Who is leaving? Why must she keep it a secret?

The answer to this question can be found near the end of chapter 19. The first half of this chapter contains narration about Lyddie attending one of Diana's meetings, and Lyddie leaves frustrated that she missed her chance to sign the petition. Diana offers to walk Lyddie home, and Diana laments at one point that she will miss Lyddie. Lyddie doesn't understand because Lyddie knows that she herself doesn't intend on going anywhere. Diana clarifies by saying that she will be the one leaving. She has plans to go to Boston. Diana is leaving so that she won't be dismissed from the factory for being pregnant. Diana isn't married, so the news already a little bit scandalous; however, it is made more scandalous by the fact that the father is already a married man. The entire thing has to be kept a secret to protect her reputation, the father's reputation, and not bring dishonor to the Association.

"I'll need to go soon. I can't bring dishonor on the Association. Any whisper of this, and our enemies will dance like dervishes with delight. . . I won't hand them a weapon to destroy us. Not if I can possibly help it."

In chapter 19 of Lyddie Diana Goss has to leave the factory, much to Lyddie's great sadness. Diana has been an inspirational figure to Lyddie, as she has been to all the girls working at the factory. She is an outspoken activist who is passionate and forthright in arguing for better conditions. More than anything else, though, she has been a real friend and mentor to Lyddie. So it's not surprising that Lyddie should be feeling so down at Diana's imminent departure.
Lyddie notices that Diana doesn't appear too well, but she's not quite sure what's wrong with her. It turns out that Diana is in fact pregnant, and since pregnant women aren't allowed to work in the factory, she has no choice but to leave. Diana needs to keep her pregnancy a secret because her unborn child has been conceived out of wedlock. In those days there was a great social stigma attached to illegitimate children and their mothers. The father of her child is a married man, a doctor, and so Diana's reputation would be ruined if the truth ever got out.

What is Beorn’s promise to the group in The Hobbit?

In J. R. R. Tolkien's novel The Hobbit, Beorn is a shapeshifter or skin-changer whose primary form is that of a bear. His name is cognate with Swedish Björn, which means "bear," although beorn in Anglo-Saxon, of which Tolkien was a professor, actually means "man" or "soldier." The choice of name is therefore extremely apposite, as it connotes both the warrior side and the animal side of Beorn's nature.
Beorn provides vital assistance to Gandalf, Bilbo, and the dwarves on their way to the Lonely Mountain. Beorn is described as something of a wild creature, but his human side can be appealed to, and the party is able to win his trust with their story of encountering, and fighting, goblins in the Misty Mountains, which Beorn then confirms for himself. Having ascertained that the travelers are telling the truth and are not attempting to hoodwink or mislead him—Beorn is somewhat suspicious by nature—Beorn offers to help the travelers. Specifically, he promises "ponies for each of them and a horse for Gandalf," bows and arrows, and food to sustain them on their journey, including nuts, flour, dried fruits, honey, and "twice-baked cakes" which would therefore be less perishable.

How does Lewis Carroll play with language in Through the Looking-Glass?

In Through the Looking-Glass, Alice encounters a variety of bizarre situations, many of which are linguistic in nature. While we often use the term “play with language” somewhat loosely, Carroll’s novel often quite literally plays with language to produce games and puzzles for its reader.
Consider “Jabberwocky,” the often discussed poem within the novel. When Alice first happens upon the book that contains it, she decides that she cannot read it “for it’s all in some language I don’t know”:

She puzzled over this for some time, but at last a bright thought struck her. “Why, it’s a looking-glass book, of course! And if I hold it up to a glass, the words will all go the right way again.”

The passage is printed backwards, and if the reader holds it up to a mirror, it appears legibly. This moment of linguistic play produces what Alice refers to as a puzzle—a game for the reader to play.
But there is a joke in Alice’s initial reaction that has to do with the linguistic play present throughout “Jabberwocky.” Once we read “Jabberwocky,” we see that there are words that we do not know:

‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe.

But as we read through the poem, we can make sense of it. As readers we can interpret the passage because of the syntactical relationship that exists between words, even when we do not know what these words mean. Imagining their meaning becomes another sort of game precisely because the words that we play with are made up. This dynamic is in play throughout the novel: Alice must constantly manipulate language to solve the puzzles that other characters present to her. Characters use a precision of language that often twists the meaning of words entirely—as if they are holding language up to a mirror.

How does the setting in "The Necklace" by Guy de Maupassant influence the story, characters, and events?

"The Necklace" by Guy de Maupassant takes place in Paris at the end of the nineteenth century. The short story depicts the financial ruin of the Loisel family because of a lost necklace.
In fiction, the setting always provides important clues about literary elements like characters, plot, and theme. In a short story, setting is even more important, because it is crucial for the reader to use all of the information available to make inferences as quickly as possible.
Authors use time and place to create setting. "The Necklace" takes place at the end of the 1800s. In France, this was a period of prosperity, peace, and high fashion. Consumerism was on the rise, and even people of modest means aspired to join in the trends.
The characters live in Paris, the "City of Light" and capital of France. The Champs-Élysées lies seemingly just outside their door. It is no wonder that Mathilde Loisel, even though her husband is only an education clerk, is desperate to wear beautiful jewelry. She lives in one of the most cosmopolitan cities in the world at a time when beauty and taste are highly valued. The pressure to participate in the consumer economy also explains why Madame Forestier had a fake necklace in the first place. Even the wealthy of the time feel the need to "cheat the system" in order to keep up with the trends.
http://www.la-belle-epoque.de/maindexe.html

The setting of Maupassant's "The Necklace" is crucial to understanding the author's themes and characterization.  Written and set in the the latter part of the 19th Century, Maupassant satirizes the materialism and desires of the French bourgeoisie.  Maupassant does not provide us with descriptive images of the story's setting--Paris.  We have very few details about place except for mention of the Champs Elysses.  However, we do have quite a few details about material objects, and these are important in establishing Mathilde Loisel's motivation.  Mathilde longs for the "delicacies and all the luxuries" of the upper class: Oriental tapestries, candelabras, "footmen in knee-breeches," "the warmth of the hot-air stove," "delicate furniture," "perfumed boudoirs."  Her own surroundings seem dull and mundane in contrast.  As she uncovers the soup-tureen for dinner with her husband, she longs for so much more. 
The discrepancy between what she has and what she desires provides the conflict in this story.  It is important to see, however, that Mathilde is not destitute.  In fact, she seems comfortably middle class, with a servant to do housework and a husband who clerks in the Ministry of Public Instruction.   Mathilde has more than necessary to make her comfortable.  But what she has does not satisfy her.  She overlooks the fact that her husband is kind and concerned about her, willing to sacrifice his own desires for a gun to make his wife happy. When they are invited to a ball, her husband gives her money to buy a "pretty dress,"  but even that is not enough.  Mathilde needs a jewel to go with the dress.  In this way, Maupassant mocks the consumerist society of the 19th Century.  The fact that Mathilde cannot distinguish between a real jewel and a fake one shows her superficiality and concern with appearances.  
Yet, we have to look a little more closely at the way Maupassant portrays the French in this time period.  When Mme. Loisel discovers that she lost the necklace that she borrowed from a wealthy friend, she finds out what she thinks is the cost, and she and her husband work ten years to pay off the debt incurred in replacing it.  Even though we don't like Mme. Loisel, we have to admire the fact that she takes responsibility for her negligence and is willing to do menial work to pay the debt. Here Maupassant uses quite a few details to describe the work that Mme. Loisel does--washing clothes, carrying slop, carrying water, bargaining with grocers and merchants.  These details provide us with a clear idea of what a debtor's life was like, and it is far from easy.  In this way, we have to have some respect for Mme. Loisel.  She does not go to her friend and apologize and beg for forgiveness.  Instead she and her husband sacrifice their health, youth, and well-being to fulfill their perceived obligation.  I wonder if people in today's society would be so honorable.  
So in looking at setting, look closely at the way the three distinct lifestyles are portrayed in the story--the middle class, the wealthy, and those in poverty.  
https://www.academia.edu/4513083/THE_NECKLACE_by_Guy_de_Maupassant_A_Critique_of_Class-Consciousness

Calculus: Early Transcendentals, Chapter 6, 6.2, Section 6.2, Problem 9

The volume of the solid obtained by rotating the region bounded by the curves y^2=x and x=2y about y axis, can be evaluated using the washer method, such that:
V = int_a^b pi*(f^2(x) - g^2(x))dx
You need to find the endpoint of interval, hence, you need to solve for y the following equation, such that:
y^2 = 2y => y^2 - 2y = 0 => y(y-2) = 0 => y = 0 and y = 2
You need to notice that y^2 < 2y on [0,2], such that:
V = int_0^2 pi*(((2y)^2 - 0^2) - (y^4 - 0^2))dy
V = pi*int_0^2 4y^2dy - pi*int_0^2 (y^4)dy
V = (4pi*y^3/3 - pi*y^5/5)|_0^2
V = (4pi*2^3/3 - pi*2^5/5 - 4pi*0^3/3 + pi*0^5/5)
V = 32pi/3 - 32pi/5
V = 5*32pi/15 - 3*32pi/15
V = (64pi)/15
Hence, evaluating the volume of the solid obtained by rotating the region bounded by the curves y^2=x and x=2y about y axis, using the washer method, yields V = (64pi)/15.

Do public schools nurture democracy within their institutions? Are public schools part of democracy and does this occur in our schools?

Under ideal situations, yes, public schools do nurture democracy.  Students learn that their vote counts in student body elections.  Students often point out ambiguous questions on exams and, if valid, a teacher can modify the grade based on their complaints.  Many teachers give their students choices as to what the "fun" activity will be for the day.  By giving the student some autonomy over their day, the student feels more involved in the educational process.  Also, the public school classroom often serves as a good representation of American life. There are students of varying abilities and backgrounds in most classrooms.  
Day-to-day classroom management is usually not handled through a democratic process. The teacher makes most of the decisions.  Also, in some cases, the teacher does not let the student have any control over what they will do or the manner in which they will do it.  While this is not necessarily an incorrect way of management—all classrooms are different—many newer classroom management models are attempting to shift the learning model to being more "student-centered."  

What does Atticus say God is? How is this different from what foot-washing Baptists believe?

From what I can see, you are referring to what Scout says about her father's definition of God in Chapter 5. In that chapter, Scout and Miss Maudie are discussing religion.
According to Scout, her father's definition of God is "loving folks like you love yourself." This corresponds with the Golden Rule, where we treat others the way we would want to be treated. Atticus' definition of God and true religion, however, differs from that of "foot-washing Baptists."
If we refer to the text, Miss Maudie defines "foot-washing Baptists" as legalists who strictly adhere to the letter of the law. According to Miss Maudie, foot-washing Baptists are "literalists": they are so focused on the academic definition of morality that they forget to display the true spirit of good religion. To Miss Maudie, foot-washing Baptists are so busy "worrying about the next world they’ve never learned to live in this one."
For his part, Atticus is first and foremost concerned with the Golden Rule. In Chapter 11, he tells Scout why he is defending Tom Robinson.

"This case, Tom Robinson’s case, is something that goes to the essence of a man’s conscience—Scout, I couldn’t go to church and worship God if I didn’t try to help that man.”

Atticus is primarily motivated by his conscience. He defends Tom because he believes that it is the right thing to do. To Miss Maudie, such a person is closer to God than literalists such as Stephanie Crawford.

Discuss the ways in which Dorothy Allison uses humor to represent and discuss the experiences of her sexual identity and prejudice.

Dorothy Allison uses humour to represent and discuss her experiences with sexual identity and prejudice in many of her published works. She has described her use of humor in several interviews: “I’m always doing these panels or doing a talk or go to a program, and people will come up to me after and say, ‘you’re so funny. I didn’t know you were funny. I thought you’d be tragic.’ I’ve had enough tragic, girl. I actually do believe that humor is one of the life-saving approaches that particularly Southern working class people use, so here I am honey. Get used to it.”
Allison’s humor is often self-deprecating and masks the prejudice experienced by herself and her family. She’s written about being “trash”—“I was born trash in a land where the people all believe themselves natural aristocrats”— working class, and most notably a “bastard” in her semi-autobiographical novel Bastard Out of Carolina. Two or Three Things I Know for Sure describes some of her most horrific moments, such as a rape by her own uncle, and yet it is still littered with brutal honesty and humor: “I reminded myself that there were just some things we never had talked about before, like sex, money, and broken bones. Certainly we had never discussed love. Sex was dangerous enough, and our family was proof that love was a disaster waiting to happen.”
In terms of her sexuality, Allison, who identifies as a lesbian femme, sardonically acknowledges the fact that she will likely make others uncomfortable: “If I show up at a literary gathering, they tend to be uncomfortable with the fact that I’m a lesbian. . . . I really love talking about working class literature, which is one of the main ways I think about myself as a writer, but a lot of times working class literature focus doesn’t want to talk about region or sexuality, so pretty much wherever they invite me I bring the parts they’re most uncomfortable with.” She uses humorous stereotyping when recounting sexual experiences in Two or Three Things I Know for Sure: “She blushed. I love it when women blush, especially those big butch girls who know you want them. And I wanted her. I did. I wanted her. But she was a difficult woman, wouldn’t let me give her a back-rub, read her palm, or sew up the tear in her jeans—all those ritual techniques Southern femmes have employed in the seduction of innocent butch girls.”
Dorothy Allison uses self-deprecating humor and searing honesty to represent (and mask) her experiences of sexual identity and prejudice in several works.

What do you think of the fashion industry's approach to target young consumers at Fashion Week? Should designers be creating brands aimed at this market?

Fashion Week (which is held London, Paris, Milan, and New York) and fashion labels target young consumers in several ways. First, Fashion Week uses social media, including Instagram, to capture images of the models on the runways. They also feature photos of the models behind the scenes, and they make the life of a fashion model seem glamorous and festive, like a party teens would want to attend. Fashion labels like Prada use celebrities, such as Kim Kardashian, to pose for ads. In these ads, Kardashian appeared semi-nude or nude and in very suggestive poses. By targeting teenagers, Fashion Week and fashion labels suggest teens are ready for the suggestive clothing and adult lifestyle they are marketing. They are marketing a lifestyle that is based on expensive, revealing clothing that many would argue is more appropriate for adults who have the money and discretion to choose what they want to wear. While fashion labels are trying to cultivate teenage followers so these young consumers will be faithful to their brand in the coming years, I believe what they are doing is not in the best interest of teenagers. 

In "A Rose for Emily" how is her physical description related to the theme?

Miss Emily Grierson is not described in anything resembling a remotely flattering fashion. By the time the special deputation from the Board of Alderman come to call on her regarding her taxes in the town of Jefferson, the narrator says that she is

[...] a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head. Her skeleton was small and spare; perhaps that was why what would have been merely plumpness in another was obesity in her. She looked bloated, like a body long submerged in motionless water, and of that pallid hue. Her eyes, lost in the fatty ridges of her face, looked like two small pieces of coal pressed into a lump of dough as they moved from one face to another while the visitors stated their errand.

She is compared, via simile, to a bloated body that has been under water: pale and puffy. It is a gross and cringe-worthy description. The words used to describe her are overwhelmingly negative in connotation: words like bloated, pallid, fatty, lump, dough, and so forth. She is out of fashion, out of touch, and out of shape. Her prime is long gone, as is the era which she represents. Her Old Southern values and ideas are also out of fashion and out of touch, and they demonstrate how quickly attitudes change with the time and that if a person cannot keep up, they will be left out. Emily becomes something grotesque because she cannot let go of her antiquated and outdated values.

A prominent theme in Faulkner's story is that the South was in a period of social change, and citizens like Miss Emily Grierson were becoming displaced by modernity.
Emily Grierson is described as an old woman wearing nineteenth-century clothing: a black dress with what sounds like a watch on a gold chain at her belt. Her ebony cane is gold-tipped, and the gold is tarnished, suggestive of its age. Her hair is a "vigorous iron-gray," and she looks corpse-like, "bloated, like a body long submerged in motionless water, and of that pallid hue."
Emily Grierson appears unhealthy, well past her prime, and she is making no effort to keep up with the changing times, much like the values she embodies. She is a relic of the Old South, an anachronism, with her African American servant and firm belief that her father's gentleman's agreement with the town will be honored, though he is long dead. Her murder of Homer Barron, too, is born of an old chivalric code that leads her to believe that her reputation is more important than his life.

What do you think about the sudden use of the name "Jane" in the penultimate line of the story?

By the time the narrator references a person named "Jane" in the final lines of the story, she believes herself to be the woman in the wallpaper.  The narrator also talks about the bed that will not move, peeling off as much paper as she can from the walls, and she also considers jumping out of the window.  She even references the "creeping women" she can see from her window: these are, for the most part, topics she has discussed before.  However, suddenly, she ponders, "I wonder if they all come out of that wall-paper as I did?"  It seems that, as a result of having been imprisoned by her husband and kept from everyone and everything that brought her joy or stimulated her intellect, the narrator has suffered a major dissociative break in which she no longer identifies as herself.  Now, she identifies herself as the woman she has freed from the wallpaper; she has liberated this (fictitious) woman and taken on her role; this is perhaps a mechanism of her brain that allows her to finally feel free.  There has been no other mention of a "Jane": her husband is John and his sister is Jennie.  Jane must be the narrator's name, a name with which she no longer identifies herself because, in her mind, she has become the woman who was freed from the wallpaper.

How is the tone determined from a text?

The previous post has some great tips! I just wanted to add a strategy that works well for my students. To find tone, it is helpful to use an acronym called DIDLS (I did not come up with this myself; as far as I know, it is a well-known and widely used strategy and I’m not sure who originally created it). DIDLS stands for Diction, Imagery, Details, Language, and Syntax. When reading a work for tone, it is helpful to go through each of these steps.
Diction: How does the word choice show the author’s tone? Are the words particularly dark, uplifting, concrete/abstract, etc? The type of word choice an author uses can help to determine how he/she feels about a subject.
Imagery: Imagery refers to word that relate to the senses. If, for example, the author uses a lot of bright, colorful imagery, that might indicate a more positive tone, whereas dark imagery might indicate a negative tone. Similarly, pleasant sound or smell imagery leads us to a positive tone, while unpleasant sound or smell imagery would lead to a more negative tone.
Details: When finding tone, ask yourself what kind of details the author includes. If the details are more scientific or straightforward, the tone is probably neutral or objective. If the details are geared more toward memories of the author’s life, the tone might be more personal and/or nostalgic.
Language: What kind of figurative language does the author use? Finding metaphors, similes, etc. can lead you to the tone. A metaphor about a woman’s beauty, for example, might show the author’s admiration for her.
Syntax: Syntax refers to the sentence structure and word order. Most conventional sentences go in order of subject-verb-object, but authors can play around with this convention to change the tone of their work. If they put a verb first, for instance, that will place more emphasis on the action rather than the subject. Additionally, placement of clauses and phrases can affect the tone.
It is also important to know what you are looking for when finding tone. In most cases, when a teacher asks you to find an author’s tone, he/she is asking you to find the author’s attitude toward the subject of the piece. So if you are analyzing Emily Dickinson’s “Because I Could Not Stop for Death,” for example, you might say that her tone toward death is welcoming or appreciative, depending on your reading of the poem. That is something people tend to get confused about. Tone is not about how the poem makes you feel; rather, it is how the author uses words to express his/her feelings about a particular subject.

The tone of particular literary text is the mood, emotion, or atmosphere created by and surrounding the work. Writers use many techniques to create specific tones in their work, and we as readers can begin to determine the tone of a work by paying attention to a few things. Below are two of the most common parts of a work to examine when analyzing the tone of a text.
Setting:  Often, where and when a particular work is set will greatly influence its tone. The landscape of a region, the time period, the people who inhabit a space are all useful things to examine when analyzing the tone of a piece. For example, the setting of The Grapes of Wrath (in the Dust Bowl during The Great Depression) significantly affects the mood and atmosphere of the piece. By creating a sense of isolation, hopelessness, and destitution in the landscape surrounding the characters.
Sentence Structure and Word Choice:  The syntax an author uses and the words she chooses are very good indicators of the tone of a work. Particular words evoke particular emotions. In order to create the feeling of a particular mood, an author will think carefully about the words she selects.
Look at this sentence for example: "Waiting for the tow truck to finally arrive, the sun burnt the back of John’s neck and he became afraid he might be stranded on the side of the barren road forever.”
The scene is of a man waiting beside his broken down car, all alone – a stressful situation. But, there are certain words in the sentence that reinforce that feeling of anxiety – words such as “barren,” “alone,” “afraid,” and even words like “burnt” which sound hard to the ear and, therefore, reinforce the notion of stress and anxiety the tone establishes.
Sentence length is also a very good indicator of tone. Longer sentences tend to slow down the reader and draw attention to the language being used. Short sentences speed up the pace. When creating a feeling of haste or suspense, writers may choose to use short, choppy sentences. In order to create a feeling of longing, loss, or memory, writers may choose to use longer, more elaborately constructed sentences.
If we think about tone as the basic mood that a scene or story creates, we can begin to see how important it is to pay attention to things like the setting, dialect choices, sentence length and structure, word choice, and even what information characters and narrators are telling us.

Explain how and why Reconstruction policies changed over time.

At first, Reconstruction was concerned with making sure that the political institutions of the South were changed to ensure that there would be no repeat of the secessionist uprising that had led to the outbreak of Civil War. To that end, it was important to protect the civil rights of the newly-freed slaves, to allow them to take their place in the new society as free citizens, voters, and office-holders.
White opinion in the South was generally hostile to any notion of civil rights for African Americans. That being so, Reconstruction necessitated the establishment of powerful federal agencies such as the Freedmen's Bureau, which provided food, medical aid, and legal assistance to former slaves in the South. Such concerted action at the federal level was necessary as the white supremacists still in control of the South's political institutions had no intention of protecting the civil rights of those they didn't believe should have such rights in the first place.
The fundamental weakness of Reconstruction was that it was wholly dependent for its success on sustained, concerted action at the federal level. Such action requires an extraordinary level of political will, the kind of will that is virtually impossible to sustain over any length of time. And so it proved with Reconstruction. Over time, policy-makers in Washington grew weary of the whole business of enforcing civil rights. Public opinion was also turning against the policy, feeling that it was a remnant of the Civil War from which most people wanted to move on. It became increasingly clear that there was nothing to be gained politically from maintaining the policy.
Added to that, most white people in the North were staunch white supremacists, no less than their Southern counterparts. Such Northerners may have believed in formal legal equality, but not in substantive equality between the races. So the impetus behind Reconstruction petered out. And without a sustained effort at the federal level to enforce civil rights, the Southern states gradually reasserted their control, erecting a legislative apparatus of racial discrimination—the notorious Jim Crow laws—which systematically stripped African Americans of their hard-won civil rights.

Reconstruction began during the Civil War and ended in 1877, marking one of the most controversial periods of American history. Reconstruction was a means of answering the following problems raised by the Northern victory:
What will happen to former slaves? What is their new status?
What will replace slavery as a system of labor?
How can the Confederacy and Union be reunited as a nation?
What followed was an active effort by former slaves to shape their new freedom and to step into their rights as American citizens. However, the Reconstruction plan of President Andrew Johnson in 1865 put these new freedoms at risk and gave rebels in the South dangerous levels of political power. 
Congress created new laws between 1866 and 1869. These include the 14th and 15th amendments, which guaranteed civil rights for black individuals and the right to vote for black men.
However, the commitment to change did not last forever. The North eventually abandoned their efforts to protect the rights of the newly freed individuals. This resulted in the end of Reconstruction and the dawn of a new era for white supremacy in the South. Societies meant to suppress civil rights covertly started (including the Ku Klux Klan), marking a period of terrorism and violence.

Review the paper “The Purpose of Government” by Anon A. Muss again. Identify 5 instances in which the author could have used a different word or phrase to be more concise or accurate. Additionally, identify 5 instances in which his rhetoric could have been improved for a more professional, competent tone. Explain how your alternative wording in each instance provides clarity and/or improved rhetoric.

There are a few instances where wording could be more concise or accurate.
1) Let's start with the very first sentence of this paper. 
"A lot of people wonder what is the purpose of government, why is it there anyway?"
This is a run-on sentence that suddenly turns into a question. Correct use of punctuation always helps a reader understand what a writer wants to say. If you take what is written already and say it out loud, you could surmise that the writer was trying to write this: 
A lot of people wonder, "What is the purpose of government? Why is it there, anyway?"
I know that this technically isn't changing any of the words, but this punctuation breaks up the sentence into distinct clauses. While it may not feel organic to the person writing, it will definitely feel more organic for the reader in terms of processing meaning. 
2) The second sentence of the paper does a bit of rambling. 
"This is a good question because even though many people think they know what the purpose of government is, other people disagree and this sometimes can cause government to not be affective."
You can cut out some excess words and get this: 
"This is a good question because many people disagree on what the purpose of government is. This can sometimes cause the government to not be as effective as it could be."
This is overall more succinct. You can remove the thought about people knowing the purpose of government, because it's implied when you go on to say that people can disagree on what the purpose is. You can then take the two remaining ideas of the sentence—people disagreeing on the purpose, and the government not being as effective because of this—and make those into two shorter, more easily understandable statements. 
Additionally, affective was used when effective should have been used. Let's make that our next point 
3) Always know when to use affect(ive) or effect(ive). Using the wrong one will definitely bother certain readers. In this paper, affective was used incorrectly in this sentence: 
"...and this sometimes can cause government to not be affective."
In this case, the writer should have used effective. Effective means that something produces the result you want (which in this context, is definitely how you would want a government to be). When something is affective, it expresses or is influenced by emotions (this could also describe a government, but not in the context the writer is using). 
4) "The constitution also makes the courts have the power to decide when things are done like the constitution wants and when they are not constitutional."
This sentence is very repetitive and needs a second read-through to be understood. An improved sentence could be: 
"In addition, the constitution gives the courts power to decide what is constitutional and what is unconstitutional." 
This is more straightforward, and takes definitional phrases like, "when things are done like the constitution wants" and converts them into the word they're defining: "constitutional." 
5) People all are wanting to be equal and this menes that government must do what the people tell them to do. Why else do people vote them in office? What good would it be if it did not do what the people want for it to do?
These few sentences are a bit of a mess. Redundant/unnecessary words are all over the place, "means" is spelled as "menes," the word "government" is used when the writer means to say members of the government, and "it" is used to refer to multiple subjects. A more concise version could be: 
"Everyone wants to be equal, and this means that government officials must do what the people want. Why else would they be voted into office? What good would it be if government officials did not listen to what the people want?" 
The impact of rhetoric often depends on whether or not a paper like this is composed correctly.
There are also a number of instances where wording and compositional factors could be changed to sound more competent or professional.
1) An all-around rule for sounding professional in writing is to avoid the phrase "I think," especially at the beginning of sentences. This can undermine the writer's command of their words, because to the reader, "thinking" something is less assured than "knowing" something. There are a few "I think"s in this paper, but this section has one directly following the other: 
"I think the purpose of government is to do what the people tell them to do, that is why they elected them. I think government is the worker that works for the people who tell them what they want them to do by the way they vote at the election poll."
Good substitutes for "I think" could be "One could say that...", "In my opinion...", or "It is my belief that...". 
There are more issues within that quoted section, but let's move on to another point. 
2) Another phrase to avoid is "I don't like." It sounds a bit immature, like a child saying "I don't like that!" It is used in the paper here: 
"I don’t like it when people in the congress don’t do what the constitution said."
A better way to phrase this idea could be: 
"Many people would be upset by congress members going against what the constitution says." 
3) Using transitional phrases and having some variation in sentence beginnings would give the paper a better overall flow. In #2 from the examples of how to be more concise/ accurate, we ended up with the following: 
"This is a good question because many people disagree on what the purpose of government is. This can sometimes cause government to not be as effective as it could be."
This section can be even further improved by variation of sentence beginning! Both sentences begin with "This," and neither uses a transitional phrase. An improvement would be:
"This is a good question because many people disagree on what the purpose of government is. Consequently, the government may sometimes not be as effective as it could be."
By changing up the second sentence with a transitional phrase, you've not only brought in some variety, but connected the ideas of the two sentences even more! Transitional phrases, when used correctly, will always help a writer sound like they have greater control over their words.
4) "This is because people in Washington are always fighting over things that don’t matter very much but don’t pay enough attention to solving problems."
This is an opinion statement, and it needs to be written as an opinion. For example: 
"In my opinion, this is due to people in Washington fighting over unimportant issues, instead of focusing on solving problems." 
This gets rid of unnecessary words, and makes it clear that the statement is the writer's firm opinion. 
5) "I think if government was doing everything it was supposed to be doing, more people would be equal in their jobs they have, more people would be equal in the how much money they make, more people would be equal in the house they live in, and more people would be treated equal in their lives."
An improved version of this very long sentence could be: 
"If the government was doing everything it was supposed to be doing, more people would be equal in their employment, in how much money they earn, in their housing situations, and in their lives." 
The "I think" was unnecessary because it undermines the confidence of the statement and the repetition of "more people would be" was unnecessary because it only needs to be written once at the beginning of the list to apply to each item on the list. "Employment" is also a more competent and concise term for "jobs they have," as well as "housing situation" for "the house they live in." 
Or, to be more concise myself, this statement needed to be more concise. That way, it will have more impact. 

What are some quotes from the story that show Percy Jackson putting others first and risking his life?

Some of the following quotes highlight Percy Jackson’s decisions to risk his life for his friends; others indicate a propensity to put others ahead of himself.
Page 9 — Percy lashes out at Nancy because of her actions against his friend Grover.

I don’t remember touching her, but the next thing I knew, Nancy was sitting on her butt in the fountain, screaming, “Percy pushed me!”

Page 36 — Percy is talking to his mother, trying to prevent her from feeling bad about his expulsion. He’s not risking his life, but he is putting another first.

For her sake, I tried to sound upbeat about my last days at Yancy Academy.

Page 53 — Percy refuses to leave Grover and his mom and run to safety, even though she clearly tells him to.

”No!” I shouted. “You are coming with me. Help me carry Grover.”

Page 57-58 — Percy attracts the beast’s attention and risks his life to save Grover.

The monster hunched over, snuffling my best friend, as if he were about to lift Grover up and make him dissolve too.
I couldn’t allow that.
I stripped off my red jacket.
“Hey!” I screamed, waving the jacket, running to one side of the monster. “Hey, stupid! Ground beef!”

Page 169-170 — Percy escapes the Furies coming to the back of the bus, but that leaves Grover and Annabeth trapped. Instead of keeping quiet and escaping, he helps his friends.

What I did next was so impulsive and dangerous I should’ve been named ADHD poster child of the year. . . .
I looked at the open doorway. I was free to go, but I couldn’t leave my friends. I took off the invisible cap.

Page 216 — Percy battles Echidna and her Chimera to protect the humans who happen to be trapped in the room with him.

I ended up next to the family and the park ranger, who were all screaming now, trying to pry open the emergency exit doors.
I couldn’t let them get hurt. I uncapped my sword, ran to the other side of the deck, and yelled, “Hey Chihuahua!” The Chimera turned faster than I would’ve thought possible.

Page 264 — Percy decides to free the animals trapped by smugglers, in spite of the fact that it will both slow them down and put them at risk of discovery.

“We’ve got to free them!” Grover said. He and Annabeth both looked at me, waiting for my lead.

Page 317 — Percy and Annabeth catch Grover and work together to prevent him from falling into the pit.

He was ten feet from the edge of the pit when we caught him and hauled him back up the slope. The other winged shoe tugged itself off, circled around us angrily and kicked our heads in protest before flying off in the chasm to join its twin.

Page 329 — Percy gives the passes out of the Underworld to his two friends, when his greatest desire is to save his mom.

“I know what to do,” I said. “Take these.”
I handed them each a pearl.

Page 361 — Percy steps in to fight his stepfather for hurting his mother.

For the first time, I realized something. Gabe had hit my mother. I didn’t know when, or how much. But I was sure he’d done it. Maybe it had been going on for years, when I wasn’t around.
A balloon of anger started expanding in my chest. I came toward Gabe, instinctively taking my pen out of my pocket.

What are the literary devices used in "La Belle Dame Sans Merci" by John Keats?

The main device used throughout the poem is repetition, which is characteristic of the traditional form the poem takes: the ballad. Ballads pertain to the oral tradition and are designed to be told or sung: repetition is a way to keep listeners engaged and even to make them participate in the telling. The fact that the poem is written in a rather simple and antiquated language also anchors it in the tradition of the folktale.
Throughout the poem, silence and death are intertwined through imagery: "no birds sing," "wither'd plants" run parallel to the description of the knight, "alone and palely loitering."
Keats uses a few metaphors that reinforce the lyricism of the poem and the otherworldliness of the setting. For instance, the pallor of the knight becomes "a lily on [his] brow" in the poet's description. This could be a hint at how the knight is under the spell of the lady and risks losing himself in her world, since she is associated with flowers all through the poem.
These are seeds you can use in your analysis. Try to spot patterns in sound and imagery in the text: what kind is associated with whom, and to what effect?

If Macbeth is a protagonist, what is Lady Macbeth? Is she a protagonist as well, or is she an antagonist?

The difference between Macbeth and lady Macbeth is lady Macbeth is active while Macbeth is imaginative and thoughtful. Her ambitious nature instigated her husband into action. This is too for the sake of her husband. Her strength of power and action should be highlighted for a woman's courageous nature. So she can also be said as the protagonist of the play Macbeth.

The term "protagonist" is taken from ancient Greek drama and simply means "first actor." The "protagonist" of a drama is the central or leading character, and he or she usually has the most lines and is played by the "starring" actor. In antiquity, the cast for a play consisted of three actors and a chorus. As well as a "protagonist," there was a "deuteragonist" (second actor) and "tritagonoist" (third actor). In some cases, a protagonist would have a strong single opponent called an "antagonist," usually played by the second actor or deuteragonist, but not all plays had that structure.
Shakespeare's Macbeth is a modern drama with more than three actors. Although Macbeth is definitely the leading role and Lady Macbeth is the second most important role (one that would have been played by the deuteragonist in antiquity), she is not an antagonist to her husband. Instead, there are a series of antagonists, including Duncan, Banquo, and, the most important, Macduff.

How does the relationship between John and Elizabeth reflect the conflict within their community

John and Elizabeth have a strained, tense relationship, which is a result of John's infidelity and Elizabeth's callous nature. In Act Two, the audience becomes aware that Elizabeth has not fully forgiven her husband for his affair with Abigail Williams and is a rather cold, insensitive woman. At the beginning of Act Two, John Proctor and Elizabeth try their best to act amiably and repress their emotions of disdain and anger toward one another. John represses the fact that he feels Elizabeth is callous and dull, while Elizabeth still resents her husband's decision to cheat on her. Eventually, John mentions that he was in a room alone with Abigail and Elizabeth expresses her displeasure, which sparks John's anger. John and Elizabeth's tense relationship reflects the various conflicts throughout the community of Salem. In the austere society of Salem, neighbors harbor ill-will toward each other over various disputes. The citizens repress their negative emotions in order to maintain their outward Christian appearances but seek revenge through the court proceedings and witch trials. The citizens' brewing anger and growing resentment are revealed during the witch trials. Similar to the way John and Elizabeth can no longer repress their negative emotions toward one another, the citizens of Salem use the witch trials as a means to express their repressed negative emotions toward their enemies.

Why did people's daily lives change in the decades following the Civil War?

The daily lives of Southerners changed more drastically than those of Northerners in the years following the Civil War.  The Southerners faced personal financial difficulties, as well as a severely weakened economy.  The Northerners experienced a period of prosperity after the Civil War.
The South once again joined the Union after the Civil War.  The Confederate States were dissolved and the Southern states became part of the United States again.  Slaves were freed, which caused significant economic changes in the South.  The agricultural industry had relied heavily on slave labor.  Slaves had planted and harvested crops on large plantations.  Planters had to hire laborers for the first time after the war ended.  Many were already suffering economic ruin from the war and did not have the cash to pay workers.  Sharecropping became a common solution to this lack of funds.  Many formerly wealthy planters became poor.  Rather than produce crops like tobacco and cotton on smaller scales, they had to produce mass amounts to make enough money.  Many people had to borrow money and debt grew in the South.  Families who had previously lived comfortably had to do without.  Some people even went hungry.  Members of entire families had to do their share to help provide.
Former slaves were able to attend school for the first time after the Civil War.  Some former slaves also were able to own land for the first time.  They were able to live with relative freedom for the first time, though racism made their lives difficult.  Some slaves also faced uncertainties as they lived independently for the first time.  They were freed, but not given any money, food, or shelter.  They had to find ways to provide for these basic necessities for the first time in their lives.
In the Northern states, there was economic prosperity.  Factories were built and jobs were plentiful.  Railroads were built throughout the northern United States.  Railroads expanded to the West from the North, as well.  These railroads were federally funded, and they also provided many jobs.
Soldiers on both sides returned home.  The male workforce resumed, so many women who had served as nurses and in other capacities had to return home.  Many former soldiers in the South had trouble finding work and were forced to live in poverty, while former soldiers in the North were able to get jobs in factories and for the railroad companies.
 
 
http://www.digitalhistory.uh.edu/exhibits/reconstruction/section3/section3_intro.html

Mark Twain coined the term Gilded Age to describe the last three decades of the 19th century. What did he mean by this term, and explain the people, events, and ideas of the period that made it "gilded."

Twain wrote The Gilded Age, in collaboration with Charles Dudley Warner, in 1873, so Twain himself did not coin the term to describe the last three decades of the 19th century, as they mostly hadn't yet occurred. His 1873 term Gilded Age was later taken on by others as a way to characterize the end of the nineteenth century in America.
Twain and Warner borrowed the term from Shakespeare's play King John to describe "wasteful and ridiculous excess." The novel pokes fun at the corruption in Washington, D. C. in the post-Civil War era and at the desire of the novel's characters to get rich quick without hard work, primarily by selling land.
The term was later adopted to describe the era because Gilded Age seemed to capture the superficial materialism and greed of the period. It was an era of rapid growth of wealth in the United States: by the turn of the century, the country was poised to become to the world's new superpower. However, it was also a tawdry and corrupt period in which the United States seemed to some to have lost its rugged, pioneer character. Life might have looked golden, but on closer examination, many people believed the gold was shown to be merely gilt, a thin veneer placed over cheaper material.

The word gilded refers to a decorative technique by which one varnishes a given material with a layer of gold. This does not mean that a gilded statue or a gilded mirror frame is made of gold (though it might look like it on first glance)—not if you would look beneath the gilded surface.
The last decades of the 1800s were a period which created a great deal of wealth and money - this was the age of Big Business, and there was a certain glamour in the lives of the super-wealthy, but if you were to look beneath it, you'd see a lot of large-scale exploitation. There was a great deal of poverty, and workers would work for long hours for low pay, often in dangerous conditions—conditions which would spur calls for unionization. (The rise of unions and the use of strikes would create conflict between business interests, often supported by the government, against the working class.) Outward-appearing prosperity concealed a great deal of social and economic turbulence beneath the surface.

The Gilded Age, named by Mark Twain in his book The Gilded Age, A Tale of Today (1873), was a response to the notion of the Golden Age, a term circulated at the time to describe an era of prosperity and economic growth that would follow the Civil War.
Gilding is the practice of covering a metal of lesser value with a thin layer of gold on the outside, obscuring the metal underneath and making the object look as if it is made of gold. In regards to the Gilded Age, the metaphor extends to the deep social problems in the United States in the late nineteenth century that were seemingly veiled by extravagant shows of wealth.
The Gilded Age was spurred by a rapid increase in wealth in the United States caused by the end of the Civil War, expansion of cities and trade, seemingly unlimited resources, and the economic upheaval that came to define the era. At the time, the expansion of the railroads was facilitating trade to areas that were economically inviable before. As a result, cities began to expand, and the railroad model of financing began to work its way into the public arena. Private financial systems, rather than governmental systems, became the norm.
However, the time period also saw a rapid increase in immigration to the United States, followed by xenophobia and vast inequality. The South remained devastated after the Civil War, largely missing out on the Reconstruction Era, and the burgeoning financial system was causing financial and political upheaval during the Panics of 1873 and 1893, giving the age its plain metal inside.
Mark Twain wrote the novel in 1873, but it wasn’t until half a century later that historians would deem this period the Gilded Age. Ultimately, it was the inequality and the indifference of those with wealth that would come to define the time.

int (x^3 - 4x^2 - 4x + 20)/(x^2 - 5) dx Find the indefinite integral.

int (x^3-4x^2-4x+20)/(x^2-5)dx
To solve, divide the numerator by the denominator (see attached figure).
= int (x - 4 + x/(x^2-5))dx
= int xdx - int4dx + int x/(x^2-5)dx
For the first integral, apply the formula int x^ndx = x^(n+1)/(n+1)+ C.
For the second integral, apply the formula int adx = ax + C .
= x^2/2 - 4x +C + int x/(x^2-5)dx
For the third integral, apply u-substitution method.
Let
u = x^2-5
Differentiate u.
du=2x dx
(du)/2 =xdx
Plug-in them to the third integral.
=x^2/2 - 4x + C + int 1/(x^2-5)*xdx
=x^2/2 - 4x + C + int 1/u *(du)/2
= x^2/2 - 4x + C + 1/2int 1/u du
Then, apply the formula int 1/xdx = ln|x| + C.
=x^2/2-4x + 1/2ln|u| + C
And, substitute back  u = x^2-5 .
=x^2/2 - 4x +1/2ln|x^2-5|+C
 
Therefore,  int (x^3-4x^2-4x + 20)/(x^2-5)dx = x^2/2 - 4x + 1/2ln|x^2-5|+C .

Why does the dwarf harbor ill will against Gulliver?

The short answer is that the dwarf that lives in the Brobdingnagian court hates Gulliver because Gulliver has usurped his place as the shortest person in Brobdingnag.  Gulliver says that the dwarf, upon meeting a creature that was even smaller than he, grew so "insolent [...], that he would always affect to swagger and look big as he passed by [Gulliver] in the queen's antechamber [...]."  Gulliver would often stand on tables to speak with the courtiers, and the dwarf would strut by him, trying to look really big, and he would usually employ sarcasm or insults to deride Gulliver for his littleness.  Gulliver really has no recourse other than to call the dwarf "brother" and try to avoid him whenever possible. 
In his anger, the dwarf actually drops Gulliver into a bowl of cream for fun, and Gulliver nearly drowns.  At another point, the dwarf jams Gulliver's lower half into a bone from the queen's table, tearing up his pants.  For this, the dwarf was whipped (and I can't imagine that endeared Gulliver to him any more).  Gulliver endures the dwarf's meanness many times before the queen actually gives the dwarf away, rendering Gulliver safe from any more harm at the dwarf's hands. 

Single Variable Calculus, Chapter 5, 5.1, Section 5.1, Problem 6

a.) Graph the function $\displaystyle f(x) = \frac{1}{(1 + x^2)}, -2 \leq x \leq 2$







b.) Estimate the area under the graph of $f$ using four approximating rectangles at sample points.

The width of the rectangle is..

$\displaystyle \Delta x = \frac{2 - (-2)}{4} = 1$

(i) Right endpoints

At right endpoint,


$
\begin{equation}
\begin{aligned}

R_4 =& \sum \limits_{i = 1}^4 f(xi) \Delta x
\\
\\
R_4 =& 1 [f(-1) + f(0) + f(1) + f(2)]
\\
\\
R_4 =& [0.5 + 1 + 0.5 + 0.20]
\\
\\
R_4 =& 2.2

\end{aligned}
\end{equation}
$








We can see in the graph that at $x < 0$,


(ii) Midpoints

In each case, sketch the curve and the rectangles in part (b)


$
\begin{equation}
\begin{aligned}

M_4 =& \sum \limits_{i = 1}^4 f(xi) \Delta x
\\
\\
M_4 =& 1 [f(-1.5) + f(-0.5) + f(0.5) + f(1.5)]
\\
\\
M_4 =& \left[ \frac{4}{13} + \frac{4}{5} + \frac{4}{5} + \frac{4}{13} \right]
\\
\\
M_4 =& 2.22

\end{aligned}
\end{equation}
$








We can see the graph that our estimates is a mixed of overestimate and underestimate.

By using eight rectangles, the new width of the rectangle will be.

$\displaystyle \Delta x = \frac{2 - (-2)}{8} = 0.5$

(i) at right endpoint,


$
\begin{equation}
\begin{aligned}

R_8 =& \sum \limits_{0 = 1}^8 f(xi) \Delta x
\\
\\
R_8 =& 0.5 [f(-1.5) + f(-1) + f(-0.5) + f(0) + f(0.5) + f(1) + f(1.5) + f(2)]
\\
\\
R_8 =& 0.5 \left[ \frac{4}{13} + \frac{1}{2} + \frac{4}{5} + 1 + \frac{4}{3} + \frac{1}{2} + \frac{4}{3} + \frac{1}{3} \right]
\\
\\
R_8 =& 2.2077

\end{aligned}
\end{equation}
$


(ii) at midpoint


$
\begin{equation}
\begin{aligned}

M_8 =& \sum \limits_{i = 1}^8 (xi) \Delta x
\\
\\
M_8 =& 0.5 [f(-1.75) + f(-1.25) + f(-0.75) + f(-0.25) + f(0.25) + f(0.75) + f(1.25) + f(1.75)]
\\
\\
M_8 =& 0.5 \left[ \frac{16}{65} + \frac{16}{41} + \frac{16}{25} + \frac{16}{17} + \frac{16}{17} + \frac{16}{25} + \frac{16}{41} + \frac{16}{65} \right]
\\
\\
M_8 =& 2.2176

\end{aligned}
\end{equation}
$

Please summarize Chapter 4 (diplomacy and war) of the book The Jesuit Relations by Allan Greer.

The original collection of The Jesuit Relations consists of 73 books and can be difficult to access for readers who don't have the time to tackle such a large volume of literature. Allan Greer focuses on 35 documents from the original sources and helps make them more accessible with explanations and background information in The Jesuit Relations: Natives and Missionaries in Seventeenth-Century North America.
Chapter four of Greer's The Jesuit Relations is called "Diplomacy and War." Greer sets the scene by saying:

The Jesuit missions of New France were conducted throughout the seventeenth century in an atmosphere of tension, war, and shifting alliances involving the French and the various native nations. Accordingly, the Relations are packed with news of war and peace—daring raids, hopeful negotiations, surprise ambushes, captivity, torture, and redemption—all recounted in the style of romantic adventure with an overlay of pious sentiments. In some cases, armed conflict pitted Christian forces (French and/or native converts) against "infidels" (usually Iroquois), allowing the Jesuit chroniclers to adopt the rhetoric of crusader narratives. What makes the Relations uniquely valuable sources on Indian war and diplomacy is the richness of detail, the anecdotes of battlefield adventures, the captivity stories, and the verbatim accounts of diplomatic speeches. These are not the usual colonialist accounts of brave Europeans fighting and subduing faceless "savages," but rather stories in which the natives themselves feature centrally. (94)

In short, chapter four focuses on the Jesuit missionaries' relations with the native Indian tribes in America. Greer discusses the peace negotiations at Three Rivers in 1645 through Father Barthélémy Vimont's writings about his meeting with Mohawk emissaries, where he describes the primary emissary as eloquent and well-spoken. Next, Greer focuses on the Iroquois attacks on the Algonquins, the result of a continuing war between the two. Jérôme Lalemant describes the trials of the people who were attacked and taken hostage—including the story of a woman who kills a warrior and escapes from her captors. Finally, Greer addresses how the Huron nations fell to population loss, new divisions created by religious conversion, and attacks by the Iroquois. Many Hurons integrated into the Iroquois nation, though a few went to other tribes or went with the Jesuits to Quebec City.

In Chapter Four of "The Jesuit Relations," Allan Greer speaks of both sides of the war. He discusses their methods of communicating when they wanted to create a truce, as well as their plans of attack, which often hinged on the element of surprise. Greer describes the treaty formed at Three Rivers, the resulting peace of which encouraged negotiation for returning prisoners of war who had been captive. One particular man named Kiotseaeton from the Iroquois tribe is credited with bringing about this peace treaty. He was brave and courageous; he brought gifts to his enemies and danced for them. The folk tale that has grown out of his contribution to ending the war outlines seventeen specific presents that he brought, and gives him nearly all of the credit for ending the war. Greer details the true facts of, as well as speculation on, this story in this chapter.

Could a mixture be made up of only elements and no compounds?

Let's distinguish the difference between the three keywords in your question: mixture, element, and compound. An element would be any of the chemicals on the periodic table. An element exists usually as one atom in nature, but some elements have more stability as a diatomic molecule (diatomic means the element occurs most naturally when it is paired with one other atom of the same element). A compound is a chemical bond between two or more different atoms, making it a molecule. A mixture, however, is a mingling of either multiple elements or compounds within the same "container" that do not ever chemically combine.
Substances within a mixture can be physically separated from each other as they never react chemically with one another. A mixture can have a mix of elements and compounds, or just a combination of one or the other. So yes! A mixture can contain just elements if those elements are not chemically reactive to one another. Air is a great example of an elemental mixture as it contains nitrogen, oxygen, and argon (along with some other compounds).

What is the significance of history?

As the novelist George Santayana famously said, "Those who cannot remember the past are condemned to repeat it." This quote has been altered and repeated in the decades since it was first spoken, but the sentiment remains the same. It is a clear and inarguable statement that strongly emphasizes the importance of having an appreciation for history.
Schools in nations around the world devote scores of classes to the purpose of teaching pupils about many aspects of history. In addition to helping people avoid repeating past mistakes, a study of history also allows for humankind to understand the processes that have led us to where we currently are. History is the building block of the future, and the more we understand about where we came from, the more we will understand about where we can go.
 
http://msc.gutenberg.edu/2001/02/the-importance-of-history/

Examine the evolution of the concept of a just war from Marcus T. Cicero to Thomas Aquinas

The idea that a war can be morally justifiable can be traced back as far as ancient Egypt. As a philosophical concept, it finds its origins in Ancient Rome. In 44 BCE, Marcus Tullius Cicero defined the term in one of his final writings, De Officiis. With the Republic crumbling around him, Cicero wrote this piece in an attempt to define public morals. Cicero argues that war is not the mark of a civilized nation and therefore must only exist as a last resort. For a war to be just, an official warning must be issued to one's enemies first, so that there can be one last chance to avoid conflict. Furthermore, according to Cicero, war must only be waged in order to secure peace, and punitive measures over the losing side must not be made too harsh.
Saint Augustine of Hippo amended the notion of a just war in Christian terms in the 4th century. Like Cicero, Augustine argued that war should be avoided if at all possible. However, he went on to posit that a government of Christians had God's tacit permission to defend themselves with the sword and to punish sin and wickedness through the use of violence. Bloodshed committed in the name of God, he argued, did not violate any divine commandments.
In the 13th Century, Thomas Aquinas sought to combine Augustine's notion of a religiously justified war with the philosophical notions of reason as laid out by Aristotle and other ancient philosophers. In Summa Theologica, he contends that reason and theological revelation are not contradictory. When concerning war, they come together to determine if a conflict is justifiable. First, a war may not be fought for self-serving reasons, such as the acquisition of territory or for vengeance. Wars must be declared and waged under the state's authority only, since the state represents both the people and the will of God. Like Cicero, Aquinas argued that a just war must be waged with peace as its final goal.
http://faculty.georgetown.edu/jod/augustine/civ.html

https://www.christianitytoday.com/history/people/theologians/thomas-aquinas.html

How does the structure of "The Lake Isle of Innisfree" contribute to the poem's meaning?

The structure of W. B. Yeats's "The Lake Isle of Innisfree" mimics the way the water laps at the shores of Innisfree—a sound that's stuck not just in the speaker's head but in his heart, too. Here's how Yeats turns verse into lake water.
The poem is made up of three quatrains—or stanzas four lines in length—that follow an alternating rhyme scheme. In the first stanza, Lines 1 and 3 rhyme with each other, and Lines 2 and 4 rhyme with each other. In the second stanza, Lines 5 and 7 rhyme with each other, and Lines 6 and 8 rhyme with each other, and so on.
Now let's talk about the beat. The first three lines in each stanza are in hexameter, which means they have six stressed syllables apiece. The last line of each stanza is in tetrameter, which means they each have four stressed syllables. All the lines in "The Lake of Isle of Innisfree" have a rolling, sing-song quality to them. Rhythmically, it's not totally iambic hexameter and tetrameter from start to finish, but it's close.
The effect? A measured yet lolling cadence that replicates the sound of waves advancing and retreating from the lakeshore, just like the ones the speaker hears even if he's in the middle of traffic.

The plant grew both from the speaker's inner feelings and from his outward behavior. What caused the inner feelings and outward behavior?

In both cases we don't really know what caused the speaker to be angry. He simply tells us that he was angry with his friend, and then later on, his foe. The difference lies in how the speaker then goes on to deal with his anger. In relation to his friend, he openly expresses his feelings. Doing so makes his anger go away. But with his foe, however, he remains completely silent, bottling up his emotions inside, which only makes his anger grow. The anger that the speaker harbored towards his friend quickly subsided, but the anger that he feels towards his enemy has grown like a poisoned apple tree.
The biblical reference here to Adam and Eve and the Tree of Knowledge is inescapable. The foe has tasted anger's bitter fruit, and it has destroyed him. Although the speaker expresses satisfaction at the death of his bitter enemy, the abrupt ending serves to emphasize the sheer destructiveness of anger and hate. The poem has gone full circle, and our attention is drawn once more to the opening lines:

"I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow."

These words provide us with a salutary moral lesson. Communication is the key to dispelling the anger that often eats us away inside and can all too easily lead to disaster. But this will only happen if we want it to, if we choose to talk things through no matter how angry we might be. The question that the poem forces us to ask ourselves is: are we really prepared to do this?
https://www.poetryfoundation.org/poems/45952/a-poison-tree

How does Felix connect to the thesis of The Odd Couple?

In The Odd Couple, Felix connects to the thesis of interpersonal relationships that is so dominant in the drama.
Felix is the countervailing force to Oscar.  Their relationship is predicated upon a balance.  Attributes of one offset the detriments of the other.  While Oscar spends money freely, Felix is financially controlling.  Oscar does not care about cleanliness, while Felix cares for little else.  Oscar cannot cook, yet Felix enjoys creating sumptuous meals in the kitchen.  The disorder of one matches the order of another.  While each is incapable of being effective on their own, when they are together, they make a whole.  In this way, Felix connects to the drama's thesis that relationships can be formed when people complement one another, compensating for the weaknesses of one with the strengths of another.
Another aspect of the interpersonal thesis that Simon illuminates is that excessive love of self can destroy relationships.  Oscar and Felix are single because their self-indulgence drove away their spouses.  Both were unable to overcome their own narcissism.  This prevented them from validating the other person.  Felix was overbearing to Frances, insistent that he could do things like cooking and cleaning better than she could.  Oscar drove Blanche away because his voice crowded out hers. Felix and Oscar demonstrate the dangers of being in a relationship without paying attention to the needs and wants of another person.  Through Felix and Oscar, Simon argues that no relationship can survive if reciprocity and mutual respect is lacking.  Interestingly enough, this becomes the reason why Felix and Oscar have to separate.  Neither one is capable of allowing the other's voice to flourish because they are so insistent on their own being dominant.  Simon's thesis is a warning to those in relationships who cannot see past their own needs.

What is the narrator's reliability in "The Tell-Tale Heart"?

The narrator in Poe's classic short story "The Tell-Tale Heart" is completely unreliable and is clearly mentally unstable. In the first paragraph of the story, there is a litany of clues that reveal the narrator's unreliability. The narrator uses staccato speech, which is typical of an extremely nervous, paranoid individual. The fact that he is attempting to persuade the reader that he is not mad is also suspicious. Why would a sane individual need to convince someone that they are not crazy? In addition to the narrator's staccato speech and insistence on his sanity, the narrator mentions that he can hear all things in heaven and hell, which is both disturbing and indicative of a mentally unstable person.
The narrator proceeds to contradict himself: he claims that he loved the old man, while simultaneously plotting his murder. The narrator's motivation for killing the old man is also suspicious, as he insists that the old man's Evil Eye is the source of his rage. He also believes that he can understand the old man's thoughts and read his mind. At this point in the story, the reader understands that the narrator is both mentally ill and unreliable. After describing the horrific way he murdered and dismembered the old man, the narrator proceeds to insist that he could hear the old man's heart beating from beneath the floorboards. The reader understands that the narrator's conscience has affected his mind and that he is overwhelmed with guilt. However, the narrator insists that he is audibly hearing the dead man's heartbeat, which reveals his insanity. The fact that the narrator presents a distorted view of reality and contradicts himself several times proves that he is unreliable.

In "The Tell-Tale Heart," the narrator tries to convince the reader that he is sane. However, as he tells his story, it becomes clear that he is indeed suffering from some mental instability. As a result, he is not a reliable narrator because his version of events is influenced by his state of mind, making it difficult for the reader to trust what he says.
The narrator, for example, clearly suffers from paranoia. He believes that the old man has an "evil eye" that delights in torturing him. Moreover, the narrator also believes that he is capable of reading the old man's mind. He thinks he knows what the old man is thinking and feeling. This is shown clearly when, on the night of the murder, the narrator claims that the old man thinks he can hear the wind in the chimney or a mouse crossing the floor.
The narrator, therefore, presents a distorted version of events, and this affects the reliability of his narration.

How does Miss Brill deal with reality in the short story by Katherine Mansfield?

Miss Brill doesn't really "deal with" reality—at least, not until the very end of the story. Initially, she imagines that her little fox fur is alive, even referring to it as a "Little rogue," as though it has not only living but also had a sassy, saucy personality as well. Then, when she arrives at the park, Miss Brill begins to imagine that she's playing a role in a play—that everyone in the park has such a role—and she seems not to understand that she is, like almost everyone else there, old and decrepit. It's as though she actively ignores reality, preferring her fantasy instead. She still sees herself as vital, vibrant, and important until she hears the harsh and unkind words of the young couple who sit down next to her.  The boy calls her "silly" and "stupid," and the girl makes fun of her fur. 
We know this has affected Miss Brill on some level because she skips her usual stop at the bakery, forgoing her piece of cake, and she begins to cry as she puts her fur away in the box (though she doesn't seem to realize it is she who is crying and not the fox). Reality seems to be breaking in to her consciousness, as Miss Brill would not cry if she was still living in her cheerful fantasy.

Why do the clan decide to grant the request of the missionaries and give them some land on which to build a church?

In chapter 17, the missionaries arrive in Umuofia and ask for a plot of land to build their church. The village elders do not want the missionaries near the clan and decide to offer them a plot of land located in the Evil Forest. The Evil Forest is a forbidden, ominous place, where the clan buries individuals with diseases and is also used as the dumping ground for the powerful medicine men when they die. According to the villagers, the Evil Forest is a wicked, sinister place, where powerful dark spirits dwell, which is why they allow the missionaries to have as much land as they want. The villagers believe that they are harming the missionaries by offering them such a wicked plot of land and laugh at the missionaries, who appreciate the offer. Initially, the villagers believe that the missionaries will not survive more than four days in the Evil Forest and are shocked when none of the missionaries die after the first week. As time passes and the missionaries continue to survive in the Evil Forest, the villagers believe that the white men have extremely powerful magic that allows them to speak to evil spirits and survive in the forest.

How many ways can the letters A, B, C and D be arranged if the first letter should be a consonant with repetitions?

There are four letters given. These are A, B, C and D.
And there are four positions that have to be filled up.
___    ___    ___    ___ 
 
The first position must be filled up with consonant only, which are B, C and D. So there are only three consonants that we can pick from for the first position.
ul3     ___    ___    ___ 
Since repetition is allowed, the second position can be filled by A, B, C or D. So there are four possible letters than can occupy the second position.
ul3    ul4     ___    ___     
Also, the third and fourth position, can be filled by A, B, C or D. So there are four possible letters that can be place in the third and fourth position.
ul3    ul4    ul4    ul4
And, multiply them together.
ul3 * ul4 * ul4 * ul4 = 192
 
Therefore, if the first letter should be a constant and repetition is allowed, there 192 ways that A, B, C and D can be arranged.

Calculus of a Single Variable, Chapter 8, 8.5, Section 8.5, Problem 12

int (x+2)/(x^2+5x) dx
To solve using partial fraction method, the denominator of the integrand should be factored.
(x+2)/(x^2+5x) = (x + 2)/(x(x+5))
Then, express it as sum of fractions.
(x+2)/(x(x+5)) = A/x + B/(x +5)
To determine the values of A and B, multiply both sides by the LCD of the fractions present.
x(x+5)*(x+2)/(x(x+5)) = (A/x + B/(x +5))*x(x+5)
x+2=A(x+5)+Bx
Then, assign values to x in which either x or x+5 will become zero.
So, plug-in x=0 to get the value of A.
0+2=A(0+5)+B(0)
2=5A
2/5=A
Also, plug-in x=-5 to get the value of B.
-5+2=A(-5+5)+B(-5)
-3=A(0)+B(-5)
-3=-5B
3/5=B
So the partial fraction decomposition of the integrand is:
int (x+2)(x^2+5x)dx
=int (x+2)/(x(x+5))dx
= int (2/(5x) +3/(5(x+5)))dx
Then, express it as sum of two integrals.
= int 2/(5x)dx + int 3/(5(x+5))dx
= 2/5 int 1/xdx + 3/5 int 1/(x+5)dx
To take the integral of this, apply the formula int 1/u du = ln|u|+C .
=2/5ln|x| + 3/5ln|x+5| + C

Therefore, int (x+2)/(x^2+5x)==2/5ln|x| + 3/5ln|x+5| + C .

Would you rather be a member of Parliament or member of Congress? Explain your answer to show your understanding of the differences between the British Parliament and US Congress. As an institution, which legislative body is stronger—the US Congress or the British Parliament? Explain your answer to show your understanding of the differences between Parliament and Congress. Which leader has more power—the Prime Minister of the UK or the US President? Why?

Having spent many years working for members for the United States Congress, I have often pondered the question of which of two systems, parliamentary or the US Congress, is better. Both have their advantages and disadvantages. Putting aside for a moment the question of which system better serves the public, I would rather be a member of Congress than a member of parliament. While members of both types of institution are elected, members of the US Congress generally enjoy better stability. Under Article I of the Constitution of the United States, members of the Senate serve for six year terms and members of the House of Representatives for two year terms, with no limits on the number of terms members can serve. Those are fixed terms and, unlike a parliamentarian system in which new elections can be called at almost any time, congressmen and senators know that, once elected, they are safe until the next regularly scheduled elections.
Beyond the question of job stability, members of Congress can wield more power individually and collectively, especially when serving as a part of a minority party. In a parliamentary system of government, the majority party enjoys near-absolute power within the confines of the law. The minority parties in parliamentary systems serve as a “loyal opposition” with minimal power over the direction of government unless successful in forming a coalition with other minority parties and/or with defectors from the majority or governing party. When comparing a parliamentary system with the US Congress, though, distinctions obviously have to be made between the House of Representatives and the Senate. In the former, individual members of the House are largely without power except to the extent that they rise to leadership positions on powerful committees like that which oversees appropriations. In the Senate, in contrast, individual senators enjoy considerable power. The filibuster option, for example, provides individual senators the power of obstructing the normal operations of the institution, and is used for such purposes as blocking legislation from advancing or presidential nominations from being considered. So powerful is that authority that its mere threat is sufficient to disrupt proceedings.
With respect to which form of legislative body is more powerful, the answer is less complicated. A parliamentary majority gives the party in power absolute control over governing institutions. Department heads are chosen from the ranks of the majority party and those ministers, such as for Defense, Treasury, and so on, remain sitting members of parliament. That makes the parliamentary majority enormously powerful relative to minority parties. The United States Congress is an enormously powerful institution, but its powers are deliberately constrained under the articles of the Constitution. The Constitution’s authors established a system of checks and balances intended to prevent any one branch of the federal government from growing too powerful. Consequently, a powerful chief executive, the president, is vested with specified powers, such as serving as commander in chief of the armed forces despite Congress’s authority to declare war. The parliament, therefore, can be considered more powerful than the Congress.
The president of the United States is considered the most powerful individual in the world. That power derives from the scale of the US economy relative to most of the rest of the world and to this country’s military capabilities. As such, the president is more powerful than any prime minister. Presidents are elected for specified terms of four years (with a limit of two terms as president). Prime ministers, in contrast, can serve for as many years as their parties elect them to lead the government, but those tenures in office can end very quickly if the balance of power in parliament shifts. In general, the president of the United States is more powerful than any prime minister.

I would rather be a member of Parliament, as the British Parliament is better able to pass legislation than the U.S. Congress. As the U.S. Congress is controlled by two parties, often one party is able to hold up legislation, and, even if legislation moves beyond the Congress, the president can veto it. As a result, legislation is often held in gridlock, which is partly a function of the American system of checks and balances. The British Parliament, on the other hand, is run by the party in control, and they are able to get more legislation passed. There are elections each year, and the system does not run with the idea of checks and balances. For example, the government ministers in Britain are also members of the Parliament.
While the British Parliament has more power than the U.S. Congress, the American president theoretically has more power than the British prime minister. The prime minister only serves when he or she has a majority of votes in the Parliament, and when there is a new election result, the prime minister changes immediately. In the United States, on the other hand, the president serves for a four-year term independent of Congress. Theoretically, the president of the U.S. has more power than the British prime minister; however, at times, it can be difficult for the president to get legislation through Congress. 

Why do Bassanio and Antonio borrow money from Shylock, a moneylender?

In act 1, scene 1, Bassanio petitions Antonio for money in order to fund his trip to Belmont. Bassanio explains to Antonio that he has been careless with his money and is in debt to numerous people throughout Venice. He goes on to tell Antonio that there is a wealthy heiress named Portia who lives in Belmont and has many suitors. Bassanio explains to Antonio that he believes he will be able to win Portia's heart and marry her. Marrying Portia will make Bassanio a rich man, and he will be able to pay Antonio the money back.
Antonio is more than willing to finance Bassanio's trip, but all of his investments and wealth are tied into his ships, which are out at sea. In order to help Bassanio, Antonio gets a loan of three thousand ducats from the Jewish moneylender Shylock on the condition that if he forfeits on the loan, Shylock can remove a pound of Antonio's flesh.

What part of the gold atom causes the small particles to scatter?

In Rutherford’s famous experiment, a beam of alpha particles from a radioactive source was directed at a thin gold foil. An alpha particle has mass and a positive charge, so it will be slowed or deflected when it encounters mass and/or charge. At that time, it was known that atoms contained negatively-charged electrons but were neutral overall. One tentative description for the internal structure of the atom was called the “plum pudding” model. It supposed that an atom was made of positively-charged material with electrons embedded in it, like the fruit in a plum pudding.
Rutherford’s experiment changed all that. Most of the alpha particles went right through the gold foil as if there was no matter there at all! A few were deflected or scattered, some through large angles, suggesting that they had encountered matter of very high charge density. The conclusion from this was that the matter and positive charge of an atom must be concentrated in a very tiny volume so that most of the atom is empty space where there is no matter at all. That tiny volume that contains all of an atom’s positive charge and over 99.9% of its mass is now called the nucleus of the atom.

What is chapter 1 about?

In chapter 1, Bruno returns home to discover the maid packing his personal belongings into boxes. Bruno is initially confused and learns from his mother that his family will be leaving Berlin because of his father's "important" job. However, the narrator does not elaborate on Bruno's father's occupation, leaving the reader to infer what he does for a living. Bruno's mother is hesitant to disclose much of the information about the family's move and seems to dismiss her son's incessant questions. Bruno is clearly upset about the upcoming move and voices his displeasure at having to leave his three best friends. In the first chapter, Boyne introduces several significant characters throughout the novel and reveals Bruno's thoughts about leaving Berlin. By using limited narration, several important pieces of information are purposely left out; this allows the reader to view the events from Bruno's innocent perspective.

How does Feste prove his intelligence in Twelfth Night?

Feste appears in Shakespeare's Twelfth Night, or What You Will, which was written around 1600. In analyzing the character of Feste, it's important to note that Twelfth Night was written at the time that Robert Armin joined Shakespeare's acting troupe, the Lord Chamberlain's Men, replacing Will Kempe as the actor who played fools and clowns.
Will Kempe was known for his physical comedy and low-brow humor and played rustic fools and clowns—called "natural fools," like Lance in The Two Gentlemen of Verona, Bottom in A Midsummer Night's Dream, and Dogberry in Much Ado About Nothing.
When Armin joined the troupe, the fools in Shakespeare's plays were written as "wise fools," who were less clownish and more witty and worldly-wise, starting with Touchstone in As You Like It, then Feste in Twelfth Night, and then the Fool in King Lear.
Armin was a well-known actor before he joined Shakespeare's company. He had also written several books and plays and was a noted singer, something that Shakespeare incorporated into his plays, including Twelfth Night. Feste sings songs that are well-integrated into the play, not simply included as a diversion or incidental entertainment.
Shakespeare created fools for Armin to act who were considerably more verbal and sharp-tongued than previous fools, a bit more skeptical and cynical, and they were often considerably smarter and wiser than other characters in the plays. Wordplay and intelligent, witty repartee became more important in the plays than pratfalls.
Viola quite well sums up Feste and Robert Armin:

VIOLA: This fellow's wise enough to play the fool;And to do that well craves a kind of wit:He must observe their mood on whom he jests,The quality of persons, and the time . . .This is a practiseAs full of labour as a wise man's art (3.1.57–63)

Feste's intelligence arose as much from the character of the actor who played him as from Shakespeare's writing of the character.

Feste, the fool in Shakespeare's Twelfth Night, is, like many of Shakespeare's fools, more clever than he seems. The primary way that Feste proves his intelligence is through his wit. Nearly every line he speaks contains some witticism, joke, or barb that he exchanges with his interlocutor. Feste does not traffic in the kind of physical comedy that a modern audience might expect from a clown or jester; rather, he engages in world play and puns. Olivia describes him as a "dry fool," and she is right. His sense of humor is exceedingly dry. Take, for example, the following exchange:

FESTE
Good madonna, why mournest thou?OLIVIA
Good fool, for my brother's death.FESTE
I think his soul is in hell, madonna.OLIVIA
I know his soul is in heaven, fool.FESTE
The more fool, madonna, to mourn for your brother'ssoul being in heaven.
Here, Feste uses logic to drive Olivia to the conclusion he wants her to arrive at. He goads her by saying her brother must be in hell, knowing she will rebut him and that he will be able to use her rebuttal to prove his point that her mourning period should end. It's a battle of wits, and he easily wins.
Feste is in a unique position throughout the play as the only character whose status gives him the right to say basically whatever he wants without fear of reprisal. He is not a lord or lady, like Orsino and Olivia, who must conform to societal standards, nor is he a servant, like Antonio or Cesario/Viola, who must protect their employment. He is also detached enough from the main plot that he can pass judgement and impartially comment on the foolishness of the other characters and their actions. He gets away with it too, as all of his criticisms are disguised as jokes.

What is the setting of A Week in the Woods by Andrew Clements?

A Week in the Woods by Andrew Clements begins in Scarsdale, New York. The main protagonist of the story, Mark Robert Chelmsley, has lived there in New York for the past three years of his life.  Mark's opinion is that he lives in the greatest place in the world.  Most of the book is not set in New York, though.  Mark and his family are moving from New York to a renovated country farmhouse in rural New Hampshire.  Mark is not happy about it.  In addition to the story being set in Mark's new house, large parts of the book are set in Mark's new school.  The name of the school is Hardy Elementary.  Mark's teacher, Mr. Maxwell, is in charge of the school's "Week in the Woods" program, and the remaining setting location is at the camp in the woods where Mr. Maxwell takes his class. 

Who does Benjamin Franklin hope to help by writing his autobiography?

Benjamin Franklin's memoirs were intended initially for his son, William, who was a governor during the time of its writing. The autobiography initially only consisted of the first part: a summary of some of the political and social achievements Franklin had accomplished at the time. However, as he was still very active—particularly in the political arena—he decided to continue to write these memoirs to his son.
Eventually, however, his editor informed him that the memoirs would likely be beneficial for the general public, so he attempted to expand upon them. He lost many of the papers for the third part of his book while traveling to France but still managed to produce a large compilation. Finally, after his death, the book was released—unfinished—to the general public, and it has since become a hallmark of political literature for that period.

Benjamin Franklin was an influential public figure in Europe and America, and most people admired his accomplishments. Many had heard that he was writing an autobiography, but few had actually read it. It remained a secret document, until 1818, when the first copy was released to the public.
Who Was the Autobiography Meant For?
The reason why it took 30 years for the public to read Franklin's autobiography is because it wasn't meant for them. Benjamin Franklin wrote his memoirs for his son and family. Part 1 of the memoirs details his ancestry and early life until he got married to his wife. The other parts contain lessons he learned in the various public positions that he held throughout his lifetime.
Franklin's autobiography was dedicated to his family. He wanted them to learn the wisdom he had acquired throughout his life.
http://www.communicationcache.com/uploads/1/0/8/8/10887248/benjamin_franklin_-_autobiography_of_benjamin_franklin.pdf

At the beginning of his autobiography, Benjamin Franklin addresses his son, William, who was then the Governor of New Jersey. Franklin tells him that just as he, Benjamin, was interested in learning more about his ancestors in England, he imagines that his son might be interested in learning more about his father's life. Franklin also hopes to help his "posterity," or descendants, by telling them about his rise from his humble and obscure origins to his achievement of success and renown. He thinks that by reading his book, his descendants can imitate some of what has made him happy and successful. Franklin's book, which remained unfinished at the time of his death in 1790, was written over the course of several years (starting in 1771), though he stated at the beginning of his book that he hoped to write down some anecdotes over the course of a week.

Antigone is not to be stoned to death as originally planned. Why does the form of punishment suit Creon?

Normally, Antigone would be stoned to death for defying Creon's express orders not to bury Polyneices's body. But Creon cannot do that; he has to make an exception in her case. The reason is that Antigone is related to Creon; she's his niece. Not only that, but she's engaged to his son Haemon. According to the ancient Greeks the killing of a relative would bring down divine vengeance, not just upon the perpetrator but the community as a whole. So instead of having Antigone stoned to death, Creon decides to have her walled up in a cave. Although this will lead to her being starved to death, Creon will still be able to evade responsibility for it. Clearly, he thinks there's a difference between actively killing someone and just letting them die.
Creon's approach to the problem is ironic indeed, not to say hypocritical. He's expressly forbidden Antigone from burying her brother even though doing so could well incur the wrath of the gods. Yet when it comes to sorting out a problem of his own making—the execution of Antigone—he's quick to hit on a solution that cynically invokes divine law.

What is imperialism? What are the bad effects of imperialism in the rest of the world?

Imperialism is defined as forcefully imposing the rule and/or influence of a stronger nation over a weaker one. This control can be done economically, through military might, or political control. The word shares the same latin root as “empire”; imperialism is the expanding of an empire.
Many have argued that the very nature of imperialism is contrary to the free will and basic rights of all human beings. When people are forced to live under foreign rule, they have little to no say in how their lives and communities are governed. This was quite evident in the Soviet “satellite states” during the Cold War. Ukraine was essentially forced into a famine by Joseph Stalin, leaving the people to eat grass, vermin, rats, frogs, and even the corpses of those who had died during the famine.
The United States participated in what was known as the “Age of Imperialism” in the late-nineteenth and early-twentieth centuries. After winning the Spanish-American War, the US became responsible for a variety of island nations in the Caribbean and the Pacific Ocean. A defining philosophy of this era was called the “White Man’s Burden,” based on a poem of the same name by author Rudyard Kipling. The piece encouraged white people to go and conquer remote civilizations in order to teach them how to live by modern, westernized standards. This demonstrates that a sense of racial superiority is often a motivation for a country and its citizens to participate in imperialism.
Other negative effects of imperialism include mass genocide and subjugation, as occurred when European powers first began landing in South and Central America. A striking example of the horrors produced by imperialism would be the Nazi expansion and domination of Europe in the 1930s and 1940s. Disease, hunger, slavery, and death are all documented byproducts of imperialist rule throughout human history.
http://www.historywiz.com/primarysources/marktwain-imperialism.htm

https://www.mtholyoke.edu/acad/intrel/pol116/imperial.htm

Negative effects in Africa because of the Colombian Exhange

The Colombian Exchange of the 15th and 16th centuries fostered the Atlantic slave trade. The effects of this on Africa were immense and brutal. The capture and forced deportation of young, healthy Africans between the ages of 18 and 40 took a toll on the continent's demographics. Back in Africa, the compulsory marches in which captured Africans took part were lengthy and lethal; many died before they even left for the New World.
Politically, the social structure was upended across the African continent, as long-standing relationships between ethnic and religious groups, soldiers and civilians, and neighboring communities shifted. Social rifts were created. Traditional African values were undermined. European intervention prevented African nations from organizing against them.
All this cultural chaos enabled the rise of vulturous regimes that still exist today and stifled economic and technological growth. Agricultural production was slow to stabilize, for example. Before a nation can industrialize, it needs agricultural security.
Ultimately, the slave trade sparked by the Columbian Exchange left Africa disorganized, defenseless, and underdeveloped. Everyone was simply too preoccupied with trying to stay free, fed, and alive.
http://www.inmotionaame.org/migrations/topic.cfm;jsessionid=f8302468501519129387155?migration=1&topic=9&bhcp=1

Please discuss IRAC Praesal v. Johnson and Graff v. Beard, and outline the legislative history upon which the courts in these cases relied.

Praesal v. Johnson
This is a case of a partial reversal of the trial court's judgment in favor of all plaintiffs involved. The case revolves around a man named Ronald Peterson, who broadsided another vehicle while experiencing a grand mal seizure. The driver of the other vehicle died from her injuries and her family filed a lawsuit against three of Peterson's doctors and the Sadler Clinic, where he received treatment. The lawsuit was filed on the grounds that the physicians had a duty to warn Peterson not to drive or to report his condition to the authorities.
The trial court determined that the three physicians involved in Peterson's treatment owed no duty to the deceased victim of the car accident or any third parties. The court of appeals upheld this judgment with the exception of the judgment in Dr. Wendenburg's favor. It was determined that, unlike the other physicians and the Sadler Clinic itself, Wendenburg did have a duty to the third party as a result of his prior knowledge of the patient's condition. The reversal of the trial court's ruling in Wendenburg's favor may be in contradiction with common law, which holds that negligence requires the presence of a legal duty, a breach of duty, and resulting damages.
Graff v. Beard
In this case, the court of appeals reversed the trial court's decision to dismiss an injured driver's claims of injury. The appellee injured driver filed a claim against the hosts at a party after a guest attending the party left and drove while intoxicated, resulting in an accident that injured the plaintiff. The trial court determined that the hosts had no legal duty to control the driver's actions simply because they had served alcohol at the party. This is based on a legislative history that holds that one individual has no legal obligation to control another's actions, even if it is feasible. The court of appeals reversed the trial court's dismissal and held that the hosts did have an obligation to the injured appellee.
http://www.lawschoolcasebriefs.net/2013/02/graff-v-beard-case-brief.html

Was it a dream or was he really whizzed into the future?

Nick Hornby's novel Slam centers around a teenage boy named Sam and the many connections in his life to teenage pregnancy. 
On his sixteenth birthday, Sam's girlfriend Alicia tells him she might be pregnant, and he does his best to avoid her. After celebrating his birthday with his fighting parents, Sam goes to his room and falls asleep. When he wakes up, it is somehow months later. Sam is at Alicia's house, and Alicia has had a baby. 
He lives a day in this future-life, but the next day he wakes up and is back in his normal timeline. Later on in the book, there are two more instances where Sam is "whizzed" to the future and then brought back. 
Throughout the book, there are not any clues that definitively tell us whether Sam is dreaming or actually being "whizzed" to the future, so it is up to the reader to decide which way they think it is. Alternatively, you could just say it is ambiguous and leave it at that. 

What does Jackson do with the money he gets?

The short story "What You Pawn I Will Redeem" by Sherman Alexie tells of a homeless Indian named Jackson Jackson who comes across his grandmother's regalia, which is gear that she used in powwow dances, in a pawnshop. Jackson explains that it's been missing for 50 years, it's important, and he wants it back. The pawnbroker tells him that he'll sell it back for 999 dollars and he'll give Jackson 24 hours to come up with the money. The rest of the story describes Jackson's quest for the money. In fact, he acquires money and then spends it several times.
First of all, the pawnbroker gives Jackson and his friends $20 to get started. They take the money to a 7-11 store and use it to buy liquor.
Next, Jackson goes into the Real Change newspaper office, and the kind Big Boss gives him 50 newspapers for free. Jackson manages to sell five newspapers for $5 and throws the rest of them away. With $4 he buys four MacDonald's burgers and eats them.
Jackson then takes the $1 he has left and $1.50 he finds in his friend Junior's sock, goes to a Korean grocery store, and buys a cigar and two scratch lottery tickets. One of the tickets wins another ticket, and this third ticket wins $100. He gives $20 back to the Korean grocery clerk who he claims to be in love with and so leaves the store with $80.
The next stop for Jackson is Big Heart's Indian bar in South Downtown. He spends the $80 for 80 shots of bad whiskey and shares the whiskey with everyone in the bar.
A policeman named Officer Williams gives Jackson $30. With that money, Jackson takes three Aleut Indians for breakfast at Big Kitchen in the International District. They have a big breakfast that leaves Jackson with $5.
Jackson takes the $5 back to the pawnshop and gives it to the pawnbroker. The pawnbroker thinks about it and decides to give Jackson his grandmother's regalia. Jackson then puts the regalia on, goes out on the sidewalk, and starts dancing.

At the beginning of the story, the pawnbroker gives Jackson twenty dollars. He is supposed to raise more money, so he can purchase his grandmother’s powwow regalia which had been stolen. He and his friends had visited the pawn shop with only five dollars among them.
The trio uses the money to buy three bottles of alcohol at 7-Eleven.
Later in the day, Jackson sells 5 newspapers from Real Change for a dollar each. He uses four dollars to buy a meal of cheeseburgers at McDonald’s, so he now has one dollar. He borrows one dollar and fifty cents from the still sleeping Junior so that he has a total of two dollars and fifty cents. He uses all of this money to buy “two scratch lottery tickets” and a cigar at the Korean grocery store. He wins a free ticket that, when scratched, wins him one hundred dollars. He gives twenty dollars out of the one hundred to Mary, the Korean woman behind the register. He then spends all of the remaining eighty dollars on drinks for himself and others at the Big Heart.
He is thrown out of the Big Heart, a drunken mess a little after two in the morning. At around 6 a.m., he meets Officer Williams, who gives him thirty dollars. He spends twenty-five dollars on breakfast for himself and the three Aleuts at the Big Kitchen, and he gives a five dollar tip to the waitress. He takes the remaining five dollars to the pawnbroker, who surprisingly gives him the powwow regalia even though the money is less than the required nine hundred and ninety-nine dollars.