



$\displaystyle \lim\limits_{x \rightarrow 1^+} \frac{1}{x^3-1}$ if $x$ is close to 1 but larger than, the denominator is a very small
positive number. Therefore the quotient is a very large positive number.




c.) By graphing:







The graph shows that as $x$ approaches 1 from the right, the value of the limit approaches $\infty$. On the other hand, as $x$ approaches
1 from the left, the value of the limit approaches $-\infty$

Why is Curzon's friendship so important to Isabel? How does she change as a result of knowing him?

Isabel's friendship with Curzon is a friendship that is constantly developing throughout the book.  When she first meets Curzon, there is little indication that Isabel will eventually put herself in great danger to rescue him from prison.  When they first meet, Curzon makes a stop in a store and comes out with two rolls.  He gives her both and claims that he is not hungry.  It's not until much later in the story that Isabel learns the truth. In chapter 36, Isabel visits that very same store and learns from the owner that Curzon "pointed to you out the window . . . Told me you were likely to die from hunger if I didn't help" 
It's clear to readers that Curzon has a heart for helping Isabel.  He gets her those rolls, and it is him that gets Lady Seymour to help nurse Isabel back to health after being branded.  Curzon continually places himself at risk to help Isabel because he genuinely values her friendship.  She is more to him than another potential spy.  Isabel eventually comes to understand that she needs Curzon's friendship.  He has helped her from the beginning, and that friendship is so important to Isabel that she risks her own escape from the Lockton's home to free him from prison.  

My remembery called up the feeling of being locked in the stocks, of my face being burnt, of him watching me from across the courtyard; him watching out for me. 'Twas Curzon that made sure I survived. 'Twas he who had been my steadfast friend since the day they brought me here. 
[...]
I couldn't. No—not couldn't. I shouldn't. But I had to. I had a debt to pay. 

What are Booker T. Washington's top 10 virtues?

I think we should avoid the contemporary tendency to rank things, especially when talking about something as important as virtues. That said, Washington did make note of what he deemed key virtues in his Sunday speeches to students and faculty at Tuskegee University, the educational institution he founded.
One virtue that he encouraged among his faculty was humility. He gave the example of teachers admitting to students when they could not answer questions. A well-educated person, according to Washington, can always account for what he or she does not know and not feel ashamed of their limitations.
He reminds his students that the purpose of education is to help others. Therefore, "self-sacrifice" is another virtue.
It is important to remember that, at the crux of Washington's ideas of self-sufficiency among black people was an expectation that the community would work together to maintain itself. To accomplish this, altruism was necessary. The willingness to work hard, another virtue, was also necessary. Washington's speech on "Influencing by Example" was also calculated to discourage students from moving north. He believed that black people were "too often at their worst in city life."
Other virtues that Washington noted in his speeches include thriftiness, orderliness, reliability, honorably living according to one's word, being of service to those in need (one could combine this with altruism), responsibility, being goal-oriented, and being thorough in one's work.

Why are lobby groups or interest groups so important?

Lobbying groups, or interest groups, usually operate in Washington, DC, and through proximity to representatives and substantial campaign contributions, they can impact political policy. For, the aim of interest groups is to raise money for politicians whom they believe will further their particular interest.
Lobbying groups have a variety of interests—some are corporate, while others are social; some are international, while others are local. The National Rifle Association (NRA) is a lobby for gun manufacturers. EMILY's List is a lobby that promotes electing more women to public office. The American Israel Public Affairs Committee (AIPAC) is a lobby dedicated to strengthening and protecting the relationship between the United States and Israel. These special interest groups tend to work more directly with one party than with another. For example, the NRA is favorable among Republicans, while EMILY's list is more popular with Democrats, and with Democratic women in particular.
Lobbying groups are usually identified as Political Action Committees, or PACs. More recently, we have seen the rise of the SuperPAC, which is technically known as an independent expenditures-only committee. SuperPACs raise unlimited sums of money from substantial groups, such as corporations, unions, influential associations, and wealthy individuals, then pool that money to advocate for or against a political candidate. Very often, SuperPACs use their funding to buy airtime on television. SuperPACs, like PACs, can be either liberal or conservative in their political ideology and aims.
Years ago, senators John McCain (Arizona) and Russ Feingold (Wisconsin) introduced the McCain–Feingold Act, which sought to address the unbalanced influence of these groups in politics. McCain is a Republican and Feingold, who is no longer a senator, is a Democrat. Thus, this was a bipartisan bill. However, it still failed to gain support, continuing to allow lobbying groups more influence, through campaign dollars, over elections.
After the Citizens United vs. Federal Election Commission (2010) decision in the Supreme Court, an even wider door opened for unlimited campaign dollars, due to the court's classification of campaign contributions as a form of protected speech under the First Amendment.

What are some examples of repetition in chapter 4 of The House on Mango Street by Sandra Cisneros?

In the fourth vignette, entitled "My Name," Esperanza reveals her feelings about her name, its origin, its meaning, and how society views it. At the beginning of the vignette, Esperanza repeats the word "means" to elaborate on the various definitions she associates with her name. She tells the reader that in English her name means "hope," but in Spanish, it means "too many letters." Esperanza also mentions that she feels her name means "sadness" and "waiting." There is also repetition of the word "horse" throughout the vignette as Esperanza describes her great-grandmother as a wild horse of a woman who was born in the Chinese year of the horse. The image of a horse conjures a powerful vision of a strong, confident, free being, which resembles Esperanza's great-grandmother. The word "sadness" is also repeated throughout the vignette and gives the reader insight into Esperanza's attitude and perceptions. Esperanza initially mentions that her name means sadness before saying that she doesn't want to be like her unhappy great-grandmother, who stares aimlessly out of her window. The use of repetition emphasizes Esperanza's feelings regarding her name and identity throughout the vignette.

In Chapter 4, "My Name," Esperanza repeats the word "means" in the first paragraph to refer to her name. She provides both the Spanish and English meanings of the name to convey that she has different experiences in the English-speaking and Spanish-speaking cultures. She translates her name into English as "hope" but feels it has too many letters in Spanish, suggesting that she feels a bit distanced from her Spanish-speaking roots and feels that her name is too awkward in Spanish. Esperanza also repeats the phrase "it is" or "it was" about her name, emphasizing its many meanings.
Later, in describing her great-grandmother, Esperanza repeats the words "wild" and "horse," suggesting that she thinks of her great-grandmother as a wild woman who, like a horse, was reluctantly partially tamed by her husband. The name "Esperanza" is also repeated in the chapter to emphasize that the protagonist still believes in the promise of her name and hopes to live a different life than that of her great-grandmother.

The House on Mango Street is not divided up by chapters but by vignettes. The fourth one is called "My Name," in which Esperanza explains how she feels about her Spanish name. She repeats different meanings of her name to show how deeply she dislikes it. Not only that, she seems to feel some frustration about it because her name means "hope" in English, but she believes that the Spanish meaning represents sadness and waiting for something better to come along in life that never does. For example, Esperanza repeats herself as follows:

"In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, songs like sobbing" (10).

Esperanza uses the repetition of the word "name" and "it means," to highlight the importance of what the name means to her as opposed to what the different languages suggest. Hence, she does not like what her name represents because all she sees in the Spanish spelling is sadness and waiting, not hope. As a result, she tells the story of receiving her name from her great-grandmother who suffered under that name with both sadness and waiting as well.

"She looked out the window her whole life, the way so many women sit their sadness on an elbow. . . I have inherited her name, but I don't want to inherit her place by the window" (11).

Esperanza mentions sadness again coupled with the image of her great-grandmother leaning on her elbow and waiting for a better life to happen. This younger Esperanza, however, wants to be happy, make a life for herself, and not wait for someone or something to rescue her. 

What were some of the social challenges Obama faced?

In the book Dreams from My Father, Obama explains that he was mainly raised by his grandparents Stanley and Madelyn Dunham. His grandfather served in the US Army, where he was exposed to people from various races and backgrounds. Obama's mother, Ann Dunham, was raised in a military family and was accustomed to meeting people from other races and ethnic backgrounds during her father's career.
Obama's mother worked in the development sector in the State Department and found it prudent to have Obama stay with his grandparents in Hawaii to give him a stable environment. Obama had to learn at a tender age to cope with many questions, as he did not want to overburden his grandparents with too many questions. He says in the book that he preferred to stay in his room after completing his homework.
One of the social challenges Obama faced was growing up without a father. His father, Barack Obama Senior, returned to Kenya when Obama was three years old and only returned to the US for a brief visit when Obama Junior was ten years old. Young Obama had a lot of questions for his father, but his visit left him with more questions still. His sister Auma Obama in Kenya played a very important role in answering many of the questions about who their father was.
Another social challenge Obama faced was his racial identity. He was very close to his grandparents, especially his grandfather, who played the father figure in his life very effectively. However, Obama knew his father was Kenyan, and he struggled to understand where he fit as a Kenyan. Obama first came to Kenya in 1987, and he was shocked right at the airport on arrival when the Immigration official recognized him and asked him if he was Dr. Obama's son.
His visit to Kenya helped him connect with his Kenyan roots and understand his Kenyan identity.
Obama knew his mother and his grandparents were not rich, but they had set high expectations for him, especially his academic life. When he went to Occidental College in Los Angeles, he faced a real challenge in choosing friends. He was a child of two worlds. His maternal and paternal worlds were different and constantly competing in his life. Balancing academics and his friends was challenging. The two years he spent in Occidental College gave him the opportunity to interact and understand an African American community.
In conclusion, despite his social challenges, Obama made the best of his life, with the support of his mother, his grandparents, and the communities he served. He turned the challenges into opportunities that helped him capture the Illinois Senate seat in 2004, propelling him to the presidency in 2008.

How did immigration to the middle colonies contribute to the region’s economic role as a crossroads between the southern and New England colonies?

The Middle Colonies attracted the most diverse group of European colonists and immigrants. This partly explains why it developed a more diverse economy that served as a crossroads between the other colonies to its north and south. The relative tolerance of the Middle Colonies largely accounts for this diversity. For instance, anyone of any Christian faith was automatically granted citizenship in New York.
Many of these immigrants, particularly Germans, took up farming on small or medium-sized farms. They usually grew staple grains that served to feed not just the local population, but other parts of the colonies as well. This allowed the more fertile Southern Colonies to focus more of their farmland on cash-crops for export. New England was never suitable for large-scale farming and the food from the Middle Colonies supported a growing population there that could focus on other economic pursuits.
Many immigrants also came to this region as indentured servants. These young men and women had agreed to work for a set number of years in exchange for passage to America and often a plot of land for themselves. Many became farmers. This further led to the development of many small farms that grew food for various parts of the 13 Colonies.
Furthermore, the diversity of immigrants led to a diversity of jobs in the Middle Colonies. Partly owing to their large natural harbors, port cities such as Philidelphia, Baltimore, and New York City became big financial and commercial hubs. Immigrants with knowledge and skills in various trades and crafts made these cities important hubs that would support the economic activities of the rest of the North American colonies.

Immigration to the Middle Colonies was key to colonial development before the American Revolution. The successful farms in Pennsylvania and New York served as a breadbasket for the colonies. This allowed the South to focus on cash crops and the Northeast to focus on whaling, fishing, and timber. Philadelphia and New York also served as leading commercial hubs for the colonies; their harbors were vital for colonial shipping, both imports and exports. Philadelphia became the cultural hub of the colonies, and it invited European immigrants and important political leaders. New York, on the other hand, had always been a tolerant place for religious minorities, and people flocked there in order to practice their religions in peace. The climate was also favorable in the Middle Colonies, though yellow fever was sometimes a problem in the area. People in the Middle Colonies enjoyed longer life expectancies than any other colonial region. All of these reasons led to the Middle Colonies being a popular destination for European immigrants.

The middle colonies were generally accepting of immigrants. For example, William Penn encouraged German settlement to his colony, and his message was well received among religious dissenters, including the Amish and Mennonites, whose religions were not tolerated in Germany. Many of these immigrants became farmers whose skills were critical in growing grains that made the middle colonies the "bread basket" of the colonies. New York, originally founded by the Dutch before it became an English colony, also encouraged immigration, and the colony became a center of trade and commerce. Immigrants in New York helped foster this climate of trade. Immigration was critical in developing agriculture and trade that made the middle colonies an important connection between New England, which was less agricultural because of its rocky and barren soil, and the South, which was less industrial.

The middle colonies served as a middle ground, literally and figuratively, in colonial times. Colonies such as Delaware, New York, Pennsylvania, and New Jersey were home to a distinct combination of thoughts, ideas, religion, and commerce containing traits of their neighbors to the north and south. Diversity in population, spoken languages, and religion was more prevalent in the Middle Colonies than in other regions.
Economically, the Middle Colonies served as a crossroads for several reasons. As an example, fertile land was often easier to obtain in the Middle Colonies compared to the rocky soil in New England and the plantations of the South. Middle Colonies were able to produce a wide variety of crops, especially grains, which could sustain the colonial population during harsh winters. Additionally, natural harbors led to effective and profitable trade with their northern and southern neighbors. The climate of the colonies directly impacted their trade. With a favorable climate and geography, Middle Colonies experienced effective manufacturing and exportation of goods and natural resources.

What are some quotes throughout the novel that depict prejudice against Tom Robinson?

In Chapter 12, Scout attends Sunday service at First Purchase African M.E. Scout watches as Reverend Sykes takes up a collection for Helen Robinson and she asks Calpurnia why the congregation is giving money to Tom's wife. Calpurnia says that Helen has three children and can't take them to work. Reverend Sykes then tells Scout that Helen's having a hard time finding work. When Scout asks Cal why folks won't hire Helen, Cal says,

"It's because of what folks say Tom done...Folks aren't anxious to---to have anything to do with any of his family" (Lee 75).

The community of Maycomb's prejudiced feelings toward Tom negatively affects his family. They feel that Tom Robinson is guilty before he even goes to court and refuse to associate with anyone related to him.
Following Tom's death, Scout describes the Maycomb community's reaction to his attempted escape. She says,

"To Maycomb, Tom's death was Typical. Typical of a nigger to cut and run. Typical of a nigger's mentality to have no plan, no thought for the future, just run blind the first chance he saw...Easy come, easy go. Just shows you, that Robinson boy was legally married, they say he kept himself clean, went to church and all that, but when it comes down to the line the veneer's mighty thin. Nigger always comes out in 'em" (Lee 147).

The community's comments about Tom Robinson reveal their prejudice towards him. Although Tom was respected throughout the African American community, the white citizens of Maycomb still viewed him with contempt because he was black. They saw Tom Robinson as a "nigger" like the rest of the African Americans in Macomb and refused to believe that he was a sensible person.

What conclusion has Rainsford come to when he says, "Pure imagination"?

Rainsford says “pure imagination” after a fairly long conversation with his friend Whitney. They are on a boat and talking about an island off in the distance, which sailors call “Ship-Trap Island.” According to Whitney, there is a “curious dread” to the place, even among hardened and tough sailors. These burly men say that the place is evil—even the “old Swede who would ask the devil himself for a light.”
As they continue to talk, Whitney comments that he felt “a mental chill; a sort of sudden dread.” Here is where Rainsford speaks the words “pure imagination.” Rainsford is rejecting the idea that there is something ominous and evil about the island. Rainsford comes off a rationalist and, more importantly, a fearless man who loves big-game hunting. He even goes so far as to say that there are only two classes of people in the world: “hunters” and “the hunted.” What Rainsford really dismisses is anything that smells of superstition. Whitney, his counterpart, does not go along with Rainsford's logic and does not end up on Ship-Trap Island along with him.
All of this makes good sense. Richard Connell published the short story in 1924. He lived in a time when many tried to push to the fringes anything that was considered "superstitious." Even within religion, many scholars tried to push the "supernatural" away by rationalizing miracles and anything that did not have a logical or physical explanation.

At the beginning of the short story, Rainsford is having a conversation with Whitney on the top deck of the yacht when Whitney mentions that Ship-Trap Island has a bad reputation. Whitney proceeds to tell Rainsford that the ship's crew seemed a bit jumpy today, and he could tell that Captain Nielsen was anxious. Whitney then tells Rainsford that Captain Neilson told him that Ship-Trap Island has an evil name among seafaring men. Whitney then tells Rainsford that as the captain was speaking about the ominous atmosphere surrounding the wicked island, he felt a sudden chill as if the air was poisonous. Rainsford responds by saying, "Pure imagination" (Connell, 2). Essentially, Rainsford does not believe in the superstition surrounding the island and thinks that the captain and Whitney are simply paranoid. Rainsford does not believe the stories or reputation of the island but quickly discovers its true nature when he becomes stranded on the island with General Zaroff.

As expressed in this speech, what is Roosevelt's opinion of each concept these words represent?

Roosevelt articulated the "Four Freedoms" in a speech of January 1941, almost a full year before the United States entered World War II. At that time, Nazi Germany had occupied much of Europe, with Great Britain remaining as the last holdout against German military power. Roosevelt's speech consisted of a summation of this bleak scenario, as well as a call for increased US involvement (short of military action) to support Great Britain against the Nazis. He also argued for increased military preparedness and called for more funds to build up American armaments. This view was not held by many Americans, who wished to stay out of events overseas. Against this backdrop, Roosevelt listed "four freedoms" that the United States and other democracies should uphold:
Freedom of speech and expression
Freedom of every person to worship God in his own way
The third is freedom from want––which, translated into world terms, means economic understandings that will secure to every nation a healthy peacetime life for its inhabitants
Freedom from fear––which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor
Roosevelt ended each of these declarations with the phrase "anywhere in the world," indicating that he believed the United States should play a role not simply in protecting its own freedoms, but in promoting freedom around the world for all peoples. He said that a world in which these freedoms were upheld was attainable, and, here is the most important point, juxtaposed this vision with the "new order" sought, and to some extent established, by dictators in Germany, Italy, Japan, and elsewhere. So each of these concepts, held to be fundamental to the American character, was explained as "the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb."
http://voicesofdemocracy.umd.edu/fdr-the-four-freedoms-speech-text/

Calculus and Its Applications, Chapter 1, 1.7, Section 1.7, Problem 50

Determine $\displaystyle \frac{dy}{du}, \frac{du}{dx}$ and $\displaystyle \frac{dy}{dx}$ if $\displaystyle y = (u+1)(u-1)$ and $u = x^3 + 1$.

We first find $\displaystyle \frac{dy}{du}$ and $\displaystyle \frac{du}{dx}$.



$
\begin{equation}
\begin{aligned}

\frac{dy}{du} =& (u + 1) \cdot \frac{d}{du} (u-1) + (u-1) \cdot \frac{d}{du} (u + 1) \qquad \text{ and } &&& \frac{du}{dx} =& \frac
{d}{dx} (x^3) + \frac{d}{dx} (1)
\\
\\
=& (u+1)(1) + (u-1)(1) &&& =& 3x^2
\\
\\
=& u + 1 + u - 1
\\
\\
=& 2u

\end{aligned}
\end{equation}
$


Then,


$
\begin{equation}
\begin{aligned}

\frac{dy}{dx} =& \frac{dy}{du} \cdot \frac{du}{dx}
\\
\\
=& 2u \cdot 3x^2
\\
\\
=& 6ux^2
\\
\\
=& 6x^2 (x^3 + 1)
\qquad \text{Substitute $x^3 + 1$ for $u$}

\end{aligned}
\end{equation}
$

Calculus of a Single Variable, Chapter 9, 9.9, Section 9.9, Problem 11

A power series centered at c=0 is follows the formula:
sum_(n=0)^oo a_nx^n = a_0+a_1x+a_2x^2+a_3x^3+...
The given function f(x)= 3/(3x+4) resembles the power series:
(1+x)^k = sum_(n=0)^oo (k(k-1)(k-2)...(k-n+1))/(n!) x ^n
or
(1+x)^k = 1+kx +(k(k-1))/(2!)x^2+(k(k-1)(k-2))/(3!)x^3+(k(k-1)(k-2)(k-3))/(4!)x^4+...
For better comparison, we let 3x+4 = 4 ((3x)/4 + 1) . The function becomes:
f(x)= 3/4 ((3x)/4 + 1)
Apply Law of exponents: 1/x^n = x^(-n) .
f(x)= 3/4((3x)/4 + 1)^(-1)

Apply the aforementioned formula for power series on ((3x)/4 + 1)^(-1) , we may replace "x" with "(3x)/4 " and "k " with "-1 ". We let:
(1+(3x)/4)^(-1) = sum_(n=0)^oo (-1(-1-1)(-1-2)...(-1-n+1))/(n!) ((3x)/4) ^n
=sum_(n=0)^oo (-1(-2)(-3)...(-1-n+1))/(n!)((3x)/4) ^n
=1+(-1)((3x)/4) +(-1(-2))/(2!)((3x)/4)^2+(-1(-2)(-3))/(3!)((3x)/4)^3+(-1(-2)(-3)(-4)/(4!)((3x)/4)^4+...
=1-(3x)/4 +(2)/2((3x)/4)^2- 6/6((3x)/4)^3+24/24((3x)/4)^4+...
=1-(3x)/4 +((3x)/4)^2- ((3x)/4)^3+((3x)/4)^4+...
=1-(3x)/4 +(9x^2)/16- (27x^3)/64+(81x^4)/256+...
Applying (1+(3x)/4)^(-1) =1-(3x)/4 +(9x^2)/16- (27x^3)/64+(81x^4)/256+... we get:
3/4((3x)/4 + 1)^(-1)= 3/4*[1-(3x)/4 +(9x^2)/16- (27x^3)/64+(81x^4)/256+...]
=3/4-(9x)/16 +(27x^2)/64- (81x^3)/256+(243x^4)/1024+...
= sum_(n=0)^oo (-1)^n(3/4)^(n+1)x^n
The power series of the function f(x)=3/(3x+4) centered at c=0 is:
3/(3x+4)=sum_(n=0)^oo (-1)^n(3/4)^(n+1)x^n
or
3/(3x+4)=3/4-(9x)/16 +(279x^2)/64- (81x^3)/256+(243x^4)/1024+...
To determine the interval of convergence, we may apply geometric series test wherein the series sum_(n=0)^oo a*r^n is convergent if |r|lt1 or -1 ltrlt 1 . If |r|gt=1 then the geometric series diverges.
Applying (3/4)^(n+1) = (3/4)^n * (3/4) on the series sum_(n=0)^oo (-1)^n(3/4)^(n+1)x^n , we get:
sum_(n=0)^oo (-1)^n(3/4)^n(3/4)x^n =sum_(n=0)^oo(3/4) (-(3x)/4)^n
By comparing sum_(n=0)^oo(3/4) (-(3x)/4)^n with sum_(n=0)^oo a*r^n , we determine:r =-(3x)/4 .
Apply the condition for convergence of geometric series: |r|lt1 .
|-(3x)/4|lt1
|-1| *|(3x)/4|lt1
1 *|(3x)/4|lt1
|(3x)/4|lt1
-1lt(3x)/4lt1
Multiply each sides by 4/3 :
-1*4/3lt(3x)/4*4/3lt1*4/3
-4/3 ltxlt4/3
Check the convergence at endpoints that may satisfy |(3x)/4|=1 .
Let x=-4/3 on sum_(n=0)^oo(3/4) (-(3x)/4)^n , we get:
sum_(n=0)^oo(3/4) (-3/4*-4/3)^n=sum_(n=0)^oo(1)^n
Using geometric series test, the r =1 satisfy |r| gt=1 . Thus, the series diverges at x=-4/3 .
Let x=4/3 on sum_(n=0)^oo(3/4) (-(3x)/4)^n , we get:
sum_(n=0)^oo(3/4) (-3/4*4/3)^n=sum_(n=0)^oo(-1)^n
Using geometric series test, the r =-1 satisfy |r| gt=1 . Thus, the series diverges at x=-4/3 .
Thus, the power series sum_(n=0)^oo (-1)^n(3/4)^(n+1)x^n has an interval of convergence: -4/3 ltxlt4/3 .

Intermediate Algebra, Chapter 2, 2.1, Section 2.1, Problem 42

Solve the equation $4 [6 - (1 + 2x)] + 10x = 2 (10 - 3x) + 8x$, and check your solution. If applicable, tell whether the equation is an identity or contradiction.


$
\begin{equation}
\begin{aligned}

4 [6 - (1 + 2x)] + 10x =& 2 (10 - 3x) + 8x
&& \text{Given equation}
\\
4[6-1-2x] + 10x =& 20-6x + 8x
&& \text{Distributive property}
\\
4[5-2x] + 10x =& 20 + 2x
&& \text{Combine like terms}
\\
20 - 8x + 10x =& 20 + 2x
&& \text{Distributive property}
\\
2x + 20 =& 2x + 20
&& \text{Combine like terms}
\\
2x - 2x =& 20 - 20
&& \text{Subtract $(2x + 20)$ from each side}
\\
0 =& 0
&&

\end{aligned}
\end{equation}
$


The final line, $0=0$ indicates that the solution set is $\{$ all real numbers $\}$ and the equation $4[6 - (1 + 2x)] + 10x = 2(10 - 3x) + 8x$ is an identity.

Precalculus With Limits, Chapter 6, 6.1, Section 6.1, Problem 54

The angles of elevation to an airplane from two points A and B on level ground are 55 degrees and 72 degrees respectively. The points A and B are 2.2 miles apart, and the airplane is east of both points in the same vertical plane.
Let the altitude of the plane be H. Let the point at which the plane is be represented by P, and the point where the vertical touches the ground be Q.
The points A, Q and P form a right triangle with right angle /_ AQP. And the points B, Q and P form a right triangle with right angle at /_ BQP.
PQ = BQ*tan 55 and PQ = AQ*tan 72.
BQ = AQ + 2.2
Substituting this in the formulas derived earlier.
(AQ + 2.2)*tan 55 = AQ*tan 72
AQ*(tan 72 - tan 55) = 2.2
AQ = 2.2/(tan 72 - tan 55) ~~ 1.33
PQ = 1.33*tan 55 = 1.9
The altitude of the plane is approximately 1.9 miles.

What is the change in entropy of 1.00 mol of liquid water at 0.0^@ C that freezes to ice at 0.0^@ C ?

We can use the definition of entropy change to find the change in entropy of the liquid water as it freezes.
The change of entropy of the water is given by:
DeltaS=Q_(rem)/T
Where the heat removed from the water is Q_(rem) .
Q_(rem) is also a product of the latent heat of fusion and its mass.
Q_(rem)=-mL_f=-nML_f
Where n is the number of moles and M is the molar mass.
Then,
DeltaS=Q_(rem)/T=(-nML_f)/T=(-(1.00 mol)(18.015 g/(mol))(333.5 J/g))/(273 K)=-22.0 J/K
http://hyperphysics.phy-astr.gsu.edu/hbase/Therm/entrop.html

What are the laws regarding the care of LEP patients (federal and state)? Were you aware of these laws? Do you see these laws being followed?

Some laws regarding the care of LEP (Limited English Proficiency) patients are:
1) Title VI of the 1964 Civil Rights Act. This is a federal law which states that health providers must not discriminate in terms of race, nationality, or color. Under Title VI, all health care providers that receive federal funds must comply with the Department of Human Services' directive on Culturally and Linguistically Appropriate Services (CLAS) in health care. This means that federally-funded health care providers must provide (at no charge) bilingual medical staff or professional interpreter services for LEP patients at every point of contact during health care visits.
Another federal law that concerns the care of LEP patients is EMTALA (The Emergency Medical Treatment & Labor Act). According to this law, healthcare providers and hospitals must post notices about their obligations to provide non-discriminatory care to LEP patients. Notices should be in languages spoken by 10% or more of the households within the service area.
Another federal law that deals with the care of LEP patients is section 1557 of the Affordable Care Act (ACA). Under this law, healthcare providers and nursing home operators must provide trained interpreters for LEP patients. Trained interpreters must be able to provide both oral and written translation services to LEP patients. Section 1557 makes it illegal for hospitals and healthcare providers to use minor children of immigrants or untrained bilingual staff as interpreters. Additionally, professional interpreters must adhere to all ethics and privacy protection regulations under the ACA.
2) As for state laws, all 50 states have laws that comply with the ACA requirements for LEP patients. For example, California's Dymally-Alatorre Bilingual Services Act makes it mandatory for state-funded and private practices to provide medical services in languages other than English. California's laws regarding the care of LEP patients are broader than those in other states. For example, Maryland's Equal Access to Public Services for Individuals with Limited English Proficiency Act only applies to state-funded healthcare providers. To date, New Jersey, California, and Washington require its healthcare providers to take courses in cultural competency education.
Many people may or may not be aware of such laws concerning LEP patients. Those who are aware may consist of healthcare professionals, healthcare officials, and students/graduates of medical/healthcare programs.
As for whether these laws are being followed, we have to gauge this on a state by state basis. For example, in California, healthcare businesses such as Kaiser Permanente and California Pacific Medical Center placed the greatest number of job postings for medical interpreters in 2011. The trend appears to be rising. In New Jersey, the state collaborated with the Rutgers New Jersey Medical School to develop a nationally-recognized medical interpreter course. So, we see that laws pertaining to the care of LEP patients are being followed in particular states. For more information, please refer to the excellent links below.
 
 
https://www.hhs.gov/civil-rights/for-providers/laws-regulations-guidance/guidance-federal-financial-assistance-title-vi/index.html

What were the major causes of the domination of the USSR?

The Soviet Union was able to be dominant because its military occupied Eastern Europe immediately after World War II. By brutally ending any dissent by killing political leaders, religious figures, and the intelligentsia, the Soviets were able to kill and intimidate anyone who would stop them. This was seen as early as 1939, when the Soviet Union assassinated Polish officers in a massacre in the Katyn Forest. The Soviet Union also took a lot of the factories of eastern Germany back to the Soviet Union during the postwar occupation. The United States did not speak out against Soviet domination in Eastern Europe at the Yalta Convention, because Roosevelt was willing to do anything to keep the Soviets in the war against imperial Japan. The Soviet Union also took several German scientists in order to assist with the development of the atomic bomb. United States military planners projected that the Soviet Union would have the bomb by 1965, but the Soviets did their first nuclear test in 1949. Soviet military spending and atomic development meant that the United States could not dictate terms to the country without causing World War III. Even though the Soviet domestic economy was in terrible shape and its people were suffering, the country was quite strong in terms of weaponry.

What is Georgian poetry?

Originating in the early 20th century in Britain, Georgian Poetry is a school of poetry inspired by nature and originally presented in a series of five works published by Harold Edward Monro. Called "Georgian poetry" as the original publications roughly coincided with the coronation of King George V, it was lyrical in form, romantic in content, and marked by a popular accessibility.
As a school of poetry, Georgian poetry had a short life and fell out of favor by World War I; in contemporary times, "Georgian" can have a pejorative connotation when applied to poetry. Nonetheless, the poets who contributed to the Georgian ideal have mostly carved out individual reputations of high regard. These poets include Rupert Brooke (1887 - 1915), Robert Graves (1895 - 1985), Edmund Blunden (1896 - 1974), Siegfried Sassoon (1886 - 1967), and D.H. Lawrence (1885 - 1930).

Georgian poetry refers to works composed by a group of male British poets during the reign of King George V, which was 1911–1936. The work was anthologized in a series called Georgian Poetry.
Georgianism is characterized by its embrace of formalism (the adherence to traditional forms), its lyricism, its use of rhyme and metrical regularity, and its focus on the work itself, not external forces that might shape its content and style.
Themes of Georgian poetry tend toward a reverence for nature and rural life. Prominent poets of this group include Abercrombie, Belloc, Blunden, Brooke, Davies, Hodgson, Drinkwater, Flecker, Gibson, Graves, de la Mare, Monro, Squire, Thomas, and Sassoon.
The term Georgian with regard to poetry eventually became pejorative because the work was considered insipid. One of the drivers of this movement was to make poetry accessible to a wider readership, but in doing so, critics felt that the work added little to the Western canon.

How does Jon Krakauer see himself as similar to Chris McCandless?

Throughout Into the Wild, Krakauer mentions that he feels a sort of familiarity and kinship with McCandless. On a straightforward and concrete level, both men decided to go out alone into the wilds of Alaska at a fairly young age.
Another similarity between the two men is their "skewed" relationships with their fathers. While in college, McCandless became more and more disillusioned with his father. The result was that McCandless began to distance himself from his family. He grew an aversion to his father's money and financial support. Consequently, McCandless ended up donating a great deal of his college money to a charity. Krakauer doesn't go into deep specifics about his relationship with his own father, but he does admit to readers that he feels a bond with McCandless because of this father issue.

But I believe we were similarly affected by the skewed relationships we had with our fathers. And I suspect we had a similar intensity, a similar heedlessness, a similar agitation of the soul.

Calculus: Early Transcendentals, Chapter 4, 4.3, Section 4.3, Problem 33

Given f(x)=x^3-12x+2:
f'(x)=3x^2-12 and f''(x)=6x
(a) The function increases when f'(x)>0 and decreases when f'(x)<0, so
3x^2-12>0 ==> x^2>4 ==> x<-2 or x>2
3x^2-12<0 ==> x^2<4 ==< -2So the function increases on (-infty,-2) and (2,infty) and decreases on (-2,2).
(b) f'(x)=0 ==> x=-2 or 2. Since the function increases to the left of -2 and decreases to the right, x=-2 is a local maximum. (Also, f''(-2)<0.) Thus x=2 is a local minimum.(f''(2)<0)
(c) f''(x)=0 ==> x=0.
For x<0 f''(x)<0 so the function is concave down.
For x>0 f''(x)>0 so the function is concave up.
x=0 is an inflection point.
(d) the graph:

What surprised the Halls in the morning on Whit Monday?

You can find the answer to this question near the beginning of Chapter Six. In the early morning on Whit Monday, Mr. and Mrs. Hall both went down into the cellar of the house in order to perform a mysterious "private" activity pertaining to "the specific gravity" of the beer they are making. However, having reached the cellar, it occurs to Mrs. Hall that she has neglected to bring the sarsaparilla bottle from the couple's room. As such, Mr. Hall, presumably operating under the direction of his wife, whom, it is implied, is in charge of their work, goes back upstairs to fetch the bottle.
Upon his return to the upstairs landing, he is surprised to see that "the stranger's door is ajar." Later, he notices that the front door is actually unlocked, being simply standing on the latch, and connects this discovery to what he has seen upstairs--knowing that his wife definitely bolted the door the night before. This also startles him, and he goes back upstairs to see that the stranger's room is indeed empty. Mr. Hall becomes certain that the stranger must have left in the night.
Later, the Halls are surprised again when "the bed-clothes gathered themselves together, leapt up suddenly into a sort of peak, and then jumped headlong over the bottom rail." The Halls then receive an onslaught of various items of the stranger's clothes being flung at their faces by an unseen hand; they also hear someone "laughing drily in a voice singularly like the stranger's." The door then slams violently and locks itself, leaving Mrs. Hall "almost in a fainting condition" in her husband's arms.

In the novel The Outsiders, how are the Socs and the Greasers different? Which group would be considered "right"? Who is the hero of the novel?

The Socs and Greasers both come from different social classes and tend to have different personalities and values. Members of the Socs come from wealthy families and enjoy special privileges. Since they drive nice cars and wear new clothes, they are viewed as more socially acceptable members of society when compared to the Greasers. Cherry also tells Ponyboy that most of the Socs are superficial and act too cool. The Greasers come from a lower social class and have a bad reputation throughout their community. The majority of Greasers come from broken homes and do not hide their emotions. They are more supportive of each other when compared to the Socs, and are a closer group of friends. Neither gang is "right" because both the Socs and Greasers attempt to solve their differences through violence. However, there are sensitive, thoughtful characters in both groups who denounce fighting. Hinton sympathizes with the Greaser gang more throughout the novel and several characters from the Greaser gang could be considered heroes. Johnny and Ponyboy save the lives of the children in the burning church, Johnny then saves Pony's life by pushing him out of the building, and Dally saves Johnny's life by dragging him out of the fire. Each of those characters could be considered heroes and they all are members of the Greaser gang.

How can I write an analysis about the relationship between Helena and Demetrius in Act 2, Scene 1 of A Midsummer Night's Dream by Shakespeare?

As the play begins, themes of unrequited love and of children resisting their parents’ impositions are already at work, and before long it seems like everyone is pining for or chasing after the one who does not love them in return. Magical potions and spells further complicate these mixed-up affairs. Among the first confused pairs to be introduced are Hermia and Lysander, and Helena and Demetrius. Hermia wants to marry Lysander, but her father insists she marry Demetrius, so she and Lysander run away together. Helena is in love with Demetrius. There is an open question about whether he actually loves Hermia in return, or if he is marrying her out of duty, in that he had previously been interested in Helena.
In writing an analysis of Helena’s and Demetrius’s interactions in Act 2, keep in mind what the playwright had established it in Act 1. By the time they meet again in the forest, the audience is also aware of the jealous Oberon’s plot to anoint Titania with a magic flower to make her fall in love with whomever or whatever she sees when she wakes up. While Oberon waits for Puck to bring the flower, Helena and Demetrius enter and he overhears their argument, which leads him to decide to work the magic on Demetrius as well. Again, the audience will be aware that this will soon occur, so the couple’s dialogue will have meaning to the audience that it does not have to the characters themselves.
Helena is so far gone with love for Demetrius that she scarcely cares how he treats her. However, she completely blames him because he did pursue her before he fell for Hermia. She holds him responsible: it is he who is attracting or “drawing” her, and she has no power to resist but must follow.

You draw me, you hard-hearted adamant;
But yet you draw not iron, for my heart
Is true as steel: leave you your power to draw,
And I shall have no power to follow you.

The excesses of her lovesick condition emerge most clearly in the very difficult lines about being his dog, where she encourages him to mistreat her. At the same time, through this exaggeration, she reminds him how badly he is already treating her, worse than he would treat his dog:

What worser place can I beg in your love,--
And yet a place of high respect with me,--
Than to be used as you use your dog?

Much of their dialogue includes word play so, although the message is serious, the tone is humorous. In reading the play, keep in mind that they will be acting out the scene as well, probably chasing each other around the stage as if they were in a forest clearing. Thinking about the words as prompts to action will help the relationship come alive.
Demetrius speaks harshly, saying he will let the “wild beasts” get her, or that he will “strike” her, so it possible but not likely that he might do her physical harm. The threats seem intended to get rid of her so he can go looking for Hermia. He says she is taking a big risk to be alone with him in the woods, but she is confident that he will behave properly: “Your virtue is my privilege….”
As a contrast to the passive tone in the “dog” speech, Hermia ends the scene by once again blaming Demetrius, and by extension all men, for their bad actions and reminding him of the double standard, as society frowns on women behaving as men do. Women are supposed to be passive, as if made of “wood” rather than pursue, or “woo” a man.

Fie, Demetrius!
Your wrongs do set a scandal on my sex:
We cannot fight for love, as men may do;
We should be wood and were not made to woo.
http://shakespeare.mit.edu/midsummer/midsummer.2.1.html

Part of the fun of writing a literary analysis is choosing the approach you wish to take. You could choose a reader response analysis, discussing your impressions of the work, a feminist critique, discussing the representation of women in the piece, or even a historical analysis, discussing why Shakespeare used Ancient Greece as the setting for this love triangle. 
Let's look at the context of the interaction between Demetrius and Helena. Helena, named as an allusion to Helen of Troy, has been in love with Demetrius for a long time, but Demetrius doesn't return her affection. Demetrius insults and humiliates Helena, even threatening to assault her if she does not leave him alone:

You do impeach your modesty too muchTo leave the city and commit yourselfInto the hands of one that loves you not;To trust the opportunity of night,And the ill counsel of a desert place,With the rich worth of your virginity (Act 2, Scene 1, line 218).

The fairy king, Oberon, overhears their interaction, and he feels sorry for Helena, calling Demetrius a "disdainful youth" (line 266). Oberon decides to give Demetrius a love potion that will make him love Helena even more than she loves him (line 271).
Given the content of the scene, one angle for analysis would be the idea of virtue. What is virtuous behavior? How do Helena and Demetrius exemplify or go against virtuous behavior? Another angle would be to examine how the interplay of fairy and human relationships compare and contrast. Why does Shakespeare have fairies meddling in human affairs?

In Golding's novel, how does the Lord of the Flies (the pig's head) represent the crumbling of civilization and humanity, false assumptions, and loss of innocence?

In Lord of the Flies, William Golding seeks to prove that humanity is innately evil. By using the most innocent creatures, children, he illustrates that even the most inexperienced and untouched will choose evil over good. 
Throughout the text, there are various symbols Golding uses to help develop this thesis. A central symbol is the pig's head, or Lord of the Flies. The pig's head becomes a symbol of the tenuous and disintegrating ties to civilization when Jack and his hunters decide to mount the head on a stick. This initial act is one of reverence for their brutality. Jack instructs the boys to "sharpen a stick at both ends" in order to leave the head "for the beast. It's a gift" (197). This sacrifice for the "beastie" they believe is on the island signifies their propensity for savagery away from the binds, rules, and laws of civilization. The boys no longer have ties to the civil but worship the animalistic side of nature. 
The pig's head may also symbolize false assumptions because it represents the innate evil within the boys. The hunters' desire to kill clouds their judgment and blinds them to the possibility of returning to civilization. They become so focused on the hunt, torture, and killing of the pig, they fail to stop and think about the consequences of killing the sow. By doing so, they destroy their food source. This propensity toward evil is also demonstrated when Simon encounters the pig's head in the clearing. Simon is a symbol of goodness, and is a foil to the evil the pig's head symbolizes. Though imagined, the pig's head conveys to Simon, "There isn't anyone to help you. Only me. And I'm the Beast" (206). He then warns Simon





“I’m warning you. I’m going to get angry. D’you see? You’re not wanted. Understand? We are going to have fun on this island. Understand? We are going to have fun on this island! So don’t try it on, my poor misguided boy, or else—”
Simon found he was looking into a vast mouth. There was blackness within, a blackness that spread.
“—Or else,” said the Lord of the Flies, “we shall do you? See? Jack and Roger and Maurice and Robert and Bill and Piggy and Ralph. Do you. See?” (207).

This dialogue reveals that the assumption that the children are innocent simply because they are children is false. Because of the dynamic between the boys and the pig's head, one begins to question all of the assumptions about the boys' characters and intentions.
Lastly, the killing of the sow, the sacrifice of the head, and the subsequent worshipping of the head on a stick illustrate how the boys are no longer innocents. The killing of the initial pig was shrouded in the guise of survival, but the killing of the sow was about power. This is evident by the brutality in which the pig is killed. Roger pushes on the pig with a spear until it shrieks and cries, while Jack slits its throat and allows the blood to run all over his hands. The boys then use this pig as a lure for the others to "join Jack's tribe." At the subsequent pig roast, the boys dance and chant in a storm on the beach. It is during this scene the boys murder Simon as he comes to report the death of the pilot. By removing the symbol of good on the island, the boys are now able to succumb to the lure of evil. 

What is the full faith and credit clause?

The "full faith and credit clause" refers to a provision in article 4, section 1 of the Constitution of the United States. In simple terms, the clause means that state courts must respect the judgements of courts in other states. This was a way for the framers to ensure that states' rights must be given their due and are properly enshrined under the Constitution. The clause was also considered useful as a means of settling disputes between neighboring states.
Today, the clause's main use relates to family law. For instance, many states now legally recognize same-sex marriages and adoptions by same-sex couples. Yet other states do not. That being the case, it has become increasingly necessary for the Supreme Court to intervene in order to settle disputes. In the case of V.L. v. E.L. (2016), for example, the court ruled that the state of Alabama, which did not permit gay couples to adopt, nevertheless had to respect the plaintiff's rights under Georgia law, where adoption had originally been granted.
 
https://legal-dictionary.thefreedictionary.com/Full+Faith+and+Credit+Clause

How do I identify the relationship between nature and female experience in this novel?

Identify the relationship between nature and the female experience in The Romance of the Forest by associating Adeline's freely expressed female self with nature and by associating her oppressed female self with the crumbling Gothic abbey [Gothic is used by Ward Radcliffe to identify the Gothic architectural building style and to present the metaphoric literary association with symbolic "Gothic" forces]. The female experience, as highlighted by feminist literary criticism, is identified as fundamentally consisting of such characteristics as uncontrollable and deviant female nature; contrasting spiritually transcendent empowerment and psychologically destructive vulnerability; limited scope of world experience and confined prison-like environment; powerlessness while desiring power. Early in The Romance of the Forest, Ward Radcliffe introduces the thematic connection between nature and the female experience. Adeline's journey through the sun bathed forest, though with barely a track for the carriage to follow, takes her into the symbolic representation of her soul. She feels exaltation and liberation as "her heart was gladdened with complacent delight" by the unfettered beauty of the forest.

the gentle warmth of the sun, whose beams vivified every hue of nature, and opened every floweret of spring, revived Adeline, and inspired her with life and health. As she inhaled the breeze, her strength seemed to return, and, as her eyes wandered through the romantic glades that opened into the forest, her heart was gladdened...

Interestingly, the very same forest terrifies La Motte, who fears Peter has lost the way and who fears being "benighted in a scene so wild and solitary" and being overcome by "banditti." With their arrival at the Gothic abbey, Ward Radcliffe introduces the opposite side of the female experience, that of vulnerability, prison-like environments, powerlessness and oppressive confinement.

the Gothic remains of an abbey ... appeared to be sinking into ruins, and that, which had withstood the ravages of time, shewed the remaining features of the fabric more awful in decay. The lofty battlements, thickly enwreathed with ivy, were half demolished, and become the residence of birds of prey.

One tenet of feminist criticism is that women writers of the 18th and 19th centuries wrote about a limited range of experiences because of their own confinement within limited experiences and environments, e.g. they were confined to being the Angel in the House. The dualistic aspects of the female experience are accentuated by Ward Radcliffe in the contrast between the forest, which liberates Adeline, and the Gothic (symbolically: dark, harboring evil, crumbling, threatening) abbey (abbey: having the pretense of spiritual purity yet the impact of spiritual depravity).

[the windows'] pointed arches still exhibited fragments of stained glass, once the pride of monkish devotion.
http://academic.brooklyn.cuny.edu/english/melani/novel_19c/thackeray/angel.html

http://www.nyu.edu/classes/keefer/EvergreenEnergy/woodst.pdf

What were Abraham Lincoln's strengths?

Lincoln's greatest strength was his ability to read people. Lincoln applied what he knew about human nature to become one of the best lawyers in Illinois before he ran for office. Lincoln was able to channel his folksy charm into gaining votes in the growing Western states during his presidential run in 1860. Lincoln's Cabinet was made up of his rivals in the Republican party in 1860—Salmon Chase, Edwin Stanton, and William Seward, among others. Lincoln allowed these men into his administration so that they would not become political rivals during his term. Lincoln saw that George McClellan would be an indecisive general long before the rest of Washington. Lincoln also saw promise in Ulysses S. Grant even though before the war he had a meager and questionable record. Lincoln's empathy shown during his trips to the Soldier's Home was not contrived, but it did make him appear human in the eyes of a Northern public desperate to end the Civil War.
Lincoln's other great strength was his perseverance. He lost political office when he spoke out against the Mexican War. He lost a spirited senatorial race against Stephen Douglas. He did not capitulate to the South's demand for independence even as the casualties mounted. He stood by the Emancipation Proclamation as a war measure even after the New York City draft riots. Lincoln was lampooned in newspapers as being a country bumpkin, but he still held the reins of leadership firmly even though there were others in the party like William Seward who would have loved to have been in charge of the country.

What did Muni think of the card that the American gave him?

Muni thought that the card was a warrant for his arrest. Because he could not read English, Muni could only guess at the contents of the card. When the American gave him the card, Muni immediately felt suspicion and fear.
When the red-faced American initially got out of his car, Muni noted his khaki pants. He had immediately decided that the foreigner was either a policeman or a soldier. To Muni, khaki was the uniform of an authority figure. Of course, his conclusions were wrong, but Muni did not know this.
When the American presented Muni with a cigarette and then his card, Muni became extremely wary. He imagined that the foreigner was trying to bribe him for some information about a murder. Accordingly, someone had been mutilated and thrown under a tamarind tree at the border of Kritam and Kuppam only a few weeks before. Muni imagined that the American represented some sort of authority figure investigating the affair.
Fearful that he could be implicated in the crime (despite his innocence), Muni decided to placate the American. The results were hilarious, with neither Muni nor the American understanding each other's spoken words. In the end, the American made off with the horse/warrior statue, while Muni went home with a hundred rupees (which he believed was payment for his goats). To his surprise, Muni's goats were waiting for him when he arrived home.

College Algebra, Chapter 4, 4.4, Section 4.4, Problem 34

Determine all rational zeros of the polynomial $P(x) = 2x^3 - 3x^2 - 2x + 3$, and write the polynomial in factored form.

The leading coefficient of $P$ is $2$ and the factors of $2$ are $\pm 1, \pm 2$. They are the divisors of the constant term $3$ and its factors are $\pm 1, \pm 3$. The possible rational zeros are $\displaystyle \pm 1, \pm 3, \pm \frac{1}{2}, \pm \frac{3}{2}$

Using Synthetic Division







We find that $3$ and $\displaystyle \frac{1}{2}$ are not zeros but that $1$ is a zero and that $P$ factors as

$2x^3 - 3x^2 - 2x + 3 = (x - 1) \left( 2x^2 - x - 3 \right)$

We now factor the quotient $2x^2 - x - 3$ using trial and error. We get,


$
\begin{equation}
\begin{aligned}

2x^3 - 3x^2 - 2x + 3 =& (x - 1) (2x - 3) (x + 1)

\end{aligned}
\end{equation}
$


The zeros of $P$ are $\displaystyle 1, \frac{3}{2}$ and $-1$.

Calculus of a Single Variable, Chapter 2, 2.1, Section 2.1, Problem 22

By limit process, the derivative of a function f(x) is :-
f'(x) = lim_(h -> 0) [{f(x+h) - f(x)}/h]
Now, the given function is :-
f(x) = 1/(x^2)
thus, f'(x) = lim_(h -> 0) [{{1/(x+h)^2} - {1/(x^2)}}/h]
or, f'(x) = lim_(h -> 0) [{(x^2) - (x+h)^2}/{h*(x^2)*(x+h)^2}]
or, f'(x) = lim_(h -> 0) [{-2hx - (h^2)}/{h*(x^2)*(x+h)^2}]
or, f'(x) = lim_(h -> 0)[{-2x - h}/{(x^2)*(x+h)^2}]
putting the value of h = 0 in the above expression we get
f'(x) = -2x/(x^4) = -2/(x^3)

How does Ichabod Crane’s “capacious” appetite make him an easy target for Brom Bones’ tricks?

Capacious is an adjective that means capable of containing a lot. Crane has a capacious appetite for a couple of things. First of all, he loves food. Many of his thoughts revolve around food topics.

In the porkers he saw carved out the future sleek side of bacon, and juicy relishing ham; not a turkey but he beheld daintily trussed up, with its gizzard under its wing, and, peradventure, a necklace of savory sausages . . .

He also has an insatiable appetite for stories. He loves reading them. He loves telling them, and he loves hearing about them. Additionally, he prefers the scary and creepy stories. Why he likes these is odd because he is very superstitious and easily scared. He's so involved with all of this spooky superstitious stuff, and he is so easily frightened that Crane is actually scared by his own footsteps.

How often did he shrink with curdling awe at the sound of his own steps on the frosty crust beneath his feet . . .

Crane is an easy target for a popular, bully type of character like Bones because Crane is far too gullible and has a vivid imagination. Crane inundates himself with so much creepy knowledge that Crane tends to assume reality is framed in that creepiness. A guy like Bones can have great fun scaring somebody like Crane because Crane is likely to believe every word that Bones says. Bones knows this, and we are told he loves to be mischievous. Crane is an available target that doesn't really do much to insulate himself from guys like Bones.

He was always ready for either a fight or a frolic; but had more mischief than ill-will in his composition; and, with all his overbearing roughness, there was a strong dash of waggish good humor at bottom.

Ichabod Crane has a truly capacious appetite for creepy tales, legends, and ghost stories of all kinds. He's a very gullible, superstitious man, easily frightened by the merest hint of anything dark and mysterious. This is what makes him such an easy target for Brom Bones' cruel tricks. We never know for sure that it's Brom who dresses up as the Headless Horseman to torment poor old Ichabod, but no one would it past him. It's just the kind of crazy, immature stunt that he'd pull. And we know that Brom is dead keen to get his love rival out of the way so he can marry Katrina Van Tassel. If that was his plan then it worked like a charm. Brom does indeed marry Katrina, and on their wedding day it's noticed that he has a knowing look on his face whenever the story of Ichabod is related. Most damningly of all, however, is the hearty laugh he always lets out whenever someone mentions the pumpkin.