Calculus of a Single Variable, Chapter 6, 6.3, Section 6.3, Problem 15

For the given problem: yy'-2e^x=0 , we can evaluate this by applying variable separable differential equation in which we express it in a form of f(y) dy = f(x)dx .
Then, yy'-2e^x=0 can be rearrange into yy'= 2e^x
Express y' as (dy)/(dx):
y(dy)/(dx)= 2e^x
Apply direct integration in the form of int f(y) dy = int f(x)dx :
y(dy)/(dx)=2e^x
ydy= 2e^xdx
int ydy= int 2e^x dx
For the left side, we apply Power Rule integration: int u^n du= u^(n+1)/(n+1) .
int y dy= y^(1+1)/(1+1)
= y^2/2
For the right side, we apply basic integration property: int c*f(x)dx= c int f(x) dx and basic integration formula for exponential function: int e^u du = e^u+C on the right side.
int 2e^x dx= 2int e^x dx
= 2e^x+C
Combining the results for the general solution of differential equation:
y^2/2=2e^x+C
2* [y^2/2] = 2*[2e^x]+2*C
Let 2*C= C . Just a constant.
y^2= 4e^x+C

To find the particular solution we consider the initial condition y(0)=3 which implies x=0 and y =3 .
Plug them in to y^2= 4e^x+C , we get:
3^2= 4e^0+C
9= 4*1+C
9=4+C
Then C=9-4=5 .
Plug-in C=5 iny^2= 4e^x+C , we get the particular solution:
y^2= 4e^x+5
y = +-sqrt(4e^x+5).

What are the three elements that underpin organizational culture?

The three elements underpinning organizational culture are (1) a clear vision and purpose; (2) free participation, respect, and safety for employees; and (3) clear, open vertical and horizontal communication. Various groups and texts express these three concepts in different words, but there is a consensus on these three (corporate vision, employee's human value, and communication) as the essentials. As Michael D. Watkins, professor at Switzerland's IMD, said in Harvard Business Review in 2013:

While there is universal agreement that (1) [organizational culture] exists, and (2) that it plays a crucial role in shaping behavior in organizations, there is little consensus on what organizational culture actually is.

The Kautilya Society for Intercultural Dialogue describes the same three concepts in different words:


[Vision] "The organization stands for something. . .  The values explicit in their philosophy help create the identity of the organization."



[Human Value] "Management focuses a great deal of attention to. . . [helping] communicate these values to people who work in the organization."



[Communication] "Values are understood and shared by all. . . [and the] organization’s values create a reality for those who work in the organization. . . [allowing] employees to cooperate and collaborate."

The European Agency for Safety and Health at Work (EU-OSHA) adds WHO's concept of health to the human value portion of organizational culture, stressing the "psychosocial work environment" and the interaction with external "communities."Some relevant organization examples can be found in Glassdoor.com's selection of the top corporations to work for in terms of organizational culture, as reported by Julie Bort in Business Insider.

NetApp has a "supportive management," which means human value, psychosocial environment, and communication are effective and operating so that "good ideas and good work are appreciated."


Progressive is in a "constant state of change," which means the corporate vision is dynamic enough to allow for innovative adjustments to changing conditions and that the vision is communicated through equally dynamic communication channels.


Proctor and Gamble has a human-value intensive culture where training, cooperation, collaboration, and good, old-fashioned "help" generate a "positive" culture in the plant: "The culture in the plant is very positive. . . everyone wants to help one another."
https://hbr.org/2013/05/six-components-of-culture

https://hbr.org/2013/05/what-is-organizational-culture

1) using relevant organisation examples, describe the 3 elements that underpin organisational culture
 
2) using relevant examples, describe the major perspectives organisations can adopt in relation to social responsibility.
Thanks appericate it

Should an organization's structure change quickly?

Organizational change (transformation) is a process many organizations engage in to improve performance.  According to Clanon (2013), organizations attempting to improve performance through a combination of strategies, which include “accelerating innovation, operating more efficiently, containing costs, becoming more agile, focusing on the customer, and improving employee morale” (p.12).  Despite these strategies, many organizations often fall short of their goals and are unable to facilitate long-lasting organizational transformation.  
Contextual Reasoning for Transformation
            According to Cameron and Quinn (2011), organizations must respond rapidly to changes in their external environments if they wish to survive.  Organizations have to embrace change to increase organizational effectiveness and break the desire to remain status quo.  According to Wareing (2013), organizations should focus on organizational development and effectiveness.  In 1991, the Center for Organizational Learning (COL) formed at the MIT Sloan School of Management (Clanon, 2013).  According to Clanon (2013), the COL members focused on “building learning capabilities in intact teams, developing new organizational learning infrastructures, transforming assumptions and practices of executive leadership, and developing internal learning communities” (p. 14).  These strategies proved to be effective approaches for implementing lasting organizational transformation.  in addition, these strategies, according to Clanon (2013), resulted in Ford’s Electrical and Fuel Handling Division and Harley Davidson, experiencing successful, lasting organizational transformations. 
Contextual Strategies for Transformation
Developing an effective organizational transformation plan requires the organization to examine why the transformation should be undertaken.  Any number of external factors can drive organizational transformation.  These factors include managing the presence of high barriers.  Cameron and Quinn (2011), indicate organizations must consider their specific market arena to determine if their services or products are unique.  Having a unique product or service creates obstacles for competing organizations.  These obstacles, according to Cameron and Quinn (2011), develop because of the high costs of producing a product or service, the product or service requiring special technology, or the product containing proprietary knowledge.  Organizations must also examine how common is their product or service.  If competitors can duplicate an organization's products or services, the organization must find a way to make their products or services standout to remain competitive in their market arena.  In addition to remaining competitive organizations, also need to examine the size of the market they control.  According to Cameron and Quinn (2011), controlling a large market share contributes to the success of the organization by allowing the organization to capitalize on economies of scale and efficiencies.  Along with the market share, organizations must also examine their level of bargaining power.  If the organization has, low levels of bargaining power with buyers, suppliers, and consumers it will be hard for the organization to remain competitive in its market arena.  Cameron and Quinn (2011), further state organizations should also examine the level of rivalry among competitors.  The competition among competitors results in the improvement of an organization's respective position in the market arena.  High levels of competition in an organizations market arena can also be beneficial and increase performance.
Incremental Transformation           
Incremental change strategies according to Collins and Hill (1998) should not solely be production-oriented.  Organizational change initiatives should also focus on transforming the organization’s culture.  According to Ramakrishnan (2013), many businesses have failed to meet their transformation objectives or sustain any transformation gains due to their lack of focus on the organization’s culture.  Collins and Hill (1998) in a study of three organizations implementing total quality management (TQM) and business process re-engineering (BPR) found they focused on changing existing cultures as part of their organizational transformation.  The three organizations focused on changing their existing cultures, according to Collins and Hill (1998), to increase competition, reduce cost, and increase productivity. 
Incremental change strategies, however, may not fully meet all of an organization's transformational need.  According to Cameron and Quinn (2011), without a change in organizational culture, organizations will not achieve enduring improvements in organizational performance.  Changes in organizational culture result in improved values, innovative thinking, changes in management styles, and new problem-solving approaches.  Cameron and Quinn (2011) state without an alteration of fundamental goals, values, and expectations, change will not endure. 
Reactive Transformation
Specific events within organizations prompt the implementation of reactive change strategies.  For example, several Denver Sheriff Deputies engaged in inappropriate conduct and resulted in a change within the Denver Sheriff Office’s leadership.  According to Skellern (2014), violence against inmates, drug and alcohol use, and cover-up led to Denver Sheriff Gary Wilson resigning.  Following the resignation of Denver Sheriff Gary Wilson, Governor Hancock appointed Division Chief Elias Diggins as interim Sheriff (Skellern, 2014).  Interim Chief Diggins now has the responsibility of developing and implementing organizational transformation to eliminate inappropriate behavior by deputies.  Interim Chief Diggins will also have to develop plans to change the agency’s culture to ensure lasting transformational change.  According to Skellern (2014), Diggins will begin assessing the Sheriff Department day-to-day operations to determine which recommended changes were implemented.  Once the evaluation is complete, Diggins will have to develop further plans for transformational change. 
Anticipatory Transformation
Anticipatory organizational transformation occurs when an organization makes changes proactively.  Bass (2014), states in organizational behavior, proactivity means anticipatory behavior, taking control of situations and initiating actions to make changes.  Organizations take proactive approaches in advance of future situations, so they are not simply responding to an event that has occurred already.  Bass (2014), states, for example, “a company that takes a proactive stance would recall a faulty line of products rather than them wait for customers to complain and deal with the issues down the road."  An organization adopting a proactive approach will need to change their approach, so the same strategies are not repeated.  According to Bass (2014), organizations adopting a proactive approach changed their tactics, assess current conditions as they develop and then develop new processes to meet the new conditions.  Bass (2014), further states if the organization implements proactive strategies, they will have to examine past performance and analyze those results on a frequent basis.  An example of a proactive approach can be seen by examining the Toro Company, Exmark Manufacturing, and Dixon industries Inc.  The Toro Company, Exmark Manufacturing, and Dixon Industries Inc. collectively recalled 62,000 faulty commercial riding mowers through a recall campaign to proactively fix or replace the faulty units already in the market (Bass, 2014).
Conclusion
            Organizational transformation is a process many organizations employ to improve their overall performance.  Organizations, as a result, employ a variety of strategies to implement organizational transformation.  The strategies employed by organizations include strategic, incremental, reactive, and anticipatory strategies.  Organizational transformation challenges organizational leaders to determine how their organization will improve its effectiveness.  Organizational transformation, in addition, is a never-ending process that requires leaders to strive for change continually.
 
References
Bass, B. (2014). Examples of organizations that use proactive stances. Houston Chronicle.  Retrieved July 23, 2014, from http://smallbusiness.chron.com/examples-organizations-use-proactive-stances-19368.html
Cameron, R. E., & Quinn, K. S. (2011). Diagnosing and changing organizational culture: Based on the competing values framework. San Francisco, Ca: Jossey-Bass.
Clanon, J. (2013). Organizational transformation from the inside out: Reinventing the mit center for organizational learning. Reflections, 12(4), 12-24. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=buh&AN=91705235&site=eds-live&scope=site
Collins, L. K., & Hill, F. M. (1998). Leveraging organizational transformation through incremental and radical approaches to change. Total Quality Management, 9(4/5), S30-s34. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=buh&AN=874889&site=eds-live&scope=site
Ramakrishnan, S. (2013). Vital missing link in organizational transformation. Industrial Management, 55(1), 8-9. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=buh&AN=85162033&site=eds-live&scope=site
Skillern, T. (2014). Denver sheriff gary wilson steps down - cbs denver. from http://denver.cbslocal.com/2014/07/21/hancock-to-announce-changes-to-denvers-sheriff-department/
Wareing, T. (2013). Organizational effectiveness empowers agency transformation. Policy & Practice (19426828), 71(3), 3-36. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=aph&AN=88151876&site=eds-live&scope=site

To put it simply, no, the structure of an organization should not change quickly. Now, to change the structure of an organization varies depending on the organization's size, the organization's current structure, and the organization's new target structure, but still, the answer is no.
Now, a small organization with a fairly flat structure or a structure that has few levels within in it's organization could make a rather quick change to their organizational structure, because they face fewer barriers and processes. A smaller organization would also have fewer employees to question or oppose the restructuring, making the process run smoother and more quickly.
However, a large organization, like a national or multinational company with thousands of employees, hundreds of offices, disparate structures throughout their offices, will have a slow organizational change, for many reasons.
Larger companies will have to find a structure that works for all their offices (if they are looking for a one size fits all structure) or two or three structures (if they have offices in different cultural climates or offices that are of different sizes where one organizational style would fit their larger headquarter-type offices and one would fit their smaller satellite offices).
Once the target structure for the organization has been chosen there has to planning and scheduling for the transition. What is a reasonable deadline? What are the major milestones we need to meet and when? What tasks/steps are needed to help us to reach those milestones? Who is responsible for the completion of the required tasks/steps? What metrics will we use to measure the completion/success of each task? These questions and so many more are required just to plan a solid, effective schedule for the restructuring.
Then, after planning, employees of the organization must be alerted to the restructuring. This announcement of the new structure needs to come well before the start of the implementation of the new structure. Employees should have proper notice, as many details about the restructuring as possible (especially those details that will directly affect the employee's department or position).
Employees should also be given an outlet to use when they have questions or concerns about the restructuring, whether this be a project coordinator or champion that they are able go and talk to and have their questions answered and concerns heard, a survey or complaints forum that is reviewed and responded to, or even just their manager who has all pertinent information relating to the organization's restructuring.
Any concerns or questions that are being voiced repeatedly by numerous employees and/or across various organizations should be adequately addressed before the restructuring rolls out.
Finally, once the restructuring has started, proper procedures and the agreed upon schedule need to be followed and employees need to receive continued support and updates throughout the restructuring. By keeping employees in the loop, there will be less resistance to the restructuring and fewer misunderstandings will arise from the restructuring.
So in short, restructuring can happen quickly, and in very few and specific cases (i.e. a small organization with no real structure to start with and a poorly defined target structure and schedule), that might work. However, as you can see from the process outlined above, restructuring is a very serious and delicate operation that needs adequate time, careful consideration, input from various departments and positions, and a detailed and delicate handling for the proper and positive outcome.

The structure of an organization defines the hierarchy, or chain of command within the organization, based on, for instance, the job functions of its employees or the product types offered. It is visually represented via an organizational chart, which explains the duties, responsibilities, and relationships between employees working in the organization.
An organization can want to change due to various reasons, for instance, acquisition of new partners, change in product lines, business expansion, new target markets or even entrance of new competitors in the market.
The structure of an organization as such depends on the requirements and objectives of the business. However, changes in organizational structure further depend on the type of structure in place. For instance, businesses that specialize in a core product whose specifications rarely change can make use of a functional structure where employees are grouped together according to their specific skills or functions. However, this type of structure does not allow quick changes to its operations. It reacts slowly to new emerging opportunities, unlike, say, the flat organizational structure, mostly found in small startups, where there is easier communication due to fewer layers of management, hence increased flexibility. Consider another case involving a big business that is spread over multiple locations and engaged in a field where market needs are constantly changing. Because of the size of the business and its dynamic nature, the functional structure wouldn’t suit it, neither would the flat one, as the business requires functional units that can allow employee specialization in given areas. A possible structure would be the matrix one, which offers flexibility and some qualities of a functional structure too.
We can, therefore, say that structural changes in an organization should be expected. However, these changes mostly take place gradually over a given period of time. Depending on the structure already in place, changes can be either fast or slow as different structures respond differently to changes. Some structures, such as the functional structure, are less dynamic and take longer to adapt to change.

Find a news or academic article on the effects of imperialism today, somewhere in the world. Avoid "opinion pieces," "open-source" items, and "wikis."

Imperialism is often talked about as if it is a thing of the past, left behind in the Days of the Raj, but the effects of imperialism are still alive and strongly felt in many parts of the world. In your question, you do not specify whether you are looking for an article about the effects of imperialism still lingering from an empire that has since collapsed, or if you are talking about imperialism still actively being enforced. As such, I will help you find some articles from verified sources on both of these topics.
"Modern imperialism" is not the same thing as the imperialism that spread over the globe during the heyday of the British Empire. If we conduct a news search for modern imperialism, or imperialism today, what we will find are largely news articles about the United States and the way it exerts its power over other countries through the use of overseas military facilities and through the provision of aid and defense agreements as a means of influencing foreign governments. The Boston Globe has written a number of articles about the effects of American imperialism in the present day, of which one can be found here: https://www.bostonglobe.com/opinion/2016/10/30/the-fatal-expense-american-imperialism/teXS2xwA1UJbYd10WJBHHM/story.html
Another perspective on modern imperialism can be found in this BBC article about Venezuela: http://www.bbc.co.uk/news/world-latin-america-42913191
There is much to be found in the news about the Venezuelan response to Trump's "imperialism," including this Economist article: https://www.economist.com/news/americas/21737555-regional-solidarity-should-not-trump-defence-pluralism-how-venezuela-tests-latin-americas
In looking for a reputable news article on a preferred topic, if we know what we are looking for, such as more information about the Venezuelan situation, the best approach is simply to go to news.bbc.co.uk or similar respected websites and search directly.
Alternatively, we may wish to read about the effects of past imperialism upon countries which have escaped the yoke of empire, but which are still suffering the consequences of that imperialism. There are many scholarly articles available about the effects, still felt today, of imperialism in Africa. Here is one: https://www.researchgate.net/publication/273577309_THE_POLITICAL_AND_ECONOMIC_LEGACY_OF_COLONIALISM_IN_THE_POST-INDEPENDENCE_AFRICAN_STATES
An excellent way to find good quality, well-sourced articles on subjects of this sort is to use http://scholar.google.com. This searches through a database of academic articles, which can be ordered according to date. A search for "the effects of imperialism today" on this site helps to illustrate the many forms modern imperialism can take. We often think about the effects of imperialism on a conquered country, but scholarly articles have also been written about the effects of modern imperialism upon those soldiers who have been part of that imperialism, such as this one: http://journals.sagepub.com/doi/abs/10.1177/1478210316637971
We also find many articles about the new imperialism of "globalized monopoly finance," such as this one: https://search.proquest.com/openview/7ea2cc9ff49046870123a7c71b3466aa/1?pq-origsite=gscholar&cbl=48155
I hope that one or several of these articles will be useful to you.

College Algebra, Chapter 7, 7.4, Section 7.4, Problem 40

Solve the system $\left\{ \begin{array}{ccccc}
5x & -3y & +z & = & 6 \\
& 4y & -6z & = & 22 \\
7x & +10 y & & = & -13
\end{array} \right.$ using Cramer's Rule.

For this system we have


$
\begin{equation}
\begin{aligned}

|D| =& \left| \begin{array}{ccc}
5 & -3 & 1 \\
0 & 4 & -6 \\
7 & 10 & 0
\end{array} \right| = 5 \left[ 4 \cdot 0 - (-6) \cdot 10 \right] - (-3) \left[ 0 \cdot 0 - (-6) \cdot 7 \right] + 1 (0 \cdot 10 - 4 \cdot 7) = 398
\\
\\
|D_{x}| =& \left| \begin{array}{ccc}
6 & -3 & 1 \\
22 & 4 & -6 \\
-13 & 10 & 0
\end{array} \right| = 6 \left[ 4 \cdot 0 - (-6) \cdot 10 \right] - (-3) \left[ (-6) \cdot (-13) - 22 \cdot 0 \right] + 1 \left[ 22 \cdot 10 - 4 \cdot (-13) \right] =398
\\
\\
|D_{y}| =& \left| \begin{array}{ccc}
5 & 6 & 1 \\
0 & 22 & -6 \\
7 & -13 & 0
\end{array} \right| = 5 \left[ 22 \cdot 0 - (-6) \cdot (-13) \right] - 6 \left[ (-6) \cdot 7 - 0 \cdot 0 \right] + 1 \left[ 0 \cdot (-13) - 22 \cdot 7 \right]= -796
\\
\\
|D_z| =& \left| \begin{array}{ccc}
5 & -3 & 6 \\
0 & 4 & 22 \\
7 & 10 & -13
\end{array} \right| = 5 \left[ 4 \cdot (-13) - 22 \cdot 10 \right] - (-3) \left[ 0 \cdot (-13) - 22 \cdot 7 \right] + 6 \left( 0 \cdot 10 - 4 \cdot 7 \right] = -1190

\end{aligned}
\end{equation}
$


The solution is


$
\begin{equation}
\begin{aligned}

x =& \frac{|D_x|}{|D|} = \frac{398}{398} = 1
\\
\\
y =& \frac{|D_y|}{|D|} = \frac{-796}{398} = -2
\\
\\
z =& \frac{|D_z|}{|D|} = \frac{-1990}{398} = -5
\end{aligned}
\end{equation}
$

How were the Articles of Confederation structured?

The Articles of Confederation were drafted by a committee of the Second Continental Congress in 1776 and were later ratified by all the states. Each of the 13 states had one vote in the Congress of the Confederation and could send 2 to 7 delegates to the Congress. The delegates were chosen by state legislatures. The federal government under the Articles of Confederation had no executive, and its powers included the ability to declare war and conduct foreign relations. The states, not the federal government, were required to keep well-maintained militias, and the state legislatures were responsible for raising money for the use of the federal government. This system led to a weak federal government that was constantly strapped for funds, as the federal government could not tax people and was reliant on state funds that often did not arrive or that arrived late. In addition, the lack of one chief executive made it difficult for the U.S. to conduct foreign affairs. The Articles were replaced by the Constitution in 1789.

Calculus of a Single Variable, Chapter 3, 3.3, Section 3.3, Problem 17

Given: f(x)=x^2-4x
Find the critical values of x by setting the derivative of the function equal to zero and solving for the x-value(s).
f'(x)=2x-4=0
2x=4
x=2
The critical value is at x=2.
If f'(x)>0, then the function is increasing on that interval.
If f'(x)<0, then the function is decreasing on that interval.
Choose any value for x that is less than 2.
f'(0)=2(0)-4=-4
Since f'(0)<0, the function is decreasing on the interval (-oo, 2).
Choose any value for x that is greater than 2.
f'(3)=2(3)-4=2
Since f'(3)>0, then the function is increasing on the interval (2, oo).
Since the sign of the derivative changed from negative to positive, then there will absolute minimum at x=2. The absolute minimum is the point (2, -4).

How can I do away with gambling?

Assuming that you do have a gambling addiction and you want to stop it, consider what addiction means. There are many ways to characterize addiction and what resonates for you can give you clues in how to stop your gambling. Be careful not to substitute one addiction for another. We humans are so creative that anything - behavior or substance - can become addictive for us.
Addiction can be seen as a behavior we repeatedly engage in regardless of how that behavior hurts us, or others around us. The question to ask yourself here is "what is the nature of my self harm?" Perhaps reflecting on "where did I first learn to hurt myself or others, and what were the consequences of such action that I somehow associated with a need which has now turned into a compulsion?"
Here you would be reflecting on your history with addictions, not just gambling, to gain insight into your own behavior. Gaining awareness of the nature, or causes, for what you do can be illuminating and set you on a different path, with practice.
Addiction can also be seen as a poor substitute for genuine human connection. As human beings we have a deep need to connect to each other but when relating to another human being is difficult, causes hurt, or reminds us of past hurts or relational traumas we might choose a substitute which can eventually grow into an addiction. If this situation resonates with you, first know that you are not alone. The structure of our contemporary society makes it very difficult to cultivate real relationships and the availability of addictive substances and behaviors is plentiful making stopping an addiction particularly difficult.
Addiction gains momentum through shame and guilt. In the addictive cycle, we first engage in harmful behaviors because the feeling of shame is too painful to bear. We choose to feel the excitement of the possibility of winning instead. But once started the addictive cycle takes over our better judgment and we hide our actions and later feel guilt about what we've done which, in turn, can throw us back into engaging in the addiction to "run away" or "hide" from the painful feelings of shame and guilt only to get caught up in a vicious cycle that controls our every action and takes our lives into a downward spiral.
Addiction can also be seen as a mental disorder, a disease. While there is much to the science of addiction, it is a bit dangerous to see addiction solely as a brain disease. This view takes away the empowerment human beings have to make choices no matter what the circumstances. However, understanding how and which neurotransmitters are involved in the various types of addictions can be helpful if you want to try medication to help with the power of the chemical reactions inside you. This route is fraught with danger as we can easily become addicted to medications so it needs to be carefully considered with the help of a qualified medical professional.
The 12-step program is a well know process that has helped many, many people with addictions. It is worth looking into. It is not the only way, of course, but if you have an interest in this approach, check out Russel Brand's book: "Recovery: Freedom from our addictions." It is a new take on a the 12-steps done with a good dose of humor.
I hope this answer helps you. As a final note, whatever the hardship in doing away with your addiction, it is worth it.

This question sounds like it is asking about gambling addiction; therefore, the answer can't be "well, just stop gambling." Gambling, as an addiction, is an "impulse-control disorder." A person with this disorder can't control the impulse to gamble regardless of knowing the consequences to gambling.
There are some signs and symptoms to look for in a person suspected of having a gambling addiction.
Does the person have trouble controlling their gambling?
Does the person feel the need to be secretive about their gambling?
Does the person gamble even when there isn't money available to gamble with?
As with any addiction, the first step is admitting that a problem exists. As long as an addict doesn't believe there is a problem, he/she will not take active steps to correct the problem. Next is to consider professional help; however, that is not the only option. Joining a support group or having an accountability partner are both good options to help deal with the "cravings" of gambling. Addicts can also find success in replacing the activity with a different activity. Exercise often works well because it floods the body with "feel good" hormones like dopamine and endorphines.
https://www.helpguide.org/articles/addictions/gambling-addiction-and-problem-gambling.htm

https://www.popsugar.com/fitness/Hormones-Released-After-Working-Out-19252431

What argument is Woolf making about all the works that are signed “Anonymous” throughout history?

In A Room of One's Own, Woolf argues that it was "the sense of chastity" which drove women, as late as the nineteenth century, to publish their works, not necessarily anonymously, but with the names of men appended to them. Woolf points out the fact that such great nineteenth century writers as George Eliot and George Sand chose to conceal their sex in publishing their writings, as a means of "veil"ing themselves. This was partly, Woolf argues, because society deems a desire for publicity to be wrong in a woman—"anonymity runs in their blood." Women are not concerned with fame in the same way that men are. As such, Woolf wonders whether there may indeed have been plays written by women during the sixteenth century, but which were left "unsigned" because any female writer of that time would have preferred to live a "free life," without being concerned with how her work would be perceived. Woolf suggests that women writers choose to conceal their identities because they know that they will be judged far more harshly if they reveal their sex. This, combined with the fact that women as a sex are not as concerned with fame and reputation as men are, leads Woolf to conclude that most anonymous works may indeed be the works of women.

Why are mesosomes attached to the nucleus in bacteria?

Without knowing more about your instructor's purpose for asking this, I have to assume that it's a bit of a trick question. Mesosomes are, by general consensus, not considered to be inherent bacterial cell structures, but rather artifacts of the visualization methods that humans apply those cells to in order to prepare them for observation via electron microscopy (the word "mesosome" doesn't even appear in any of my college-level biology textbooks written after 2005). Furthermore, bacteria don't have a nucleus, at least not in the way that term is traditionally described, so there's nothing for mesosomes to actually be attached to, according to the way this question is phrased. 
Some recent research suggests mesosomes may be involved in responses to cell injury or hydrogen peroxide synthesis, but research in this area is sparse, and acknowledges the lack of competing research linking mesosomes with their traditionally ascribed properties such as participation in respiration and cell division. 
Unless you're using an older textbook or your instructor has a specific set of material they're expecting you to use to answer this question, I would suggest you look through the sources I've listed below, and then consult with your instructor on whether or not this is a trick question.
https://link.springer.com/article/10.1007/s00284-014-0617-5

https://www.biology-online.org/dictionary/Mesosome

Calculus of a Single Variable, Chapter 8, 8.5, Section 8.5, Problem 31

inte^x/((e^x-1)(e^x+4))dx
Let's apply integral substitution:u=e^x
=>du=e^xdx
=int1/((u-1)(u+4))du
Now create partial fraction template of the integrand,
1/((u-1)(u+4))=A/(u-1)+B/(u+4)
Multiply the above equation by the denominator,
=>1=A(u+4)+B(u-1)
1=Au+4A+Bu-B
1=(A+B)u+4A-B
Equating the coefficients of the like terms,
A+B=0 ----------------(1)
4A-B=1 ----------------(2)
From equation 1, A=-B
Substitute A in equation 2,
4(-B)-B=1
-5B=1
B=-1/5
A=-B=-(-1/5)
A=1/5
Plug in the values of A and B in the partial fraction template,
1/((u-1)(u+4))=(1/5)/(u-1)+(-1/5)/(u+4)
=1/(5(u-1))-1/(5(u+4))
int1/((u-1)(u+4))du=int(1/(5(u-1))-1/(5(u+4)))du
Apply the sum rule,
=int1/(5(u-1))du-int1/(5(u+4))du
Take the constant out,
=1/5int1/(u-1)du-1/5int1/(u+4)du
Now use the common integral:int1/xdx=ln|x|
=1/5ln|u-1|-1/5ln|u+4|
Substitute back u=e^x and add a constant C to the solution,
=1/5ln|e^x-1|-1/5ln|e^x+4|+C

What did the elephant symbolise

The elephant itself could be said to symbolize the colonial population of Burma. Even though the elephant is in his own natural habitat, he is restricted in his movements, as indeed are the local people. This is their country, their land, and yet it doesn't belong to them anymore; it is controlled by their colonial overlords. When Orwell is faced with the elephant, his conscience tells him that it's wrong to kill the animal; it is a fundamentally harmless animal driven mad by an extended period of captivity.
For Orwell, as a colonial military policeman who has come to loathe imperialism, there's a clear parallel between the elephant and the Burmese. But in both cases, he has no choice in the matter. He's a military policeman, and, like all colonial employees, he needs to do his duty and uphold the law in front of the indigenous population. Otherwise, the authority of the British will be undermined. He accepts that the elephant has been mistreated, as indeed have the Burmese, but he must put all moral qualms aside and do what's expected of him. He doesn't want to control the elephant any more than he wants to be a party to controlling the Burmese, yet he must. The law, however unjust, must prevail, and the shooting of the elephant represents the triumph of law over conscience.

What is the basic theme of The Trials of Apollo?

The basic theme of Rick Riordan's series The Trials of Apollo is the importance of empathy. The Trials of Apollo is a pentalogy, or series of five books. As of September 2019, the series has not yet been finished. The books relate to the god Apollo undertaking five tasks in human form in order to have his divinity restored after he has angered his father, Zeus.
As a god, Apollo did not have empathy for the humans he considered below him, or even for his own half-mortal children. Zeus's punishment—turning Apollo human—forces him to understand the lived experience of those who are not gods. A large part of Apollo's growth in the books of the series that have been published (The Hidden Oracle, The Dark Prophecy, and The Burning Maze) lies in his revisiting individuals he has interacted with in the past and recognizing their struggles and his responsibility to them. This recognition and increase in responsibility cause Apollo to become a more empathetic.

The basic theme of the The Trials of Apollo series is growth and acceptance. Apollo has to grow as a human to regain his godhood and accept the limitations and quests placed before him.
When Zeus casts Apollo to Earth as punishment for his misdeed, Apollo is aghast. He doesn't want to be a weak human; he wants to be a God again. Part of being able to regain what he's lost, however, is him growing as a being to both accept his situation and accept what he has to do to change it.
One way that Apollo changes and grows is in his relationships with other people. He didn't have to worry about friends when he was a God. As a teenage boy, he has to rely on other people and be the kind of person others -- like Meg -- are willing to work with. As he grows to be a better person and accepts the quests ahead of him, Apollo works to return to Olympus.

The basic theme in Rick Riordan's The Trials of Apollo concerns the change in perspective that the main character undergoes. The novel begins as the god Apollo finds himself sent down from Olympus to Earth in the body of a teenager as a punishment from his father, Zeus. He has to accomplish several missions in order to return back "home" as a god. Apollo is selfish, narcissistic (though not unkind, sometimes), and ill-equipped to deal with the limitations of a human (and mortal!) body and mind. Much like a person in good health might find it difficult to relate to someone with a disability, Apollo the god cannot relate to mortals or demigods and the challenges they face. Lester, as Apollo is now called, spends a lot of his time processing the predicament he is in and comparing his current capabilities to the godly powers he used to have. Now he has to give up his comfort and risk his life for someone else—something he used to expect the demigods, including his own children, to do for his benefit. Eventually, though with great difficulty, he develops empathy for others, and his relationships are no longer guided by pure self-love, all because he was forced to step into someone else's shoes. Seeing the world through the eyes of Lester changes Apollo's perspective—and we, the readers, can appreciate the lessons he has learned the hard way.

Who is the best athlete of all time?

When discussing who is the greatest athlete ever, there will be a lot of different names suggested. There are so many factors that must be considered in this discussion. Was injury a factor? Was the athlete constantly performing at a top level? Were there factors beyond the sport itself that would contribute to the athlete’s excellence? Because this topic is open to a lot of debate, I will share some names and thoughts about those people. I will also provide you with sources so you can consider more names.
When this topic is discussed, Michael Jordan’s name is sure to be mentioned. He led the Chicago Bulls to six NBA titles. He was the MVP of the league five times. During his playing days, he was considered the best basketball player.
Pele would be another name in the mix. He was a fantastic soccer player for Brazil. His teams won three World Cups, and he scored nearly 1300 goals. Soccer is such a popular sport throughout the world.
Muhammad Ali was a great boxer. He won the heavyweight boxing title three times. He had charisma and charm. His called himself “the greatest.” After his boxing days ended, he was held in very high esteem as he battled Parkinson’s disease. Few would disagree that his name should be in the mix.
Jim Thorpe was an excellent athlete in many sports. He was a great football player who played four positions. He is in both the College and the Pro Football Halls of Fame. He also won Olympic gold medals in the pentathlon and the decathlon. He was also a good baseball player and a lacrosse player.
There are other names to consider. Hank Aaron and Babe Ruth excelled in baseball. Tiger Woods and Jack Nicklaus were excellent golfers. Roger Federer and Martina Navratilova starred in tennis. Wayne Gretzky and Bobby Orr were great hockey players. Michael Phelps is known for his 28 Olympic medals in swimming. Cheryl Miller was a star in women's basketball.
It is a tough choice. What do you think?
https://bleacherreport.com/articles/130288-the-25-greatest-athletes-of-all-time

https://www.thetoptens.com/athletes/

Scout states that there is a "caste system" in Maycomb. How does she explain the system?

A caste system is one in which people are judged according to their status, whether it be related to social class, wealth, race, or religion. Even as a child, Scout sees clearly that such a system operates openly in Maycomb County.
The stability of the system depends very much upon people behaving in a way that is expected of them, based largely upon their family background. For instance, the Crawfords can never mind their own business; the Merriweathers have a tendency toward morbidity; the Delafields have a reputation for being less than honest.
Aunt Alexandra takes this notion to absurd lengths. She maintains that some families have certain "streaks" in them, character traits passed down from generation to generation. She is also something of a snob, believing that the longer a family has been established, the better they are. Jem contradicts Aunt Alexandra by citing the example of the long-established Ewells, a family known for being mean and lazy.
The apparent permanence of the Maycomb caste system helps to explain why Atticus Finch receives so much condemnation when he agrees to take on the case of Tom Robinson. By representing an African American in court, he is challenging the very foundations of Maycomb's rigid caste structure. Respectable white folk simply do not do that sort of thing.
At the same time, there is a sense in which the Finch family has never really been a part of the caste system in any meaningful sense; they all display such rare individuality, a quality seldom seen in other folks in Maycomb County.

f(x)=xcosx Find the Maclaurin series for the function.

Maclaurin series  is a special case of Taylor series which is centered at a=0. We follow the formula:
f(x) =sum_(n=0)^oo (f^n(0))/(n!)x^n
or
f(x) = f(0) + (f'(0))/(1!)x+(f''(0))/(2!)x^2+(f'''(0))/(3!)x^3 +(f^4(0))/(4!)x^4 +(f^5(0))/(5!)x^5 +...
To list of f^n(x)  up to n=9 , we may apply the Product rule for differentiation: d/(dx) (u*v) = u'*v +u*v' .
f(x) = xcos(x)
f'(x) = cos(x)-xsin(x)
f''(x) = -xcos(x)-2sin(x)
f'''(x) = xsin(x)-3cos(x)
f^4(x) = xcos(x)+4sin(x)
f^5(x) = 5cos(x)-xsin(x)
f^6(x) = -xcos(x)-6sin(x)
f^7(x) = xsin(x)-7cos(x)
f^8(x) = xcos(x)+8sin(x)
f^9(x) = 9cos(x)-xsin(x)
Note: d/(dx)x=1 ,  d/(dx) cos(x) =-sin(x) , and d/(dx) sin(x)=cos(x).
Plug-in x =0 , we get:
f(0) = 0*cos(0)
        = 0*1
        =0
f'(0) = cos(0)-0*sin(0)
         = 1 -0*0
         =1
f''(0) = -0*cos(0)-2sin(0)
          =-0*1 - 2*0
          =0
f'''(0) = 0*sin(0)-3cos(0)
             =0*0 - 3*1
            =-3
f^4(0) = 0*cos(0)+4sin(0)
           =0*1 +4*0
            =0
f^5(0) = 5cos(0)-0*sin(0)
          =5*1 -0*0
          =5
f^6(0) = -0*cos(0)-6sin(0)
          =-0*1 -6*0
          =0
f^7(0) = 0*sin(0)-7cos(0)
           = 0*0-7*1
           =-7
f^8(0) = 0*cos(0)+8sin(0)
           =0*1+8*0
           =0
f^9(0) = 9cos(0)-0*sin(0)
           =9*1 -0*0
           =9
Note: cos(0)=1 and sin(0)=0 .
Plug-in the values in the formula, we get:
f(x) = 0 + 1/(1!)x+0/(2!)x^2+(-3)/(3!)x^3+0/(4!)x^4+5/(5!)x^5+0/(6!)x^6+ (-7)/(7!)x^7+0/(8!)x^8+9/(9!)x^9
=0 + 1/(1)x+0/(1*2)x^2-3/(1*2*3)x^3+ 0/(1*2*3*4)x^4 + 5/(1*2*3*4*5)x^5+ 0/(1*2*3*4*5*6)x^6
-7/(1*2*3*4*5*6*7)x^7 + 0/(1*2*3*4*5*6*7*8)x^8 + 9/(1*2*3*4*5*6*7*8*9)x^9+...

=0 + x+0/2x^2-3/6x^3+ 0/24x^4 + 5/120x^5 + 0/720x^6 -7/5040x^7 + 0/40320x^8 + 9/362880x^9+...
=0 + x+0-1/2x^3 + 0+ 1/24x^5 + 0 -1/720x^7 + 0+ 9/40320x^9+...
= x-1/2x^3 +1/24x^5 -1/720x^7 + 9/40320x^9 +...
Therefore, the Maclaurin series for the function f(x) =xcos(x) can be expressed as:
xcos(x)= x-1/2x^3 +1/24x^5 -1/720x^7 + 9/40320x^9 +...

Describe Coach. Why is he important in Eddie's life?

In Chapter Seven of Gary Soto's novel Buried Onions, Eddie, José and Coach escape the blistering heat of summertime Fresno and travel to a creek outside of the city. When Coach suggests that they all go swimming, he quickly peels off his shirt, revealing a tattoo on his back which reads "The Good Shepherd," and this might be the best way to describe Coach. He looks after the Mexican-American youth who frequent Holmes playground in the center of Fresno in his role as the coordinator of the playground. He seems to do his best to act as an adviser, disciplinarian and friend to the children who come to the playground. He may look at himself as a difference-maker in the lives of kids like Eddie.
He takes a particular interest in Eddie and even seeks to get Eddie his job back with Mr. Stiles. He also suggests that Eddie should see the military recruiter and that joining the service might be Eddie's avenue out of the barrio. Unfortunately, Coach's plans don't always work out and when Eddie does get his job back with Mr. Stiles, it ends in Eddie's arrest. Nevertheless, Coach is typical of teachers, social workers and others who attempt to change the lives of kids who are mired in poverty and often see gangs as their only viable choice. That Coach sometimes fails in his attempts to help is to be expected, but he should be admired as one person who actually cares about those in his charge.

What enduring impact did slavery have both in Africa and the Americas?

In the Americas, one of the legacies of slavery was continuing poverty among African-Americans. Emancipation in the United States, Caribbean, and South America didn't necessarily improve the economic lot of the newly-freed peoples, many of whom were pressed back into service by their former masters in order to prevent an economic downturn. This means that in the American South, sharecropping replaced slavery as the best means of securing cotton production, and the newly freed slaves transitioned into a kind of wage servitude that tied them to the land for decades on end.
The absence of education for slaves in the United States meant that the new freedmen effectively had to be educated en masse beginning in 1865. Reformers during Reconstruction did make attempts to correct these imbalances, though their work was hamstrung by systematic underfunding and occasional acts of terrorism aimed at white teachers willing to work with African-Americans. In any event, newly freed slaves were poorly prepared for independence.
The fact that slavery existed along racial lines in the Americas also went a long way in cementing racist attitudes toward people of African descent. Slaveholders rationalized and justified their policies in newspapers, pamphlets, and books, and much of this rested on the supposed inferiority of slaves, who were said to be dangerous and disposed to violence—particularly sexual violence. Additionally, racial hierarchies existed in the American South that placed poor whites above African-Americans. Those attitudes didn't disappear with the end of slavery and have done a great deal to fuel long-lasting bigotry and violence.
There are also certainly arguments that slavery contributes to a region's economic underdevelopment. Certainly in the Americas, slaveholding regions also became increasingly devoted to monocrop production of certain goods: cotton in the American South, sugar in Cuba and parts of Brazil. Transitioning away from just producing one kind of good proved to be very slow: abandoning the revenue from selling sugar would make diversifying one's economy expensive in the short-run. But excessive dependency on a good also meant that a sudden downturn in price could send a region's economy into free-fall.
As for Africa, the slave trade was the region's introduction to Europeans and European trade patterns. Many of the first generation of European toeholds on the continent were slave forts where traders could bargain with local chieftains, selling European goods such as firearms or iron tools in exchange for captives. As Europeans such as the British abandoned the slave trade in favor of so-called "legitimate trade," seeking palm oil, rubber, ivory, and other goods, old trading partners began to provide new goods. In short, the slave trade helped to loop parts of Africa into trading networks with Europe and the Americas. Many Africans traded not necessarily for weapons but for tools, as European iron tools could be used to farm more efficiently and to then sell food back to the Europeans (who needed food for slaves bound for the Americas). 
European trade for slaves also had a profound effect on Africa. The reality is that the African slave trade could not have been carried out without African middlemen who helped to capture and sell slaves. And while there had been forms of slavery in Africa prior to the Atlantic slave trade, the numbers of people captured in the Islamic slave trade in Africa paled in comparison to the 20 million captured for the Atlantic Slave Trade between 1500 and 1850.
Furthermore, the existence of such a large trade meant an increase in West African kingdoms, whose function was to wage war for the purpose of capturing slaves to sell to the Europeans. The Fante Confederacy, the Ashanti Empire, and other West African confederacies all relied on this trade. Unsurprisingly, when the slave trade ended, their economies were severely undermined, and they were thrust into chaos just as European states were beginning to expand territorially in Africa. The slave trade also undermined southern Africa as well, and one historian, Julian Cobbing, has argued that the Zulu state expanded southward in the 1820s to try and escape the increasing Portuguese slaving activity. This set off further war in southern Africa, and pushed the Zulus into conflict with other southern African tribes as well as the Dutch Boers and the British.

Can The Paper Men by William Golding be considered a campus novel?

The term "campus novel" became common in the 1950s and generally refers to a novel that takes place primarily in university settings. Campus novel's protagonists are part of a university community—usually professors.
The novel The Paper Men by William Golding is a borderline case. The main character, Wilfred Barclay, is a novelist who does not work on a campus and is not by profession an academic. Much of the plot, however, revolves around the conflict between Barclay and his antagonist, an American academic, Rick L. Tucker, who wants to become Barclay's official biographer.
Although the antagonist in the novel is a professor, the protagonist is not and the story is not really set in an academic environment. It is primarily concerned with the life of a writer with only an indirect connection to academic life. Therefore, I would argue it is not a campus novel.

What is the main idea of Silent Spring?

Silent Spring is an ecological work meant to delineate the potential dangers of pesticides on the environment. Through her research, Rachel Carson discovered that pesticides such as DDT could have widespread effects on the environment at large—and that it would be detrimental to a vast number of species, not only the intended plants. Because of this, she decided to chronicle the ideas in this book.
Her main point of emphasis is that pesticides are not limited to the intended use—they are indiscriminate in their deleterious effects and can harm a wide array of species. The main purpose is to elucidate the idea that humans can be negatively impacted by the use of such pesticides—even potentially lethally, in addition to the harm the present to the environment.

Rachel Carson's main idea in Silent Spring is that pesticides sprayed on crops work their way up the food chain to ultimately have a negative effect on human beings. This seems like a commonplace idea now, but in the early 1960s, when the book appeared, it was a radical concept, supported by state-of-the-art scientific studies.
Carson argued that pesticides impact the entire food chain: birds eat insects that have ingested pesticides, and eventually this could result in the silent spring of the title, in which no birds sing because they have all been killed off by pesticides.
To make her argument more powerful, Carson likened pesticides to radiation: at this time the longterm effects of the atomic bombings of Hiroshima and Nagasaki were being studied. Carson noted that both radiation and pesticide poisoning are invisible and that in both cases the results would show for many years.
Carson's book was effective in launching environmental awareness in the U.S.

Rachel Louise Carson (1907 – 1964) was a marine biologist who early in her scientific career demonstrated a flair for writing and, especially for showing in compelling and poetic language, the ways all of the elements of ecosystems were interdependent. She originally became concerned about the potential negative effects of pesticides in the 1940s, and her research on that topic led to the 1962 publication of Silent Spring.
The main point that Carson makes in this work is that pesticides such as DDT are not limited in their effects to a small number of species, but rather can have wide ranging negative effects throughout the ecosystem, especially through a process called bioaccumulation in which organisms cannot break down and excrete certain chemicals quickly enough to prevent their accumulation. This is especially the case in animals near the top of the food chain who consume insects or smaller animals causing bioaccumulation effects to increase significantly. Carson was specifically concerned with the toxic effects of DDT on birds.
She also pointed out that small, fast-reproducing organisms such as insects quickly develop pesticide resistance. Thus she argued that it was important to minimize the use of pesticides so that they could be saved for emergencies (such as outbreaks of insect-born diseases) and develop other methods of pest control in agriculture.

The main idea of Silent Spring, written by Rachel Carson, in 1962, was that pesticides were harming the environment and wildlife, particularly birds. She focused on the pesticide DDT, which was first made in 1874 but was used extensively during World War II as a way to control diseases such as typhus and malaria where troops were stationed. Carson presented research that pesticides can accumulate in animals' bodies through a process called bioaccumulation and can cause cancers and other ill effects. She also presented research about the ways pesticides harm the environment and stated that overly relying on pesticides would be ineffective, as it would lead to the development of resistance on the part of the insects, resulting in even larger populations. Carson claimed that the industry that manufactured pesticides had tried to cover up the harmful effects of their products. Her book led to the birth of the modern environmental movement and a ban on DDT for use in agriculture. 

f(x) = secx , n=2 Find the n'th Maclaurin polynomial for the function.

Maclaurin series is a special case of Taylor series that is centered at a=0 . The expansion of the function about 0 follows the formula:
f(x)=sum_(n=0)^oo (f^n(0))/(n!) x^n
 or
f(x)= f(0)+(f'(0)x)/(1!)+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4 +...
To determine the Maclaurin polynomial of degree n=2 for the given function f(x)=sec(x) , we may apply the formula for Maclaurin series.
We list f^n(x) as:
f(x)=sec(x)
f'(x) =tan(x)sec(x)
f^2(x)=2sec^3(x)-sec(x)
Plug-in x=0 , we get:
f(0)=sec(0)
        =1
f'(0)=tan(0)sec(0)
          = 0 *1
          =0
f^2(0)=2sec^3(0)-sec(0)
        = 2*1 -1
        =1
Applying the formula for Maclaurin series, we get:
f(x)=sum_(n=0)^2 (f^n(0))/(n!) x^n
        =1+0/(1!)+1/(2!)x^2
       =1+0/1+1/2x^2
         =1+1/2x^2 or 1 +x^2/2
Note: 1! =1 and 2! =1*2 =2.
The 2nd degree Maclaurin polynomial for  the given function f(x)= sec(x) will be:
sec(x) =1+x^2/2
or P_2(x)=1+x^2/2

What is a thesis about peace and conflict in A Separate Peace?

John Knowles's A Separate Peace explores several different types of conflict. The narrator, Gene, is telling the story of a year of his education at Devon School, a particularly eventful year in his personal life. The conflicts he experiences are both internal and external. He faces external conflicts between himself and other students, like Leper, Brinker, and even his best friend, Phineas (Finny). Gene also faces a serious internal conflict, which is the central focus of the novel, wherein he has to reconcile himself to his role in the accident that led Finny to seriously break his leg, ending his sports career. The novel also takes place in 1943, so the interpersonal and internal conflicts take place against the backdrop of World War II. More importantly, our characters are young men, some of whom are considering signing up for military service, while others worry about being drafted to the front. 
In deciding on a thesis for the way conflict and peace are presented in A Separate Peace, you would probably want to decide which conflict is most essential to the text as a whole. Because Gene is a first person narrator who offers us plenty of internal monologue, I would argue that despite the grand international conflict at the novel's margins, Gene's struggle to understand his feelings toward Finny, his role in Finny's accident, and, later, his attempts to reconcile what he believes he did forms the central conflict of the novel. In some ways, the novel is Gene's attempt to make peace with his guilt about Finny's injury. You might consider to what extent Gene is successful in finding this peace in the novel's closing pages.

How did industrialization and urbanization go hand in hand with the development of the American Empire and the diplomacy of the United States, 1865–1918? Use the ideas in Woodrow Wilson's 14 Points to help your argument.

After the Civil War had ended in 1865 the United States as a whole began to see itself as a major international power. A series of technological and industrial triumphs over the next 40 years, most of which were accomplished by Americans, enhanced this feeling of a country's coming of age and its equal standing with the European powers. These achievements included the completion of the transcontinental railroad, the invention of the lightbulb, the invention of the phonograph and motion pictures, and the start of the supplying of electric power to large urban areas. The industrial production of automobiles spearheaded by Henry Ford and other Americans, plus the invention of the airplane by the Wright Brothers, capped off this extraordinary period of development. By the first decade of the twentieth century the US, in spite of the fratricidal carnage that had taken place only 40 years earlier, had a boundless sense of optimism and an enhanced feeling of superiority to the Old World and its endless conflicts and tragedies. The growth of industry and the expansion of American cities were both a cause and an effect of this confidence and positive self-image. White Americans in general did not recognize the injustice of what had been perpetrated against both African Americans and Native Americans, and instead believed the US was in a position to teach Europeans how to live and to conduct their affairs.
After the US had finally entered World War I and had largely facilitated the Allied victory (in what might have ended in a stalemate had we not joined the British and French), the Americans saw themselves as impartial arbiters who could stabilize Europe and correct centuries-old problems of ethnic division. Wilson's 14 points were well-intentioned but to some extent naive. Open navigation, peace agreements, and free trade would seem to have been common-sense requirements. However, some of Wilson's points, especially 10 through 13 which provided for ethnic self-determination among the peoples of the former Austrian and Ottoman empires, were unfortunately premature in 1918. The creation of new countries based on ethnicity in Central Europe was one of the factors Hitler was to exploit in taking over Germany and establishing a brutal regime that would supposedly restore German hegemony to these "lost" territories.
The US was later, in fact, to achieve the "leader of the free world" status, but not until the Second World War had devastated Europe to the point where Europe's own leadership position was destroyed. In 1918, Wilson's noble intentions were beyond the power of the US to implement.

Can you help me write an attention-getting opening for an assignment on what I want to be when I grow up and how I can address a pressing issue in the world by going into that field? I said that I wanted to be a journalist and that I would address inaccuracies in the media.

When you begin writing the introduction of your paper on how you wish to become a journalist to fix the current issues of inaccuracies in the media, it might be a good idea to start with a quote from none other than Jon Stewart. Although he has never been a journalist, Stewart reached the zenith of journalism goals, which is something true journalists may not always be able to achieve.
He once said, "Journalism is dead," a phrase that has been uttered before, but weighs more coming from him. This phrase causes shock. Make sure to quote the speaker. If you start your argument with that statement and cite Jon Stewart, you will pique readers' interest.
They will wonder: 

Why is the author quoting Jon Stewart?
Does she/ he believe in that quote?
What does the quote have to do with the essay?

To support the use of the quote, you may want to write a small yet powerful reflection on what that quote means, and why the fact that it came from Jon Stewart makes it more controversial. 
Here are some reasons why, and they go hand-in-hand with your thesis, too. 
1. The fact that someone like Jon Stewart can declare journalism dead is not just a huge blow to those who still believe in journalism, but it is also a major reality check that prompts us to look at what is really going on. 

There ARE inaccuracies being reported in the media
People no longer trust it
News networks are becoming entirely associated to political parties or candidates
Rogue journalism, such as Wikileaks, has almost become a necessary evil to unveil what is taking place right in front of our very eyes.

2. Stewart is a stand-up comedian whose pull in the media was all it took for him to do things that many legitimate journalists will never been able to do in their careers: He has interviewed a sitting President (Barack Obama), Nobel Peace Prize winner Malala Yousafzai, Hillary Clinton (twice), Bill Clinton, Colin Powell, and a plethora of other important political personalities from all over the world—without even having to travel to THEM. 
3. Stewart is more well-liked and respected than any journalist out there. The popularity of Jon Stewart made him become a household name that, in turn, became associated with “the news.” Isn’t that a clear indication that traditional journalism is struggling?
Hence, I would suggest you use the quote and back it up with this information to create a powerful statement that may support that, according to a man who has done what no non-journalist has ever done, has to say about journalism: That it is dead. Perhaps it is!
https://www.breitbart.com/the-media/2016/04/18/poll-just-6-percent-people-say-trust-media/

If you were Aurangzeb’s chief advisor, what advice would you give him to prevent the decline of the Mughal Empire and restore its former glory and stability?

One of the reasons that Aurangzeb's reign (1658-1707) led to the eventual decline of the Mughals was that he discontinued the policy of pluralism, which refers to permitting different religious faiths to practice freely. Akhbar, a leader of the Mughal Empire from 1556-1605 and one of Aurangzeb's predecessors, was one of the greatest leaders of the empire and established a policy of tolerance that extended to non-Muslims. For example, he abolished a tax on non-Muslims and allowed them to assume military and civilian positions, earning their trust.
However, Aurangzeb did not follow the tolerant policies of the emperors before him. If I were his chief advisor, I would recommend that he continue the more tolerant policy of his predecessors and not insist on the precedence of sharia, or Muslim religious law, over secular law. I would also urge him to practice more tolerance towards the Hindus in his realm, as he ordered their temples and schools destroyed. In addition, I would urge him to become less dictatorial and less punitive of his opponents, as he executed many political and religious opponents (including his own brother, who he thought was sympathetic to Hinduism). As there were many rebellions during his reign, his policies clearly resulted in increasing internal opposition. A more tolerant and multicultural platform might have allowed him to restore the grandeur and stability of the Mughal Empire. 

What were the events related to Charles Van Doren that happened in the 1950s?

Charles Van Doren was the son of famous literary scholar Mark Van Doren, a Columbia University English professor. Starting in January of 1957, Charles Van Doren began appearing on the television quiz show Twenty One, and he went on to win a large amount of money and to defeat the long winning stretch of Herbert Stempel. The show's producers were concerned that Stempel was not very telegenic, and they fed Van Doren the questions and answers ahead of the show so that he could defeat Stempel. Stempel began to raise questions about fraud, which Van Doren at first denied. Eventually, the charges led to a House subcommittee that uncovered the fraud. As a result, Van Doren had to resign from his job as an assistant professor at Columbia. Van Doren's story was told in the feature film Quiz Show, which came out in 1994. In 1960, Congress changed the Communications Act of 1934 to prevent future cheating on quiz shows. 

In The Namesake, how are Ashima's address books symbolic?

Ashima carries multiple address books with her after moving to America in "The Namesake." In her old life, prior to her arrival in the States, Ashima remained in the same few houses for her whole life—only 3. Now, having come to America, she is constantly moving.
Ashima uses these address books to keep a record of the locations in which she has lived, for memory and in case it is ever brought up and she needs a record of it. This is, sadly, an indicative state of affairs of many immigrants, not only to the United States but throughout the world, particularly those of low economic status. It symbolizes their upheaval and the fact that they feel disconnected with no permanent dwelling. Many immigrants are, literally, nomads in their new country, moving from place to place frequently, but even those who aren't can tend to feel separated and without firm ground because they have lost their homeland but do not feel connected to their new land.

Ashima's address book symbolizes how she deals with her new life in America. Prior to her arrival in the United States, Ashima had only lived in three houses in her whole life. Yet since setting foot on American soil, Ashima has been forced to lead an itinerant lifestyle, constantly moving from place to place. In her little address book, she carefully notes down each address at which she and Ashoke have stayed over the years. Even when they move to another address, Ashima still keeps the old addresses in her address book, which becomes a symbol of the culturally rootless existence that she's led since coming to America. Finding it hard to adapt to such a completely different culture, a whole different way of life, Ashima holds on to the evidence of her previous addresses as a way of providing her existence in the United States with some sense of the past, to relieve the chronic uncertainty of the present and the future.

Examine the "The Love Song of J. Alfred Prufrock" or "The Waste Land" as a failure of impersonality. Write a response that examines his work as a failure of impersonality. That is, analyze one of these poems as a poem that is in fact deeply personal, even if it tries not to be. What parts of the poem will you choose to examine and why?

The personality of the narrator of the "The Love Song of J. Alfred Prufrock" violates the idea that the poem is impersonal in nature. When he invites the reader to go with him "through certain half-deserted streets," the reader develops an idea of Prufrock's haunts and his personality. He favors "cheap hotels" and "sawdust restaurants with oyster-shells." These parts of the poem, as well as others, portray Prufrock's innermost desires and fears.
The reader also knows something about Prufrock's appearance. He describes himself "With a bald spot in the middle of my hair —." He also describes himself as nicely dressed, with "My morning coat, my collar mounting firmly to the chin,/ My necktie rich and modest, but asserted by a simple pin —/ (They will say: 'But how his arms and legs are thin!')." Prufrock is an elegantly dressed man who wears formal clothing but has thin arms and legs. The reader can picture him, and the reader also senses that Prufrock is embarrassed by his arms and legs and what others say about them.
Finally, Prufrock also reveals his anxieties and dreams. He says that, "No! I am not Prince Hamlet, nor was meant to be." In other words, he tells the reader that he is not meant to direct the action in life but is instead "deferential" and "cautious." He is not a leader but someone who is politic. At the end of the poem, he reveals, "I have heard the mermaids singing, each to each./ I do not think that they will sing to me." In other words, he does not think he is privy to the secrets and pleasures of life. Far from projecting impersonality, Prufrock provides the reader in these sections of the poem with a sense of his haunts, his physical self, and his innermost dilemmas and dreams.

What are the reasons that prompted Oliver to ask for more gruel?

The primary reason that Oliver asks for more gruel (which is similar to oatmeal) is because he is hungry. The board members of the workhouse where Oliver lives meet and decide that "the poor people like" the room and board they receive. Supposedly, the poor people enjoy being in a place where their meals are provided for and they can live without expense (besides their labor) (ch. 2). The board decides to feed the poor people less food to lighten the expenses of the facility and to encourage the poor people to get out of the workhouse. Dickens describes the miserable effects of the board's decision:

"It was rather expensive at first, in consequence of the increase in the undertaker's bill, and the necessity of taking in the clothes of all the paupers, which fluttered loosely on their wasted, shrunken forms, after a week or two's gruel. But the number of workhouse inmates got thin as well as the paupers . . ." (ch. 2)

The board's decision to reduce the food portions has grave effects: many die, and those who live have to get smaller clothing to fit their emaciated bodies. This starvation policy leads the boys, who "generally [have] excellent appetites" to "suffer . . . the tortures of slow starvation for three months" (ch. 2). In fact, one of the boys claims he is so hungry that

"unless he had another basin of gruel per diem [day], he was afraid he might some night happen to eat the boy who slept next him" (ch. 2).

Though the boys aren't truly considering cannibalism, they are very, very hungry. This is Oliver's primary motivation for asking for more food.
Their great hunger leads the boys to hold a "council" where they elect (through lots, or by rolling a dice) Oliver to ask the master for more food. Though he realizes that he will likely get in trouble for his discontent with the portion of food offered to him, he asks because he is sincerely hungry. He also asks for more gruel to (hopefully) benefit his friends with a bit more food. His wish is not granted, and he does get in trouble for making this request.
https://www.gutenberg.org/files/730/730-h/730-h.htm

Describe Melinda's room in Speak.

In the novel Speak, the main character Melinda Sordino becomes the victim of sexual assault at a party after 8th grade. By the beginning of 9th grade, she finds herself a social outcast and an emotional and physical wreck. Her bedroom is particularly important in the story, because it acts as a symbol for the innocence that she has lost. In fact, she hasn't changed her room since the fifth grade, even though all of her other girlfriends have redecorated theirs to feel more grown up. Even though she hates her room, she keeps it because of the discomfort she feels at changing anything around her and moving forward with her life. 
Melinda does feel uncomfortable and out of place in her room because it looks like a little girl's room. She says, "My room belongs to an alien. It is a postcard of who I was in fifth grade" (15). For instance, the walls are adorned with pink roses and pink walls. She still has a canopy bed, even though her friend teased her for it. Her collection of stuffed bunnies is a particular throwback to when she was a kid. In many ways, her bedroom symbolizes her refusal to grow up, to face the reality of what happened to her and what she wants from her own life. The mirror reflects something that she hates to see, her chewed up lips and pale face, so she takes it down and hides it in her closet.  She spends hours in her own bed, exhausted from feeling depressed and seeking refuge in her past. 

Give an example of one pro and one con for the use of stem cells in medicine

As the question implies, there are pros and cons to using stem cells in medicine. As scientists gain more knowledge about stem cells, some of those cons may no longer be an issue.
Pro:
Using stem cells reduces the risk of patient rejection of new cells, tissues, and organs. Stem cells would come from the patient, and that means the patient's body wouldn't fight off and reject the stem cell treatment.
Stem cell therapies have shown great potential in helping/curing diseases like Parkinson’s, Alzheimer’s disease, schizophrenia, and cancer.
Con:
Long-term side effects are simply not known yet. There's a lot of potential risk because doctors just don't have a lot of historical data yet.
Adult stem cells aren't as dynamic as once thought. Adult stem cells of a particular origin only make cells of that same type. For example, muscle cells would only generate muscle cells. This might be exactly what is necessary, but perhaps not always useful. There are limitations to the versatility of adult stem cells.
There are ethical issues and concerns over stem cell use.
https://www.healthguidance.org/entry/12366/1/Pros-and-Cons-of-Stem-Cell-Therapy.html

Single Variable Calculus, Chapter 3, 3.9, Section 3.9, Problem 16

a.) Determine the differential $dy$ of $\displaystyle y = \frac{1}{x + 1}$

Using Differential Approximation

$dy = f'(x) dx$


$
\begin{equation}
\begin{aligned}

\frac{dy}{dx} =& \frac{d}{dx} \left( \frac{1}{x + 1} \right)
\\
\\
dy =& \left[ \frac{(x + 1) \displaystyle \frac{d}{dx} (1) - (1) \frac{d}{dx} ( x + 1) }{(x + 1)^2} \right] dx
\\
\\
dy =& \left[ \frac{(x + 1) (0) - (1)(1)}{(x + 1)^2} \right] dx
\\
\\
dy =& \frac{-1}{(x + 1)^2} dx

\end{aligned}
\end{equation}
$


b.) Find $dy$ for $x = 1$ and $\displaystyle dx = -0.01$


$
\begin{equation}
\begin{aligned}

dy =& \left[ \frac{-1}{(1 + 1)^2} \right] (-0.01)
\\
\\
dy =& \left[ \frac{-1}{(2)^2} \right] (-0.01)
\\
\\
dy =& \frac{0.01}{4}
\\
\\
dy =& \frac{1}{400} \text{ or } 0.0025

\end{aligned}
\end{equation}
$

Is the story of little Langston’s experience in the church told by an impartial narrator? Why or why not?

The narrator of Langston Hughes's short story "Salvation" is not impartial; instead, he is a partial narrator who, while separated from the boy who is experiencing the events in the story, recalls many years later the vivid, personal way the experience made him feel. The narrator reflects on what it was like to be a twelve-year-old who is expected to experience salvation but who understands little of the experience he is going through. For example, the narrator says of his own feigned experience of salvation, "So I decided that maybe to save further trouble, I'd better lie, too, and say that Jesus had come, and get up and be saved." The narrator relays what it is like to be twelve and experiencing the pressures of expecting to be saved without feeling the internal experience of it. Though the narrator has changed since he was twelve and now has a sense of distance and irony about his experience, he can still produce the sense of alienation and wanting to please others that motivated him to want to profess salvation. He is not impartial but instead provides a firsthand personal account of what the experience in church was like for him.

Discuss Krogstad's character in A Doll's House.

Initially, Krogstad is the play's antagonist. He comes across as a thoroughly dishonest character, with a track record of fraud in his financial career. It's not surprising, then, that he should try and blackmail Nora over her fraudulent loan application in which he played a leading role. Krogstad is a bitter man, angry over how life's treated him. He missed out on marriage to Kristine Linde due to a lack of money, and this ultimately proved to be the catalyst for his descent into moral corruption.
Yet as the play progresses, Krogstad shows he has the ability to change. Thanks to the rekindling of his relationship with the widowed Mrs. Linde, his perspective on life changes. The love of a good woman forces him to take stock of his life, to realize that his behavior towards Nora was morally unacceptable. He still wants Nora to face up to the truth of what she did, not out of a thirst for vengeance, but because he genuinely wants her to experience the kind of moral transformation that he has undergone due to the love of Mrs. Linde.

What is the rhyming pattern in "The Highwayman"?

Each stanza (or "sestet," the name for a stanza with six lines) in the ballad "The Highwayman" follows the same rhyme pattern, which is AABCCB. In other words, the first two lines rhyme ("trees ... seas"), as do the third and sixth ("moor ... door") and the fourth and fifth ("riding ... riding"). This regular rhyme pattern creates a steady, driving rhythm which echoes the fast-paced drama of the poem.
There are also other rhythmic techniques used in the poem. For example, the fourth and fifth lines are always shorter than the other four lines in each stanza. These shorter lines quicken the pace at the same point in each stanza, each time hastening the reader towards the conclusion of the action described in the first three lines.
Finally—and this last technique can be quite difficult to—you could look at the prosody of the poem. Prosody refers to the number of feet in each line. A foot, in poetry terms, is a combination of usually two or three syllables with one or two of those syllables emphasized. A poet will often repeat the same feet over and over again to lull the reader's voice into a pattern or rhythm of emphases. So, for example, "The Highwayman" is mostly made up of feet called iambs (two syllables, where the second is emphasized) and anapests (three syllables, where the third is emphasized). For example:

"The wind /was a torr/ent of dark/ness among /the gus/ty trees.

The moon /was a ghost/ly gall/eon tossed /upon cloud/y seas.

The road /was a rib/bon of moon/light o/ver the purp/le moor"


So the first of those lines is made up of an iamb, followed by three anapests, followed by two more iambs. This can seem a bit odd the first time you think about it, but the patterning of feet in this way really does add to the rhythm of a poem as much as, or more than, the more basic rhyme patterns outlined at the beginning of this response.

I assume you are referring to the poem "The Highwayman" by Alfred Noyes. This poem is written in ballad form, with each stanza comprising of six lines. These lines rhyme in an aab cc b structure. This contributes to the poem's sense of melody, as if it were meant to be sung; as a long, narrative poem, it harks back to an earlier age when stories would have been sung in poem form in order to transmit news and sensationalist stories from village to village, often where people were illiterate.
Noyes' poem tells the story of "Bess, the landlord's daughter" and her forbidden love for the Highwayman, who spends his time holding up coaches on the dark roads and stealing from the rich. Ultimately, Bess's dedication to her highwayman leads to her death, as she shoots herself to warn him that he is about to be caught.
https://www.poetryfoundation.org/poems/43187/the-highwayman

What struggle is going on within Daniel at the end of chapter 9? How does the author illustrate this struggle though Daniel's actions? in other words, how do Daniel's actions help illustrate the struggles inside?

Rosh, Daniel’s leader and mentor, explains the struggle that is going on within Daniel toward the end of chapter nine. He tells Daniel this: “I know what is on your mind. It is better to do without killing when we can. But there is a flaw in you, boy, a soft streak. I’ve seen it over and over, these years. Like a bad streak in a piece of metal. Either you hammer it out, the way you’d hammer out a bubble, or you’ll be no good to us. When the day comes, there’ll be no place for weakness.” This is said after Daniel comes back from an assignment in which Rosh required him to rob a man of his bag of money.
The assignment that Rosh gives Daniel opens his eyes to his role in Rosh’s gang of rebels. He wonders whether his purpose in life aligns with that of his colleagues in the rebel group. Daniel’s mission in life is to avenge his family members, who have lost their lives at the hands of the Romans. He is a member of Rosh’s gang of outlaws because he sees in Rosh the leadership required to gain the freedom of all Jews from Roman bondage. As he tells his friend, Joel, in chapter seven of the book, “Rosh is like a lion. He has no fear at all.” He tells Joel that with enough fighters by his side, Rosh has the capability to drive out the Romans once and for all from their land. Thus, when Rosh asks him to waylay a miser—who is carrying some gold across the mountains to a friend in Antioch—and to steal from him, his soul is troubled. The miser lives as a beggar and has made a fortune out of begging, even though he is actually a very rich man. The fact that the miser is a deceitful old man relieves Daniel of some of his guilt. However, after robbing him, he is unable to leave the poor man for dead on the lonely mountain road. He goes back to the man and feels his heartbeat to ensure that he is still alive. When he realizes that the miser is alive, “he carries him to the roadside and lays him down in the shadow of a rock.” He then sits down beside him until he wakes. Later, he gives the miser one of the daggers that he had wrested from him. All of these actions prove that Daniel does not want to harm the miser. In fact, he does not even like the idea of robbing him. Indeed, in the confrontation he has with Rosh afterward, he states, “It is Roman blood that I want. Do we fight against Jews?” Daniel’s kindness to the man he robbed shows the internal turmoil that he must be experiencing, for it is not often that an armed robber will stop to take care of his victim. Daniel is a kind man, but he is torn between his plan for vengeance against the Romans and his love for his fellow men. Rosh argues that the fight against the Romans is an expensive one that is sometimes funded by gruesome assignments such as the one Daniel just completed. However, Daniel is not fully convinced by Rosh’s argument. He suspects that there is a “flaw” in Rosh’s argument, even though he cannot immediately point it out. He remembers what Jesus once said, namely, that “every person is precious in the sight of God.”

What are the key themes in Ted Hughes's poem, "The Thought-Fox"?

"The Thought Fox" is an example of what's called metafiction. This simply means a piece of writing which is about the process of writing. So Ted Hughes has written a poem about Ted Hughes writing a poem. He's sitting all alone at his desk in front of a blank page. The blankness of the page is matched by the blank, featureless landscape outside the window. The sky is starless; the world outside is silent and black.
The blank page tells us that the poet's inspiration has run dry. But all of a sudden he becomes aware of a presence outside; his imagination begins to stir:

Something more nearThough deeper within darknessIs entering the loneliness.

That something he sees is a fox:

Cold, delicately as the dark snowA fox's nose touches twig, leaf;Two eyes serve a movement, that nowAnd again now, and now, and nowSets neat prints into the snowBetween trees, and warily a lameShadow lags by stump and in hollowOf a body that is bold to come . . .

The fox comes closer, at once wary and bold. It's so close now that its eyes have merged imperceptibly into a single green glare. And then . . . 

Till, with a sudden sharp hot stink of fox,It enters the dark hole of the head.The window is starless still; the clock ticks,The page is printed.

So, it wasn't really a fox after all. It was a creation of the poet's imagination. The world outside remains silent, black and still; the clock ticks on, same as always. But crucially, something has changed: the piece of paper in front of the poet has been transformed. Now it's full; the poet has finally written his poem. And his imagination has been rekindled as if by magic, allowing him to create something out of nothing. The process of artistic creation presented to us by Hughes is almost God-like in its scope and intensity. The main theme is creative inspiration; just as God can create anything at will, so too can a great poet endowed with inspiration: his "fox," if you like. 

Please solve −3x−y=6

Please find the attachment for the answer.
I have used Gauss elimination method to solve the equation.

To solve linear equations, they may have no solutions, one solution, or infinite solutions.Given this is a linear equation with two variables, it would have infinite solutions.  Another reason it would be called a "linear solution" would be because all of the solutions would be represented by a straight line (an infinite set of points).  So, the difficult part is, what are the points?For that, y depends upon what x is (or vice versa).  So, x could be almost anything, and y could be almost anything.  But, as x changes, y would change as well (and vice versa).To solve this equation, then, what you would need to do is substitute a number in for x, then solve for y.  Any number will do.  Some numbers are easier than others.  For instance:If x = 0, then -3*0 - y = 6
0 - y = 6
-y = 6
y = -6So, one solution would be (0,-6)Also, we could plug in something for y and solve for x.  For instance:If y = 0, then -3x - 0 = 6
-3x = 6
x = -2So, one solution would be (-2,0)You would plot these two solutions on an x-y coordinate plane, then draw the straight line connecting these two points.

How to solve -3x-y=6:
To solve an equation is to find all of the values for the variables that make the equality a true statement. A linear equation in one variable will have either no solutions, exactly 1 solution, or an infinite number of solutions.
Here, though, we have a linear equation in two variables. A linear equation in two variables always have an infinite number of solutions; graphically the solutions lie along a line.
We can solve the equation -3x-y=6 for y (or solve for y in terms of x.) This is equivalent to putting the equation in function form as f(x)=y. To solve for y, we need to isolate the y. So we first add 3x to both sides of the equation. (Here we use the addition property of equality.) We will then have -y=3x+6. We wanted to solve for y, not -y, so multiply both sides of the equation by -1 to get y=(-1)(3x+6) or y=-3x-6.
Solving -3x-y=6 for y yields y=-3x-6.
The solutions to the equation are all of the points that lie on the line y=-3x-6. Here is the graph:

Some of the points include (-2,0),(0,-6),(1,-9) etc...
Note that -3x-y=6 is one form of the line; others include the standard form 3x+y=-6, general form 3x+y+6=0, and intercept form x/(-2)+y/(-6)=1 .

Which step of the scientific method do we return to if the prediction is wrong?

 It might seem natural to assume that your hypothesis is wrong, and therefore rethink your hypothesis. In fact, in a popular article for LiveScience (see link below), that's exactly what the author suggests: The scientist either rejects the hypothesis outright, or modifies the hypothesis to account for the failed prediction. Either way, the implication is that the scientist "goes back to the drawing board" to come up with new predictions to test.
But in the real world, scientists don't always assume there is something wrong with the hypothesis. Before you reject your hypothesis, it's important to check your reasoning. You might have made a mistake at the step of generating predictions. Does your prediction necessarily follow from your hypothesis?
Or you might have made a mistake during the testing process. Did you execute a clean experiment? Did you successfully control for other factors that might have influenced the results?
It's not hard to imagine how you could make a mistake during testing. You might fail to control for all the underlying differences between your treatment and control groups. Many phenomena are caused by multiple factors. If you fail to confirm your prediction, it could be because there was something different between groups that you failed to account for.
But what about the validity of your prediction? It's important to check that step too. For example, let's suppose your hypothesis is that gorillas are capable of visually recognizing themselves, and so you make the following prediction: If gorillas possess the ability of self-recognition, then if they look in the mirror, and see a smudge of white paint on their foreheads, they will try to rub it off.
You perform this experiment -- applying paint to gorillas while they sleep, and then allowing them to look in the mirror after they wake up. They look at their reflections, but fail to touch the paint spot or try to rub it off.
Should you abandon your hypothesis that gorillas are capable of visual self-recognition just because your prediction was wrong? On reflection, the prediction has problems. We can imagine cases where human beings -- who have self-awareness -- might not react in the predicted way.
This experiment is a real one. It's been called the "mirror test" and it has been performed on a variety of species. But some researchers have pointed out that the prediction doesn't necessarily follow from the hypothesis. For instance, gorillas might ignore the paint spot because they simply don't care how they look. These researchers haven't rejected the hypothesis merely because the prediction was wrong. Their approach, instead, is to go back to the step where you generate predictions from your hypothesis -- taking better care to come up with predictions that are more tightly entailed by your hypothesis.
https://en.wikipedia.org/wiki/Mirror_test

https://www.livescience.com/20896-science-scientific-method.html

Intermediate Algebra, Chapter 3, Test, Section Test, Problem 14

Determine an equation of the line "through $(-7,2)$ and parallel to $3x + 5y = 6$", and write it in the following form:

a.) Slope-intercept form

We write the equation $3x + 5y = 6$ in slope-intercept form


$
\begin{equation}
\begin{aligned}

3x + 5y =& 6
&& \text{Given equation}
\\
5y =& -3x + 6
&& \text{Subtract each side by $3x$}
\\
y =& - \frac{3}{5}x + \frac{6}{5}
&& \text{Slope-intercept form}

\end{aligned}
\end{equation}
$


The slope is $\displaystyle - \frac{3}{5}$.

Using Point Slope Form


$
\begin{equation}
\begin{aligned}

y - y_1 =& m(x - x_1)
&& \text{Point Slope Form}
\\
\\
y - 2 =& - \frac{3}{5} [x - (-7)]
&& \text{Substitute } x = -7, y = 2 \text{ and } m = - \frac{3}{5}
\\
\\
y - 2 =& - \frac{3}{5}x - \frac{21}{5}
&& \text{Distributive Property}
\\
\\
5y - 10 =& -3x - 21
&& \text{Multiply each side by $5$}
\\
\\
5y =& -3x - 11
&& \text{Add each side by $10$}
\\
\\
y =& - \frac{3}{5}x - \frac{11}{5}
&& \text{Divide each side by $5$}


\end{aligned}
\end{equation}
$



b.) Standard Form


$
\begin{equation}
\begin{aligned}

& y = - \frac{3}{5}x - \frac{11}{5}
&& \text{Slope Intercept Form}
\\
\\
& \frac{3}{5}x + y = - \frac{11}{5}
&& \text{Standard Form}
\\
& \text{or}
&&
\\
& 3x + 5x = -11
&&

\end{aligned}
\end{equation}
$

Why is "Sonny's Blues" a good and effective story?

James Baldwin's story "Sonny's Blues" is a good story in part because it has multiple themes involving fraternal relationships, forgiveness, second chances, life choices, what it means to be an artist, and the positive and negative aspects of growing up in an urban area.
It is also an effective story because it spoke to the African American experience in America in the late 1950s, a time when our country's literature was far less represented by African American voices.
Baldwin is particularly effective in describing both the experience of watching jazz musicians playing together and the transcendent experience of the listener who immerses himself in the artistry of jazz improvisation. The narrator hears suggestions of struggle, memories, lamentation, and, ultimately, triumph in Sonny's playing and captures the zeitgeist of late 1950s jazz scene in New York.

Where did the first people to populate the Americas come from?

The first people to populate the Americas most likely came from East Asia. Historians, archaeologists, and biologists have performed extensive studies of the culture and DNA of indigenous Americans. These studies have led them to conclude that indigenous Americans most likely crossed from Russia into Alaska via the Bering Strait, a now-submerged land bridge in the Bering Sea. According to a gene study profiled in USA Today, this migration took place in three waves: 30,000; 16,000; and 15,000 years ago. After reaching North America, they gradually migrated south.
Interestingly, a recent gene study indicated that indigenous Americans have genomes that contain many similarities to those of west Eurasians. This seems to indicate that some of the Bering Strait migrant populations actually originated in the Middle East and Europe, rather than solely in East Asia.
http://usatoday30.usatoday.com/tech/science/story/2012-07-11/native-american-origins/56148248/1

https://www.nationalgeographic.com/news/2013/11/131120-science-native-american-people-migration-siberia-genetics/

What is the historical context for All the Light We Cannot See?

The majority of the action in All the Light We Cannot See takes place during World War II, from the early 1930s to 1945. The reader sees the war from the perspectives of two young people: the French girl Marie and the German boy Werner.
The war has an overwhelming influence on every character. Though not sympathetic to the Nazi ideology, Werner is forced to employ his talents for their cause, not rebelling until he saves Marie during the climax. Marie's father is forced to go into hiding and then eventually leave his daughter due to being in bad graces with the Nazi authorities. Marie's uncle Etienne is traumatized permanently from World War I, unable to leave his home due to shell shock (PTSD).
While the sections dealing with the post-war period are comparatively brief, they are important. Just because the gunfire ended does not mean that the effects of the war did not linger. In the post-war chaos, Jutta is raped by Russian soldiers and left without her brother. Marie is left without her father. The world these characters have known is obliterated.
And yet, these characters go on despite their trauma, much as the world went on after the war ended, trying to rebuild society. Marie and Jutta make lives for themselves, building families and new social bonds. The final scene features an elderly Marie walking with her grandson in the Paris of 2014. Marie thinks about how those who recall the war are dying out, but she knows that the effects of the war remain present even in the modern world.

The novel All The Light We Cannot See is set in the context of World War Two. It is the story of how the lives of Marie-Laure LeBlanc (who is French) and Werner Pfennig (who is German) converge.
The timeline of the story ranges from 1934 to 2014. The book begins with the Allied bombing of France in August 1944. In the first chapters of the book, we are introduced to the protagonists, eighteen-year-old Werner Pfennig and sixteen-year-old Marie-Laure LeBlanc.
The Allied planes are on the way to unleash bombs on Saint-Malo. Marie and Werner are still in Saint-Malo, despite Allied warnings to flee the area. Marie is in her uncle Etienne's house, while Werner is hiding out at a hotel (on his superior's orders).
The story then goes back ten years to 1934, to Marie's and Werner's childhood days. Marie is blind but determined to live life on her own terms. She becomes fascinated by the mysterious Sea of Flames diamond, which is kept at the Museum of Natural History in Paris. Her father, Daniel, works there. The diamond is said to bequeath eternal life to its owner. However, the jewel is cursed: it is rumored to unleash great suffering on the owner's family.
In Germany, Werner's childhood pastime is listening to radio broadcasts with his sister, Jutta. In his teenage years, his predilection for mechanics and technology leads to his enrollment at the German National Institute.
Werner is a star student there, but an unfortunate incident causes him to leave the school in disgrace. Werner is soon signed up to fight for Germany, and he uses his skills to track down enemy broadcasters.
Werner and Marie eventually meet just as Allied planes are bombing St. Malo. Unknowingly, Werner is given a copy of the Sea of Flames diamond for safe-keeping. While Marie lives to a ripe old age, Werner dies after stepping on a German landmine.
The story's war scenes reinforce the horrors of World War Two, but they also constitute an important backdrop against which the stories of forgotten German civilians like Werner are told. The novel shows that not all Germans supported Hitler's hegemonic ambitions and inherently racist policies. Werner and Marie's brief interactions highlight the humanity in both the German soldier and besieged civilian.

What are some of the characteristics of the conflicts in the post-Cold War world, and in what ways do these characteristics pose challenges to states and organizations such as the United States, the European Union, and the United Nations, who are often called on to intervene?

Some of the most important conflicts around the world in the post-Cold War era have been internal struggles, occurring either within the borders of a nation-state or between constituent parts of a nation-state torn apart by the collapse of communism. The best example of the latter is the civil war that emerged in what was formerly Yugoslavia. This conflict featured efforts by ethnic Serbs to establish a Serb state by forcibly relocating and even killing people from other ethnic groups. While there were atrocities committed on all sides in the conflict, "ethnic cleansing" on the part of Serbs (usually targeting Muslim Bosnians and Albanians) caught the attention of the international community. It proved to be a real challenge for the United Nations peacekeeping forces to manage the violence, and eventually, NATO intervened, attacking Serb military targets throughout Yugoslavia to degrade their capability to wage war against civilians. Several Serbian war criminals were punished by the international community in the wake of the conflict. The United Nations was also challenged by the conflict that emerged in the African nation of Rwanda, which quickly descended into genocide in 1995. As in Yugoslavia, peacekeeping forces struggled to protect populations from attacks in what became a brutal civil war. In Afghanistan, the civil war that followed Soviet withdrawal from the country proved fertile ground for terrorist organizations, which became the most urgent post-Cold War challenge confronting international communities. While European forces joined American forces to attack Al-Qaeda and the Taliban government that supported them after 9/11, Afghanistan became one of many places to spawn international terrorists. This problem has persisted in Iraq and in Syria in particular. Essentially, these organizations have struggled with internal wars (and border-crossing ethnic wars) since the Cold War. This fact has contributed to the formation of terrorist groups. Each of these conflicts posed a unique challenge for the international community and multinational organizations because, while the conflicts were domestic in nature, their ramifications tended to cross borders.