What is the function of the emphatic statements Ellison D. Smith uses in his 1924 Congressional Address?

Ellison DuRant Smith was a senator from South Carolina in 1924 when he delivered his anti-immigration speech, often entitled, "Shut the Door."
The speech was an argument in favor of the strict Immigration Act of 1924, also known as the Johnson-Reed Act, which sought to limit the number of immigrants from a particular country to two percent of the total number of people from that nationality in the United States at that time, basing numbers off of an 1890 census. The Johnson-Reed Act was preceded by The Quota Act of 1921, which limited immigrants to three percent of their respective U.S. populations.
These quota laws were passed in response to a great wave of immigration from Southern and Eastern Europe in the late-nineteenth and early-twentieth centuries. These immigrants were seen as undesirables. Meanwhile, immigration from Northern and Western Europe had subsided. Whereas Swedes and Scots had been welcomed, Poles and Italians were eyed with suspicion.
The main fear put forth in Ellison's speech is that the United States would lose its character -- whatever that was at the time -- if it were to allow in too many outsiders. One hears echoes of this rhetoric today, and one has heard it throughout American history. Ellison explicitly states, "I think we have sufficient stock in America now for us to shut the door, Americanize what we have, and save the resources of America for the natural increase of our population." There is fear, too, that newcomers will siphon off resources that "rightfully" belong to native-born whites. 
Race is a key aspect of Smith's speech. He argues for the creation of an American ethnic identity, which was as impossible then as it ever was:

I recognize that there is a dangerous lack of distinction between people of a certain nationality and the breed of the dog. Who is an American? Is he an immigrant from Italy? Is he an immigrant from Germany? If you were to go abroad and some one were to meet you and say, “I met a typical American,” what would flash into your mind as a typical American, the typical representative of that new Nation? Would it be the son of an Italian immigrant, the son of a German immigrant, the son of any of the breeds from the Orient, the son of the denizens of Africa? We must not get our ethnological distinctions mixed up with our anthropological distinctions. It is the breed of the dog in which I am interested. I would like for the Members of the Senate to read that book just recently published by Madison Grant, The Passing of a Great Race. Thank God we have in America perhaps the largest percentage of any country in the world of the pure, unadulterated Anglo-Saxon stock; certainly the greatest of any nation in the Nordic breed.

Smith's emphasis of racial purity and "the Nordic breed" anticipate Nazi rhetoric, which was embraced by some Americans. He is establishing a definition of American identity that is based on northern European heritage -- though, oddly, he does not see Germans, of similar descent, to be a part of that "breed." If America does not "shut the door," he argues, that definition will lose credence. In other words, white supremacy loses credence due to there being no clear understanding of what an American is.
http://historymatters.gmu.edu/d/5080

https://history.state.gov/milestones/1921-1936/immigration-act

What are at least a dozen potential moral, ethical, clinical, and legal issues in the movie Good Will Hunting?

The movie Good Will Hunting is rife with dilemmas from a variety of fields. Some of them include:
Whether Prof. Lambeau is "using" Will Hunting. After discovering Will's talents, Lambeau uses his connections in academia to give Will the opportunity to develop his abilities in math, in exchange for Will seeing a psychologist. While both of these actions are admirable, as the movie progresses, Lambeau increasingly seems more interested in utilizing Will to advance his own interests and enhance his personal reputation.
Sean's relationship with Will. While Sean's interests in helping Will seem genuine, psychologists are not supposed to develop personal friendships with their patients. Whether Sean has done this is foggy.
Will's decision to abandon what seems to be a potentially lucrative and productive career in order to pursue Skylar. Morally speaking, is his decision the right one, or does he have a duty to use his skills in a way that benefit people?
An interesting legal issue comes up when Will sends Chuckie to "negotiate" during a job interview that Prof. Lambeau set up for Will. During the interview, Chuckie seems to embrace the fact that the interviewers think he is Will and demands a "retainer" to keep the communication going. Does this misrepresentation attach to Will, as well?
It is unclear whether Skylar uses her relationship with Will to plagiarize while at Harvard. While she insists that she "needs to know these things" during the scene at the outdoor coffee shop where Will says he "sees things" like classical composers saw the piano, she also goes out with Will after he does her homework for her.
Another moral issue is agency. Will might be an adult (he was tried as an adult for hitting a police officer), but it's clear he's not making important decisions in his own life—Prof. Lambeau and Sean are. Are these two characters doing it right, or should they take a more hands-off approach, as Sean advocates?
When Will lies to Skylar about his "family," is he protecting himself or is he trying to avoid becoming attached and deliberately destroying his relationship? Or both? 
Regarding the initial math problem that Prof. Lambeau posts: should Will have even tried solving it? It wasn't there for him, it was there for the students of Lambeau's class. If one of them complains that they didn't get a chance to solve the problem, do they have any rights?
Does Sean violate his status as Will's therapist by sharing personal and intimate details from his own life?
Prof. Lambeau pulls strings to help Will avoid jail time for assaulting a police officer. Is this morally right? Will was convicted and is being punished, but Prof. Lambeau intervenes.
In one of the most important scenes in the movie, Will tells his best friend, Chuckie, that he just wants to settle down, drink beers, and grow old in Boston. Chuckie says that if Will does that, Chuckie would kill him because Will has a gift that no one else there has, and if he squandered that gift, it would be a huge disappointment. Is Chuckie right for pushing Will to use what he has? Does Will have the right to not use it if he wants to?
Will chooses to educate himself and tells a Harvard student that he knows just as much as he does for the price of some overdue books. The student responds that at least he'll have a degree, raising the important moral issue of how to practically measure someone's intellectual merit.

In the story "The Treasure of Lemon Brown," how does knowing Greg's thoughts and actions affect the reader's impression of Lemon Brown?

In the story, Greg's thoughts and actions greatly influence how we perceive Lemon Brown. Through Greg's perspective, we get the idea that Lemon Brown is a harmless, old man with an interesting past. 
When Greg initially meets Lemon Brown, he is wary and a little afraid. As Brown shuffles into the light, Greg takes a step back. It is only after Greg sees that Brown is an old man with a "smallish frame" that he begins to relax. Brown is also dressed in rags and "cracked, dirty shoes." Through Greg's initial perspective, we are led to conclude that Greg is a frail figure, incapable of perpetrating violence on another human being.
Later, when thugs enter the abandoned building to confront Lemon Brown, Greg begins to panic. He thinks about the pipe one of the thugs is holding, and he becomes visibly frightened. Greg thinks that Lemon Brown presents an "eerie sight," standing at the top of the stairs in his "bundle of rags." Through Greg's thoughts, we see Brown as a mysterious figure, despite his apparent fragility.
The old man surprises us, however, when he hurls himself off the stairs to tackle the thugs. We are as surprised as Greg is by Lemon Brown's action. This is because Greg has only ever seen Lemon Brown as a defenseless, fragile figure. Accordingly, Greg's perspective deeply influences how we perceive Lemon Brown.

How does the man's attitude begin to change when he realizes death is approaching?

I think that the man realizes death is coming for him when the snow falls on him and the fire and extinguishes the life saving heat. At this point in the story, he remains very calm. He knows that he is in a life or death situation; however, he also knows that he has the tools to relight the fire if he is careful. Unfortunately, all of the matches get burned up at one time. It's soon after this that the man probably realizes that he is going to die. He moves from being calm to panicked quite quickly, and he starts to run around the place "wildly":

But the thought returned and continued, until he could picture his body totally frozen. This was too much, and again he ran wildly along the trail.

The man eventually falls down in the snow, and he realizes that he is acting foolish. He knows that he is going to die, but he doesn't want to die in a panic. He wants to meet death calmly:

It was his last moment of fear. When he had recovered his breath and his control, he sat and thought about meeting death with dignity. However, the idea did not come to him in exactly this manner. His idea was that he had been acting like a fool. He had been running around like a chicken with its head cut off. He was certain to freeze in his present circumstances, and he should accept it calmly.

The man sits down and begins separating his mind from his physical body, and he admits that the old man of Sulpher Creek was right.

The attitude of the man towards death veers between denial and acceptance. This a broad theme that applies to most people throughout their lives. Most of us go through life without thinking of death. The very thought of it is just way too unpleasant. It's only at certain moments in our lives, such as the death of a loved one, for example, that we start to contemplate our own mortality.
The man in "To Build a Fire" finds himself thrown into just such a situation. His natural instinct for survival is initially quite strong and manifests itself in different ways. For instance, when the matches start to fail and he can't light a fire, he starts to think of other ways to keep his hands warm. Maybe I should kill the dog and warm my hands inside it, he thinks.
But eventually, the man realizes that the game is up. Once he finally understands that there is no longer any hope of survival, he accepts his fate. It's now time for him to face his imminent death with dignity, instead of frantically running around in the snow, trying to avoid the inevitable. So he sits there in the snow, calmly waiting for the end. His mind starts to separate from his body, as if he's looking at himself as another person; he imagines what the boys will see the next day when they find his corpse in the snow.

Identify the item tied to the front door of the coffee house in Fever 1793.

Upon recovering from the yellow fever at Bush Hill, Matilda and her grandfather return to the Cook Coffeehouse, the business run by her family in the heart of Philadelphia. They discover a yellow piece of fabric tied to the handle of the front door. This yellow fabric is understood in the community as the symbol that someone within the residence has contracted yellow fever. Before Mattie and her grandfather left the city in an effort to escape the epidemic, Mattie's mother had been recovering from yellow fever above the coffeeshop, where Mattie and her family resided. Upon their return, however, her mother is nowhere to be found. Additionally, the coffeehouse has been ravaged by thieves and looters, but the upstairs has remained untouched.

In Kate Chopin's "The Storm," how does the weather help to create the story's atmosphere?

In this "Sequel to the 'Cadian Ball," as the subtitle to Kate Chopin's story reads, the storm that "burst" is used in a metaphoric sense as well as a realistic one. The metaphor of the storm represents the whirlwind of unsatisfied passion stored within Calixta and Alcée after their parting from one another, a whirlwind which is briefly regenerated during their first personal encounter in years.
When Alcée Laballière unexpectedly rides up on his horse to the gate of Calixta's home, he asks if he may wait on her gallery until the raging storm subsides. Politely, Calixta replies that he may. Soon, however, his intention to remain outside becomes impractical, as the rain beats down in torrents. So, he joins Calixta inside ,where she looks out the window in concern for her husband and son, who departed some time ago for Freidheimer's store.

The playing of the lightning was incessant. A bolt struck a tall chinaberry tree at the edge of the field. It filled all visible space with a blinding glare and the crash seemed to invade the very boards they stood upon.

In this stormy atmosphere of unleashed natural energy, the frightened Calixta covers her eyes and cries out as the lightning flashes. She staggers backward into Alcée, who encircles her in his arm. For a moment, he draws her close to him in a spasm of emotional energy. This brief contact with Calixta awakens his "old-time...desire for her flesh." When he asks her if she remembers Assumption, where he had kissed her passionately a few years ago, her emotions also are again aroused, and they engage in lovemaking. As the storm subsides, so, too, do their feelings, and Alcée departs.
Like the thunderstorm, the atmosphere of heightened emotion in which Calixta and Alcée find expression brings them emotional release and refreshment. When her husband and son return, Calixta is overjoyed to see them and does not scold her husband, Bobinôt. Likewise, the reinvigorated Alcée writes to his wife, who is named Clarisse, and with leniency and consideration, he gives her permission to stay on in Biloxi with her old friends and enjoy herself.

The storm is a metaphor for the rising passion between Calixta and Alcée. In literary terms, this is also called the "pathetic fallacy." The "pathetic" term refers to "pathos" which means to evoke emotion or sympathy. Note the "path" in the words sympathy and empathy as well. The pathetic fallacy, in this case, suggests that nature (the storm) is mirroring or showing empathy for the characters, Calixta and Alcée. As the energy of the storm rises, so does the sexual tension between these two characters.
Being in the house, with doors and windows closed, the temperature in the house increases. This parallels the rising "heat" and tension between Calixta and Alcée.
A bolt of lightning strikes a tree and this dramatic moment signals the moment when Alcée moves to embrace Calixta:

Calixta put her hands to her eyes, and with a cry, staggered backward. Alcée's arm encircled her, and for an instant he drew her close and spasmodically to him.

Their brief encounter ends when the storm ends. Their passion parallels the energy of the storm. When the storm is over, Alcée rides off.

College Algebra, Chapter 1, 1.2, Section 1.2, Problem 58

Suppose that two cyclists $A$ and $B$ are $90 mi$ apart, start riding toward each at the same time. $A$ is twice as fast as $B$. If they meet $2 h$ later, at what average speed is each cyclist traveling?

Recall that $\displaystyle \text{speed} = \frac{\text{distance}}{\text{time}}$, if we let $x$ be the speed of $B$, then $2x$ will be the speed of $A$.

Since both cyclists are traveling towards each other, the effective speed will be $2x + x = 3x$.

So,


$
\begin{equation}
\begin{aligned}

\text{time} =& \frac{\text{distance}}{\text{speed}}
\\
\\
2 =& \frac{90}{3x}
\\
\\
6x =& 90
\\
\\
x =& 15 mph

\end{aligned}
\end{equation}
$


Thus, the average speed of cyclist $A$ is $2x = 2(15) = 30 mph$ while $B$ is $15 mph$.

Why does the speaker in the poem "The Lake Isle of Innisfree" desire to spend his time alone in his cabin?

In William Butler Yeats's retrospective poem “The Lake Isle of Innisfree,” the speaker longs for a place to quiet his mind. The poem was written when Yeats was living in London, but his heart was in Innisfree. Yeats spent time in Innisfree as a young boy.
He envisions a simple life in a cottage surrounded by a garden instead of the dull “pavement” of the city. In his mind, he hears the gentle “lapping” of the water upon the shore, and it comforts him. In this retreat, the speaker is able to appreciate the natural world of buzzing insects and twinkling stars. It is a safe place for him, where from daybreak to evening he is surrounded by the sights and sounds of nature instead of the hustle and dinginess of the city.

As the last stanza says, this place is close to his “heart.”
I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.

Why was the Nile important to ancient Egyptians?

The Nile River was essential to the people of ancient Egypt. It helped provide fertile soil for Egyptian farmers. The Nile River flooded every year, leaving very rich silt behind. This silt enriched the soil and allowed farmers to grow many crops. Some of these crops, such as papyrus and wheat, could then be used for trade. Papyrus was made into paper, which allowed the ancient Egyptians to keep records of various things. Papyrus also was used to build things such as rafts.
The Nile River also was used for trade, transportation, and food. People could send products by boat along the Nile River, allowing the ancient Egyptians to trade with other people and with other countries. The Nile made it easier for people to get from place to place. The fish in the river were a source of food.
It would have been very difficult for the ancient Egyptians to have been as successful as they were without the Nile River.

The Nile was very important to the people of Ancient Egypt because it essentially made their economy possible.  It allowed them to do agriculture and to engage in trade.
Like all ancient people, the Ancient Egyptians relied on agriculture for most of their economy.  The Nile made agriculture possible in Egypt.  Every year, the river flooded.  When the floods receded, they left layers of silt on the areas that had been flooded.  This silt helped make the land fertile, allowing the Egyptians to grow enough crops near the Nile to feed everyone.  In other parts of Egypt not flooded by the Nile, the land was not fertile enough for agriculture.  The Nile, then, was necessary for Egyptian agriculture.
The Egyptians also used the Nile for other things.  It was a source of papyrus that they used to make paper, boats, and other things.  It was a source for fish and for waterfowl.  It also made it easier for them to trade both within Egypt and with other countries.  The Egyptians could ship goods up and down the Nile, allowing them to be moved easily from place to place.  This made trade easier and helped the Egyptian economy.  In these ways, the Nile made the Ancient Egyptian economy possible.

Who is the ghost in this novel?

The ghost in the story is Sir Simon of Canterville Hall. When he was alive in the sixteenth century, Sir Simon killed his wife. As a result of this crime, he has been forced to stay on the earth haunting Canterville Hall, his soul not at rest.
Sir Simon takes his job as a ghost very seriously, believing it is his mission to thoroughly frighten the inhabitants of Canterville Hall. Therefore, he is frustrated when the American Otis family rents the hall and refuses to be intimidated by him. In fact, they end up frightening him more than he frightens them.
As we discover, however, Sir Simon more than anything else wants to stop existing as a ghost. He wants to die and find the peace that has eluded him.

Are the Socs and Greasers not what they think they are?

One of the significant life lessons that Ponyboy learns throughout the novel concerns the fact that the Socs are not the happy-go-lucky teenagers that he initially assumes they are. At the beginning of the novel, Ponyboy views the Socs as arrogant teenagers who have absolutely no worries and live wonderful lives because they are wealthy. However, Ponyboy learns from Cherry Valance that the Socs have different issues that they deal with on an everyday basis. Despite being affluent, the Socs have to always maintain appearances and act callously toward one another in order to be perceived as cool. Cherry informs Ponyboy that being a Soc is one big rat race. Later in the novel, Randy Adderson explains to Pony that Bob Sheldon was searching for someone to tell him "No," and he needed an authority figure. In contrast to Pony's initial thoughts, Randy is portrayed as a jaded, confused individual who is worried about his future. Through Ponyboy's several interactions with Cherry Valance and Randy Adderson, he learns that Socs also have serious issues. Similarly, Cherry and Randy learn that Greasers can be compassionate, heroic, and trustworthy from their interactions with Pony. Overall, both gangs gain valuable insight into the nature of their rivals and realize that their preconceived notions were incorrect.

What are some similarities between Cast Away and The Pursuit of Happyness?

One similarity between Cast Away  and The Pursuit of Happyness is their affirmation of hope despite difficult external conditions.
In The Pursuit of Happyness, Chris Gardner faces challenging realities. Financial problems and their impacts on his marriage as well as homelessness are a few of these external conditions. He struggles with life as a salesman and as an intern who tries to obtain a coveted position. However, Chris's emotional strength enables him to persevere through these obstacles.  He is confident that his life will improve. His optimism is evident in the relationship he develops with his son and in the way he treats other people. External reality challenges, but never withers, his confidence.  In a similar way, the ability to maintain optimism in the midst of overwhelming challenges is seen in Chuck's situation in Cast Away. Stranded after a plane crash, Chuck battles through natural elements in order to survive.  Creating fire, honing his skills as a fisherman, developing ways to get off the island, and even his relationship with Wilson represent Chuck's hope.  Even when Chuck returns and finds that his fiancee has married another person and that he was taken for dead, he does not lose hope.  His faith in restoration can be seen in how he returns the package that "saved his life" and in his smile at the end of the film.  He stands at the literal crossroads, holding hope for his future.  Cast Away and The Pursuit of Happyness are similar in the way the main characters embrace hope despite harrowing conditions around them.

What is the difference between the Federalists and the Anti-Federalists?

There is a difference between the Federalists and the Anti-Federalists. The Federalists believed that the federal government should be strong. They believed that a weak federal government, such as the one that existed during the time of the Articles of Confederation, led to many of the problems our nation faced. They believed the Constitution should be interpreted loosely. This means that the government could do things unless the Constitution specifically prohibited those activities. They believed we should have a national bank. They also felt we should be friendly with Great Britain. John Adams and Alexander Hamilton were two important figures in this party.
The Anti-Federalists, who were also called the Democratic-Republicans, had differing views. They believed the size of the federal government should be small. They wanted the state governments to have more power. They believed taxes should be low. They also felt the Constitution should be interpreted in a strict manner, which meant the government could only do things that the Constitution specifically stated. Therefore, they were opposed to the idea of a national bank. They believed we should be friendly with France. Thomas Jefferson and James Madison were two important figures in this party.
There were significant differences between these two political parties.
https://www.ushistory.org/us/16a.asp

https://www.ushistory.org/us/16b.asp

College Algebra, Chapter 3, 3.6, Section 3.6, Problem 56

Given $F(x) = \sqrt[3]{\sqrt{x}-1}$, find functions $f,g$ and $h$ such that $F = f \circ g \circ h$

Since the formula for $F$ says to first take the square root. Then, subtract 1 and lastly take the cube root. So we let,
$h(x) = \sqrt{x}, \quad g(x) = x- 1, \quad$ and $f(x) = \sqrt[3]{x}$

$
\begin{equation}
\begin{aligned}
\text{Then } (f\circ g\circ h)(x) &= f(g(h(x))) && \text{Definition of } f \circ g \circ h\\
\\
(f\circ g\circ h)(x) &= f(g(\sqrt{x})) && \text{Definition of } h\\
\\
(f\circ g\circ h)(x) &= f(\sqrt{x}-1) && \text{Definition of } g\\
\\
(f\circ g\circ h)(x) &= \sqrt[3]{\sqrt{x}-1} && \text{Definition of } f\\
\\
(f\circ g\circ h)(x) &= F(x)
\end{aligned}
\end{equation}
$

What does the raven come to represent?

The raven may represent the cold and uncaring personification of time, and or change.

In Edgar Allan Poe's "The Raven," the title creature represents a number of things. A close, New Critical reading focusing on the text of the poem alone can suggest that the raven represents a constant reminder that the narrator will never again see his lost Lenore, in this life or the next. In this way, the creature can be seen as an enlightened prophet or a blasphemous heretic, depending on the religious perspective that one might choose to present. In one way, the raven could be a harsh reality that after life, there is nothing. Conversely, the creature could be a cunning evildoer, tricking the narrator into losing his faith and thus condemning him to both a life and afterlife of eternal torment. No matter what position one chooses to argue, something is clear: through one simple statement the raven ensures, through the narrator's own admission that his heart "Shall be lifted—nevermore!"

Calculus: Early Transcendentals, Chapter 4, 4.3, Section 4.3, Problem 41

You need to determine the monotony of the function, hence, you need to find the intervals where f'(x)>0 or f'(x)<0.
You need to find the derivative of the function, using the product rule:
f'(x) = (x^(1/3))'(x+4) + (x^(1/3))(x+4)'
f'(x) = (x+4)/(3x^(2/3)) + (x^(1/3))
You need to solve for x the equation f'(x) =0:
(x+4)/(3x^(2/3)) + (x^(1/3)) = 0
x + 4 + (3x^(2/3))(x^(1/3)) = 0
x + 4 + 3x = 0 => 4x + 4 = 0 => x = -1
Hence, f'(x)<0 and the function decreases for x in (-oo,-1) and f'(x)>0, the function increases for x in (-1,oo) .
b) Since for x = -1, f'(-1) = 0 and considering the monotony of the function, yields that the function has minimum point at x = -1.

What is the difference between ammonium and ammonia?

Ammonia and ammonium differ by one hydrogen ion (H+). Ammonia is the common name for the compound nitrogen trihydride, which has the formula NH_3 . Ammonium is the name of the ion NH_4^+ . An ion is an atom or molecule that has a net charge. 
Ammonia is a base, meaning it produces OH^- in solution. When ammonia reacts with water, an H+ ion is transferred from water to ammonia, forming ammonium ion, according to this equation:
NH_3 + H_2O -> NH_4^+ + OH^- 
Ammonia and ammonium ion are a conjugate acid-base pair. Ammonium ion is the conjugate acid of ammonia because it forms when when the base ammonia (NH_3) accepts a proton (H+ ion), as seen in the equation above. When the NH_4^+ ion donates a proton, its conjugate base NH_3 is formed. This occurs in the reverse reaction:
NH_4^+ + OH^(-) -> NH_3 + H_2O

Single Variable Calculus, Chapter 7, 7.3-2, Section 7.3-2, Problem 50

Determine the equation of the tangent line to the curve $\displaystyle y = \frac{e^x}{x}$ at the point $(1,e)$

Solving for the slope


$
\begin{equation}
\begin{aligned}

y' =& \frac{d}{dx} \left( \frac{e^x}{x} \right)
\\
\\
y' =& \frac{\displaystyle x \frac{d}{dx} (e^x) - (e^x) \frac{d}{dx} (x) }{x^2}
\\
\\
y' =& \frac{xe^x - e^x}{x^2}
\\
\\
y' =& \frac{e^x (x - 1)}{x^2}
\\
\\
y' =& \frac{e^1 (1 - 1)}{(1)^2}
\\
\\
y' =& \frac{e^1 (0)}{1}
\\
\\
y' =& \frac{0}{1}
\\
\\
y' =& 0

\end{aligned}
\end{equation}
$



Using Point Slope Form


$
\begin{equation}
\begin{aligned}

y - y_1 =& m(x - x_1)
\\
\\
y - e =& 0 (x - 1)
\\
\\
y - e =& 0
\\
\\
y =& e

\end{aligned}
\end{equation}
$


Equation of the tangent line at $(1, e)$

In The Jungle, what do the bells that Jurgis hears remind him of?

In The Jungle, the bells remind Jurgis of joyful past Christmases.
Jurgis is in prison when he hears the bells. In chapter 16, we learn that Jurgis is in prison for beating up Connor, Ona's boss. Ona is Jurgis's wife. Jurgis had sought vengeance against Connor because he raped Ona and forced her into a secret life of prostitution.
Jurgis is initially pleased that he had managed to hurt Connor quite badly. However, the initial euphoria gives way to despair. With Jurgis in prison, Ona and the children will have no means of support. For his part, Jurgis begins to blame himself for allowing Ona to work at the factory in the first place. He worries about losing the house and about seeing his family turned out onto the streets.
Jurgis grieves for his family's future, and his thoughts trouble him. As midnight approaches, the church tower bells begin ringing incessantly. It suddenly dawns on Jurgis that it is Christmas Eve. Jurgis is then reminded of past Christmases, both during his childhood and now, in his adult years. In far-off Lithuania, he had celebrated Christmas in his childhood home. Now, in Packingtown, Jurgis remembers the Christmases he shared with Ona and their children.
Even though he and Ona worked the previous Christmas holiday, they had found strength to take their children for a "walk upon the avenue" after the grueling work day. Jurgis remembers what the store windows had looked like and what foods the family had enjoyed in celebration.

In one window there would be live geese, in another marvels in sugar—pink and white canes big enough for ogres, and cakes with cherubs upon them; in a third there would be rows of fat yellow turkeys, decorated with rosettes, and rabbits and squirrels hanging; in a fourth would be a fairyland of toys—lovely dolls with pink dresses, and woolly sheep and drums and soldier hats. Nor did they have to go without their share of all this, either. The last time they had had a big basket with them . . . —a roast of pork and a cabbage and some rye bread . . .

So, the bells remind Jurgis of past joyful Christmases. The memories are all the more painful because he is in prison.

In A Midsummer Night's Dream, why is Act II called the "rising action"? What is an example of character conflicts in Act I?

The rising action in a dramatic narrative is the combination of events that occur after the exposition and ultimately lead to the play's climax. The rising action intensifies the plot and lends dramatic or comic interest. Shakespeare's dramatic works and comedies are characterized by very complex plots, so the rising action is usually a series of events involving any number of characters. This is evident in the intricate comedy of A Midsummer Night's Dream.
There are at least two rising actions. The first occurs when two sets of lovers, caught up in a complex love triangle, are meddled with by a fairy in the woods. Demetrius and Helena were once betrothed, but he breaks it off when he falls in love with Hermia. Lysander and Hermia plan to elope and run to the woods; Demetrius and Helena follow them. At first there are two men in love with Hermia and none in love with Helena; when the fairy Puck (Robin Goodfellow) intervenes, he gets it wrong and makes both men fall in love with Helena. This causes Helena and Hermia to fight as well.
The second rising action, one that is connected to the second part of your question, is the argument between Oberon and Titania, the king and queen of the fairies. We learn in Act I that they are in conflict because Titania has been raising a baby boy and Oberon wants to take charge of him. The disagreement between the four lovers inspires Puck to put a spell on them, but Titania, who runs off to avoid Oberon, is caught up in the spell and falls in love with Bottom, an actor taking part in a play for the wedding of Theseus and Hippolyta (who are the de facto "monarchs" of the realm of the court where the lovers live; they parallel Oberon and Titania, and in some productions, these two pairs of characters are played by the same actors). When Oberon learns of Titania's humiliation, he takes great pleasure in it.

Calculus of a Single Variable, Chapter 5, 5.7, Section 5.7, Problem 40

We have to evaluate the integral: \int \frac{1}{(x-1)\sqrt{x^2-2x}}dx
We can write the integral as:
\int \frac{1}{(x-1)\sqrt{x^2-2x}}dx=\int \frac{1}{(x-1)\sqrt{(x-1)^2-1}}dx
Let x-1=t
So , dx=dt
hence we can write,
\int \frac{1}{(x-1)\sqrt{(x-1)^2-1}}dx=\int \frac{1}{t\sqrt{t^2-1}}dt
Let u=t^2
So, du=2tdt
implies, dt=\frac{1}{2t}du
Therefore we have,
\int\frac{1}{t\sqrt{t^2-1}}dt=\int \frac{1}{t\sqrt{u-1}}.\frac{du}{2t}
=\int \frac{1}{2u\sqrt{u-1}}du
Now let v=\sqrt{u-1}
So, dv=\frac{1}{2\sqrt{u-1}}du=\frac{1}{2v}du
Hence we have,
\int \frac{1}{2u\sqrt{u-1}}du=\int \frac{2vdv}{2(v^2+1)v}
=\int \frac{dv}{v^2+1}
=tan^{-1}(v)+C where C is a constant.
=tan^{-1}(\sqrt{u-1})+C
=tan^{-1}(\sqrt{t^2-1})+C
=tan^{-1}(\sqrt{(x-1)^2-1})+C
=tan^{-1}(\sqrt{x^2-2x})+C

List and discuss the shortcomings and advantages of the new government created under the Articles of Confederation. What ideas and sentiments underlined the design of the Articles of Confederation? Give specific descriptions of the system of government created by the Articles. Why did the Founding Fathers decide to review and even replace the document? How different was the new Constitution from the Articles of Confederation? If you had been at the Convention, would you have approved the new Constitution or supported the initial Articles of Confederation? Why?

One advantage of the government under the Articles of Confederation was that they provided more freedom than was enjoyed under Parliament's rule. They kept the new nation together during the American Revolution; however, after the common threat ended, the states started to look out for their own interests. No one state wanted to assume more debt than it thought it owed.
The main problem behind the Articles was that, while they provided for more rights for the states, they were essentially unworkable for a national government. States were free to do as they wished. There was no mechanism for paying the national debt. States claimed land going all the way to the Mississippi River. The new system also did not provide for an executive or a national army for fear of creating a despotism that the colonies had fought so hard against during the Revolution.
The Founders decided to replace the Articles with a Constitution due to the crisis of Shays Rebellion in which Massachusetts farmers who also happened to be Revolutionary War veterans revolted in order to save their farms from repossession. This led to the Constitutional Convention. The Founders provided three branches of government—executive, legislative, and judicial—as well as checks and balances in order to ensure that no one branch became too powerful.
To solve the issue of representation, Congress would be bicameral, with one house being based on population and the other house being composed of two senators from each state. Congress now had the power to tax, declare war, and make treaties.
While I would disagree with some of the limits placed on states during the Convention, I would agree that the new nation needed a stronger set of laws in order to become solvent and to avoid takeover by larger empires in North America. I would sign onto the Constitution after the Bill of Rights was ratified, which provided basic freedoms to all. The Bill of Rights was added in order to appease those who feared the lack of freedoms brought on by the Constitution.

The Articles of Confederation was the United States' first constitution. It was adopted on November 15, 1777 and ratified on March 1, 1781. The first constitution was written with little sentiment towards a strong federal government. With the American Revolution still fresh in American minds, the new government was designed to prioritize states' rights over that of a centralized government. Under the Articles, the federal government was limited to signing treaties, printing money, maintaining armed forces, and arbitrating between states when disputes arose. It had no authority to levy taxes or regulate commerce. 
Each of the thirteen original states had one vote in Congress. The government consisted of just one body of Congress, and there were no judicial or executive branches. For a law to be enacted, two thirds of the thirteen states (9 out of 13) had to vote for approval. The central government also had little power to raise its own revenues. It could request financial aid from any of the thirteen states, but it could not compel the states to comply.
Due to the adoption of decentralized government, states were also free to enact their own foreign policies, amass their own armies and navies, and print their own money. This resulted in little uniformity in coinage between states. A weak central government proved to be disastrous. The lack of a strong federal government made it difficult to craft responsible fiscal and foreign policies. It also made it difficult to gather a combined military force to fight wars, stem stateside rebellions, or tackle national emergencies.
Because of this, the Founding Fathers decided that a new constitution was necessary. Their collective agreement led to the Constitutional Convention of 1787, which produced the present United States Constitution (adopted on March 4, 1789). The new constitution differed greatly from the Articles of Confederation. For example, it created a new executive branch, with a president at its head, and it allowed for a new president to be elected every four years. The new constitution also allowed the creation of a bicameral legislature, with two house of Congress, the Senate and the House of Representatives.
Each state was represented by two senators, and House representatives were determined by state population. This means that larger states were apportioned a greater number of representatives in the House. The new constitution also created a court system, with a Supreme Court as the final arbiter of justice in the nation. Additionally, the power to coin money now rested on the central government; states were no longer allowed to print their own money nor amass their own armies, separate from the federal government. The states had the right to order or determine the size and leadership of their own militias, but the federal government could call on state militias to stem rebellions and fight invasions when necessary.
The authority for this can be found in Article 1 Section 8 of the new constitution: ...To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel Invasions; To provide for organizing, arming, and disciplining, the Militia, and for governing such Part of them as may be employed in the Service of the United States, reserving to the States respectively, the Appointment of the Officers, and the Authority of training the Militia according to the discipline prescribed by Congress...
So, we can see that the new United States constitution provided for a stronger central government, one that was better able to protect the country's national and global interests. It also provided for a system of checks and balances in the governing of the nation, something that was missing from the Articles of Confederation. 
https://www.history.com/topics/early-us/articles-of-confederation

https://www.ushistory.org/gov/2b.asp

https://www.ushistory.org/us/14b.asp

Why did God withhold the gift of 'Rest' from man ?

In "The Pulley" by George Herbert, the poet envisages God setting about the act of creating human beings. As part of this process, He's mixing together in a glass all the various gifts and blessings He's going to give us. One of these blessings is rest, which we might well think is a blessing indeed. Yet just before He's about to add rest to the mix, God hesitates. Maybe it wouldn't be such a good idea to give humans the blessing of rest after all, He thinks. Because if humans had rest, then what need would they have for God? In the words of St. Augustine:

"Thou hast made us for thyself, O Lord, and our heart is restless until it finds its rest in thee."

If God bestows the gift of rest upon us, then we'll simply adore this gift, along with all the other divine gifts and blessings, instead of the God who gave them to us. And if that happens, both God and man will be greatly impoverished as a consequence:

“For if I should,” said he, “Bestow this jewel also on my creature, He would adore my gifts instead of me, And rest in Nature, not the God of Nature; So both should losers be."

How did German attacks on United States shipping change America's policy of neutrality?

Germany’s attacks on American shipping changed the policy of neutrality that the United States was following before it entered World War I. The United States remained neutral when World War I began. This meant the United States was allowed to trade with any country, including countries that were at war. When Germany began to sink American ships, the United States warned Germany to stop. In the Sussex Pledge, Germany agreed to stop sinking American ships. As a result, the United States remained neutral.
However, Germany broke this pledge in 1917. Germany began to sink American ships. As a result of this and other factors, the United States joined World War I on the side of the Allies. Germany believed that victory was near, and Germany was convinced it would win the war before the United States could become a major factor in the war. Germany terribly miscalculated based on this belief.
https://2001-2009.state.gov/r/pa/ho/time/wwi/82205.htm

https://www.history.com/this-day-in-history/germans-sink-american-merchant-ship

Why does Harold Bloom use Satan as an archetype for the modern poet?

In The Anxiety of Influence Harold Bloom conducts an experiment in which he reads Milton's Paradise Lost as an allegory of the dilemma faced by the modern poet. In particular, he focuses on the character of Satan as representing an archetype of the modern poet. Why does Bloom do this? Well, he argues that strong poets, and he's thinking here of strong modern poets, can only truly read themselves, their own work. As such, their attitude, their response to the works of their predecessors is not that of literary critics and scholars. Just as Satan in Paradise Lost becomes weak on Mount Niphates when he reasons and compares, so the strong modern poet becomes weak when he or she seeks to treat their literary ancestors fairly and judiciously. Bloom refers to the following two statements of Satan which he regards as applicable to the birth of modern poetry:

"We know no time when we were not as now."
"To be weak is miserable, doing or suffering."

In the modern world, the poet as both human and poet finds himself falling from a previously exalted state, just like Satan himself. Having arrived in their respective kingdoms of darkness, they become separated from their former selves. Satan tries to make the best of a bad situation, rallying the fallen angels to make a heaven of Hell; and modern poets (one thinks of Eliot in The Waste Land) attempt to gather together the fractured remnants of a vanished high culture to create something new and shocking in the fallen world of modernity.
The modern poet, as separated from his cultural inheritance as much as Satan is from heaven, uses his skill to explore the fallen world, into which he has been thrown, to make a home for himself as Satan does with Hell. And just as Satan seeks to free himself from being shackled to an all-powerful God, so the strong modern poet consciously attempts to free himself from the oppressive burden of cultural heritage and influence.

College Algebra, Chapter 1, 1.2, Section 1.2, Problem 42

Suppose that a poster has a rectangular printed area 100 cm by 140 cm and a strip of uniform width around the edges. The perimeter of the poster is $\displaystyle 1 \frac{1}{2}$ times the perimeter of the printed area. What is the width of the strips?







Let $P_1$ and $P_2$ be the perimeter of the poster and printed area respectively. So..


$
\begin{equation}
\begin{aligned}

P_1 =& 2 (100 + 2x) + 2 (140 + 2x) \text{ and }
\\
\\
P_2 =& 2(100) + 2(140) = 480 \text{ cm}


\end{aligned}
\end{equation}
$


If we perform the condition,


$
\begin{equation}
\begin{aligned}

& P = 1 \frac{1}{2} P_2
&& \text{Model}
\\
\\
& 2(100 + 2x) + 2(140 + 2x) = \frac{3}{2} (480)
&& \text{Substitute the values and apply Distributive Property}
\\
\\
& 200 + 4x + 240 + 4x = 720
&& \text{Combine like terms and simplify}
\\
\\
& 8x = 720 - 440
&& \text{Solve for } x
\\
\\
& x = 35 \text{ cm}

\end{aligned}
\end{equation}
$

What is the tone and mood of this text?

Mood refers to the emotional atmosphere of the text, or the feeling the text attempts to inspire within the reader. The mood of this particular story is rather dark and tense as a result of the dramatic irony. We know that Montresor is plotting Fortunato's "immolation," but Fortunato does not, and this knowledge makes the story feel very tense for readers. We are always waiting for what seems to be inevitable: Fortunato's horrible death.
Tone refers to the author's attitude about the text's subject. This story's tone could be described as ironic. One of Montresor's requirements for revenge is that "[he] must not only punish, but punish with impunity." It is imperative to him that he never experience any negative consequences of this murder. However, in the final paragraph he tells us that when Fortunato is finally locked away within the wall of his family vault Fortunato stops responding to Montresor, and Montresor's "heart grew sick . . . [and he] hastened to make an end of [his] labor." He attributes this feeling of sickness to the dampness underground, but that hasn't bothered him until now. One might interpret this feeling of sickness to be the effect of guilt. Further, the fact that he is confessing to this murder some "half of a century" after he commits it also makes it seem as though he feels guilty. Poe seems to realize this, though Montresor does not.

You place 4 charges of equal magnitude Q at the corners of a square of side length L, such that two of the charges are negative and two are positive, with the like charges opposite one another diagonally. What is the potential at the center?

Hello!
The electric potential of a point charge q at some another point is equal to  1/(4pi epsilon_0) q/r, where r is the distance from the point to the charge and epsilon_0 is an absolute constant (the permittivity of vacuum). Note that q is a signed value.
Also, it is known that the electric potential of point charges is additive, i.e. the potential of a system of charges is equal to the sum of the point's potentials. So we need to compute 4 potentials and sum them.
The distance r is the same for all four charges, and it is L/sqrt(2). The magnitudes of the charges are also the same, Q. Thus the sum is
1/(4pi epsilon_0) Q/r (1 + 1 - 1 - 1).
+1 is for positive charges, -1 is for negative.
We see that the result is zero, and it doesn't depend even on the rearrangement of the charges.

How is male aggression explored throughout the play Romeo and Juliet?

Romeo and Juliet is a play about the tempestuousness of emotions, reflected in its treatment of both love and hatred. Violence is a key recurring theme within this play, which follows two feuding families caught up in vendetta. It's worth noting that (following a brief prologue) the play opens on a scene in which violence is very much on the forefront, with the stage directions for Act 1, Scene 1 reading: "Enter Sampson and Gregory, armed with swords and bucklers." Two servants of the Capulets emerge armed on stage, run into two servants of the Montagues, and the situation escalates with the arrival of Benvolio and the hyper-violent Tybalt, drawing in still more participants as the situation turns into open violence in the streets.
Violence is central to the world of Romeo and Juliet, but it's also a critical component to the personalities of many of the characters. Tybalt more than anyone else seems consumed by his hatred of the Montagues, and his aggression ultimately leads to his death. Meanwhile, there is also Mercutio, who (while not himself a part of the feud between the Capulets and Montagues) is also prone towards aggression, as can be clearly seen with his fight against Tybalt. Finally, there is Romeo himself, with his tendency to swing violently between extremes. When Tybalt first seeks to fight Romeo, Romeo refuses to engage in violence (due to his marriage with Juliet). However, after Tybalt has killed Mercutio, Romeo's mindset changes dramatically, with Romeo now seeking to kill Tybalt to avenge his fallen friend.
The violence of the setting also plays a critical role in the conclusion of Romeo and Juliet, as Romeo seeks to break into Juliet's crypt to commit suicide (not knowing that her death had been faked). This act, in and of itself, speaks to his great emotional turbulence, but even before we get to that point, Romeo runs into Paris. Here again, their encounter turns violent and ends with Romeo killing his opponent. As we see, these themes of masculine aggression resurface again and again throughout the play, with a devastating effect on the world its characters inhabit.

Male aggression leads to a situation in which the Montagues and Capulets are endlessly at each other's throats. This aggression creates the context that results in Romeo and Juliet's love being forbidden.
The play begins with males openly hungering for a fight in the streets of Verona. In the very first lines, Sampson and Gregory, both Capulets, discuss how they will draw their swords if the Montagues do anything to make them angry. Sampson says:

I strike quickly, being moved [angered].

He also says the "dogs" of the house of Montague anger him. Not surprisingly, as soon as Sampson and Gregory see two Montague servants, they get out their swords, ready to fight. Soon after, Benvolio and Tybalt are sword fighting. Then Lord Capulet is ready to jump into the action. He doesn't have the excuse of youth; he simply wants to brawl. Significantly, Lady Capulet tries to stop him, saying:

Thou shalt not stir one foot to seek a foe.

However, it takes the Prince to break up the melee.
Throughout the play, male aggression works against love. Romeo very much wants to avoid fighting the Capulets once he gets involved with Juliet, but he ends up all the same killing her beloved cousin Tybalt after Tybalt kills Mercutio. This leads to Romeo's exile and, consequently, the tragic end he and Juliet suffer.
The play explores male aggression and finds it a serious problem. The Prince says at the conclusion of the play that everyone suffers (is "punished") because of the violence between the two families. The Prince suffers as well, losing his own relatives for not having been more proactive in stopping the feuding.
Prince Escalus states:

Capulet! Montague!
See what a scourge is laid upon your hate . . .
And I, for winking at your discords, too
Have lost a brace of kinsmen. All are punished.

In addition to Romeo and Juliet being a play about young romance, it is also a play that deals with angry young men and the destructive qualities of masculine aggression.
This fact is most evident in the duels in act 1, scene 1 and act 3, scene 1. In both scenes, we see masculine gender roles that are reliant on the aggressive rapier duel. Sampson, for instance, challenges Abraham and Balthasar with "draw if you be men" (1.1.57), thus linking masculinity to male aggression via sword combat.
Later, reflecting on Mercutio's death and his reluctance to fight Tybalt, Romeo laments "O sweet Juliet, / Thy beauty hath made me effeminate / And in my temper soft'ned valour's steel" (3.1.113-15), which again links masculinity (the antithesis to Romeo's notion of effeminacy) to fighting in a rapier duel. Significantly, it is this duel, which results in Tybalt's death and Romeo's banishment, that we most fully see the devastating effects of masculine aggression: by linking masculinity to aggression and the violence of rapier duels, the angry young men of the play bring about its tragic end through the ripple effect of their actions.
Thus, in the end male aggression become a chaotic destabilizing force that threatens—through the deaths of many of Verona's most prominent young citizens—the very stability of civic order.

What are some examples of foreshadowing in "The Monkey's Paw"?

One example of foreshadowing begins with Mrs. White's lighthearted reaction to Sergeant Major Morris's grave explanations of the powers of the monkey's paw:

"Don't you think you might wish for four pairs of hands for me?"
Her husband drew the talisman from his pocket and then all three burst into laughter as the sergeant-major, with a look of alarm on his face, caught him by the arm. "If you must wish," he said gruffly, "wish for something sensible."

It is clear that the Whites do not believe that any harm can come from wishes, and the stern cautionary statement to "wish for something sensible" foreshadows their later insensible actions, especially the wish to bring their son back from the dead.
Near the end of the story, Mrs. White commands that her husband use the paw to bring her son back to life. As he stumbles through the house considering her demands, there is another example of foreshadowing:

The talisman was in its place, and a horrible fear that the unspoken wish might bring his mutilated son before him ere he could escape from the room seized upon him, and he caught his breath as he found that he had lost the direction of the door.

This foreshadows the knocking that the couple will soon hear at their door, and this image of the "mutilated son" whispers in the reader's ear as the author never directly says who or what is doing the knocking so late at night. Because of this foreshadowing, the reader is led to believe that their "mutilated" son has indeed risen from his grave and at the end stands knocking as a direct result of the powers of the monkey's paw.

Foreshadowing in "The Monkey's Paw" serves to alert the reader that misfortune may lay ahead.
Foreshadowing: In the exposition Mr. White tries to distract his son from seeing the error he has made in the last move of his chess piece. What is interesting about this foreshadowing is the description of his motive:

Mr. White...having seen a fatal mistake after it was too late, was amiably desirous of preventing his son from seeing it [his move].

Incident that occurs: Later, Mr. White, having made the fatal "move" of wishing on the monkey's paw that the sergeant urged him to throw away, wishes for £200 to pay off his mortgage, and in so doing, unintentionally causes his son to die in order for them to receive the accident insurance money that pays off the mortgage. Later, Mr. White tries to undo his fatal mistake by wishing his son back to life just as he tries at chess to undo his "fatal" mistake by distracting his opponent.
Foreshadowing: Sergeant Major Morris clearly indicates that he is afraid of the monkey's paw. For instance, his teeth chatter against the glass. Then when he tells the Whites that the previous owner had his first two wishes granted but his third was for death, Morris hints at the danger connected to the monkey's paw.
Incident that occurs: After Herbert is killed at work and the Whites receive the £200, they are lonely and miss Herbert so badly that Mrs. White begs Mr. White to wish their boy back. This, then, is their second wish: to have Herbert return to them. However, they forget that their son's body has been mangled by machinery.

"Don't let it in," cried the old man, trembling....[he] was on his hands and knees groping wildly on the floor in search of the paw. If only he could find it before the thing outside got in.

When Mr. White retrieves the paw, he makes the third wish, and it is also for death.

One of the first examples is the description of the way that Mr. White plays chess. His style is reckless to the point that others comment on it. In the game they are playing as the story opens, Mr. White only sees that he's made a huge mistake after the fact. He tries to distract his son by commenting on the wind, "having seen [the] fatal mistake after it was too late." This foreshadows how the family's wishes on the paw will ultimately affect them.
Another example would be the way that Morris responds to the request that he tell the tale of the Monkey's Paw. Clearly, he would very much like never to speak of it, as he knows there could be terrible consequences. This foreshadows the terrible consequences of using the paw.
When Morris tells the tale and sees that his hosts are interested in the paw, he throws it upon the fire. When Mr. White snatches it out, Morris says, "better let it burn." Clearly, this artifact will bring no joy to the one who possesses it and uses the three wishes.

Calculus: Early Transcendentals, Chapter 4, 4.4, Section 4.4, Problem 63

Given the function lim_{x->0^+}(4x+1)^cot(x)
We have to find the limit.
The given function is an intermediate form of type 1^infty which can be written as:
i.e lim_{x->0^+}f(x)^g(x)=e^(lim_{x->0^+}g(x)[f(x)-1])
e^(lim_{x->0^+}g(x)[f(x)-1])=e^(lim_{x->0^+}cot(x)[4x+1-1])=e^(lim_{x->0^+}cot(x)4x)
=e^(lim_{x->0^+}(4cos(x).x)/sin(x))
=e^(lim_{x->0^+}(4cos(x))/(sin(x)/x))
We know that lim_{x->0}sin(x)/x=1
Therefore we get,
e^(lim_{x->0^+}4cos(x))=4
Therefore the limit is e^4.

Where in Wonder does August demonstrate kindness, friendship, and character?

In Wonder, August demonstrates kindness, friendship, and character in a few different ways, but one particular instance is the most important for showing all three. During the story, August has two main friends—Summer and Jack. Summer is a loyal, kind, and devoted friend, and she never sways from her opinion of Auggie. She is always quick to defend him and doesn’t feel it is a kindness to treat Auggie like a person. Jack, on the other hand, is a very fairweather friend, at least at the beginning of the story. It is Jack’s betrayal and rudeness that allows Auggie's kindness, friendship, and character to shine through.
When the other kids pressure Jack, he fails to stand up for August and takes part in making fun of him. August shows his kindness, friendship, and character in the way he forgives Jack and lets go of the hurt so that they can still be friends. August is a hilarious kid, and he is a great friend, so allowing Jack back into his life is a very positive move on his part. Jack would be missing out if Auggie hadn’t forgiven him. In that instance of their repaired friendship, August shows moral character, kindness, and friendship in the way he forgives and moves on from the hurt that had been done to him by Jack.

“Courage. Kindness. Friendship. Character. These are the qualities that define us as human beings, and propel us, on occasion, to greatness.” There are more than a few examples of how August demonstrates not only kindness, friendship, but also character; however, instead of just looking at specific instances in the story, it is important to look at August as the example of kindness, friendship, and character. From the very beginning, the reader understands August is different than children his age. For many children, being different in any way is hard, but for August he does not ever seem to use his differences to play the victim. It's almost as if August uses his uniqueness to help build his character and how he reacts to everything and everyone around him. When he meets new friends, he allows them to comment on his looks, he encourages them to ask questions; many people, adults included, would not handle these new experiences with such grace and humor.

Although ethically questionable, August shows kindness when he allows Jack Will to copy his notes in science class due to the difficulty that Jack experiences in the subject.
A great example of when August displays friendship is when he forgives Jack Will for the comment he makes to the "cool kids" on Halloween, saying that he is only friends with August because Mr. Tushman asked him to be and because all the teachers have asked him to sit next to August in their classes.
August shows immense character towards the end of this great novel, when he and his friends are bullied at overnight camp. In fact, his force of character is so strong that he winds up becoming friends with boys like Miles and Amos, who previously did not want to be associated with him.

In Wonder, August and some of his friends demonstrate kindness, friendship, and character on many occasions throughout the story. One such example where August exhibits these qualities is near his birthday. August wishes to invite all of the students in his homeroom class and Summer, with whom he forms a friendship at lunch on his first day of school, to his party. While this is a lot of kids to invite, August demonstrates kindness by being concerned about the feelings of others.
Another example showing qualities of kindness, friendship, and character takes place after the family loses Daisy, their dog. Daisy becomes sick, and August's parents take her to the vet where she is put to sleep. August realizes how upset his family members are over losing Daisy. That night, he puts himself to bed because his mother is comforting Via. August shows compassion because he realizes he receives a lot of attention. Tonight is Via's turn to receive some attention from his mom.
August faces many challenges because he looks different. As a new student to his school, August accepts that it may take time for his peers to adjust to his appearance. He becomes disappointed in Jack when he overhears Jack say some rather mean comments about him. However, after some time passes, August shows character by forgiving Jack. Jack and some of the other boys become protective over August. By showing positive qualities, August builds lasting friendships.

Consumers’ decision making can be reflective of that of a gambler, with regard to their aversion or willingness to take risks. The framing effect can be used to manipulate the consumers’ perceived risks, and trigger preference reversals in consumers. After reading about the framing effect and preference reversals in the text, write a short paper on the topics below. Topic Requirements: Identify a product that is not a market leader and develop a marketing plan for which the framing effect could be used to encourage consumers to reverse their preferences. Include relevant details of the products, as well as a description of how those could be presented.

Framing in psychology refers to changing people's preferences or biases based on the way a question or problem is presented. For example, people in psychological studies have been shown to avoid risk in a positive frame (that is, saving lives) but engage in risks if the frame is negative (that is, people will die or be hurt in some way if a risk is not taken). People regard losses as more significant than gains that are equivalent to the loss.
In the weight-loss industry, Weight Watchers is the market leader, and Jenny Craig is not the market leader. An ad for Jenny Craig that uses the framing effect could emphasize the risks of not joining the program. For example, the first part of the ad could show someone who used Jenny Craig and lost lots of weight, became healthier, and (as these weight-loss programs often emphasize) happier. That person, for example, could be shown getting married or playing with a child. Then, a person could be shown who did not use Jenny Craig. Instead, this person used another weight-loss program and is still not at his or her ideal weight, has health problems, and is afraid to date. The first part of the ad uses positive framing, and the second part of the ad uses negative framing. The second ad could include slogans such as "Don't miss out!" or "You can't afford to miss this chance to join Jenny Craig!" In other words, consumers will be faced with negative outcomes if they don't join. To avoid these outcomes, they will take the risk of switching their preference for other diet plans (or no diet plans at all) and joining Jenny Craig. 

Single Variable Calculus, Chapter 3, 3.1, Section 3.1, Problem 37

Suppose that a particle moves along a straight line with equation of motion
$s = f(t) = 100 + 50 t - 4.9 t^2$ , where $s$ is measured in meters and $t$
in seconds. Determine the velocity and the speed when $t=5$.



Based from the definition of instantenous velocity,



$
\quad
\begin{equation}
\begin{aligned}
\nu (a) &= \lim\limits_{h \to 0} \frac{f(a+h) - f(a)}{h}\\
f(t) &= 100 + 50t - 4.9t^2
\end{aligned}
\end{equation}
$



$
\quad
\begin{equation}
\begin{aligned}
\nu(t) &= \lim\limits_{h \to 0} \frac{100+50(t+h)-4.9(t+h)^2 - [100+50(t)-4.9(t)^2]}{h}\\
\nu(t) &= \lim\limits_{h \to 0} \frac{ \cancel{100} + \cancel{50t} + 50h - \cancel{4.9t^2} - 9.8th - 4.9h^2 - \cancel{100} - \cancel{50t} + \cancel{4.9t^2} }{h}\\
\nu(t) &= \lim\limits_{h \to 0} \frac{50h-9.8th-4.9h^2}{h}\\
\nu(t) &= \lim\limits_{h \to 0} \frac{\cancel{h} (50-9.8t - 4.9h)}{\cancel{h}}\\
\nu(t) &= \lim\limits_{h \to 0} (50- 9.8t - 4.9h)\\
\nu(t) &= 50-9.8t-4.9(0)\\
\nu(t) &= 50-9.8t
\end{aligned}
\end{equation}
$



The velocity after $5s$ is $\displaystyle \nu(5) = 50 - 9.8(5) = 1 \frac{m}{s}$



The velocity and speed have equal values except that the velocity is referred as a vector quantity which has
magnitude and direction.


Therefore, the speed and velocity of the particle are $\displaystyle 1 \frac{m}{s}$ and $\displaystyle 1 \frac{m}{s}$
east respectively. Assuming that the particle is moving to the east.

Is Lady Macbeth a static or dynamic character?

A dynamic character is a character in a work of fiction or in a drama who undergoes some internal change. Lady Macbeth, in the play Macbeth, is such a character.
In the beginning of the play, Lady Macbeth is ambitious and ruthless as she pushes Macbeth to kill King Duncan. She mixes encouragement with scorn and belittlement as she steers her husband to the decision that will determine both of their fates. When he cannot frame Duncan’s servants for the king’s murder, she takes it upon herself to complete the task that her shocked and guilty husband cannot complete.
In the third act of the play, however, we see a less dominating, and less certain, Lady Macbeth. As Macbeth exhibits signs of losing his grasp on reality, Lady Macbeth shows concern for him and his state of mind, making excuses for him with the nobles. Further, she seems far less certain of their course.
By the fifth act, Lady Macbeth is consumed with guilt, and the certainty of purpose that fueled her earlier in the play is gone. While sleepwalking, Lady Macbeth attempts to rub away imaginary blood that she perceives as covering her hands. This guilt over the people that her husband has killed and has had killed leads her to take her own life. At the time of her death, her ruthless will that seemed to dominate her husband’s decisions has been eroded away by the blood of the slain, and she has become a very different person from the woman she was in the early acts of the play. 

College Algebra, Chapter 7, 7.4, Section 7.4, Problem 44

Solve the system $\left\{ \begin{array}{ccccc}
2x & -y & & = & 5 \\
5x & & +3z & = & 19 \\
& 4y & +7z & = & 17
\end{array} \right.$ using Cramer's Rule.

For this system we have


$
\begin{equation}
\begin{aligned}

|D| =& \left| \begin{array}{ccc}
2 & -1 & 0 \\
5 & 0 & 3 \\
0 & 4 & 7

\end{array} \right| = 2 \left| \begin{array}{cc}
0 & 3 \\
4 & 7
\end{array} \right| - (-1) \left| \begin{array}{cc}
5 & 3 \\
0 & 7
\end{array} \right| + 0 \left| \begin{array}{cc}
5 & 0 \\
0 & 4
\end{array} \right|
\\
\\
=& 2 (0 \cdot 7 - 3 \cdot 4) + (5 \cdot 7 - 3 \cdot 0) = 11
\\
\\
|D_x| =& \left| \begin{array}{ccc}
5 & -1 & 0 \\
19 & 0 & 3 \\
17 & 4 & 7

\end{array} \right| = 5 \left| \begin{array}{cc}
0 & 3 \\
4 & 7
\end{array} \right| - (-1) \left| \begin{array}{cc}
19 & 3 \\
17 & 7
\end{array} \right| + 0 \left| \begin{array}{cc}
19 & 0 \\
17 & 4
\end{array} \right|
\\
\\
=& 5 (0 \cdot 7 - 3 \cdot 4) + (19 \cdot 7 - 3 \cdot 17) = 22
\\
\\
|D_y| =& \left| \begin{array}{ccc}
2 & 5 & 0 \\
5 & 19 & 3 \\
0 & 17 & 7
\end{array} \right| = 2 \left| \begin{array}{cc}
19 & 3 \\
17 & 7
\end{array} \right| -5 \left| \begin{array}{cc}
5 & 3 \\
0 & 7
\end{array} \right| + 0 \left| \begin{array}{cc}
5 & 19 \\
0 & 17
\end{array} \right|
\\
\\
=& 2 (19 \cdot 7 - 3 \cdot 17) - 5 (5 \cdot 7 - 3 \cdot 0) = -11
\\
\\
|D_z| =& \left| \begin{array}{ccc}
2 & -1 & 5 \\
5 & 0 & 19 \\
0 & 4 & 17
\end{array} \right| = 2 \left| \begin{array}{cc}
0 & 19 \\
4 & 17
\end{array} \right| - (-1) \left| \begin{array}{cc}
5 & 19 \\
0 & 17
\end{array} \right| + 5 \left| \begin{array}{cc}
5 & 0 \\
0 & 4
\end{array} \right|
\\
\\
=& 2 (0 \cdot 17 - 19 \cdot 4) + (5 \cdot 17 - 19 \cdot 0) + 5 (5 \cdot 4 - 0 \cdot 0) =33

\end{aligned}
\end{equation}
$


The solution is


$
\begin{equation}
\begin{aligned}

x =& \frac{|D_x|}{|D|} = \frac{22}{11} = 2
\\
\\
y =& \frac{|D_y|}{|D|} = \frac{-11}{11} = -1
\\
\\
z =& \frac{|D_z|}{|D|} = \frac{33}{11} = 3
\end{aligned}
\end{equation}
$

How do the Greek myths function in Tennyson's poems "The Lotos Eaters" and "Ulysses"? Why did he go back to Greek and Roman myths in the Victorian Age? Does being the poet laureate of the age has any importance on this issue? If so, why?

"The Lotos-Eaters" alludes to the encounter with the lotus eaters had by Odysseus and his crew in Homer's The Odyssey.  The speaker tells of the lotus eaters approaching Odysseus's ship and the way they seem so "melancholy"; further, anyone who partakes of the lotus fruit they offer no longer wishes to return home.  These crewmen think,

Dear is the memory of our wedded lives,And dear the last embraces of our wivesAnd their warm tears: all hath suffer'd change:For surely now our household hearths are cold,Our sons inherit us: our looks are strange:And we should come like ghosts to trouble joy.

The men who eat the lotus have many ways to justify their desire to remain there and never return home again.  Though they recall home fondly, they have been away so long now they think that they would be like strangers to their loved ones and that their homes would have changed so much in their long absence.  There are so many reasons to stay.  In the Land of the Lotus Eaters, they can rest peacefully, like the gods, and not worry over humankind anymore, neatly escaping the mariner's death at sea for surely "slumber is more sweet than toil."  They decide that they "will not wander more."  In The Odyssey, Odysseus sends a few of his men to investigate the Land of the Lotus Eaters, and the ones who eat the lotus do, indeed, say that they prefer to stay there and never return home.  He actually has to overpower them physically to get them back to the ship.  This poem alludes to that episode, filling in the part of those crew members who eat the lotus.  There is no mention of Odysseus and his monumental journey; rather, this story is theirs, and they want to stay—not go.
"Ulysses," on the other hand, is narrated by Odysseus, and he wishes to go, not stay.  He finishes the poem by saying his will is "To strive, to seek, to find, and not to yield," and he seems to assume this same goal is possessed by his crew as well.  He refers to them all when he says, "We are not now that strength which in old days / Moved earth and heaven, that which we are, we are."  He believes that he and they are of "equal temper" and in possession of "heroic hearts."  However, when comparing his assumptions of his men to their own words in the other poem, we see that Odysseus is wrong: he wants adventure and danger; they want safety and peace.  
Thus, the two poems use allusions to the ancient Greek tale of Odysseus in order to show two sides of the story: in The Odyssey itself, we do not hear from the crew that ate of the lotus as we do in the first poem.  In the second, Tennyson gives us a sense of how self-centered and unaware Odysseus really is: he does not realize that he has imposed his own will on his men, who would rather have rested peacefully.

What are the main points of The Beauty Myth?

Naomi Wolf uses “myth” both as a fictional idea and as an age-old story so often repeated that it seems true. In contemporary society (as of its 1990 publication), other myths about women were being dispelled, and so the notion of physical perfection bound up in “beauty” took on increasing importance. Although a woman might achieve her career goals, if she was deficient in beauty, her self-worth would suffer. This ideal, which depends primarily on thinness and youth, is tied to heterosexuality, as it is presumed that male desire for females drives the operations that sustain the myth. Wolf delves into the role of corporate greed through advertising campaigns, as male-dominated business enforces the patriarchy, in which male superiority depends on female belief in their own inferiority. She cautions consumers about the traps of believing the hype and the dangers of inflicting this propaganda on girls.

I would say that the central point of this work is to illustrate and highlight the idea that, as women have gained power and acceptance across multiple societal areas, women are still being held to an unrealistic and unfair beauty standard. Along with that idea, Wolf posits that the objective beauty "ideal" has been put forth mainly by men in a way to keep women powerless. It works like the following: If women are constantly trying to mold themselves into and achieve a beauty standard that isn't achievable, they are being subjected to the will of somebody else. By constantly trying to be a beauty object, women are never the subject and in control of their lives/destinies/etc. Additionally, Wolf says that because the beauty standard is not a target that can be hit, it is ultimately damaging to women in a psychological way. Women eventually adopt an "I'm never good enough" attitude.

Why were Lord Canterville and his family not willing to stay in the mansion?

The answer to this question can be found in the first two paragraphs of this hilarious short story. Readers enter the story, and they are immediately informed that Mr. Otis has bought the Canterville mansion. The previous owner was Lord Canterville, and we are told that he felt it was the honorable thing to do to tell Mr. Otis the reason for selling the house in the first place. It turns out, according to Lord Canterville, that the house is haunted. Several members of the family bear witness to the haunting and can attest to the presence of a ghost.

Indeed, Lord Canterville himself, who was a man of the most punctilious honour, had felt it his duty to mention the fact to Mr. Otis when they came to discuss terms.
"We have not cared to live in the place ourselves," said Lord Canterville, "since my grandaunt, the Dowager Duchess of Bolton, was frightened into a fit, from which she never really recovered, by two skeleton hands being placed on her shoulders as she was dressing for dinner, and I feel bound to tell you, Mr. Otis, that the ghost has been seen by several living members of my family, as well as by the rector of the parish, the Rev. Augustus Dampier, who is a Fellow of King's College, Cambridge."

Mr. Otis flatly denies the possibility of such a thing, and he claims that if ghosts did exist, the Americans would have one in a museum already. The Otis family is eventually forced to admit that the haunting is a real thing, but the Otis family actually ends up antagonizing the ghost to no end.

In Chapter One of "The Canterville Ghost," Lord Canterville reveals why he could no longer stay at Canterville Chase. For some time, he explains, many members of the Canterville family have lived in a state of perpetual fear because of the resident ghost. His wife, Lady Canterville, for example, could rarely sleep at night because of the "mysterious noises" which emanated from the library and the corridor. Many members of the family caught glimpses of the ghost and even the local rector, Reverend Augustus Dampier, claims to have seen him.
Even worse than these fleeting glimpses, Lord Canterville's grandaunt, the Dowager Duchess of Bolton, was "frightened into a fit" after the ghost appeared to her as she was dressing for dinner. As a result, many of the family's servants refused to stay at the house, prompting Lord Canterville to move out and to put Canterville Chase on the market.

Single Variable Calculus, Chapter 7, 7.3-1, Section 7.3-1, Problem 62

At what interval is the curve $y = 2e^x - e^{-3x}$ concave downward?


$
\begin{equation}
\begin{aligned}

\text{If } y =& 2e^x - e^{-3x}, \text{ then}
\\
\\
y' =& 2e^x - e^{-3x} (-3) = 2e^x + 3e^{-3x}
\\
\\
\text{then,} &
\\
\\
y" =& 2e^x + 3e^{-3x} (-3)
\\
\\
y" =& 2e^x - 9e^{-3x}


\end{aligned}
\end{equation}
$


To know the intervals of concavity, we set $y" = 0$ and get the inflection points.


$
\begin{equation}
\begin{aligned}

& y" = 0 = 2e^x - 9e^{-3x}
\\
\\
& 0 = 2e^x - 9e^{-3x}
\\
\\
& 9e^{-3x} = 2e^x
\\
\\
& e^{(x - (-3x))} = \frac{9}{2}
\\
\\
& e^{4x} = \frac{9}{2}

\end{aligned}
\end{equation}
$


If we take the natural logarithm of both sides


$
\begin{equation}
\begin{aligned}

lne^{4x} =& lm \frac{9}{2}
\\
\\
4x =& ln \frac{9}{2}

\end{aligned}
\end{equation}
$


The inflection point is at..

$\displaystyle x = \frac{ln(4.5)}{4}$

The interval of concavity is..


$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f''(x) & \text{Concavity} \\
\hline\\
\displaystyle x < \frac{ln (4.5)}{4} & - & \text{Downward} \\
\hline\\
\displaystyle x > \frac{ln (4.5)}{4} & + & \text{Upward}\\
\hline
\end{array}
$


Therefore, the curve $y = 2e^x - e^{-3x}$ has downward concavity at interval $\displaystyle \left( - \infty, \frac{ln (4.5)}{4} \right)$

Why did the two roads appear similar to the poet?

I believe you are referring to "The Road Not Taken" by Robert Frost. As the poem begins, the poet is poised between two roads in the woods, and they at first look similar enough to the poet to both be appealing. He looks down the first road to the point at which it bends out of sight. He then looks at the second road, which looks grassy and untrod, as it "wanted wear."
However, at the point where the poet stands, "the passing there/Had worn them really about the same." In other words, at the point where the poet stands, there is a lot of foot traffic that has worn down both paths to the same degree. In addition, "And both that morning equally lay/In leaves no step had trodden black." That means that both paths presented the same amount of leaves that have not been stepped on. However, as the poet takes the second path, he says, "I took the one less traveled by." He realizes that this path is less trod on as he follows it further, and it has "made all the difference," meaning that taking this less used path has forever affected his future. 

Beginning Algebra With Applications, Chapter 4, 4.1, Section 4.1, Problem 22

The sum of two numbers is fifteen. One less than three times the smaller is equal to the larger. Find the two numbers.

If we let $x$ and $y$ be the smaller and larger numbers, respectively, then we have

$x+y = 15 \qquad$ Equation 1

And

$3x-1 = y \qquad$ Equation 2

By substituting equation 2 with 1, we get


$
\begin{equation}
\begin{aligned}


x + (3x-1) =& 15
\\
\\
x + 3x - 1 =& 15
\\
\\
4x =& 16
\\
\\
\frac{4x}{4} =& \frac{16}{4}
\\
\\
x =& 4

\end{aligned}
\end{equation}
$


Then, by using back substitution, we get


$
\begin{equation}
\begin{aligned}

3(4) -1 =& y
\\
12-1 =& y
\\
11 =& y

\end{aligned}
\end{equation}
$


Therefore, the two numbers are 4 and 11.

Who is the middleman in marketing?

Marketing is an important business function. Marketing is responsible for product development, distribution, pricing, and promotion. Distribution ensures the product or service is delivered to the consumer. In distribution, middlemen are responsible for bringing the product closer to the customers.
Brokers purchase products from sellers at a low price. They later sell the product to the consumer at a higher price. The middlemen assume all the risks associated with the product as it moves along the distribution channel. The risks borne by the brokers are used to justify the higher prices to the consumers. In some situations, the middlemen do not handle the product; rather, they directly connect the buyer to the seller.
Wholesalers and retailers are examples of middlemen. They purchase the product in bulk and at a low price. They later sell the product at a higher price and in quantities required by the consumer.
https://www.investopedia.com/terms/m/middleman.asp

What are some modern songs that represent Johnny from The Outsiders?

Described as a puppy that's been kicked too many times, Johnny Cade has perhaps the worst lot dealt to him in life out of all the down-on-their-luck Greasers. Not only is Johnny economically downtrodden, but his mother is an alcoholic and his father is abusive. Some songs relevant to him and his struggle with self-esteem stemming from the abuse and neglect of his parents could include "When Doves Cry" by Prince, "Let You Down" by NF and "Perfect" by Simple Plan. All of those songs are apologizing to one's parents for not being good enough. Johnny dies without realizing he was not the problem. Because of his low self-worth, Johnny is vulnerable and the easiest and most common target to the Greasers' wealthy rivals, the Socs. Their attacks not physically scar him and require months of recovery, but give him PTSD.Yet despite these setbacks, Johnny never stops trying to do the right thing and protect others. He stands up to his idol and friend, Dallas, to make Dallas stop harassing two girls at the movies. It turns out that the girls' boyfriends were the ones who badly beat Johnny earlier in the year. When the boyfriends seek their revenge about the girlfriends, Johnny stands up to his violent aggressors, stabbing one to save Ponyboy's life. Forced to flee with Ponyboy, Johnny ends up laying down his life saving children from a burning church near where he and Pony hid. Johnny is a hero that doesn't recognize his own worth. He sees only the best in others. In his dying letter to Ponyboy, Johnny wishes his friend to "stay gold" which means never lose their innocence and wonder at experiencing the beauty in life. Songs that celebrate Johnny and the insight into his ever-hopeful mind could be "Evergreen" by Yebba and "Wings" by Birdy. "Evergreen" is about how others make people's time worthwhile. Johnny cherished his friends hoping Ponyboy would "stay gold" or green like a kid much like the singer wants the people they love to stay green and alive for as long as possible. "Wings" is not only a memorial song about the good times one can't get back with their friends but the lyrics imagery of dancing on top of cars underneath a trillion stars creates a similar feeling of Johnny's last request that Ponyboy and Dallas appreciate a sunset together.

Johnny Cade is portrayed as the "gang's pet," who suffers from emotional and physical abuse. Johnny grows up in an abusive household and narrowly survives a brutal beating by a group of Socs. He is the most sympathetic character in the novel and ends up losing his life after a falling beam breaks his back while he is saving children from a burning church fire. Before Johnny dies, he composes a moving letter to Ponyboy, which encourages Pony to see the world from a positive, youthful point of view.
One song that captures Johnny's emotional and physical pain is "Everybody Hurts" by R.E.M. The title accurately describes the theme of the song, which acknowledges that everyone experiences difficulties in their lives and encourages people to continue living. The first verse is as follows:

When your day is longAnd the nightThe night is yours aloneWhen you're sure you've had enoughOf this lifeWell hang onDon't let yourself go'Cause everybody criesAnd everybody hurts sometimesSometimes everything is wrongNow it's time to sing alongWhen your day is night alone (hold on)(Hold on) if you feel like letting go (hold on)If you think you've had too muchOf this lifeWell, hang on

Another song that would represent Johnny's character and mindset would be "Young Forever" by Jay Z. At the end of the novel, Johnny shares the meaning of the Robert Frost poem with Ponyboy and writes that Frost was speaking about innocence and the transience of life. Johnny also encourages Ponyboy to "stay gold," which essentially means to stay young at heart. Jay Z's lyrics correspond to Johnny's message to Ponyboy and the chorus is as follows:

Forever youngI wanna be forever young (yes)Do you really want to live forever?Forever and ever (sing)Forever young I wanna be forever youngDo you really want to live forever?Forever, forever young

How is Helen Keller's childhood house described in The Story of My Life?

The Story of My Life includes a picture of Keller's family home, Ivy Green. It is a one-level clapboard house with a small covered front porch. It has three shuttered windows visible in front and three chimneys. It is an idyllic cottage on a flat, tree-studded lot. Although this does not show in the picture, Keller describes it as obscured by flora, writing

It was completely covered with vines, climbing roses and honeysuckles. From the garden it looked like an arbour. The little porch was hidden from view by a screen of yellow roses and Southern smilax. It was the favourite haunt of humming-birds and bees.

Helen's migration to a larger house at age five let her roam more rooms and gave her the opportunity to lock her mother in a pantry and Miss Sullivan, when she first arrived, in her room. Later, both Helen and Miss Sullivan enjoyed the orchards near the house.
Despite the anger and frustration caused to Helen by the illness that left her blind and deaf, she does describe a prosperous and pleasant Southern home of the post-Civil War period, where she and the young black girl Martha Washington sat on the veranda steps and also enjoyed participating in Christmas preparations.

When Helen was very young, she lived with her parents in a small house on the Keller property.  This little house was called "Ivy Green."  The name came from the ivy which grew on the house and on everything near it.  It was common in the South to have a small house on the property.  Helen's father built it after the Civil War.  A lush garden was beside the house.  The house itself was small and contained two rooms.  One room was large and one was smaller.  The main room was the large one, and the smaller one was a sleeping quarters for a servant.  The little house had a porch, which was covered in flowers and climbing vines.  Helen described her first home:

It was completely covered with vines, climbing roses and honeysuckles.  From the garden it looked like an arbour.  The little porch was hidden from view by a screen of yellow roses and Southern smilax.

When Helen was five, the family moved into a new house that was much larger.   It had an upstairs and many rooms, including a sitting room with a hearth.  The new house also had a large porch, which honeysuckle grew on.

Why are cows black and white?

Actually, cows aren't always black and white! There are many different breeds of cows, all of which tend to have different coloring. The black and white cows you are probably thinking of are Holsteins, a particular breed of dairy cow. Other breeds of cow can have brown, red, and/or white coloration.
To address your question of why these cows are black and white, we'll have to go over some basic genetics. When two Holstein cows reproduce, they pass on some combination of their genes to their offspring, and the genes that appear in their offspring's DNA will determine what traits that offspring has, including its coloration.
The gene that determines coloration in cattle breeds like Holsteins has two alleles. Alleles are variations of the same gene that express themselves as different phenotypes (physical traits). One of these alleles—the one that produces black coloring—is dominant. The other allele—which produces red coloring—is recessive. If either of a cow's parents pass on a dominant "black" allele, the offspring will have black coloring. However, both of the cow's parents would have to pass on a recessive "red" allele in order for the offspring to have red coloring. This means there are fewer possible combinations of genes that can produce red coloring in the cow. As a result, black/white coloring in certain cattle breeds is much more likely and much more common than red/white.

What is a common trait found in Wordsworth's "The Solitary Reaper" and Keats' "Ode to a Nightingale"?

In William Wordsworth's "The Solitary Reaper" and John Keats' "Ode to a Nightingale," both poets experience a song with profound transformative qualities. Though many comparisons could be drawn between these two poems, one of the most obvious similarities between the two is that both the song of the reaper and the song of the nightingale have the power to whisk the poets away to exotic places, thus helping them escape their immediate locations.
For example, in "The Solitary Reaper" the reaper's song helps Wordsworth envision "travelers in some shady haunt, / Among Arabian sands" (11-12). Likewise, in "Ode to a Nightingale," Keats imagines that the nightingale's song "oft-times hath / Charm'd magic casements, opening on the foam / Of perilous seas, in faery lands forlorn" (68-70). As such, it's apparent that both poems are exploring a song that has the power to inspire the imagination and take the listener away from his immediate experience by transporting him to fantastic and exotic locations. In that case, both Keats and Wordsworth are writing about the possible abilities of the imagination, although Wordsworth uses a singing field worker as his muse, while Keats uses a nightingale. 
https://www.poetryfoundation.org/poems/44479/ode-to-a-nightingale

https://www.poetryfoundation.org/poems/45554/the-solitary-reaper

Critical Criminology is an extension of Marxist theory that goes beyond the examination of the effects of capitalism on crime. It takes a critical stance against mainstream criminology. Critical criminology is similar to Marxist theory in the belief that crime and delinquency are defined by those who have the power in society. Is American society too diverse to ever agree on a peacemaking perspective? Explain your response. Feel free to draw examples from previous class readings and the chapter to explain your answer.

Critical criminology looks at criminal justice issues with an awareness of how class and inequality have given rise to crime. This perspective includes an awareness of how social issues such as poverty, economic oppression, class, gender, and race affect the perpetration and punishment of crime. The field also regards crime and justice as socially determined--that is, a product of their society. 
The social constructivist conception of delinquency and crime, which is related to the ideas of critical criminology, states that deviance is based on social constructs. That is, acts are not inherently deviant but are determined to be deviant by a majority of the society. Therefore, the definitions of deviance and criminal behavior, as well as the definition of justice, have a relative component. 
Whether or not you agree that there is a socially constructed element of justice in the United States depends on your own views and your readings. Some argue that justice is socially constructed; for example, according to the NAACP, African Americans have six times the rate of incarcerations that white people do. Many critics of the criminal justice system argue that this high rate of incarceration of African Americans, particularly African-American men, comes from unfairness, racism, and injustice built into the system. There is little doubt that people of different backgrounds are treated differently in our legal system and that it is difficult to agree on a definition of justice in a diverse society. However, if our society has more diversity represented within the justice system, including judges, defense lawyers, and district attorneys, the justice system might begin to include more diverse perspectives and might be better able to agree on the definition of deviance and the role of societal factors in creating deviance. 

How does Langston Hughes use symbolism in "Salvation"? What are some examples of it, and how would one write a paper on this topic?

"Salvation" by Langston Hughes is actually an excerpt from his autobiography, The Big Sea. It describes a religious service within an African American charismatic Christian tradition, in which being "born again" is considered necessary for salvation. 
The introduction to your paper should summarize the main point of your paper, which should be Hughes' appropriation of Christian symbolism. The final few sentences of your introduction should be transition sentences pointing forward to what you will cover in the body paragraphs of your paper.
The first body section of your paper should give some historical and theological background to the tradition of tent revivals. It should discuss what would be implied by "being saved" in such a context, and especially the emphasis on personal visionary experience and deep emotional connection to Jesus.
Next, you might discuss color symbolism. The participants in the revival, and Hughes himself, are black; Hughes uses the phrase "jet-black faces" to describe the crowd. The evening outside is dark. The process of salvation, though, is referred to as experiencing light. The children are also referred to as "lambs" in multiple places. In Jewish and Christian iconography, Jesus himself is treated as the equivalent of an unblemished white lamb and church elders and Jesus himself are compared to shepherds tending flocks of sheep (of which the youngest would be lambs). Visually, the lambs are normally portrayed as white. Thus in this passage, we get the sense of conversion to Christianity, even in a black Christian community, as a form of assimilation to whiteness.
The second major body section of your paper could discuss the way the attendees are portrayed as becoming a collective acting as a primal force rather than individuals, as in the sentence:  "The whole congregation prayed for me alone, in a mighty wail of moans and voices." Salvation, and the concomitant conversion are symbolized by Hughes' physical situation, initially being part of a group of young people on a bench, then being one of two people, next being alone on the bench, and finally sacrificing his individual will to become part of the collective at the altar.
For your third major section, you might look at sea imagery, as it appears in such phrases as  "sea of shouting" and "waves of rejoicing", phrases that evoke the "sea of faith".
Your conclusion could examine the irony that Hughes did in fact experience a conversion at the revival, but it was a conversion to atheism. You might look at what his tears symbolize, both for him (regret for his lie and betrayal of self) and his aunt (the descent of the Holy Ghost). Finally, you might think of this in light of the Gospel of John 11:35, in which Jesus weeps.

How do I write an analysis essay on how the author uses symbolism with examples,signal phrases, parenthetical citations.

How do the actions of the pigs in Animal Farm compare to the actions of Russia's revolutionary leaders before, during, and after their successful revolutions?

In Animal Farm, you'll notice a lot of similarities between the actions of the pigs and those of Russia's revolutionary leaders.
Such as Lenin, for example, Old Major provides the impetus for the Rebellion with his inspirational speech. By highlighting the unequal and exploitative role of humans, he encourages the animals to overthrow them and to create a new society. The same thing happened in Russia: Lenin and the Bolsheviks convinced the people that the cause of their problems were those who owned the means of production.
As the story progresses, we see more similarities. The rise of Napoleon, for instance, mirrors that of Joseph Stalin, who became Russia's leader after Lenin died. Like Stalin, Napoleon uses a combination of propaganda and violence to consolidate his power. (His dogs, for example, are an allusion to Stalin's secret police, known as the NKVD. Squealer is also an allusion to Pravda, the Bolshevik-run newspaper which transmitted propaganda to the people).
In the closing chapter of the novel, Orwell demonstrates that the pigs have become even more exploitative than those who ruled before. They have corrupted the principles of Animalism to give themselves absolute power. We see a similar situation in Russia where Stalin's dictatorship exploited the people and left them worse off than they had ever been. More importantly, they were powerless to change the situation, just like the animals in the story.

Throughout Animal Farm, Orwell portrays the events of the Russian Revolution of 1917 that eventually resulted in the totalitarian rule of Joseph Stalin. The pigs in the novella represent and parallel the significant actors involved in the Russian Revolution of 1917. Old Major represents both Karl Marx, a political theorist who championed communist ideology, and Vladimir Lenin, who was the leader of the Bolsheviks and founder of the Soviet Union. Like Marx and Lenin, old Major develops the tenets of a revolutionary philosophy and encourages the people (or animals, in Animal Farm) to break free of their oppressors. Animalism and Communism share similar ideas, such as the fair distribution of wealth, collective labor, and equality.
The character of Snowball represents Leon Trotsky, a Russian Marxist revolutionary and founder of the Red Army. Following the Russian Revolution, Trotsky led the Red Army during the Russian Civil War by defeating the White Army. This triumph parallels Snowball's victory at the Battle of the Cowshed. Trotsky wanted to spread communism to the rest of the world and implemented a Five-Year Plan to develop the Russian economy. Throughout the story, Snowball champions the tenets of Animalism, successfully repels Jones's attack at the Battle of the Cowshed, and designs a plan to build the windmill. Unfortunately, Snowball is vanquished and exiled from Animal Farm in the same way that Stalin banished Trotsky from Russia.
The character of Napoleon parallels Joseph Stalin. After the Rebellion, Napoleon comes to power alongside Snowball. However, Napoleon disagrees with Snowball's future vision of Animal Farm. Napoleon also begins to alter the tenets of Animalism to favor the pigs, who represent top-ranking Russian officials, and eventually exiles Snowball. Napoleon then begins his tyrannical reign by murdering dissenters, manipulating the animals through propaganda, and oppressing the other animals on the farm. Orwell depicts Stalin's rise to power and tyrannical rule through the character of Napoleon. Stalin was a selfish, ambitious politician who formed the secret police, NKVD, to execute and arrest those who disagreed with his policies or threatened his leadership. Stalin also commissioned the Great Purges, where thousands of people were executed or sent to labor camps in Siberia. He also ordered Trotsky's assassination and spread propaganda by controlling the media. Millions of Russians suffered and died during Stalin's reign, and he became one of history's most notorious tyrants.
Orwell parallels the plight of the pigs in Animal Farm with the major actors before, during, and after the Russian Revolution of 1917. This allegorical tale depicts how Joseph Stalin rose to power by manipulating communist ideals to become a dictator who oppressed and murdered the citizens of Russia.

describe two character traits that the character has at the end of the novel. you must include an example,quote,and page number for each character trait.

Throughout the entire court trial, Steve Harmon wrestles with his own identity. He believes and/or wants to believe that he is a good kid; however, he also knows that he was present for the crime, he is on trial, and he is staying in jail. Despite that, he knows that he is not like the other men that are in jail with him. By the end of the novel, Steve does not have a firm grasp on exactly who he is, but he does have a stronger sense of direction of how to discover exactly who he is. For that reason, I think a character trait that Steve has at the end of the novel is the trait of being introspective. He wants to closely examine who he is. A supporting quote is the following quote from Chapter 21:

I want to look at myself a thousand times to look for one true image.

The other trait is that Steve is a reflective kind of person. The trial has given him a lot to think about. He needs to examine what about himself got him in that situation. A supporting quote is the following quote that is also from Chapter 21:

I want to know the road to panic that I took.