American expansion was often expressed in the language of freedom and civilization. But was there also a racial component to Manifest Destiny?

Although Manifest Destiny was rooted in the idea of expansionism, the racial component was also an integral part of this western movement. Because of America's growing successes in technology, agriculture, and communication, the culture became overwhelmed with a new sense of self confidence and superiority. When American leaders decided to officially move west and dominate the geographical landscape, the underlying message what that they held an inherent superiority over the native people. This sense of righteousness entails that racial component. Instead of merely being executed in beliefs of liberty and presumed prosperity, the Manifest Destiny was based in the belief that "Indian" culture was subordinate to American lifestyles.
Not only was there an ideological component to the movement, but the economic incentive to move west also carries a heavy racial bearing. The white people living in New England believed that the rich and luscious lands of the West were being wasted by the Native Americans. Simply because the Native people did not use the land for cattle herding and other American agricultural practices, they were perceived as wasteful. The white people failed to understand the intrinsic beauty and value of the land, unlike the appreciative Native Americans. By completing Manifest Destiny, the settlers of America not only declared their racism towards those with different practices, but they failed to acknowledge the benefits of cultural customs that they did not create themselves. The racial aspect to Manifest Destiny is undeniable, despite the argument that it was purely sparked from an inherent need to promote freedom and prosperity.

In Michael Hunt's book, Ideology and US Foreign Policy, he highlights how the United States used racism in it's policies and relationships to other foreign states. As the United States expanded, policy makers focused on racial and religious purtiy to justify expansion.
Domestically, we see manifest destiny affect the First Nations, pushing various indigenous tribes into reservations and forcefully ''civilizing" these individuals. Indigenous Americans living in the Midwest were taken from their tribes, forced to learn English, and assimilate into American society. Similarly, we see this happening internationally, with the United States forcing Japan's Meiji empire to open it's ports and encourage trade with American shareholders. This was supported by the belief that Americans were racially superior than the Japanese and Chinese, and needed Weatern/American influences, such as Christianity, democracy, and capitalism to be civilized throughout the globe.
With these ideologies spreading America's influence and power, indigenous and native cultures took a backseat. Because other cultures and races were seen as inferior, there is a strong racial component to manifest destiny.

There was a racial component to Manifest Destiny. The majority of Americans believed that the white Anglo-Saxon Protestant was the best possible person.
Americans in the 1830s and 1840s saw a lot of progress. The nation was growing rapidly. New innovations such as interchangeable parts were making goods cheaper. The nation was gaining new canals and railroads. The nation was also dredging rivers and improving harbors. It seemed inevitable that the new nation would continue on an upward trajectory. Many attributed this to the Protestant work ethic.
When Americans looked West, they viewed a land that was in need of good stewards—people who could make the land profitable. Throughout history, European-Americans viewed Native American culture as being lazy. They often discounted Native American agriculture as just a bunch of weeds thrown together haphazardly. The European-American thought that all farming should take place in neat rows, with fences for the livestock. Anything that did not conform to this must be wrong. These Americans looked West and thought that God intended all that land to be used according to white ways. This was the racial component to Manifest Destiny: it was about not just spreading democratic ideals but also spreading white customs.

What are some of Georg's and Ulrich's character traits using textual evidence?

When the narrator provides some exposition, it is clear that Georg and Ulrich have inherited this family quarrel. However, they have taken that inheritance and channeled it into their own mutual hate for one another. When they first meet in the forest, that hate is present. 

Each had a rifle in his hand, each had hate in his heart and murder uppermost in his mind. 

But in the following sentences, the narrator adds that the men are not absolute savages in regards to their mutual hate. In fact, Georg and Ulrich show a fleeting moment of civilized behavior: 

But a man who has been brought up under the code of a restraining civilization cannot easily nerve himself to shoot down his neighbor in cold blood and without a word spoken, except for an offense against his hearth and honor. 

This hesitation suggests that both men are capable of civilized behavior. This hesitation also allows just enough time for the tree to fall on both men, pinning them to the ground. It is in this predicament, facing their own mortality, that both men let go of their inherited quarrel and embrace a more civilized, humanistic regard for one another: 

For a space both men were silent, turning over in their minds the wonderful changes that this dramatic reconciliation would bring about. 

That first hesitation is a very subtle but significant hint that there is even a remote possibility for a reconciliation. 

What main event takes place in Chapter 2 of Seedfolks?

The main event that takes place in Chapter 2 is when Ana discovers Kim's beans that she buried in the lot on Gibb Street.
At the beginning of the chapter, Ana, an older woman, looks out of her window to see a dark-haired girl hiding something behind an old refrigerator in the lot on Gibb Street. Ana becomes suspicious and initially believes the girl is burying drugs, a gun, or money. Instead of calling the police, Ana decides to solve the mystery herself. One day, Ana travels down to the lot on Gibb Street and begins to dig up the soil in the same location that the girl seemed to be burying something. Instead of finding something illicit, Ana ends up digging up two beans which had sprouted roots. She feels terrible about digging up the girl's beans and covers them with soil again.

Discuss the factors that allowed Muhammad to rise and unite Arabia under the banner of Islam. Of these factors, which was most significant? Explain.

Prophet Muhammad’s journey to unite Arabia under the banner of Islam was not an easy task, because he met serious resistance from his own people. Although, after much struggle, he gained a considerable following, the opposition against him and Islam still lingered.
The Prophet was born to a Qurayshi family in Mecca. He belonged to the Banu Hashim clan but spent his early childhood with the Banu Sa’ad clan to satisfy traditional culture and customs. The Prophet's conflict with the Qurayshi tribe began after the tribe’s leaders felt threatened by Prophet Muhammad’s message and growing influence. The conflict grew with the growth of the Prophet's followers, and eventually, the situation became untenable, forcing the Prophet and his followers to relocate to Medina.
The Arab world was, at the time, divided into different tribes, with some harboring hostilities against each other. These fractured tribes and hostilities presented the Prophet with a significant opportunity to bring the region together through religion.
Additionally, Islam was based on values that were not emphasized at the time, and this was received well by those who took time to listen to its teachings. Affirmation of the teachings was demonstrated in Medina where Islam registered positive growth and progress. The tribes of Medina that had converted to Islam took the opportunity to end their hostilities by asking the Prophet to visit them and arbitrate their issues. Thus, Islam was able to contribute to peace and stability among the people.
The peace and stability that the Prophet managed to establish among the tribes in Medina helped grow his followers, and eventually, Muslims managed to deal with opposition. Thus, Islam, as taught by the Prophet, helped bring the peace and unity that was desired by most tribes in Arabia.
https://www.ushistory.org/civ/4i.asp

Why does Odysseus want to avoid the island of the sun? What was he warned not to do there?

Odysseus does not want to go to Thrinacia (modern-day Sicily) because he has been explicitly warned by both Circe and Tiresias not to. Odysseus was sent by Circe down to the underworld, and that is where he encountered the blind seer. As Tiresias is a prophet, it is especially important for Odysseus to heed his warnings about Thrinacia.
Unfortunately for Odysseus, he gives in to the constant pleading of one of his crew members, Eurylochus, and decides to rest a while upon the island. But Odysseus explicitly warns his men not to kill any of the cattle on Thrinacia, as they belong to the sun god Helios. Eurylochus, however, has other ideas and incites the other men to disobey Odysseus's express orders and slaughter Helios's cattle.
A suitably enraged Helios pleads with mighty Zeus to punish these presumptuous mortals for their disobedience. The father of the gods complies and unleashes a particularly vicious storm upon Odysseus and his crew. Their ship is completely destroyed, and only Odysseus survives the terrible wrath of Zeus.

What is Tom's treatment of the skull he finds with the tomahawk buried in it, and how does this reinforce his characterization?

Tom Walker is initially depicted as a miserly fellow, who continually argues and fights with his pugnacious, termagant wife. Tom Walker is also a callous, insensitive man, who has a sorrowful life on a forlorn homestead. When Tom stops to rest at an ominous region in the swamp on his shortcut home, he relaxes against the trunk of a fallen hemlock and begins to turn up the soil with his staff. Tom Walker accidentally ends up unearthing a buried cloven skull with an Indian tomahawk lodged into the side of it. After looking at the skull, Tom says, "Humph!" and gives it a kick, which immediately grabs the attention of Old Scratch, who tells him to leave the skull alone. Tom's rough treatment of the skull highlights his insensitive personality and propensity for violence. Tom Walker is further characterized as a disrespectful, tactless man with absolutely no concern for others.

When Tom finds the skull buried in the ground, his reaction is to kick it so as to remove the dirt. This action reinforces Tom's characterization in a couple of ways. Firstly, his violent reaction to the skull matches his fiery temperament. As we learn from the text, Tom is not an easy-going kind of person. He is constantly arguing with his wife, arguments which are described as being "bitter."
In addition, by removing the dirt to closer inspect the skull, Tom is presented as being self-interested and always on the lookout for material gain. We see lots of examples of this characterization in the text. His deal with the devil, for example, in which Tom agrees to become a moneylender in return for the lost treasure, proves how materialistic and greedy Tom is. His sole interest in life is increasing his personal wealth and status, a character trait which is first shown in his treatment of the skull.

What are some of the social and political aspects of the Restoration age?

One of the main political aspects of the Restoration era was the revival of High Church Anglicanism, which had been in retreat ever since the outbreak of the English Civil War. This revival was an inevitable development, given that the High Church wing of Anglicanism had long provided a spiritual buttress to the English monarchy. High Church Anglicans believed in the divine right of kings and proved tireless propagandists on behalf of absolute rule—the kind of absolute rule to which King Charles II, like his father before him, aspired.
When Charles II came to the throne in 1660, High Church Anglicanism once more became the order of the day. In practice, this meant the persecution of Puritans within the Church of England, many of whom fled to the Netherlands and America in order to practice their religion in peace. It also meant a reconstruction of church government, with a revitalized hierarchy of bishops replacing the more democratic Presbyterian system introduced under Cromwell.

The biggest political issue during the Restoration period was the Restoration itself. This occurred in 1660 when a group of English nobles invited Charles II, exiled son of King Charles I, to take the crown of England. Charles II had fled into exile after his father was executed by Parliamentarians and Puritans during the English Civil War.
The return of Charles II reestablished the Stuart line that had begun with James I at the beginning of the century. His brother succeeded him as James II but was himself overthrown during the "Glorious Revolution" of 1688. James II was deemed too friendly to Catholicism and was resented as an autocratic ruler (a charge made of all the Stuart monarchs).
Socially, the period is often regarded as one of economic well-being. Great Britain continued to expand as a global power, and the standard of living rose. It is also remembered as a period when British society turned away from the stern Puritanism that characterized the Commonwealth period, which was dominated by Oliver Cromwell. The art and architecture of the period is full of sensualism and is generally secular in nature. Yet there was also considerable resistance to the continued emergence of capitalism in the countryside and among the urban poor as lands were enclosed, food prices were subject to the market, and more and more people were driven into a landless working class.
http://www.bbc.co.uk/history/historic_figures/james_ii.shtml

https://www.history.com/this-day-in-history/the-english-restoration

why is Annie is important to the conflict and overall plot of the play?

The Miracle Worker would end in despair if it were not for Annie Sullivan. While the story focuses on Helen Keller, a young girl who became deaf and blind because of a terrible illness when she was almost two years old, Annie Sullivan plays a principle role in the plot as Helen's teacher, also called a governess. Though many other adults, including Helen's mother and father, often lose hope that Helen will ever learn and/or behave as a normal child because of her disabilities, Annie has great faith in Helen. She suggests that Helen can learn to behave like other children; she faithfully believes that Helen can learn to communicate through sign language, and that sign language can be used to give her an education. At the time Annie met Helen (1887), there was little history of teaching blind and deaf people how to communicate. This play, based on the true history of Helen Keller and her teacher Annie Sullivan, shows how Annie Sullivan's confident hope in Helen's intellectual abilities led to miracles of communication and education in Helen's life.
Not only does The Miracle Worker focus on the conflicts that Helen faced and learned to overcome, but it also focuses on the struggles that Annie faced. Short portions of the story focus on Annie's past experiences, showing conflicts she faced while growing up, as well as conflicts that she continues to face as a young adult. For instance, readers learn that Annie and her brother, Jimmie, grew up as orphans in a poorly maintained almshouse. While there, Jimmie died of sickness; Annie felt responsible for keeping her brother safe and healthy. Annie was a young child when her brother died; notably, though Annie was not blind (like Helen), but her eyesight was severely impaired. In fact, Annie had to undergo multiple surgeries to attempt to correct her vision. Even while Helen's teacher, she had to wear dark glasses to protect her eyes from too much light. Her personal vision problems likely increased her sympathy and compassion for Helen, as a blind and deaf child. 
Because of the tragedy of her brother's loss, Annie states, "God must owe me a resurrection." In other words, because she lost someone so dear to her (her brother), she believes that God owes her another chance to love and care for someone. At the start of the play, Annie gets extremely frustrated with Helen's poor behavior. Helen throws tantrums where she demands her own way, such as when she insists upon eating with her hands. Annie refuses to give into Helen's tantrums, as Helen's parents often did, and insists on Helen learning to eat with silverware. It is not easy for Annie to enjoy being with Helen early in the play; it was difficult for her to love Helen. However, as time goes on and she continues to practice patience with Helen, she learns to love her. By the end of the play, Helen receives a miracle (learning to communicate through sign language), and Annie gets to love and care for someone once again. She is given her "resurrection." After Helen understands her first word in sign language, water, we read:

Annie: I, love, Helen.
[She clutches the child to her, tight this time, not spelling, whispering into her hair.]
Forever and -- . . . ever.

Annie is an important part of the conflicts of the play as she wrestles with Helen's strong will, teaching her to eat with silverware and to behave like other children. She also faces conflict as she opposes Helen's parents, expecting that Helen learn to behave with good manners and to communicate, when others do not think she is capable. Finally, Annie also faces conflict in her own life, learning to live with her impaired vision and to love Helen, after losing the brother she loved dearly. Without Annie's determination to face these conflicts, Helen may never have learned how to communicate.

Name two benefits you enjoy because of the free market system.

First, I think it is important to acknowledge that the United States does not actually operate entirely as a free market system, as the government does have some regulations in place for different industries, including banks and the automotive industry. These regulations are intended to protect consumers, employees of these industries, the environment, or some combination thereof.
The ways someone might benefit from (relatively) free markets are largely a result of competition. In free markets, companies compete against one another for customers, which forces them to innovate continuously to try to woo consumers. This innovation can lead to increasingly improved products. International companies also get to compete in free markets, which can expose consumers to products made in other countries, which may have different features, be cheaper than domestic products, or both. Competition can also drive down the prices of these products, as companies want consumers to think their product is the best deal so it will be chosen over another company's. This can save consumers money.

What political party had their headquarters in Watergate?

The Democratic Party had their headquarters in the Watergate office complex in 1972. More specifically, the Democratic National Committee was headquartered there. On June 17, 1972, their offices were broken into. When the FBI investigated, they discovered that individuals from Republican President Nixon's campaign committee, the Committee for the Reelection of the President, perpetrated the burglary.
President Nixon was eventually impeached and resigned from the presidency for trying to cover up his administration's role in the break in. Presidents swear to uphold the US Constitution, which means abiding by the laws of the land. Nixon was impeached for violating the law, but he was later pardoned by President Gerald Ford.
Watergate was a huge scandal at a time of heightened tension during the Vietnam War. Ever since then, it has become standard to attach the word "gate" to any scandal.

Why did Corrie's mom die?

Although The Hiding Place does not elaborate on all of the circumstances surrounding the death of Corrie ten Boom's mother, it does provide clues. In chapter four of the novel, it is 1918, and Corrie's mom is peeling potatoes in the kitchen. Corrie hears her mother cry out and catches her before she collapses of what is called in the novel a brain hemorrhage but may have been a stroke. Corrie's mom lies in a coma for two months but slowly recovers part of her mobility, although she never regains her speech. Her family communicates with her through a series of questions.
In 1921, Corrie's mother watches her daughter Nollie get married and is able to sing her favorite hymn, which the family sees as a gift from God. Corrie's mom dies in her sleep in 1921, about four weeks after Nollie's wedding. It is presumed she died of another hemorrhage or stroke, but again, the book does not elaborate.

The book does not give us a specific cause of death for Corrie’s mother. We do know that she had a least one recurring health problem, which was gallstones. In those days they performed surgical procedures to try and alleviate the pain of the stones, but the issue would often reoccur. The book tells us that she had several surgeries for gallstones, and after the last one had suffered a minor stroke. They considered this fact a reason not to undergo additional surgeries, so her mother was often in a great deal of pain after that.
Then, she suffered a major stroke that put her into a coma for two months. This also resulted in the paralysis of most of her body and the loss of speech. She lived in this way for three more years, but it certainly would have taken a great toll on her body. Four weeks after the marriage of her daughter Nollie, she passed away peacefully in her sleep.

What evidence from the text helps you to infer that Lady Macbeth feels guilty about her role in the murders?

Most of the evidence to support the idea that Lady Macbeth feels guilty about her role in the murders comes from Act 5, scene 1: the sleepwalking scene.  First, Lady Macbeth seems to be hallucinating, believing that there is still blood on her hands, as there was on the night she returned the daggers to Duncan's bedroom and smeared his chamberlains with blood.  Now, in her sleep, she says, 

Out, damned spot, out, I say!  [....] Yet who would have thought the old man to have had so much blood in him?  (5.1.37-42)

It sounds as though she's referring to King Duncan, and she fears that she cannot wash Duncan's blood off of her hands.  This is ironic because it was she who told Macbeth, immediately after the murder, "A little water clears us of this deed" (2.2.86).  Now, however, she feels that "All the perfumes of Arabia will not sweeten this little hand," and she cries piteously (5.1.53-54).  This certainly makes her seem remorseful and guilty. 
Another one of the crimes more recently committed by Macbeth is the murder of Lady Macduff and her innocent children, a crime he ordered out of anger with the poor woman's husband.  Lady Macbeth essentially planned the murder of Duncan and goaded Macbeth into doing it, but, since then, Macbeth has planned several additional murders, including those of children, all on his own.  She now seems to feel some guilt for creating this monster when she says, "The Thane of Fife had a wife.  Where is she now?  What, will these hands ne'er be clean?" (5.1.43-44).  It was she who pushed Macbeth to perform the first murder, and then he proceeded to become crueler and more violent, losing any sense of guilt he once possessed.  Her question about Lady Macduff seems to imply that she feels at least partially responsible for her role in these later murders too.

What had Scout heard Miss Gates say on the courthouse steps?

One day in school, Cecil Jacobs shares a current event article about Adolf Hitler with the class and their teacher, Miss Gates. Cecil comments that "Adolf Hitler has been after the Jews." When a student asks how Hitler is able to get away with this, Miss Gates proceeds to teach the class a lesson on democracy compared to a dictatorship. She explains that in Germany "Hitler is the government." Scout volunteers to provide a definition for democracy stating that it means "Equal rights for all, special privileges for none." Miss Gates smiles proudly at Scout's definition and proceeds to tell the class that Hitler is wrong to persecute the Jews.
Later, Scout is confused about Miss Gates's lesson to the class. Scout reflects on a conversation she hears on the courthouse steps during Tom's trial in which Miss Gates says to Miss Stephanie Crawford, "it’s time somebody taught ‘em a lesson, they were gettin’ way above themselves, and the next thing they think they can do is marry us." Scout knows that during that conversation, Miss Gates is referring to the African American citizens of Maycomb County. Scout notices the contradiction in the lesson Miss Gates teaches to the class compared to her comments to Miss Crawford.

How did Ender change throughout Ender's Game by Orson Scott Card?

Ender changes constantly throughout the book. His changing isn't a nice, smooth, continual path of positive change either. He sometimes reverts back to how he was before, or changes to be like the very things he hates.  
Ender is the sibling of Peter and Valentine Wiggin, and he shares Valentine's compassion and Peter's ruthlessness. For example, Ender always wishes to find a peaceful end to brewing conflicts, but he isn't opposed to using violence, either. This is illustrated when Ender, as a young child, beats Stilson to death in order to protect himself.  
Ender also goes through multiple changes with his relationship toward Graff. Ender first believes Graff is there to protect and help him. Ender then realizes Graff has been manipulating him from the very beginning. At one point, Ender shuts down completely because of this, but he then returns to the space station willing to deal with Graff and his games.  
As the story nears its conclusion, we see Ender finally realizes he can't save everybody. This is a sad change in Ender because readers see him begin to manipulate friends (like Bean) like Graff does to Ender. As the novel concludes, readers see Ender manages to hang on to his humanity. He takes it upon himself to find a new home world for the buggers. This is his way of repaying the debt he feels he owes for almost completely eradicating them from the universe. 

What venture does Salerio mention? According to Salerio and Solanio, what would be the reason for Antonio's sadness?

In Act One, Scene 1, Salerio and Solanio are having a conversation with their depressed friend, Antonio. Antonio mentions that he doesn't know why he is in such a terrible mood and that he feels tired and confused. Salerio comments that Antonio is worried about his merchant ships that are sailing on the treacherous sea. Salerio mentions that he would also be worried and in a depressed mood if his precious ship Andrew were grounded or sunk after a storm. He then tells Antonio that he cannot fool him because he knows Antonio is worried about his goods. Solanio agrees with Salerio, and they both initially think that Antonio is upset about his ships at sea. When Antonio mentions that he is not upset about his merchandise, Solanio says that Antonio must be in love. However, Antonio dismisses Solanio's assumption that he is in love, and Solanio ponders how peculiar some people are.

What do you think Steinbeck wanted the readers of Of Mice and Men to consider or think about once they finished reading?

I believe Steinbeck wanted the reader to understand that America in the 1930s was a harsh, difficult place to survive and that the "American Dream" was essentially impossible to achieve. Throughout the novella, each character struggles to survive in the lonely, unpredictable environment and dreams of a better life. George and Lennie's dream of one day owning their own home together on a plot of land is shattered after Lennie accidentally kills Curley's wife. Steinbeck illustrates each character's struggles by depicting their rough lives on the ranch. In the dire economic times, it was difficult for men to make a steady living and save enough money to enjoy the fruits of their labor. Like many Americans living during that time period, George's dream is impossible to achieve. Tragically, the men on the ranch are forced to work their entire lives. After reading the novella, the reader understands the difficulties of living out West in the 1930s and realizes the "American Dream" was impossible for the common man to attain.

''A Rose for Emily'' is set during the late 1800s and early 1900s. I need help writing an essay in which I present an argument for its relevance today.

There are several possible strategies you could use to approach this assignment. The first might be to deconstruct the notion of "relevance". This literary technique involves looking at unstated assumptions, arguing that they are just as important as what is said.
First, you might argue that the point of reading is to broaden your horizons and sympathies by learning about people different than yourself. Thus a story distant in time and culture by its nature helps you achieve that purpose. The very notion of "relevance" suggests that one should live in a bubble, only learning things familiar to you. Making this assumption explicit is a way to deconstruct it.
Next, one could argue that Emily herself shows an interesting evolution of female power from the passive entitlement of the aristocrat to an active role taking charge of her own destiny. As she loses her conventional female beauty she increasingly takes charge of her own life, facing down anyone who wishes to interfere with her and even poisoning the lover who takes advantage of and tries to jilt her. The issue of the relationship of female beauty to power is one not tied to any particular era, despite its specific configuration in the story being localized in the old south. 

What is the role of modernity in Death of a Salesman? Have cars and gas heaters fundamentally changed the American dream? How does Miller view these innovations?

Modern conveniences are at the heart of the American Dream that Willy yearns to achieve, but, in the end, modernity is part of what causes his ruination. When he is young, Willy is excited about the promises of modernity. He says to Linda in a flashback, "Chevrolet, Linda, is the greatest car ever built." However, it turns out that even though Willy works himself to the bone as a salesman, the expenses involved in maintaining a modern suburban life, including the running of his car, are eating away at his profits—and his ability to survive. Soon after he returns home, Linda tells him that the fan belt broke in his refrigerator and that he owes money on the Chevrolet. He says to Linda, "That goddam Chevrolet, they ought to prohibit the manufacture of that car!" The American Dream and the quest for modern conveniences that it entails have turned people's lives into a nightmare.
At first, Willy is excited about the promise of the car, the symbol of modern living, but the bother and expense of it keep him in debt and make him depressed about his ability to make a living. He says to Linda: "The street is lined with cars. There’s not a breath of fresh air in the neighborhood. The grass don’t grow any more, you can’t raise a carrot in the back yard." The car has been transformed from a symbol of freedom and promise to a symbol of his impending death and the claustrophobic pressure he feels. In the end, he kills himself by crashing his car to give his family insurance money.
Similarly, the gas heater is a sign of the way in which modern living comes to harm Willy. Linda tells her children the following about Willy: "There’s a little attachment on the end of it. I knew right away. And sure enough, on the bottom of the water heater there’s a new little nipple on the gas pipe." In other words, Willy has been attempting suicide with the gas heater. The gas heater is a modern convenience that is intended to improve the quality of people's lives. Instead, Miller implies that it, like other modern conveniences, is a way to make people unhappy. Modern conveniences symbolize the emptiness of the American Dream and the belief, which is part of the dream, that material goods will make people happy.

Precalculus, Chapter 7, 7.4, Section 7.4, Problem 26

(x+2)/(x(x^2-9))
(x+2)/(x(x^2-9))=(x+2)/(x(x+3)(x-3))
Now let (x+2)/(x(x^2-9))=A/x+B/(x+3)+C/(x-3)
(x+2)/(x(x^2-9))=(A(x+3)(x-3)+B(x)(x-3)+C(x)(x+3))/(x(x+3)(x-3))
(x+2)/(x(x^2-9))=(A(x^2-9)+B(x^2-3x)+C(x^2+3x))/(x(x^2-9))
:.(x+2)=A(x^2-9)+B(x^2-3x)+C(x^2+3x)
x+2=Ax^2-9A+Bx^2-3Bx+Cx^2+3Cx
x+2=(A+B+C)x^2+(-3B+3C)x-9A
equating the coefficients of the like terms,
A+B+C=0
-3B+3C=1
-9A=2
Solve the above three equations to get the values of A,B and C,
A=-2/9
Bach substitute the value of A in the first equation,
-2/9+B+C=0
B+C=2/9
From the above equation ,express C in terms of B
C=2/9-B
Substitute the expression of C in the second equation,
-3B+3(2/9-B)=1
-3B+2/3-3B=1
-6B=1-2/3
-6B=1/3
B=-1/18
Now plug the value of B in the expression of C,
C=2/9-(-1/18)
C=2/9+1/18
C=(2*2+1)/18
C=5/18
:.(x+2)/(x(x^2-9))=-2/(9x)-1/(18(x+3))+5/(18(x-3))
Now let's check the result,
RHS=-2/(9x)-1/(18(x+3))+5/(18(x-3))
=(-2*2(x+3)(x-3)-x(x-3)+5x(x+3))/(18x(x+3)(x-3))
=(-4(x^2-9)-(x^2-3x)+5(x^2+3x))/(18x(x^2-9))
=(-4x^2+36-x^2+3x+5x^2+15x)/(18x(x^2-9))
=(18x+36)/(18x(x^2-9))
=(18(x+2))/(18x(x^2-9))
=(x+2)/(x(x^2-9))
=LHS
Hence it is verified.

How does Act III of Romeo and Juliet structurally resemble Act I, Scene 1?

Act I and Act III parallel each other in the ways they begin and end. Both acts open with violence in the streets of Verona caused by the "ancient grudge" between the Montagues and the Capulets. Act I, Scene 1 depicts an angry and belligerent Tybalt who seems bent on instigating the Montagues to engage in sword play. In Act I, Benvolio rightly backs down. In Act III, Scene 1, however, Mercutio, who does not appear in Act I, Scene 1, will not abide Tybalt's insults and they fight, with catastrophic consequences. The fight seems a logical extension and conclusion of the violence which opens the play.
Likewise, the closing scenes tend to echo each other with the portrayal of a tender moment between Romeo and Juliet and ending with tension. In Act I, Scene 5, Romeo and Juliet meet and fall instantly in love. At the close of the scene, the two lovers part ways and discover each other's identities, creating suspense and uncertainty. In Act III, Scene 5 Romeo and Juliet have consummated the love they discovered in Act I. They also part ways with uncertainty, Romeo banished to Mantua, and Juliet left at the hands of her father who will soon demand she marry Paris.

Both Act I, Scene 1, and Act III begin with a violent meeting between the Capulet and Montague families. In Act I, some low-level Capulets run into Benvolio and two other Montague men, and the Capulets purposely bait the Montagues into fighting. It's the same in Act III, when Tybalt and his cohorts go looking for Romeo so Tybalt can fight him. In both situations, Benvolio serves as a voice of reason and peace (which helps explain the "ben" root of his name, which means "good"), contrasting with Tybalt's sheer aggression and meanness (which helps to explain the similarity between his name and the word "tyrant").  In both cases, the prince intervenes and imposes punishments he hopes will prevent further violence in the community. In Act I, he makes Lords Montague and Capulet responsible for any further altercations between their families, and in Act III, he banishes Romeo after he murders Tybalt.

Is the narrator of "The Last Class" static or dynamic?

The narrator of the story “The Last Class” is dynamic because he changes a lot over the course of the story. At the beginning of the story, Franz does not like school much. In fact, he thinks to stay away from school on that day because the teacher, Monsieur Hamel, is to test them on participles, a topic he knows little about. He prefers to spend his time in the fields, listening to the noisy blackbirds and the sounds made by the Prussians as they do their drill. However, he is able to resist these tempting thoughts to head for the less interesting school.
When Franz gets to school, he observes the prevailing quiet in the compound. He also notices some of the older members of the village in attendance, at the back of the class. The mood in the class is a sad one, and for once, Mr. Hamel does not quarrel Franz for coming in late. Later on, Mr. Hamel explains to the class that this was to be the very last lesson taught in the school in French, following orders come to them from Berlin that the schools of Alsace and Lorraine would have all classes delivered in the German language.
Franz then understands the strange mood in the class and despairs, as he does not know how to write in French yet. He is furious at himself for losing lots of time before on non-educational activities and wishes that he could have focused more on his lessons at the school. He wishes that Mr. Hamel could stay on at the school to teach them the usual lessons in French. In this moment he and many others in the class undergo a rebirth. For the rest of the school day, the learners commit themselves to the classroom activities without losing focus. Franz then realizes that he easily understands all that is taught to him because he “listens closely” for the first time.

How would you psychoanalyze Margaret Atwood's poem "It is Dangerous to Read Newspapers"?

Margaret Atwood's "It is Dangerous to Read Newspapers" is an examination of the contrast between the speaker's everyday life and the atrocities reported in newspapers each day. 
Early in the poem, the speaker juxtaposes her innocent quotidian actions as a child with horrific events taking place in the surrounding world. 

While I was building neatcastles in the sandbox,the hasty pits werefilling with bulldozed corpses
and as I walked to the schoolwashed and combed, my feetstepping on the cracks in the cementdetonated red bombs. (1-8)

When the speaker was a child, she built sandcastles and went to school, while in other places, people were dying and bombs were exploding. She also connects those experiences to her own by suggesting that her actions caused the horrific tragedies to occur (lines 6-8).
In the next couple of stanzas, the speaker talks about how circumstances have developed as she has become older and has learned to read. She writes,

Now I am grownupand literate, and I sit in my chairas quietly as a fuse
and the jungles are flaming, the under-brush is charged with soldiers,the names on the difficultmaps go up in smoke. (9-15)

The oxymoronic phrase "quietly as a fuse" connects to the sentiment in lines 6-8, implying that the speaker's mere existence is potentially dangerous. Meanwhile, elsewhere, "jungles are flaming" as wars rage on.
The next stanza makes the connection between the speaker and tragic current events even clearer:

I am the cause, I am a stockpile of chemicaltoys, my bodyis a deadly gadget,I reach out in love, my hands are guns,my good intentions are completely lethal. (16-20)

The speaker labels herself as "the cause" of the tragedies. Even though she "reach[es] out in love," her "good intentions are completely lethal." This strange juxtaposition of innocent actions and evil outcomes is characterstic of the speaker's style throughout the poem. If you want to psychoanalyze the speaker, you might say she feels guilty that she lives such an ordinary life and carries on each day even though catastrophic events are happening all around the world. 
The speaker continues by writing,

Even mypassive eyes transmuteeverything I look at to the pockedblack and white of a war photo,howcan I stop myself
It is dangerous to read newspapers. (21-27)

She describes looking at a newspaper and being instinctively or unwittingly drawn to war photos. Her eyes may be "passive," not actively looking for evidence of tragedy, but she is drawn to it nonetheless. This is why reading the papers is "dangerous." 
The final stanza elaborates on why newspapers are dangerous:

Each time I hit a keyon my electric typewriter,speaking of peaceful trees
another village explodes. (28-31)

As the speaker writes "peaceful" poems, "another village explodes." The tragic events happen despite her attempts to work against them through loving and peaceful acts. She again seems to feel like she causes the explosion. The speaker may be projecting her guilt outward. She may feel like her writing about "peaceful trees" shields her from reality; she is also not doing anything active to stop the catastrophes from occurring. Ultimately, the speaker may, like many people who hear about and read about tragedies on a daily basis, that she is lucky to not have experienced those events herself but to also feel guilty that she can live her ordinary life while the world burns around her. 
 

How did the Wilson administration mobilize the nation for war?

Wilson's administration had to quickly and efficiently kickstart that war mobilization process once the United States joined World War I in April of 1917. This was a big task, as the federal government had done little to prepare for this prior to the declaration of war.
First of all, Wilson established a number of governmental agencies designed to encourage and support private-sector business in the war effort. The federal government even took direct oversight of certain aspects of the economy and industrial output. They also took more control of the railroads and the nation's fuel production.
In May of 1917, the Selective Service Act was passed after heavy but effective lobbying by the Wilson administration. This allowed the military to grow its ranks by establishing a registry of military-aged men who could be called upon for the draft.
To quickly raise money, the government issued war bonds. To promote these war bonds and to get Americans on board with the war effort in general, Wilson created the Committee on Public Information, which controlled propaganda and information concerning the war effort and promoted ideas about a citizen's patriotic duty.
http://theconversation.com/how-woodrow-wilsons-propaganda-machine-changed-american-journalism-76270

The Wilson administration mobilized the nation for war by creating a climate favorable for business in order to limit strikes which would affect war material reaching the Allied powers. The Wilson administration also enacted a draft of able-bodied men to serve in the American Expeditionary Forces. The government also got involved in controlling information concerning the war. Wilson recruited George Creel to manage a group of public speakers whose job it was to tell patriotic stories and say the US's role in the war was justified. Wilson passed laws to discourage criticism of the war effort and even allowed the Justice Department to read mail going between the United States and the Central Powers. One could be prosecuted for being critical of the war effort—it was for this that Eugene Debs was jailed. In the speech requesting war, Wilson claimed that this was a war to make the world safe for democracy; it is ironic that so many civil liberties were curtailed at home during the war.

What is Guy de Maupassant's short story "The Necklace" about overall? What is the story's meaning?

Having been born into the upper class but raised in the middle class, Guy de Maupassant is the perfect author to write about middle class materialism during the Second Empire in France. De Maupassant's short story is a protestation against the materialistic mindset.The Second Empire began under Napoleon III in 1852, about the time de Maupassant was born, and lasted until 1870, brought to an end by the Franco-Prussian War, which de Maupassant served in. Just as modernization brought wealth to all nations, modernization also helped France increase in wealth during this time period, inspiring the lower classes to become much more materialistic (Kelly, M., 1992, "Materialism in Nineteenth-century France," French Literature, Thought and Culture in the Nineteenth Century). In de Maupassant's short story, Mathilde is characterized as materialistic because she is unhappy with her middle class surroundings and instead longs for expensive furnishings, multiple course meals, clothes, and jewels, feeling that "she was made for them" (p. 2). Her intense, obsessive desire for material possessions leads her to induce her husband to give her all of his 400 francs in savings so she can buy a new dress to wear to a ball. Her materialism further leads her to ask to borrow what she believes is a real diamond necklace from a wealthy friend to wear with the dress. Yet, instead of Mathilde being made happy by these possessions, she is made even more miserable. When Mathilde loses the necklace, she and her husband must move to an impoverished garret flat and work endlessly to pay off the debts they acquired to replace what they thought was a real necklace. The result is that, while at the start of the story she saw herself as poor and miserable in comparison to the upper class though she truly wasn't, by the end of the story, she has fallen into the lowest state of poverty possible, all because of her materialistic desires.Through having Mathilde fall into such a dire state of poverty, de Maupassant shows the dangers of a materialistic mindset.

At the end of chapter 13 Phillip did two things that prove he is able to survive. What were these things and why were they vital things for Phillip to learn?

Phillip learns two key things in chapter 13. The first thing that he learns is how to fish. He first has to pry mussels off of the rocks, and then he uses those as the bait for fishing. Readers are told that after a few days of practice, Phillip is capable of doing all of the fishing for both him and Timothy. Phillip's success at fishing is probably what gives him the courage to try his next accomplishment. Near the end of the chapter, Phillip gets up the courage to try and climb the coconut tree to harvest some coconuts. He is successful, and he and Timothy enjoy the well-earned nourishment together.
These things are vital for Phillip to learn because Timothy knows that he might not always be around to take care of and provide for Phillip. Readers are reminded of this detail at the beginning of the chapter. Phillip tells readers that Timothy believed that they might never get off of the island. Readers know that Timothy is much older than Phillip, so he won't always be around for Phillip. Phillip absolutely needs to learn to survive on his own despite being blind, and Phillip is coming to realize this fact. That is why he tells readers at the end of the chapter that he felt like he had graduated from survival school.

It was almost as if I'd graduated from the survival course that Timothy had been putting me through since we had landed on the cay. 

Calculus of a Single Variable, Chapter 5, 5.7, Section 5.7, Problem 39

Recall that int_a^b f(x) dx = F(x)|_a^b :
f(x) as the integrand function
F(x) as the antiderivative of f(x)
"a" as the lower boundary value of x
"b" as the upper boundary value of x
To evaluate the given problem: int_2^3 (2x-3)/sqrt(4x-x^2)dx , we need to determine the
indefinite integral F(x) of the integrand: f(x)=(2x-3)/sqrt(4x-x^2) .
We apply completing the square on 4x-x^2 .
Factor out (-1) from 4x-x^2 to get (-1)(x^2-4x)
The x^2-4x or x^2-4x+0 resembles ax^2+bx+c where:
a= 1 and b =-4 that we can plug-into (-b/(2a))^2 .
(-b/(2a))^2= (-(-4)/(2*1))^2
= (4/2)^2
= 2^2
=4
To complete the square, we add and subtract 4 inside the ():
(-1)(x^2-4x) =(-1)(x^2-4x+4 -4)
Distribute (-1) in "-4" to move it outside the ().
(-1)(x^2-4x+4 -4) =(-1)(x^2-4x+4) + (-1)(-4)
=(-1)(x^2-4x+4) + 4
Apply factoring for the perfect square trinomial: x^2-4x+4 = (x-2)^2
(-1)(x^2-4x+4) + 4 =-(x-2)^2 + 4
= 4-(x-2)^2

which means 4x-x^2=4-(x-2)^2
Applying it to the integral:
int_2^3 (2x-3)/sqrt(4x-x^2)dx =int_2^3 (2x-3)/sqrt(4-(x-2)^2)dx
To solve for the indefinite integral of int (2x-3)/sqrt(4-(x-2)^2)du ,
let u =x-2 then x = u+2 and du= dx .
Apply u-substitution , we get:
int (2x-3)/sqrt(4-(x-2)^2)dx= int (2(u+2)-3)/sqrt(4-u^2)du
=int (2u+4-3)/sqrt(4-u^2)du
=int (2u+1)/sqrt(4-u^2)du
Apply the basic integration property: int (u+v) dx = int (u) dx + int (v) dx .
int (2u+1)/sqrt(4-u^2)du =int (2u)/sqrt(4-u^2)du +int1/sqrt(4-u^2)du
For the integration of the first term: int (2u)/sqrt(4-u^2)du ,
let v = 4-u^2 then dv = -2u du or -dv = 2u du then it becomes:
int (2u)/sqrt(4-u^2)du =int (-1)/sqrt(v)dv
Applying radical property: sqrt(x) = x^(1/2) and Law of exponent: 1/x^n = x^-n , we get:
(-1)/sqrt(v) =(-1)/v^(1/2)

Then,
int (-1)/sqrt(v)dv =int(-1)v^(-1/2) dv
Applying Power Rule of integration: int x^n dx = x^(n+1)/(n+1)
int (-1)v^(-1/2) dv = (-1)v^(-1/2+1)/(-1/2+1)
=(-1)v^(1/2)/(1/2)
=(-1)v^(1/2)*(2/1)
=-2v^(1/2)
= -2sqrt(v)
Recall v =4-u^2 then-2sqrt(v)=-2sqrt(4-u^2) .
Then,
int (2u)/sqrt(4-u^2)du =-2sqrt(4-u^2)

For the integration of the second term: int1/sqrt(4-u^2)du ,
we apply the basic integration formula for inverse sine function:
int 1/sqrt(a^2-u^2) du = arcsin(u/a)
Then,
int1/sqrt(4-u^2)du=int1/sqrt(2^2-u^2)du
= arcsin(u/2)
For the complete indefinite integral, we combine the results as:
int (2u+1)/sqrt(4-u^2)du =-2sqrt(4-u^2) +arcsin(u/2)
Then plug-in u=x-2 to express it terms of x, to solve for F(x) .
F(x) =-2sqrt(4-(x-2)^2) +arcsin((x-2)/2)
For the definite integral, we applying the boundary values: a=2 and b=3 in F(x)|_a^b= F(b) - F(a) .
F(3) -F(2) = [-2sqrt(4-(3-2)^2) +arcsin((3-2)/2)] -[-2sqrt(4-(2-2)^2) +arcsin((2-2)/2)]
=[-2sqrt(4-(1)^2) +arcsin(1/2)] -[-2sqrt(4-(0)^2) +arcsin(0/2)]
=[-2sqrt(3) +arcsin(1/2)] -[-2sqrt(4) +arcsin(0)]
=[-2sqrt(3) +pi/6] -[-2*(2)+0]
=[-2sqrt(3) +pi/6] -[-4]
=-2sqrt(3) +pi/6 + 4

In the film, Children of Men, how is sound portrayed in the cease fire scene?

In the movie Children of Men, during the "miracle cease fire scene," there is a certain religiosity to the music. It is as though angels are singing praises to the newborn child, much as the heavens rejoiced when Jesus was born as portrayed in many recreations of the Nativity in Christianity. While this joyful hymn is sung by sopranos, the warfare stops, and even some of the soldiers make the sign of the cross when Theo and Kee pass by them with the crying newborn girl. At the sound of the baby's cries, cries not heard for nearly two decades, the fighting ceases and people look with reverence and awe at the mother and her newborn.
This dystopian story begins with the death of the youngest person in the world, a young man of eighteen. Much of the world is unlivable, and many refugees try to enter the United Kingdom. One immigrant rights group, the Fishes, is led by the estranged wife of the main character, Theo Faron. Named Julian Taylor, she offers Theo money if he will acquire transit papers for the refugee, who is named Kee. Theo obtains these papers from his old friend Nigel, who is a wealthy government minister, while also learning that the papers come with the stipulation that someone accompany the refugee. Offered a substantial payment, Theo takes the job.
There is treachery in the Fishes organization, however, and Julian is murdered as Theo and Julian, the midwife Miriam, and Kee head to the coast. Theo breaks down from the loss of Julian, but he stays with Kee.
Problems occur after Julian dies. Theo learns that his estranged wife has been cruelly murdered by Luke, who intends to use the baby for political reasons and kill Theo. So Theo takes Kee and Miriam in a car to his friend Jasper, a former political cartoonist, who has become a pot dealer. Jasper knows a guard to whom he sells marijuana who will smuggle Theo and Kee into Bexhill-on-Sea as refugees. Unfortunately, the Fishes find Jasper and murder him; Theo and Kee flee. They hide in an abandoned schoolhouse and wait for a prison guard named Syd who transports them. Miriam tells Theo about the abandoned school:

"...as the sound of the playgrounds faded, the despair set in. Very odd, what happens in a world without children's voices."

On the bus Kee's contractions begin, so Miriam distracts a guard by feigning mental disturbance. However, she is removed and a hood placed over her head. Soon, the baby is born in a room at the camp. Having learned that Theo and Kee have a bounty on their heads, the guard Syd tries to capture them in his greed, but Theo and the woman who has provided them the room fight him off. In the meantime, the Fishes have captured Kee and the baby, but Theo rescues them and they make their escape. Their passage through a virtual war zone occurs because the warring British army and the refugees become so awestruck at hearing the newborn's crying that they cease fire as the group passes through their ranks. The music and singing reflect this awe, and there is also a sense of rejoicing in the angelic voices that sing in a hymnal fashion.
http://www.dailyscript.com/scripts/children_of_men-script.pdf

Beginning Algebra With Applications, Chapter 7, 7.1, Section 7.1, Problem 62

Simplify $\displaystyle \left( \frac{3}{5}x^2 + \frac{1}{6}x - \frac{5}{8} \right) + \left( \frac{2}{5}x^2 + \frac{5}{6}x - \frac{3}{8} \right)$


$
\begin{equation}
\begin{aligned}

\left( \frac{3}{5}x^2 + \frac{1}{6}x - \frac{5}{8} \right) + \left( \frac{2}{5}x^2 + \frac{5}{6}x - \frac{3}{8} \right) =& \left( \frac{3}{5}x^2 + \frac{2}{5}x^2 \right) + \left( \frac{1}{6}x + \frac{5}{6}x \right) + \left( - \frac{5}{8} - \frac{3}{8} \right)
&& \text{Use the commutative and associative properties of addition to rearrange and group like terms.}
\\
\\
=& \frac{5}{5}x^2 + \frac{6}{6}x - \frac{8}{8}
&& \text{ Combine like terms and write the polynomial in descending order.}
\\
\\
=& x^2 + x - 1
&&

\end{aligned}
\end{equation}
$

What does the bent body of the man with the hoe signify?

The man has been bent and bowed by the figurative weight of responsibility on his shoulders. A life of work is all he knows, and he bears the "burden of the world." His life, nothing but toil, has "made him dead to rapture and despair" so that he has become a "thing that grieves not and that never hopes." Toil is his entire life, to the point that he does not even feel—what would be the point of feeling? It does not lessen one's burden or lighten one's work. He is almost an animal, "a brother to the ox," because he has been stripped of his humanity. We are meant to do so much more than work. The "light within this brain" has been blown out, and he seems, no longer, to resemble the "Thing the Lord God made and gave / To have dominion over sea and land." He is no master now. He feels no "passion," and he asks no questions of the "heavens." Out of all the things a person is capable of doing, he only does one: work. He is a "Slave of the wheel of labor" and no more. He does not think or wonder or dream. His "aching stoop" signifies the tragedy of his lowly condition when he might have been, and should have been, so much more.

In Markham's "The Man with the Hoe," the man is bent over because of "the weight of the centuries" (line 1) that he bears and because of the weight of the "the burden of the world" (line 4), which presses down upon him. This is a homage and a lament for the working man throughout time, who toiled in the fields or a steel mill, oppressed by the wealthy few, who have through their greed oppressed working people, taken away the light and music in their souls, condemning them to long, grueling days and nights of work, for virtually nothing in return. This poem is based upon a painting of the same name by Jean-Francois Millet. The painting portrays a man who is bent over, working a rocky ground. The plight of the working man has not really changed much throughout history. In spite of modern features such as minimum wage and OSHA regulations, many working people are still bent over metaphorically, if not literally.
http://www.getty.edu/art/collection/objects/760/jean-francois-millet-man-with-a-hoe-french-1860-1862/

From where did the ideas that generated the Atlantic Revolutions of the 18th century emerge? What were the consequences of these revolutions at a global level?

Enlightenment ideas from France and Great Britain were the primary influences on the Atlantic Revolutions, which included the American Revolution, the Haitian Revolution, and the French Revolution—all of which occurred within twenty years of each other. John Locke's ideas about the natural rights and liberty of men, as well as notions about property rights, were especially important in the context of the American Revolution. Montesquieu's idea about the separation of powers, as explained in The Spirit of Laws was another important influence in forming American government. 
The American Revolution is believed to have strongly impacted the leaders of the Haitian and French Revolutions. The American colonies had successfully thrown off a much older and greater power, on the basis of self-determination (e.g., no taxation without representation—a notion that did not extend to slaves, of course) and a desire for a democratic government in which everyone would supposedly be given equal access to opportunities to obtain property and participate in government while also being protected from any potential abuses by government. 
Along with Enlightenment ideas that stressed the "natural rights of man," Toussaint L'Ouverture and Dessalines may have believed that if the Americans could overthrow Britain, the Haitians could overthrow the French. The Haitian Revolution began in 1791 and ended in 1804, one year after the Louisiana Purchase. Unfortunately, Haiti's triumph did not last. Over the centuries, the nation has been exploited by greater powers and has fallen to dictators.
The French Revolution took place in 1789. After the Revolution, there was a great deal of interaction between American and French dignitaries. Benjamin Franklin, John Adams, and Thomas Jefferson all spent time in France. The exchange of ideas between the two nations, during the revolutionary period and after, was key in the development of both nations and in the persistence of their democratic ideas.
 

Explain how Jem’s allusion to the fairy tale when he calls Scout “Three Eyes” relates to the theme of this story.

In chapter 6 of To Kill a Mockingbird, Scout is having difficulty sleeping because every sound she hears is attributed to Boo Radley. Jem asks her, "Sleep, Little Three-Eyes?" This is an allusion to a Grimm fairly tale about three sisters. In the fairy tale, the oldest sister has one eye, the middle sister has two eyes, and the youngest has three eyes. The oldest and youngest are unkind to the middle sister because she is ordinary with just two eyes. It is the sister with three eyes that pretends to be asleep while she is actually using her third eye to watch the middle sister. Jem calls Scout "Little Three-Eyes" because he knows she's awake when she should be sleeping. He informs her that he'll be going to the Radley place to retrieve his pants, and he doesn't want her to tell Atticus.
It is possible to see a connection between the theme of the fairy tale and one of the themes of To Kill a Mockingbird. In the fairy tale, two of the sisters are mean to the other sister because she is seen as less important. In their minds, she is only worthy of eating their leftovers at mealtime. Consider how the citizens of Maycomb County view Tom Robinson and the other black citizens. They are seen as inferior because of the color of their skin in much the same way that the middle sister is seen as inferior because she only has two eyes.

I am required to write a 2500-word essay for one of my courses. I am particularly confused about what is the best topic. The novel which I want to examine is Muriel Spark's The Driver's Seat. I am confused about the approach I should use to examine this novel. My plan is to use semiotics mingled with feminism, but I am not quite sure how to do it. I am thinking about how the color of the dress can have a certain meaning, but on the other hand, that color should have a relation with feminism. I am doing an essay for the postgraduate level, and I am confused.

Your first step in writing an essay at this level is reviewing the existing scholarship on the subject. This enables you to situate your own paper within the ongoing scholarly conversation and talk about what you are adding to it. This is absolutely essential at a postgraduate level. You should use the MLA International Bibliography to find links to existing scholarship; it should be available on your university website.
For your approach, one common feminist issue is the relationship between women and insanity. This strand of feminism argues that when women rebel against the boundaries of patriarchal society, one way to dismiss the legitimacy of their attempts to empower themselves is to condemn it as a mental health problem, calling women who wanted equality or sexual freedom mentally disturbed to invalidate their desires by a sort of gaslighting. Foucault is especially important for an analysis of diagnosis and treatment of "insanity" as social control mechanisms. Also, there is another feminist argument that trying to conform to the oppressive elements of patriarchy itself injures women's mental health. Both of these are directly relevant to Lise.
Both the eccentric dress and Lise's erratic behavior can be analyzed this way. The garish clothing is an external symbol of Lise's internal conflict with patriarchy and her attempt to break free from a life she finds oppressive.
As you work on this, you also should address the problem of Lise as an unreliable narrator. Not all the people or events she experiences are actually real.
https://www.mla.org/Publications/MLA-International-Bibliography

Are there any symbols in the work? How does the symbolism in the story help us understand its meaning on more than one level?

There are a number of symbols in "The Cask of Amontillado." As with all literary symbols, they give us a much deeper understanding and appreciation of the story and its themes. For example, we have Fortunato's outfit. It is carnival time, and Fortunato is wearing motley, clothing made up of different colors—the kind you would see worn by a court jester or fool. A fool is precisely what Fortunato is.
Montresor, in French, literally means "my treasure." The treasure that the narrator possesses is the revenge he has been waiting so long to carry out on the hapless Fortunato. This gives us some idea of just how precious revenge is to Montresor, which, after all, is what the story is about. This particular symbol is intimately related to the dominant action.
Montresor's family motto is Nemo me impune lacessit, which is Latin for "no one harms me without being punished." This motto, mounted on the family's coat of arms, symbolizes the inherited nature of Montresor's thirst for vengeance. Getting back at people who have wronged you clearly runs in the family. The Montresors are not the kind of people you should ever cross. But Fortunato, ever the fool, does not see this.
The setting of the story itself, the carnival, is symbolic of the sheer madness of Montresor's terrible revenge. Indeed, the carnival season is explicitly described by Poe as one of "supreme madness." What better backdrop could there be to carry out such a heinous act? At carnival time, people throw off their inhibitions to enjoy themselves and have fun; they act differently to how they would normally behave in their ordinary, everyday lives. All of these elements of the carnival are present in Montresor's act of revenge.

Did Emily seek employment?

Miss Emily Grierson did have employment for a time, but the narrator says that about eight or ten years earlier, "she ceased giving china-painting lessons" in her home.
The narrator also recalls that the china-painting lessons went on for "a period of six or seven years." Emily Grierson had transformed one of the first-floor rooms in her home into a studio, and her students were the young girls of the genteel families.
Beyond the years as an instructor of a forgotten art for well-bred young women, Miss Emily apparently did not seek other employment. Presumably she had an inheritance, evidenced by the comings and goings of the servant who did her grocery shopping and her purchases for Homer Barron.
The inheritance must not have been extraordinarily generous, because her home is described in the opening paragraph as "an eyesore among eyesores" on a once-grand street in town.

Single Variable Calculus, Chapter 3, 3.5, Section 3.5, Problem 85

a.) Show that $\displaystyle \frac{d}{dx} (\sin ^n x \cos nx) = n \sin^{n - 1} x \cos (n + 1) x$

Suppose $n$ is an integer.

Using Chain Rule,


$
\begin{equation}
\begin{aligned}

\frac{d}{dx} (\sin^n x \cos n x) =& \frac{d}{dx} (\sin^n x) \cdot \cos n x + \sin^n x \cdot \frac{d}{dx} (\cos n x)
\\
\\
\frac{d}{dx} (\sin^n x \cos n x) =& n \sin ^{n - 1} x \cos x \cdot \cos n x + \sin^n x \cdot (- \sin (nx)) (n)
\\
\\
\frac{d}{dx} (\sin^n x \cos n x) =& n \sin ^{n-1} x (\cos x \cos (nx) - \sin x \sin (nx))

& \text{Using the sum of the angles for cosine..}
\\
\\
& \cos (A + B) = \cos A \cos B - \sin A \sin B
\\
\\
\frac{d}{dx} (\sin^n x \cos n x) =& n \sin^{n - 1} x (\cos (x + nx))
\\
\\
\frac{d}{dx} (\sin^n x \cos n x) =& n \sin^{n - 1} x (\cos x (1 + n))
\\
\\
\frac{d}{dx} (\sin^n x \cos n x) =& n \sin^{n - 1} x [\cos (n + 1)x]
\end{aligned}
\end{equation}
$




b.) Find a formula for the derivative of $y =\cos^n x$ that is similar to the one in part (a).

Using Chain Rule,


$
\begin{equation}
\begin{aligned}

\frac{d}{dx} (\cos^n x \cos nx) =& \frac{d}{dx} (\cos ^n x) \cdot \cos n x + \cos ^n x \cdot \frac{d}{dx} (\cos n x)
\\
\\
\frac{d}{dx} (\cos^n x \cos nx) =& n \cos ^{n - 1} x (-\sin x) \cdot \cos n z + \cos^n x \cdot (- \sin nx)(n)
\\
\\
\frac{d}{dx} (\cos^n x \cos nx) =& -n \cos^{n - 1} x (\sin x \cos (nx) + \cos x \sin (nx))
\\
\\
& \text{Using the sum of angles for sine}
\\
\\
& \sin(A + B) = \sin A \cos B + \cos A \sin B
\\
\\
\frac{d}{dx} (\cos^n x \cos nx) =& - n \cos^{n - 1} x [\sin (x + n x)]
\\
\\
\frac{d}{dx} (\cos^n x \cos nx) =& -n \cos^{n - 1} x [\sin (1 + n) x]
\end{aligned}
\end{equation}
$

Legally, what happened to Brent?

Because he was driving under the influence when he caused Lea Zamora's death, Brent is charged with DUI (Driving Under the Influence) and manslaughter.
Brent's parents hire a lawyer and a psychologist to argue against Brent being consigned to a juvenile detention center. After hearing arguments in court, the judge puts Brent on probation. According to the terms of his probation, Brent must receive alcohol counseling, participate in therapy to address his depression, volunteer in an emergency room, and if desired, meet with Lea's family to discuss restitution. This is what legally happens to Brent in the aftermath of the accident.
Mrs. Zamora decides to meet with Brent, but her husband refuses. During the meeting, Mrs. Zamora explains that, having lived through tumultuous times in the Philippines, she isn't interested in retribution. Instead, she tasks Brent with the responsibility of ensuring that Lea's beautiful and generous spirit lives on.
To accomplish this goal, Brent is asked to fashion four whirligigs in Lea's image and to deposit them in the four corners of the United States: in Maine, Florida, Washington, and California. Mrs. Zamora maintains that the joy people will receive from the whirligigs will help preserve Lea's selfless legacy for years to come.

What is artifical selection?

Artificial selection can be thought of as "fake" or "unnatural" selection. Most species on this planet will choose a mating partner based on certain criteria to fit their own needs/wants. During artificial selection however, humans choose which two organisms of the same species will mate. They do this by assessing the phenotype (what is expressed physically) of the organisms in order to figure out which two should be mated together to produce offspring. Artificial selection can essentially be done with any living organism.
The purpose of this is to breed two organisms with desirable characteristics, so as to increase the offspring's chance of inheriting that characteristic. For example many farmers will do this, in which they will breed certain cows together (i.e larger sized cows) so they can in turn produce cow offspring that will carry that desired characteristic. Over time that desired characteristics may start to show dominance within the species.

Artificial selection is similar to natural selection except for the fact that humans (not nature) are selecting which traits/characteristics are or are not desirable to have in a given species.  Due to the fact that genetic traits can be passed down from generation to generation, certain features can be intentionally chosen to show up in future generations.  This is artificial selection.  For example, farmers and breeders can allow only the plants and animals with desirable traits to reproduce.  As a consequence, the plants and animals with undesirable traits are not allowed to reproduce; therefore, their undesirable DNA and genes die with them.  The genetic coding that provided for the undesired trait dies with the organism and is forever removed from the gene pool.  An evolutionary change has now occurred because all future organisms will have (hopefully) the desired traits that were artificially selected to be passed on. 
https://evolution.berkeley.edu/evolibrary/article/evo_30

What is the difference between Jane Austen and William Shakespeare's novels? I need the answer for a power point project.

The question leads us to a discussion of literary kinds (further broken up into genres).  Technically, Shakespeare didn’t write “novels,” if we look at the definitions given us by Aristotle:  epics (the forerunners of novels) have several narrators (the classic example is The Odyssey); poetry has one narrator (often in the first person – “I think that I shall never see…”); drama has no narrator – this is where Shakespeare’s work (excluding for this discussion his poems) fits in – his stories are told by the characters themselves with no interloping narrator.  Jane Austen wrote “novels,” defined as full-length stories told by a narrator (omniscient) and including dialogue, which is another narrative form (sometimes called an “unreliable narrator.”  Of course, the literary works of these two authors differ in many other respects, also.

Does the story have a protagonist? Does the story have an antagonist? If so, who?

One could argue that Mr. White is the protagonist in W. W. Jacobs's short story "The Monkey's Paw." Mr. White could be considered the protagonist because he is the leading character and central figure, who makes all three wishes using the magic monkey's paw, and Jacobs primarily focuses on his thoughts and emotions more than any other character in the story. After having an ominous, unnerving conversation with Sergeant-Major Morris regarding the monkey's paw, Mr. White saves the talisman from the fire and proceeds to wish for two hundred pounds to pay off his mortgage. Mr. White not only brings up the topic of the monkey's paw, but he also saves it from the fire and makes the first wish, which sets in motion the chaotic chain of events that results in his son returning from the grave. After the Whites lose their son, Mr. White is apprehensive about making the second wish for Herbert to return and frantically locates the paw to make a third wish just in the nick of time. Overall, Mr. White is considered the protagonist of the short story because he is the central character and leading figure, who sets in motion the chain of events and saves his wife from witnessing their zombie-like son when she opens the door at the end of the story.

In "The Monkey's Paw," the protagonist (or the leading character) is Mr. White. He is the protagonist because it is his friend, Sergeant-Major Morris, who brings the monkey's paw into the family home. Moreover, it is Mr. White who makes the first wish, setting in motion the plot's chain of events.
The antagonist, the person who opposes the protagonist, could arguably be the sergeant-major because he gives the monkey's paw to the family even though he knows that it possesses a very dark form of magic.
However, it could also be argued that Mrs. White plays the role of antagonist because, at the end of the story, she uses the monkey's paw to bring back her son, Herbert, even though Mr. White tells her that it is a "foolish" and "wicked" thing to do. 
Through Mrs. White's actions at the end of the story, Mr. White's status as the protagonist is confirmed. He uses his third wish to wish Herbert away, thereby overcoming the evil powers of the monkey's paw.

What is the importance of natural regions of the world?

Because various natural areas in the world differ considerably, from the cold Arctic to the warm tropics near the equator, the people who live in these regions differ substantially in terms of culture and lifestyles. For example, there isn't much wood in the Arctic, so Inuit people tend to use soap stone for their artistic carvings. Soap stone is easily available there. The spices grown in India account for the wonderful flavors of that food while the relative lack of spices in Northern Europe accounts for those flavors. Seasonal agriculture is common among the temperate climates, but does not take place in the desert. 
These regional differences account for a significant portion of world history. For example, Christopher Columbus was seeking a new route to India from Spain for the tea and spice trade when he ran into the Americas. Ensuring access to natural resources from different climates drove European efforts to colonize the world. 
Everyday lives differ by region. Alaskans learn to cover their windows with aluminum foil so they can get some sleep during the summer when the sun doesn't set. People living in the desert learn how to keep themselves cool, hydrated, and protected against cold nights, while people in temperate regions learn to preserve food during harvest in order to get through winter. 
The world is becoming more connected through technology on a global scale. This means people can be friends with others who live all over the world. Nevertheless, even in a technological age, natural climates of world regions still influence everyday human lives. 

The natural regions of the world can be classified by physical features (mountains, hills, plains, etc.), climate (tropical, continental, polar, etc.) or vegetation (tropical, desert, coniferous forest, etc.).
The importance of these natural regions is that they largely determine what types of animals (including humans) can survive in each. The types of economic activities are therefore also related to the natural environment. For example, in a mountainous region, agriculture becomes difficult. In a desert, it is next to impossible. Terracing and irrigation can mitigate the conditions somewhat, but humans have usually adapted by turning to other activities, such as nomadic herding, hunting, or fishing. 
These choices have also led to differences in family and government structures, languages, and even religions. The importance of natural regions should not be underestimated. 

“Physical handicap, however severe it may be, cannot hold an inquisitive learner for long from acquiring the highest amount of excellence in any discipline of life”. In the light of this remark, give the academic progress of Helen

Once Miss Sullivan taught Helen Keller to understand the manual writing that Sullivan signed into her hand, there was no stopping Helen. She loved to learn and decided she would go to Harvard. In those sex-segregated days, that meant going to Radcliffe, the female counterpart to Harvard.
This was a daunting task, given Keller's disabilities. First, she had never had any formal schooling. She had always been homeschooled by Miss Sullivan, so she had no idea of how to function in a regular classroom. So, to get classroom experience, she and Miss Sullivan headed to the Cambridge School.
From there, Keller proceeded to Radcliffe. In those days there was not even the idea of accommodating people with disabilities, so Helen and Miss Sullivan had a difficult time. Not only did Helen have to have all her lectures written rapid-fire into her hand, most textbooks were unavailable in Braille. Helen therefore had to have all the textbooks written into her hand, leaving little free time to enjoy fun or socializing. Exams were a problem too, as everything she had studied would flee from her mind. All the same, Helen persisted and had this to say about her time in college:

While my days at Radcliffe were still in the future, they were encircled with a halo of romance, which they have lost; but in the transition from romantic to actual I have learned many things I should never have known had I not tried the experiment. One of them is the precious science of patience, which teaches us that we should take our education as we would take a walk in the country, leisurely, our minds hospitably open to impressions of every sort.

Describe Mr. Morrison?

In Roll of Thunder, Hear My Cry, Cassie Logan is a nine-year-old, African American girl living with her family in an environment of violent racism in Mississippi in the 1930s. Cassie's Papa brings Mr. Morrison to work on the land he owns and live with his family to help protect them when Papa has to go to work in Louisiana.
Mr. Morrison is also African American and is quite strong and large in stature. He apparently towers over Papa, who is pretty tall himself at six feet two. Mr. Morrison also has some scarring on his face from when he was caught in a fire as a child (the fire was started on purpose by white men, who killed his parents). This quote should give you a pretty good sense of his overall appearance: 

The long trunk of his massive body bulged with muscles, and his skin, of the deepest ebony, was partially scarred upon his face and neck, as if by fire.

With all that said, Mr. Morrison is also pretty quiet—not a man of too many words. He very obviously cares for the Logan family and will do all he can to protect them. 

Calculus of a Single Variable, Chapter 5, 5.5, Section 5.5, Problem 23

x^2-x=log_5 (25)
First, simplify the right side of the equation. To do so, factor 25.
x^2 - x = log_5 (5^2)
Then, apply the logarithm rule log_b (a^m) = m * log_b (a) .
x^2 - x = 2 * log_5 (5)
Take note that when the base and argument of the logarithm are the same, its resulting value is 1 (log_b (b)=1) .
x^2 - x = 2 * 1
x^2 - x = 2
To solve quadratic equation, one side should be zero.
x^2 - x -2 =0
Then, factor the left side.
(x - 2)(x + 1)=0
Set each factor equal to zero. And isolate the x.
x - 2 = 0
x=2

x + 1=0
x=-1

Therefore, the solution is x = {-1,2} .

Intermediate Algebra, Chapter 4, 4.2, Section 4.2, Problem 10

Solve the system of equations $
\begin{equation}
\begin{aligned}

x - 2y + 5z =& -7 \\
-2x - 3y + 4z =& -14 \\
-3x + 5y - z =& -7

\end{aligned}
\end{equation}
$.


$
\begin{equation}
\begin{aligned}

2x - 4y + 10z =& -14
&& 2 \times \text{ Equation 1}
\\
-2x - 3y + 4z =& -14
&& \text{Equation 2}
\\
\hline

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

\phantom{2x} - 7y+ 14z =& -28
&& \text{Add}
\\
-y + 2z =& -4
&& \text{Reduce to lowest terms}

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

3x - 6y + 15z =& -21
&& 3 \times \text{ Equation 1}
\\
-3x + 5y - z =& -7
&& \text{Equation 3}
\\
\hline

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

\phantom{3x} -y + 14z =& -28
&& \text{Add}

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

-y + 2z =& -4
&& \text{Equation 4}
\\
-y + 14z =& -28
&& \text{Equation 5}

\end{aligned}
\end{equation}
$


We write the equations in two variables as a system


$
\begin{equation}
\begin{aligned}

-y + 2z =& -4
&&
\\
y - 14z =& 28
&& -1 \times \text{ Equation 5}
\\
\hline

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

\phantom{y} -12z =& 24
&& \text{Add}
\\
z =& -2
&& \text{Divide each side by $-12$}

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

-y + 2(-2) =& -4
&& \text{Substitute $z = -2$ in Equation 4}
\\
-y - 4 =& -4
&& \text{Multiply}
\\
-y =& 0
&& \text{Add each side by $4$}
\\
y =& 0
&& \text{Divide each side by $-1$}

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

x - 2(0) + 5(-2) =& -7
&& \text{Substitute $y = 0$ and $z = -2$ in Equation 1}
\\
x -0 -10 =& -7
&& \text{Multiply}
\\
x =& 3
&& \text{Add each side by $10$}

\end{aligned}
\end{equation}
$


The ordered triple is $(3,0,-2)$.

What colonies had slaves?

Slavery in the United States developed over time and from place to place. It is a common misconception that slavery was a uniquely Southern institution. In fact, slavery was initially legal in all thirteen colonies, and it wouldn't be until after the American Revolution that a growing number of individuals began to question how the existence of slavery could be reconciled with the principle of liberty on which the Revolution had been fought.
Prior to the Revolution, all of the American colonies had slaves. Although the slave population was higher in the South, there were still pockets in the North where slaves formed a substantial proportion of the labor force. In Boston, for instance, some 20–25% of the population consisted of slave laborers. Nevertheless, it was the Northern states that embarked upon the gradual abolition of slavery in their territories.
https://teachinghistory.org/history-content/ask-a-historian/25577

(ds)/(dalpha) = sin^2(alpha/2)cos^2(alpha/2) Solve the differential equation.

(ds)/(d alpha) = sin^2(alpha/2)cos^2(alpha/2)
To solve, express the differential equation in the form N(y)dy = M(x)dx .
So bringing together same variables on one side, the equation becomes
ds =sin^2(alpha/2)cos^2(alpha/2) d alpha
To simplify the right side, apply the exponent rule (ab)^m=a^mb^m .
ds =(sin(alpha/2)cos(alpha/2))^2 d alpha
Then, apply the sine double angle identity sin(2 theta)=2sin(theta)cos(theta) .

sin (2*alpha/2)=2sin(alpha/2)cos(alpha/2)
sin(alpha)=2sin(alpha/2)cos(alpha/2)
sin(alpha)=2sin(alpha/2)cos(alpha/2)
(sin(alpha))/2=sin(alpha/2)cos(alpha/2)

Substituting this to the right side, the differential equation becomes
ds = ((sin (alpha))/2)^2 d alpha
ds = (sin^2 (alpha))/4 d alpha
Then, apply the cosine double angle identity  cos(2 theta)=1-2sin^2(theta) .

cos (2alpha) = 1 - 2sin^2(alpha)
2sin^2(alpha) = 1-cos(2 alpha)
sin^2(alpha) = (1-cos(2 alpha))/2

Plugging this to the right side, the differential equation becomes
ds = ((1-cos(2 alpha))/2)/4 d alpha
ds = (1-cos(2alpha))/8 d alpha
ds = (1/8 - cos(2alpha)/8) d alpha
Then, take the integral of both sides.
int ds = int (1/8 - cos(2alpha)/8) d alpha
int ds = int 1/8 d alpha - int cos(2 alpha)/8 d alpha
Apply the integral formulas int adx = ax + C and int cos(x) dx = sin(x) + C .
s+C_1 = 1/8alpha - (sin(2alpha))/16 + C_2
Then, isolate the s.
s = 1/8alpha - (sin(2alpha))/16 + C_2-C_1
Since C1 and C2 represents any number, it can be expressed as a single constant C.
s = 1/8alpha - (sin(2alpha))/16 +C
 
Therefore, the general solution of the differential equation is s = 1/8alpha - (sin(2alpha))/16 +C . 

Prior to the wave of exploration, how did Europeans interact with and view outsiders?

Europeans interacted with people from the rest of the world primarily through trade. Trade goods made their way along a complex network of routes that connected Asia (as far away as China) and Africa to Europe. Europeans consumed luxury items such as silk (a commodity so valuable that the phrase "Silk Road" is used to describe these trade routes) and spices as early as the 200s BC. These trade routes seldom brought Europeans into direct contact with faraway peoples, as they involved a series of middle men, but they contributed to a view of China in particular as an exotic and astonishingly wealthy empire. On the other hand, when the Mongols began to threaten the eastern edges of Christendom, the east was understood to be the home of barbarians and savages. Africa was often portrayed as a land full of fearsome creatures and savage peoples, who practiced cannibalism. These views were not based on evidence, as few Europeans had contact with African peoples. So Europeans mythologized the outside world. One especially persistent myth was that of Prester John, supposedly a Christian king that ruled over a vast kingdom of considerable wealth. Some said the kingdom was in Africa, others in Asia. This passage from medieval English writer John Mandeville references both myths about Prester John and China, sometimes called Cathay in medieval times:

This Prester John hath under him many kings and many isles and many diverse folk of diverse conditions. And this land is full good and rich, but not so rich as is the land of the great Chan. For the merchants come not thither so commonly for to buy merchandises, as they do in the land of the great Chan, for it is too far to travel to. And on that other part, in the Isle of Cathay, men find all manner thing that is need to man--cloths of gold, of silk, of spicery and all manner avoirdupois. And therefore, albeit that men have greater cheap in the Isle of Prester John, natheles, men dread the long way and the great perils m the sea in those parts.

Europeans brought their attitudes toward the rest of the world when they began colonization, and their belief that they were superior to alleged savages and allegedly debauched peoples around the world played into their treatment of these people following the fifteenth century.
http://www.historyguide.org/earlymod/prester_john.html

How does Brian change when fighting the moose?

Up until this moment in the story, about the most fearsome creature that Brian has had to deal with is a foolbird. But a big old moose is a whole different proposition. And while Brian is washing his hands in the lake, he's suddenly attacked by one. Brian does his very best to fight back against the angry beast, but she's way too strong for him. She throws him around like a rag doll, seriously injuring his ribs and shoulder before calmly walking off to chew grass.
Stranded all alone in the wilderness, Brian has had to tame the forces of nature to survive. But the moose's sudden, senseless attack acts as a reminder that there's a limit to the control that Brian, or indeed any human being, can exert over the environment. As he falls asleep that night, Brian still can't quite understand why the moose attacked him as she did. But there's really nothing to understand; the moose's behavior is simply another example of nature red in tooth and claw, so to speak. Brian's failure to grasp this point shows us that, although he's already learned quite a lot about surviving in the wilderness, he still has a lot more to learn.

What is the best way to start an essay on the Bible?

To start any essay, you need an attention getting hook.  It's the first sentence(s) that you put down on paper, and it serves to grab reader attention.  This must be done because bored readers aren't motivated readers.  Unmotivated readers stop reading or don't actively engage with the rest of the paper.  I recommend 1 of 4 possible attention-getters.  
Use a quote.  This would work well with an essay on your chosen text because it is filled with quotable passages.  Quotes tend to engage the reader because the reader wants to know why that particular quote is more important than anything you might have written in your own words.  
Ask a question.  This is engaging because readers can't help but think of possible answers.  Readers also wonder what your answer might be.  
Make a bold or even controversial statement.  This will grab the reader's attention because it aims to get an emotional response out of a reader.  Anybody that is emotionally engaged with a piece tends to stick with it for longer.  
Use a definition.  Definitions have the risk of falling flat and being boring, so choose the definition carefully.  I have no idea what your essay is going to be about, but if it is a thematic analysis, you could define the meaning of that theme.  This definition will engage logic centers of the reader's brain while serving to steer them toward the thesis and point of the paper. 
Once the attention-getter is nailed down, the next thing to do is write a thesis.  The entire biblical scripture is a big book, and it has lots of characters and themes, so there is no shortage of potential topics.  The key to a thesis is that it will make an argument.  Don't make a statement of fact.  The statement needs to be something that you intend to prove.  I usually recommend a theme or character analysis for a literary thesis.  For example, "Although seemingly at odds with each other, the Old Testament scriptures do indeed mirror the words of Christ."   

Please explain the repetition used and its effect in "The Raven"?

There are a number of explanations that might account for the frequent repetition in this poem. For example, when the speaker repeats, at the beginning of the poem, variants of the phrase, "'Tis some visitor entreating entrance at my chamber door," it gives the impression that he is, at the time, trying to reassure himself. He is trying to reassure himself that it really is only some earthly visitor, and not something more horrifying.
There are also some examples of repetition in the poem where it seems like the narrator is trying to recall, as precisely as he can, exactly how the events of that night unfolded. The poem is written in past tense, meaning it is told retrospectively, and the events of that evening are so odd that the narrator is keen to get the details right. This is why he sometimes repeats relatively incidental phrases like "above my chamber door."
The main example of repetition in the poem is, of course, the repetition of the only word muttered by the raven: "Nevermore." This word emphasises, repeatedly, how the speaker will never again see his lost love, Lenore, and also how he will never again be happy without her. The fact that the raven constantly, remorselessly reminds the speaker of this is what most tortures him. Each repetition is like another cruel blow, driving the narrator deeper and deeper into anger and despair.

In the first stanza, the narrator says,

While I nodded, nearly napping, suddenly there came a tapping,As of someone gently rapping, rapping at my chamber door.

The repetition of the "-ing" suffix in napping, tapping, and rapping helps to establish a kind of hypnotic sound, especially the repetition of the word rapping, used twice consecutively in the second line above. Repetition like this, in conjunction with the steady meter of the poem—trochaic octameter—lulls us and spooks us a little at the same time.
In the second stanza, the narrator repeats the word sorrow, again, twice consecutively on the same line. Here, the repetition seems to draw attention to the narrator's fragile emotional state on this particularly bleak December night.
In the third stanza, almost an entire line is repeated when the narrator says,

"Tis some visitor entreating entrance at my chamber door—Some late visitor entreating entrance at my chamber door;This it is and nothing more."

Here, the repetition makes it seem as though the narrator is unsure and attempting, by repeating, to reassure himself that everything is all right and there is nothing to fear from the tapping on the door.
In the fifth stanza, the word word is repeated three times and the word whispered repeated twice when the narrator says,

And the only word there spoken was the whispered word, "Lenore?"This I whispered, and an echo murmured back the word, "Lenore!"

The breathiness of the repeated "w" sound in these two words occurs five times in these two lines, and the soft, windy sound seems to echo the content of what the narrator is saying.

One of the most memorable things about Poe's "The Raven" is the repetition of the word "nevermore" at the end of nearly every stanza. The bird probably only knows that one word, but it becomes a symbol of death. The constant repetition of "nevermore" make it seem that death itself is not only inescapable but even the thought of death becomes inescapable as one gets older and the fact of death becomes more and more stark. What the speaker of the poem finds most terrible about the fact of death is that it obliterates everything in eternal darkness. He asks the bird if there is any possibility that he might be reunited with his dead loved one Lenore in some afterlife, and the bird pitilessly and relentlessly repeats the same one word "as if his soul in that one word he did outpour." When any loved one dies we are likely to be haunted by the thoughts of what we should have said to them, or not said to them, while they were still alive. In the end the speaker can neither console himself with the possibility of finding "balm in Gilead" (hope in the promises of the Bible) nor forget about the question altogether. The black bird refuses to leave and has nothing more to say.
  

What is the strategic management process? What is each phase of strategic management? What methodologies are available for strategic management?

Strategic management consists of two overarching processes: (1) identification of objectives followed by the design of one or more strategies to achieve them and (2) implementation and evaluation of the strategy. The first process requires analyzing and evaluating the internal and external environments of a business to ascertain strengths, weaknesses, opportunities, and threats (SWOT analysis). The second process requires evaluating the implementation and success of the strategy, which may be replaced if poorly implemented or unsuccessful. 
The first step in the most common framework of the strategic management process, then, is evaluation and assessment of the internal and external environments. The internal environment includes organizational culture, employee performance, management performance, barriers to performance, communication structure, and organizational structure. External environment includes competitors, marketplace pressures, government regulations, social and environmental systems, and monetary and economic conditions. The framework in which strategic planning is developed uses a prescriptive approach for evaluation, assessment, and design of a strategic plan, while a descriptive approach is used for implementation and efficacy analysis.
https://strategymanage.com/resources/strategic-planning-basics/

https://www.managementstudyguide.com/strategic-management.htm

How did the question of slavery become linked to the new US Constitution?

During the Constitutional Convention, a great debate occurred between representatives from slave states and those from free states concerning the issues of taxation and representation. The framers of the Constitution were at odds as to how slavery would be permitted and addressed in the new United States. Slave states wanted slaves included in census counts in order to assign those states more representation in Congress. The irony is that although these states wanted slaves to count toward the delegation of congressional representatives and the allotment of federal funds, they did not want slaves to be beneficiaries of this situation. The Northern states were afraid that if slaves were included in population counts, then these otherwise less-populated states would have a disproportionate amount of representation in federal government.
A compromise was reached in which each slave would be counted as three-fifths of a person when concerning representation and taxation. This compromise was enshrined in Article I, Section II of the Constitution which states that

Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons

While it does not mention slavery by name, it is implicit that "all other Persons" refers to the enslaved population of the Southern states.
Further mention of slavery is made in Article I, Section IX, which permits a "Tax or duty may be imposed on such Importation" of African slaves. Article IV, Section II deals with runaway slaves, decreeing that they must be returned to their original state if found in another one.
All these clauses enshrined slavery into law and wove slavery into the fabric of the nation. It would not be until the ratification of the Thirteenth Amendment in 1865 that slavery was constitutionally outlawed in the United States.
https://ashbrook.org/publications/respub-v6n1-boyd/

https://www.archives.gov/founding-docs/constitution-transcript

College Algebra, Chapter 8, Review Exercises, Section Review Exercises, Problem 20

Determine the center, vertices, foci and asymptotres of the hyperbola $\displaystyle x^2 - 4y^2 + 16 = 0$. Then, sketch its graph

$
\begin{equation}
\begin{aligned}
x^2 - 4y^2 &= -16 && \text{Subtract 16}\\
\\
\frac{y^2}{4} - \frac{x^2}{16} &= 1 && \text{Divide both sides by } -16
\end{aligned}
\end{equation}
$


The hyperbola has the form $\displaystyle \frac{x^2}{a^2} - \frac{y^2}{b^2} = 1$ with center at origin and vertical transverse axis since the denominator
of $y^2$ is positive. This gives $a^2 = 4$ and $b^2 = 16$, so $a = 2, b = 4$ and $c = \sqrt{a^2 + b^2} = \sqrt{4+16} = 2 \sqrt{5}$
Then, the following are determined as

$
\begin{equation}
\begin{aligned}
\text{center } (h,k) && \rightarrow && (0,0)\\
\\
\text{vertices } (0, \pm 2)&& \rightarrow && (0, \pm 2)\\
\\
\text{foci } (\pm c, 0) && \rightarrow && (0, \pm 2 \sqrt{5})\\
\\
\text{asymptote } y = \pm \frac{b}{a}x && \rightarrow && y = \pm \frac{1}{2}x
\end{aligned}
\end{equation}
$

Therefore, the graph is

Describe the strategy used by the US fighting the Japanese in the Pacific.

On December 7, 1941, Japan staged a surprise attack on Pearl Harbor, severely damaging the US Pacific Fleet. When Germany and Italy declared war on the United States days later, America found itself in a global war. Japan launched a relentless assault that swept through the US territories of Guam, Wake Island, and the Philippines, as well as British-controlled Hong Kong, Malaya, and Burma. Yet, with much of the US fleet destroyed and a nation unprepared for war, America and its allies decided they needed to save Great Britain and defeat Germany first. The Japanese, meanwhile, sought to complete what they began at Pearl Harbor.


Throughout the winter and spring of 1942 the war news reaching the United States from the Pacific was grim. The Japanese amassed a vast new empire with a defensive perimeter that ranged from western Alaska to the Solomon Islands. In the southwest Pacific, Japan threatened American supply lines to Australia, complicating US plans to use Australia as a staging ground for offensive action.
But within months, the tide of battle started to turn as the United States and its allies in Australia and New Zealand first blunted Japan’s advance and then began a long counterattack across the Pacific. The amphibious invasion soon became the hallmark of the Allied counterattack. As they advanced westward toward Japan, Allied forces repeatedly bombed and stormed Japanese-held territory, targeting tiny islands as well as the jungles of New Guinea and the Philippines. The goal was to dislodge the enemy and to secure airfields and supply bases that could serve as the launching points for future attacks.
In August 1942, the United States mounted its first major amphibious landing in World War II at Guadalcanal, using innovative landing craft built by Higgins Industries in New Orleans. By seizing a strategic airfield site on the island, the United States halted Japanese efforts to disrupt supply routes to Australia and New Zealand. The invasion ignited a ferocious struggle marked by seven major naval battles, three major land battles, and almost continuous air combat as both sides sought to control Henderson Field, named after Loy Henderson, an aviator killed at the Battle of Midway. For six long months US forces fought to hold the island. In the end they prevailed, and the Allies took the first vital step in driving the Japanese back in the Pacific theater.
With Guadalcanal in American hands, Allied forces continued to close in on Rabaul in New Britain. As forces under the command of Admiral William F. “Bull” Halsey moved north through the Solomons, General Douglas MacArthur’s troops pushed west along the northern coast of Papua New Guinea, grinding out a hard-fought victory by March 1943. But rather than follow this success with a risky invasion of the heavily defended Rabaul, American military planners hatched an ingenious plan: Allied planes and ships would isolate and neutralize Rabaul from the air and sea while the bulk of MacArthur’s forces pushed westward to invade less-well-defended islands. This practice—skipping over heavily fortified islands in order to seize lightly defended locations that could support the next advance—became known as island hopping. As Japanese strongholds were isolated, defenders were left to weaken from starvation and disease. This new strategy turned the vast Pacific distances into an American ally, and the United States used it to leapfrog across the Pacific.

The American strategy in the Pacific had two components. The first goal was stopping the Japanese eastward and southern advances. Before and after the battle at Pearl Harbor, Japan was gaining control of lands in Asia and islands in the Pacific. After the Battle of Midway Island and the Battle of Guadalcanal, this goal was accomplished. Japan suffered significant losses in these battles, including losses of military equipment.
The second portion of the American strategy was to recapture the islands that Japan had taken. This strategy was called island hopping, as the Americans would recapture an island and then move or hop to another island. The United States began the long process of moving closer to Japan by recapturing islands one at a time, such as the Gilbert Islands, the Marshall Islands, Guam, and the Philippines. Once the Americans controlled Iwo Jima and Okinawa, the United States could begin to regularly bomb Japan and consider implementing a plan for the invasion of Japan.
https://www.nationalww2museum.org/war/articles/battle-midway?gclid=Cj0KCQjwv73VBRCdARIsAOnG8u3M4Nu7SpbJVQrXNotFN6ghJR6CYGLU6hI0AN8tNI3hsTGl5GlG1K8aAkD5EALw_wcB

https://www.nationalww2museum.org/war/articles/pacific-strategy-1941-1944

https://www.u-s-history.com/pages/h1671.html