How do you compare and contrast two different music covers?

In order to answer this question, it's important to first break down the elements of the music covers you want to compare/contrast--this will largely depend on what kinds of music covers you want to focus on. Let's use these as an example:
An acoustic guitar cover of Frozen's "Let it Go" versus an electric violin cover of "Requiem for a Dream" (see links).
If you compare/contrast these two items, you might focus on the following:
Compare: Both covers focus on melody.
Compare: Neither cover uses vocals.
Contrast: The violin cover is live, while the guitar cover is not.
Contrast: The violin cover is produced (multiple clips stitched together), while the guitar cover is not.
Contrast: The violin cover takes a classical modern approach, while the guitar takes a pop modern approach.
Of course, there are many other things you could talk about in a compare/contrast essay on this topic. You might focus on the sounds of the instruments, the expressions of the artists, the originality of the cover (is it a tight cover or is it interpretive?), the overall quality and expertise of the artists, the video format, and more.
Finally, I'll add that a compare/contrast essay on this topic should function like any other compare/contrast essay in formatting. You can choose either a line-by-line compare/contrast or a paragraph-by-paragraph format. In a line-by-line format, you can choose an item and talk about how both covers compare on that item. In a paragraph-by-paragraph format, you can use one paragraph to talk about one cover and the next paragraph to talk about the other.
Good luck!

Using only chapters 1–4 of Freak the Mighty, answer the following question: how does Maxwell's sarcasm contribute to the reader's understanding of Max's character? Answer using the ACE Strategy: answer the question, cite evidence from the text (quote or quotes that support your answer), and then explain how the evidence supports your answer.

Sarcasm is one of Max's most notable characteristics. Primarily, he uses it as a defense mechanism. As a huge, ungainly kid living in his grandparents' basement, he is pretty much one of society's outcasts. Sarcasm is a way for him to cope in a hostile, uncomprehending world. However, Max's sarcasm is not just directed at others, he also uses it against himself. There are numerous examples of different kinds of sarcasm in the first four chapters of Freak the Mighty.
Max starts right away in the very first line of the story:

I never had a brain until Freak came along and let me borrow his for a while, and that's the truth, the whole truth.

Of course, Max does have a brain, but, in comparison to Freak, he is not very smart. He is using sarcasm to exaggerate just how amazing he finds Freak's brain, how much he knows, and how incredibly wide-ranging his knowledge is.

Gram and Grim, bless their pointed little heads, they're my mother's people, her parents, and they figured whoa! better put this little critter with other little critters his own age, maybe it will improve his temper (Ch.1 p.1).

Max is showing us here how he feels about his grandparents. By referring to their "pointed heads," Max is suggesting that sure they are bright and they had the right motives in sending Max to the day care center, but they were making a big mistake in thinking it would curb his temper.

Grim has it fixed in his head I'm at a dangerous age and they need to keep me under observation. Like I might make bombs or start a fire. Or whack out the local pets with my trusty slingshot or whatever—except I never had a slingshot, it was Grim who had one when he was my age (Ch.2 p.5).

Max's grandpa is kind of worried that he might turn into some kind of psychopath, sitting down there in the basement all day, up to no good. Even worse, he might end up like his old man, and that is just way too horrible to contemplate. Max's use of sarcasm here gives us an insight into his lifestyle and character, as well as the relationship between him and his grandparents. Additionally, how does Max know that Grim used to use a slingshot when he was his age?

The proof is right there in the family photo album. You can see this blurry little miniature Grim with no front teeth, grinning at the camera and yanking back on this prehistoric slingshot. Good for whacking mastodons, probably (Ch.2 pp.5–6).

Mastodons are an extinct species of prehistoric elephants. Max is making a snarky reference to his grandpa's age and making him seem kind of hypocritical for using slingshots when he was around the same age as Max.

My brain is vacant, okay? I'm just this critter hiding out in the basement, drooling in my comic books or whatever. All right, I never actually drool, but you get the picture (Ch.2 p.6).

This is the image that Max has of himself. It is probably the same image that most other people would have too. Again, he is drawing attention to the fact that, before Freak came along, he was just this fat, slobby kid spending all day down in his grandparents' basement. He is highlighting the contrast in his character before and after he met Freak. After a while, though, Max gets bored with hanging out in the basement:

So finally I get bored in the down under and I'm hanging out in 'the so-calledback yard, your basic chunk of chain-link heaven (Ch.2 p.6).

Max's grandparents do not have a lot of money. They have a fairly ordinary house with just a small chunk of a backyard with a chain-link fence. Max seems almost embarrassed at his folks' place. However, he tries to minimize the embarrassment by the sarcastic use of the word "heaven" to describe the backyard.
Down in the basement, Max chats with Freak, overawed by his amazing erudition and knowledge. Max feels like a complete idiot, but he does not want to let it show, particularly when Freak tells him that books are a kind of truth serum that help you figure out what is real:

This time I don't say huh because then I might have to explain how I'm an L.D., and reading books is the last thing I want to do, right after trimming my toenails with a lawn mower, gargling nails, and eating worms for breakfast (Ch.4 p.19).

Once again, Max is using sarcasm as a protective shield. He knows he is not the brightest kid in the world; he knows he has learning disabilities, but he still does not want to come off like a complete idiot in the awesome presence of the mighty Freak and his even mightier brain.

Based on The Travels of Marco Polo, explain how the movements of people, ideas, goods, and religions can produce conflict and resistance across regions.

Marco Polo relates descriptions in his Travels of lands that are defended by their inhabitants. For example, he relates descriptions of the conquests of the Tartars at places such as Vochang over the King of Mien and Bangala. Though the troops of the King of Mien and Bangala possess elephants, their troops are quickly overrun by the arrows of the Tartars. As Polo writes:

"But their ramparts were soon demolished by the Tartars, who slew many of them, and with the assistance of the persons accustomed to the management of the elephants, they possessed themselves of these to the number of two hundred or more. From the period of this battle the grand khan has always chosen to employ elephants in his armies, which before that time he had not done. The consequences of the victory were, that he acquired possession of the whole of the territories of the king of Bangala and Mien, and annexed them to his dominions."

Therefore, in this example, the movement of people through military conquest resulted in conflict and resistance. In addition, the movement of people (Tartars to this region) caused the dissemination of ideas, as the Tartars learned how to use elephants for military purposes. However, even this idea spread further conflict rather than peace, as the Tartars used elephants to conquer other lands.
Polo also discusses how the Kalif of Baldach (or Baghdad) persecuted Christians in his realm:

"From the time of his accession in 1225, his daily thoughts were employed on the means of converting to his religion those who resided within his dominions, or, upon their refusal, in forming pretenses for putting them to death."

Apparently, when the Kalif was about to put the Christians in his realm to death, they performed a miracle by which a mountain was moved. As a result, the Kalif and some of his people converted to Christianity. However, the movement of religions often resulted in conflict. While the great Kublai was himself tolerant of other religions and asks the Polos to have the Pope send Christian missionaries to his lands, the spread of Christianity and Islam, as related in the Travels, often results in conflict rather than in peace. 

Single Variable Calculus, Chapter 5, 5.5, Section 5.5, Problem 30

Find the indefinite integral $\displaystyle \int x^3 \sqrt{x^2 + 1} dx$

If we let $\displaystyle u = x^2 + 1$, then $\displaystyle du = 2x dx$, so $\displaystyle xdx = \frac{du}{2}$. Also, $x^2 = u - 1$. Therefore,


$
\begin{equation}
\begin{aligned}

\int x^3 \sqrt{x^2 + 1} dx =& \int x^2 \sqrt{x^2 + 1} xdx
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \int (u - 1) \sqrt{u} \frac{du}{2}
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{1}{2} \int (u - 1) u^{\frac{1}{2}} du
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{1}{2} \int (u^{\frac{3}{2}}- u^{\frac{1}{2}} ) du
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{1}{2} \int u^{\frac{3}{2}} du - \frac{1}{2} \int u^{\frac{1}{2}} du
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{1}{2} \cdot \frac{u^{\frac{3}{2} + 1} }{\displaystyle \frac{3}{2} + 1} - \frac{1}{2} \cdot \frac{u^{\frac{1}{2} + 1} }{\displaystyle \frac{1}{2} + 1} + C
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{1}{2} \cdot \frac{u^{\frac{5}{2}}}{\displaystyle \frac{5}{2}} - \frac{1}{2} \cdot \frac{u^{\frac{3}{2}}}{\displaystyle \frac{3}{2}} + C
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{1}{\cancel{2}} \cdot \frac{\cancel{2} u^{\frac{5}{2}}}{5} - \frac{1}{\cancel{2}} \cdot \frac{\cancel{2} u^{\frac{3}{2}}}{3} + C
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{u^{\frac{5}{2}}}{5} - \frac{u^{\frac{3}{2}}}{3} + C
\\
\\
\int x^3 \sqrt{x^2 + 1} dx =& \frac{(x^2 + 1)^{\frac{5}{2}}}{5} - \frac{(x^2 + 1)^{\frac{3}{2}}}{3} + C

\end{aligned}
\end{equation}
$

What does the short story "Raymond's Run" teach us about family?

Toni Cade Bambara examines both positive and negative family dynamics in the short story “Raymond’s Run.”
In “Raymond’s Run” each member of Squeaky’s family makes a significant contribution for the good of the whole family.  For example, Squeaky’s mother is responsible for the workings of the family home while her husband works. Squeaky’s brother contributes by doing odd jobs and she is responsible for Raymond who needs constant care due to his developmental disabilities. The author is highlighting the need for each family member to take responsibility for the others.
She also, describes how Squeaky’s father allows her to win when they run against each other. Her father helps her maintain her reputation, and helps her hone her skills as a runner. It is important for family member to support and bolster each other. On the other hand, Squeaky complains about the time she had to dress up and dance during the May Day. Her parents came to watch her. Squeaky did not appreciate her parents attempt to make her into something she was not.  
One of the most important family lessons the author emphasizes is that of Squeaky’s loyalty to her brother. Throughout the story she defends him against those who mock him for his disabilities, but she sees him as her responsibility not as a person with his own abilities. When he demonstrates his personal running skills, she sees her brother very differently.  At first she is his caretaker but at the end of the story she becomes his champion.
Toni Cade Bambara uses her short story to describe the value of family dynamics, and how significant it is for family members to remain loyal one another.

What does the text say about the combs as a symbol in "The Gift of the Magi" by O. Henry?

The combs that Jim purchased for his wife Della represent three things that are at the center of the couple's relationship: an incredible love, a deep wisdom about what matters most, and a willingness to sacrifice one's own happiness for the greater joy for one's spouse.Unbeknownst to Della, Jim sold his treasured watch to buy the combs for her for Christmas. On the very same day, Della sold her own hair in order to purchase a watch chain for Jim. When Della opened her gift, there "lay The Combs...that Della had seen in the shop window and loved for a long time...without the least hope of owning them." Jim sacrificed his favorite possession to bring greater joy to Della, just as she had done for him, as a symbol of incredible love.
The story ends with a bit of moral instruction: the narrator tells the reader "of all those who give and receive gifts, such as they the most wise." The combs are symbolic of the love between Jim and Della; it is rooted in a mature understanding that one's own happiness is secondary to the joy one can bring to their life partner.

In the story, the combs symbolize Jim's abiding and deep love for Della. Because the combs have always been beyond the couple's financial reach, they also represent unattainable objects of longing.
The text tells us that both Jim and Della sell their most cherished possessions in order to purchase valuable gifts for each other. Jim sells his watch to purchase the combs for Della, while Della sells her beautiful hair in order to purchase a gold chain for Jim's watch. According to the text, Jim is as wise as the magi because of the sacrificial nature of his gift. Likewise, Della is also a "wise one" because she relinquishes her most cherished possession (her hair) for Jim.
Essentially, the author compares Jim and Della to the wise magi who first brought gifts to the newborn Christ.
Thus, the value of the combs is not in their cost or beauty but rather in how they communicate devotion, sacrificial love, and abiding faith.

Single Variable Calculus, Chapter 7, 7.4-2, Section 7.4-2, Problem 36

Differentiate $y = x^{\cos x}$


$
\begin{equation}
\begin{aligned}

x^{\cos x} =& (e^{\ln x})^{\cos x}
\\
\\
x^{\cos x} =& e^{\cos x \ln x}
\\
\\
y =& e^{\cos x \ln x}
\\
\\
y' =& \frac{d}{dx} (e^{\cos x \ln x})
\\
\\
y' =& e^{\cos x \ln x} \frac{d}{dx} (\cos x \ln x)
\\
\\
y' =& e^{\cos x \ln x} \left[ \cos x \frac{d}{dx} (\ln x) + \ln x \frac{d}{dx} (\cos x) \right]
\\
\\
y' =& e^{\cos x \ln x} \left[ \cos x \cdot \frac{1}{x} + \ln x (- \sin x) \right]
\\
\\
y' =& e^{\cos x \ln x} \left( \frac{\cos x}{x} - \sin x \ln x \right)
\\
\\
& \text{ or }
\\
\\
y' =& x^{\cos x} \left( \frac{\cos x}{x} - \sin x \ln x \right)

\end{aligned}
\end{equation}
$

Single Variable Calculus, Chapter 3, 3.9, Section 3.9, Problem 22

Calculate $\Delta y$ and $dy$ of $y = x^3$ for $x = 1$ and $ \Delta x = 0.5$. Then sketch a diagram showing the line segments with lengths $dx$, $dy$, and $\Delta y$.

Solving for $\Delta y$


$
\begin{equation}
\begin{aligned}
f(x + \Delta x) f(1 + 0.5) = f(1.5) &= (1.5)^3\\
\\
f(1.5) &= 3.375
\end{aligned}
\end{equation}
$


$
\begin{equation}
\begin{aligned}
f(x) = f(1) &= (1)^3\\
f(1) &= 1
\end{aligned}
\end{equation}
$




$
\begin{equation}
\begin{aligned}
\Delta y &= f(1.5) - f(1)\\
\Delta y &= 3.375 -1\\
\Delta y &= 2.375
\end{aligned}
\end{equation}
$


Solving for $dy$

$
\begin{equation}
\begin{aligned}
dy &= f'(x) dx\\
\\
\frac{dy}{dx} &= \frac{d}{dx} (x^3)\\
\\
dy &= 3x^2 dx\\
\\
dy &= 3(1)^2(0.5)\\
\\
dy &= 1.5
\end{aligned}
\end{equation}
$

Which of the brothers, Lyons or Cory, comes furthest in this play in terms of genuine growth? Which brother does Wilson portray as most admirable? Explain.

That Cory grows more than Lyons does is evident in the ending of the play. Lyons in many ways inherited Troy's less desirable traits: he's selfish, obsessed with his own passions and talents, and a criminal. At the end of the play, Lyons is serving a three year sentence for having cashed other people's checks in his own name. When Cory asks if Lyons will continue to play music, Lyons replies:

"Cory...you know I'm gonna do that...As long as it do that, I'm gonna be right there playing and trying to make some sense out of it."

Lyons hasn't reached any real growth, just a new situation. He's still committed to the lifestyle he had before he was convicted, and he still reveres the passion and stubbornness that Troy preached in his lifetime.
Cory, on the other hand, has exhibited some change. He's joined the military (the Marines) in an effort to give himself some independence. He tells Rose that he won't be attending Troy's funeral in an effort to "say no" to him one last time. But Rose refuses that idea and tells him that his father will always be a part of him and that he has to learn to live with it. While there isn't much evidence that Cory learns to do this effectively right away, we do see Cory decide to attend the funeral after he talks with Raynell, his half-sister, about Troy's old dog Blue that he sang about all the time. Ultimately, Cory has gained independence financially from Troy, and Cory seems to have begun the process of accepting his father's place in his identity.

what is an argument paper for the movie a beautiful mind

If your instructor has not provided you with a specific topic for your argument, other than A Beautiful Mind, then you have many options. The first thing that you need to do is explore your choices.
For example, A Beautiful Mind chronicles the life and accomplishments of John Nash, a mathematical genius who suffers from mental illness. You could explore the movie's portrayal of his illness and the fact that in real life, Nash did not suffer visual hallucinations, just auditory hallucinations, and pose an argument about the benefits of, or issues with taking creative license with the facts. Did it make the movie more interesting? Was it necessary? Why or why not? You could argue that highly intelligent or creative people like Nash are prone to madness.
Whatever you decide, your topic must have two opposing sides. Choose one side, write a thesis, and support it with facts and reasoning. Be sure to mention the other side, but only long enough to discredit it, and conclude with your own side. This format applies no matter the length of the paper.

This question is extremely wide open. It is narrowed down in the fact that you are told to write about a specific movie; however, everything else is completely open. Some writers might find this a breath of fresh air, but other writers might find it frustrating to be given so little guidance. An argumentative paper might sound intimidating, but all that it means is you have to make an argumentative statement about the film and support your position with evidence.
Your argument looks like it could be about anything. You could make an argument about Crowe's exceptional acting, the filming techniques used, the film's themes, the film's portrayal of characters, etc. It's up to you to decide how broad or narrow your focus is going to be. If you have a length requirement, let that be your guide. If the length requirement is fairly short, pick a narrow topic and use 3-4 examples from the film that explain and support your topic. If the length requirement is somewhat lengthy, then try to blend together a couple of the previous thesis ideas. Generally speaking, themes and characters blend well with each other. This is because characters are often used to show audiences/readers the theme. For this particular film, there are themes of madness and perseverance, and John Nash is the character centrally involved with both themes. It's entirely possible for you to highlight the theme and character development by explaining how certain film techniques that Ron Howard uses further enhances the audience's experience with the theme and character. For example, Howard is intentional about the use of high and low angle shots as well as how tightly the camera is framed on Crowe's face. Much of the film's emotional impact rests on Crowe's ability to deliver his inner struggles via his face.
Start the entire paper with an interesting hook that leads into the argumentative thesis statement, and then make sure that every paragraph that follows is devoted to proving that initial statement. The statement could be something like the following statement
"Although A Beautiful Mind is focused on John Nash, it is Alicia Nash that truly gives audiences the deep emotional impact of John's struggles."

Why did Hitler target Jewish people?

Hitler wrote the following in Mein Kampf: 

Every manifestation of human culture, every product of art, science, and technical skill, which we see before our eyes today, is almost exclusively the product of the Aryan creative power. This very fact fully justifies the conclusion that it was the Aryan alone who founded a superior type of humanity; therefore he represents the archetype of what we understand by the term: MAN.

Picking up on virulent racist ideology of the late nineteenth century, Hitler targeted the Jews as the "disease" in the "blood" of the "volk" (Aryan Germans). He perceived the Jews as undermining Germany's strength and power. He saw history in terms of racial struggle, in which the strongest races survived and the weak were subjugated. He looked with approval on US policy towards the Native Americans, and the Turkish genocide of the Armenians. He believed it imperative for world history that the Aryan race survive and thrive; otherwise, as he said in Mein Kampf, the world would plunge into a new dark ages.
Hitler was not alone in his anti-semitism, which was widespread at the time and led countries like England and the United States to limit the number of Jewish refugees they would take.
Hitler blamed a Jewish so-called backstab for Germany's defeat in World War I. He conflated Judaism and communism, which he loathed, and he thought Jews would impose communism on Germany if they had a chance. He decided (historians debate exactly when) that his only option was to eradicate all the Jews. The difference between his anti-semitism and that of the rest of the West was that he went far beyond discrimination and the occasional violent pogrom and actually attempted genocide.
The Jews also provided a convenient scapegoat for a political demagogue whose power was based on stirring up hate. The in-group needs an out-group to despise. Jews comprised less than one percent of the German population, and so were a convenient target to a demagogue and a bully.

To understand why Hitler targeted Jewish people, it is useful to look at Nazi racial ideology. These ideas were developed by Hitler and published in his autobiography, Mein Kampf. According to the U.S. Holocaust Memorial Museum, Hitler believed that the Jews were a subhuman race of people and that they posed a genuine threat to the survival of his own race - the Aryans. In this respect, it was Hitler's racial duty to stamp them out. (See the first reference link provided).
Hitler also targeted the Jews because he believed that they were responsible for many of Germany's failings. He blamed them for the collapse of the economy, for example, and for Germany's defeat in World War One. Hitler also believed that the Jews planned on taking over the world and that they must be stopped before this could happen. (See the second reference link for more information).
https://encyclopedia.ushmm.org/content/en/article/victims-of-the-nazi-era-nazi-racial-ideology

What makes Hop Frog climb higher up the chain?

Hop-Frog, the jester, is a crippled dwarf in the service of an evil king who laughs at his deformities and torments him by forcing him to drink wine. The king has incurred Hop-Frog's wrath by abusing his female companion, also a dwarf.
He takes vengeance on the king and his seven equally cruel councilors by persuading them to dress as orangutans in tight fitting, knit suits covered with tar and flax, both of which are highly flammable. They are chained together to imitate a string of captured animals and enter the castle ballroom to the alarm and amusement of the king's guests. Hop-Frog uses the chain which normally supports the candelabra to lift them into the air. His strong arms enable him to climb the chain and suspend himself above the trapped men. He waves a torch above them, pretending to be trying to determine what they are. He sets the men on fire and climbs higher on the chain to be out of reach of the flames. He then proclaims to the assembled crowd that the "apes" had been the king and the councilors, who abused a helpless girl. Hop-Frog climbs to exit through the skylight, and he and the dwarf woman, Trippetta, escape to another country.
The practical details of Hop-Frog's murderous prank require him to climb the chain and be above the evil king, his councilors, and the crowd of guests. However, one can also see the physical elevation as symbolic. A dwarf who has to drag himself around on the floor can be high in morality, displaying the nobility of resolve to rescue a maiden in distress—as knights in chivalrous tales do. Meanwhile the king and councilors have betrayed their human status by consenting to be transformed into beasts, or lower animals.

In "A Rose for Emily" how is Emily treated by others in the town? How is she treated by her family?

Throughout the short story, the community's complex relationship with Emily Grierson represents how Southern citizens perceive and interact with their Confederate past and future. The community of Jefferson respects Emily Grierson because she hails from a prestigious family, yet they are highly critical of her life, which they discuss with each another privately. At the beginning of the story, Faulkner reveals the enigma surrounding Emily and mentions that the women are curious about her affairs. Faulkner goes on to describe Emily as a "sort of hereditary obligation upon the town," and illustrates how the older generation of Jeffersonians remitted her taxes. However, the newer generation does not honor Colonel Sartoris's decision and attempts to collect Emily's owed money. The eighty-year-old Judge Stevens, who represents the traditional culture of the Old South, demonstrates his respect for Miss Emily by insisting that the community take it upon themselves to spread lime throughout her yard unnoticed.
Faulkner also writes that the community believes that the Grierson's "held themselves a little too high for what they really were." When Emily's father passes away, the community begins to pity Emily because she has become "humanized." The citizens then criticize her relationship with Homer Barron, who symbolizes Northern business prospects in the South. Some citizens believe that Emily should kill herself, and they willingly send a Baptist minister to visit her home in hopes of persuading her to end the relationship. However, once they believe Emily is married to Homer, they rejoice. Once again, Faulkner illustrates the complex feelings of Southern citizens as they wrestle with their past and future. The contrast between how the older generation and the new generation of citizens treat Emily is most explicitly portrayed in their attendance to Miss Emily's painting sessions. General Satoris's daughters and granddaughters regularly visit Emily's home for lessons out of charity. In contrast, Faulkner writes,

"Then the newer generation became the backbone and the spirit of the town, and the painting pupils grew up and fell away and did not send their children to her with boxes of color and tedious brushes and pictures cut from the ladies' magazines" (5).

By the end of the story, the entire town shows up to Emily's funeral out of respect and curiosity. Overall, the complex feelings of the community range from reverence to disgust and reflect the numerous opinions of Southerners concerning their Confederate past and postwar future.
Emily's relationship with her family is characterized by her father's oppressive nature. Emily's father is an austere man, who believes that no one is good enough for his daughter. He continuously dismisses Emily's suitors out of arrogance and lords over his timid daughter. Emily's relationship with her father is represented in a family portrait, which depicts her father holding a horsewhip in the foreground as his back faces Emily. Unfortunately, Emily is raised under the oppressive rule of her father and lives a relatively isolated life. When Emily's father dies, she initially refuses to acknowledge his death. Her father's portrait even adorns her living room, which symbolizes his continual surveillance and authority throughout her life. Emily also has family living in Alabama, who do not communicate with her after a falling out regarding an old estate. Overall, Emily is victimized by her strict, overprotective father, who essentially ruins her opportunities to date as a young woman.

What would be in a letter from Elizabeth Proctor to her condemned husband, John?

Ultimately, this is an opinion question.  Your main job is to make sure that your letter stays within character for Elizabeth.  I am uncertain as to when Elizabeth might be writing this letter to John.  Is it before or after she visits him in prison?  I don't feel that the answer to that question is super important.  What's important is that she does visit John.  That's what I would use for inspiration for your letter to John.  I would have Elizabeth write the letter before she visits John in prison.  I might even suggest that she writes the letter in lieu of going to see John.  
It is during Act 4 that Elizabeth visits John in prison.  Have her letter mimic the information that she and John discuss.  First, write about how the pregnancy is going.  This will not be John and Elizabeth's first child, so be sure to update John on how his sons are doing.  

"They're well. Rebecca's Samuel keeps them."

Next, write about Giles Corey.  Tell John about how Giles refused to confess anything even while being pressed.  Be sure to tell John that Giles died during the torture.  I would add in that Corey's wife still refuses to confess anything, and that is also true of Rebecca Nurse.  
At this point in your letter, you could go a couple of different directions.  You could write out your goodbye to John because you know that he is going to die.  You could tell him what you love about him, and you could emphasize that he is going to die as a good, Christian man. On the other hand, your letter might beg John to confess.  During Elizabeth's visit to John in the prison, she does at one point admit that she would like him home.

"I want you living, John. That's sure."  

I believe that Elizabeth might encourage John to confess the lie to save his life.  She previously showed her willingness to lie in order to protect John when she lied to the court about his adultery.  I don't believe that having Elizabeth encourage John to protect his own life by confessing a lie is out of character for her.  Additionally, Elizabeth does tell John that other community members confessed in order to save their lives.  I believe that she tells John this information so that he doesn't feel he would be the only person to confess.  

"There be a hundred or more, they say. Goody Ballard is one; Isaiah Goodkind is one. There be many." 

Regardless of which direction you choose to take at the end of your letter, it needs to be clear that you both love and support John and his decision.  

What is the current situation in Tibet?

The current situation in Tibet varies depending upon which source you look to for information. According to the People's Republic of China, Tibet is a part of China known as the Tibetan Autonomous Region. It is ruled by local representatives of the Chinese Communist Party. According to the Tibetan Government in Exile, whose leader is the Dalai Lama, Tibet is an independent nation that has been invaded and colonized by a foreign power.

Internationally, China's claim of sovereignty over Tibet is not officially disputed by any foreign government. As a member of the United Nations Security Council, China has successfully blocked all resolutions concerning Tibet. Although an underground movement to free Tibet is very popular among certain organizations and individuals, there is no indication that it makes any difference in Tibet's current status.

According to the Dalai Lama and the free-Tibet movement, the Chinese government has been extremely repressive, suppressing Tibetan culture and favoring Han Chinese immigrants. Although in theory, the Tibetans are supposed to formulate their own legislation and regulations, in practice, Han Chinese belonging to the Chinese Communist Party monopolize political power. Tibetan political activity, news media, internet, and religious and cultural expression are all severely restricted. China denies all these allegations.

Despite the ongoing controversies about Tibet's political status, the Chinese government encourages tourism in the area. It is possible to visit Tibet as long as you obtain the necessary permits and arrange for local guides, transportation, and accommodation in advance.
http://tibetoffice.org/tibet-info/historical-overview

https://www.bbc.com/news/world-asia-pacific-16689779

The current situation in Tibet is similar to what it has been for some time. Tibet is under Chinese control but there are always tensions and there has been a longstanding "Free Tibet" movement within and particularly outside the country.
In very recent news there was a report that China forced religious pilgrims in Nepal and India to return to Tibet. This dramatically decreased the number of people attending an event involving the Dalai Lama. The Dalai Lama is the spiritual leader of the Tibetan people and lives in exile, traveling the world discussing and promoting Tibetan Buddhist principles.
Tibet fell under Chinese control in the 1950s and has been struggling for independence ever since. Tibet is actually formally known as the Tibet Autonomous Region, a province of China where there are constant tensions over sovereignty and governance.

Why was it good for Jan to steal food food from the Americans?

Jan does not really have much choice in the matter. Edek's condition is getting worse, and Jan has to get the food from somewhere. Because Jan, Edek, and Ruth are located in the American zone of occupation, it is inevitable that they will have to take American food supplies if they are going to survive.
Jan is not too happy about the situation, though. When he is confronted about stealing from American supplies by Captain Greenwood, the military policeman, he breaks down and starts crying. Greenwood gently reminds Jan that he is effectively stealing from his own people, as the American food supplies are meant for them. But Jan stoutly defends his actions to the Captain, saying that he will always steal for his family if they are hungry.
Greenwood counters with one of the Ten Commandments—"Thou shalt not steal"—but it simply does not work for Jan. The confrontation of two radically different moral worldviews in this scene forces us to ask ourselves what we would do in Jan's position. How we answer this question will largely determine whether or not we think that Jan's actions can ever be justified.

How is terrestrial biota involved in water cycle?

The water cycle is a biogeochemical cycle that describes the movement of water through the biotic and abiotic components of our planet. The terrestrial biota is a key component of this process.
Biota includes both the plant and animal life of a region. Water is taken up by the plants through their roots from the soil. A significant fraction of this water is lost through the pores in their leaves. This process is known as transpiration (when combined with evaporation, it is known as evapotranspiration). Thus, a fraction of the water stored in the soil is cycled back to the atmosphere, causing movement of water.
Similarly, animals consume water either by directly drinking it or indirectly intaking it as part of their food. A portion of this water is excreted and a portion is incorporated into their bodies. Animals lose water from their bodies through perspiration and upon their deaths, moisture is lost from their body through decomposition. The water thus lost from animal bodies is released back for further movement in the water cycle.
Animals also contribute to the water cycle through respiration, a process that releases water vapors.
Similarly, plants also contribute to the water cycle by consuming water during the process of photosynthesis.
https://www.usgs.gov/special-topic/water-science-school/science/evapotranspiration-and-water-cycle

sum_(n=0)^oo 4^n/(5^n+3) Use the Direct Comparison Test to determine the convergence or divergence of the series.

Direct comparison test is applicable when suma_n and sumb_n are both positive series for all n such that a_n<=b_n
If b_n converges ,then a_n converges.
If a_n diverges, then b_n diverges.
sum_(n=0)^oo4^n/(5^n+3)
Let a_n=4^n/(5^n+3) and b_n=4^n/5^n=(4/5)^n
4^n/5^n>4^n/(5^n+3)>0  for n>=1
sum_(n=0)^oo(4/5)^n is a geometric series with ratio r=4/5<1
A geometric series with ratio r , such that |r|<1 converges.
The geometric series sum_(n=0)^oo(4/5)^n converges,so the series sum_(n=0)^oo4^n/(5^n+3) converges as well , by the direct comparison test.
 

Single Variable Calculus, Chapter 3, 3.7, Section 3.7, Problem 24

The table below shows how the average age of first marriage of Japanese woman varied in the last half of the 20th century.

$
\begin{array}{|c|c|c|c|c|}
\hline\\
t & A(t) && t & A(t)\\
\hline\\
1950 &23.0 &&1980 &25.2\\
1955 &23.8 &&1985 &25.5\\
1960 &24.4 &&1990 &25.9\\
1965 &24.5 &&1995 &26.3\\
1970 &24.2 &&2000 &27.0\\
1975 &24.7 &&&\\
\hline
\end{array}
$

a.) Use graphing calculator or computer to model those data with fourth-dgree polynomial.
b.) Use part (a) to find a model for $A'(t)$
c.) Determine the rate of change of marriage age for women in 1990.
d.) Graph the data points and the models for $A$ and $A'$

a.)


The model for $A(t) = -3\times 10^{-6} t^4 + 0.0244 t^3 - 72.331 t^2 + 95443 t - 5\times 10^7$

b.) Taking the derivative $A(t)$, we have
$ A'(t) = -3 \times 10^{-6} (4t^3) + 0.0244(3t^2) - 72.331(2t) + 95443 (1)$
$ A'(t) = -12 \times 10^{-6} t^3 + 0.0732t^2 - 144.662 t + 95443$

c.) when $t = 1990$,
$A'(1990) = - 12 \times 10^{-6} (1990)^3 + 0.0732(1990)^2 - 144.662(1990) + 95443$
$A'(1990) = 2877.752$

d.) For $A'(t)$

$
\begin{array}{|c|c|}
\hline\\
t & A'(t)\\
\hline\\
1950 & 2716.6\\
1955 & 2736.3135\\
1960 & 2756.1\\
1965 & 2776.1\\
1970 & 2796.2\\
1975 & 2816.4\\
1980 & 2836.8\\
1985 & 2857.2\\
1990 & 2877.752\\
1995 & 2898.3\\
2000 & 2919\\
\hline
\end{array}
$

What are the environmental and social issues in the City of Ember?

In the novel The City of Ember by Jeanne DuPrau, the major environmental issue facing the City of Ember is the shortage of power. This is emphasized throughout the book. For example, on the Assignment Day, when the mayor gives a cliché speech on encouraging the students to help make the City of Ember more prosperous, Doon complains about the worsening living conditions and frequent blackouts. During Lina’s work as a messenger, she notices a bunch of lights are out. The city experiences a record-long blackout one day, and at the singing event, the lights suddenly go out. In a place where light sources are strictly artificial, power is particularly precious. It's inconvenient enough to be in complete darkness between 9 pm and 6 am; worse still, during daytime, where the lights are supposed to be on, frequent blackouts cause continual panic among the residents. One such example is Lina's worry about losing her two-year-old sister, Poppy, when she is in a shop with her and the lights suddenly go out. It is awareness of the shortage of power that prompts Doon to take the pipeworks job so that he can get close to the power generator and study it, and that is what eventually leads to his finding a way to escape the City of Ember.
There are other environmental issues in the City of Ember, too, implied through certain situations. For example, the shortage of food and “mysterious” death of potatoes in the greenhouse may indicate soil pollution, and the coughing epidemic that took Lina’s father’s life may be caused by air pollution. Biological imbalance may pose another concern, as is shown in the limited plant and bug species in the City of Ember.
The primary social issue in the City of Ember is political. The mayor, leader of the city, is a hypocrite. While telling the citizens to find solutions to improve the conditions in the city, he makes every effort to keep limited and rare resources to himself. He ignores Lina’s letter asking for help to decipher an important message and threatens to imprison the kids for spreading the storeroom scam. Apart from talking, he does little concrete things for the benefit of the city and its citizens. Under such leadership, the only solution is for Lina and Doon to find the way out themselves. Lina does not initially plan to bring her baby sister along, but the mayor’s reaction to the storeroom scam makes her decide to flee with Poppy.

Aristotle was St. Thomas Aquinas's main intellectual influence, but in what way did St. Thomas disagree with Aristotle somewhat in his view of the “just state”?

The difference between Aristotle and Thomas Aquinas, in regard to the "just state," may be understood from their different understandings of natural law. In the case of Aristotle, natural law is tied to the fact that humans are social animals, and so the end goal is to promote the "perfect community" in which people live with others. The "perfect community" to be promoted, for Aristotle, is life in the polis (city-state) where men are free and equal. Civil law, in this "perfect community," is just insofar as it is in harmony with the law of nature (i.e., promotes virtuous existence). Thus, civil law should reference the law of nature: to lead men into virtue.
Thomas Aquinas, being a Catholic theologian, viewed natural law in reference to God’s eternal law (Aquinas's aim was to develop a Christian view of natural law). This law is derived from scripture but is also imprinted in the minds of humans and discerned through reason. The "just state," therefore, should not contradict God’s eternal law and should seek to derive and apply its precepts in ruling. According to Aquinas,

Consequently every human law has just so much of the nature of law, as it is derived from the law of nature. But if in any point it deflects from the law of nature, it is no longer a law but a perversion of law.

Let f(x) = 3 + x^2 + tan(pi/(2x)) , -1 < x < 1 a) Find f^-1(3) b) Find f(f^-1 (5))

Hello!
You wrote f(x) = 3+x^2+tan(pi/(2x)).
By the definition of an inverse function of f(x),  f^(-1)(3) is that number x for which f(x) = 3. Usually we require that such a number must be unique, otherwise f^(-1) would be a many-valued function.
a. In other words, we need to solve the equation f(x) = 3.
In our problem, f(x) takes any value infinitely many times, even at the given interval (-1, 1), even at any neighborhood of x = 0.
The cause of this is that tan(pi/(2x)) tends to +-oo at points where pi/(2x) = pi/2 + k pi for some integer k. The 3+x^2 part remains finite and bounded at any finite interval and cannot prevent this behavior of f(x). These points are x_k = 1/(1+2k) and they tend to zero as k tends to +-oo.
Regardless of the number of solutions, the equation f(x)=3, which is equivalent to x^2+tan(pi/(2x)) = 0, cannot be solved exactly.
I might suppose that you misprint the formula, probably f(x) = 3+x^2+tan(pi/2 x). In that case, the only solution for f(x)=3 at the interval (-1,1) is x=0. This is because f is strictly monotone on (-1,1). It is not obvious but true. Ask me if you need a proof.
b. If f^(-1)(5) exists, then by definition f(f^(-1)(5)) = 5.
 

When Ponyboy wakes up in the ambulance, what does he think the siren noises mean? Why do you think he makes this assumption?

When Ponyboy wakes up, he hears sirens in the background. His immediate thought is that the police have finally found him and are taking him to jail.

Then I realized it was a siren. The fuzz, I thought dully. The cops have come for us.
[...]
I opened my eyes. It was dark. I'm moving, I thought. Are they taking me to jail?

Fortunately, Jerry is in the ambulance, and he explains to Ponyboy that the ambulance is taking Dally, Johnny, and Ponyboy to the hospital for various reasons. Ponyboy hears this, but he still does not accept the fact that the police are not there to arrest him.

"Are you taking us to the police station?" I was still a little mixed up as to what was coming off.
"The police station?" It was his turn to be surprised. "What would we want to take you to the police station for? We're taking all three of you to the hospital."

Jerry explains a bit about their injuries, and then he makes the comment that the three boys are heroes or have been sent from heaven. Ponyboy definitely doesn't believe that, and Ponyboy then explains why he would have assumed the sirens were police that would be taking him to jail.

Sent from heaven? Had he gotten a good look at Dallas? "No, we're greasers," I said. I was too worried and scared to appreciate the fact that he was trying to be funny.
"You're what?"
"Greasers. You know, like hoods, JD's. Johnny is wanted for murder, and Dallas has a record with the fuzz a mile long."

Jerry can't believe any of that, and he again reassures Ponyboy that the ambulance really is taking them to the hospital.

In chapter 6, Pony and Johnny enter a burning church to save the children trapped inside. Unfortunately, Johnny suffers a broken back after a flaming beam falls on him, and Dally manages to knock Ponyboy out before he can return to the burning church. When Ponyboy wakes up in the back of an ambulance, he hears the sirens and immediately thinks that the authorities have come to arrest him and Johnny. Ponyboy makes this assumption because he and Johnny skipped town to hide in the abandoned church on top of Jay Mountain. Pony realizes that they are wanted by the police for the murder of Bob Sheldon and immediately assumes that the police have found them. Fortunately, Jerry is riding in the ambulance with Ponyboy and explains that they are heading to the hospital. 

How do local politics affect jail administration? Should political influence be as extensive as it is? Does it help or hinder good corrections?

Local politics does influence jail administration. Most people are very uninformed about how jails work because they have had no direct interaction with the prison system. The public is most concerned about the cost of running a jail because most jails are financed by taxes. As a result, this is something that influences the public. If there is a major issue with the jails, such as the unexplained death of prisoners, this also will get the attention of the public. One of the goals of the jail system should be to rehabilitate prisoners so that they will be able to get a job and be less likely to return to jail. However, the public does not always view this positively. The public is generally more interested in seeing a criminal serve their time as opposed to getting an education. However, studies show that if a prisoner gets an education, they are less likely to return to prison.
Whether political influence should be extensively depends on how that influence is used. If political influence is used to make headlines and play to the support of a particular base, then it would not be a good thing. If political influence is used to help rehabilitate prisoners so that they will be less likely to return to prison, then it is a good thing. Recently, there has been an attitude of getting tough on criminals. This does not always translate into helping rehabilitate them.
http://www.corrections.com/news/article/38720-the-politics-of-corrections

https://www.huffpost.com/entry/prisons-and-politics_b_882642

Local politics have significant effects on the philosophies underlying jail administration as well as implementation details and budgeting. For example, one of the major differences in underlying philosophies is whether jails focus on punishment or rehabilitation. If jails focus on punishment, prisoners may be treated harshly with an emphasis on order and discipline. Joe Arpacio, the infamous Phoenix sheriff elected by people supporting the concept of jails as punishment and riding a wave of anti-immigrant sentiment, often used tactics designed to humiliate and intimidate prisoners. 
A contrasting situation in local politics is Norway, where the focus is on rehabilitation. That means that prisons and jails emphasize education, counseling, and job training in order to facilitate reintegration of prisoners into society upon their release and prevent re-offending. In general, Norwegian political attitudes emphasize community goods and this local political philosophy creates a different mode of incarceration than one which emphasizes competition or punishment.
Local economic philosophies also affect jails, where free market or small government advocates tend to support privatizing jails while progressives are more concerned with reducing jail populations by using technology such as GPS tracking and community service, especially for non-violent offenders.
Political influence can be harmful, as when the for-profit private jail industry can influence policy through campaign donations. Also, political influence can lead to bad decisions based on passing fads rather than intelligent long term planning. On the other hand, politics is the expression of the will of the people; in a democracy, one fundamental principle is that all citizens should have input into significant decisions, and one cannot sustain a democracy without allowing the public to prevail in decision making.
https://www.theguardian.com/commentisfree/2012/jun/27/joe-arpaio-maricopa-county-king-cruel

https://www.theguardian.com/society/2013/feb/25/norwegian-prison-inmates-treated-like-people

There are two distinct ways local politics directly influence jail administration.  First, a prison is an employer of the local workforce, especially in the area of guards and administrative personnel.   As a consequence, anyone running for local office must assure voters that the local economy will remain healthy vis a vis the prison system – will it be privatized?  Will the prison budget allow expansion of personnel? etc.  Secondly, prison system policy often affects local production of work opportunities – will the prisoners compete for jobs in manufacturing, in labor union bargaining, etc.?  Many times prisons are actually prohibited from giving prisoners meaningful jobs because they will harm local industries (example:  making license plates, or even self-serving maintenance tasks such as laundry, maintenance, or food services).  In these instances, local political influence definitely hinders the “corrections and rehabilitations” goals of any good prison system.  Finally, local politics must deal with safety and security issues of the local population, in terms of fears and doubts; these assurances must be co-ordinated with prison practices.

Given the purpose and tone of the poem, what is the most accurate paraphrase for the title "Eros Turannos"?

The simplest translation would be "Love the king." In ancient Greek, turannos could mean both king and tyrant. Indeed, Greeks often made no distinction between the two—not surprising given the predilection for democracy in most parts of the Hellenic world. Given the thematic content of the poem, "Love the king/tyrant" seems an apt choice of title. It would appear that we're dealing with a woman in a codependent relationship; the love she has for her husband is one that comes to exercise tyranny over her.
She went into the relationship with so many romantic fantasies, of wanting to find her Prince Charming, so to speak. At first, that's how it seemed; but an "engaging mask" is still a mask, and the woman of the poem has discovered too late that the man she wanted is more tyrant than king. Yet for all that she still harbors the consoling thought, common among many codependent people, that she can still somehow change her husband's ways, get him to return to that blessed state which initially attracted her in the first place. But a leopard cannot change its spots, and a tyrant king will always remain a tyrant.
https://www.poetryfoundation.org/poetrymagazine/poems/12839/eros-turannos

How did access to government differ among the first, second, and third estates?

Until the French Revolution, which started in 1789, French society was divided into three estates under the Ancien Regime.
The First Estate consisted of the clergy, the ordained ministers of the Catholic Church in France. Despite being just 0.5 percent of the total population of France, the First Estate owned 10 percent of the land in France and paid no taxes. The members of the First Estate were often considered the highest in the social hierarchy.
The Second Estate consisted of the nobility, meaning its members had special, aristocratic titles that granted them privileges. Many nobles were influential in the courts and government. They owned between 20 and 30 percent of the land in France but made up just 1.5 percent of the population, and like the First Estate, they paid no taxes.
Finally, the Third Estate consisted of everyone else in French society, from peasants and laborers to bankers, merchants, doctors, and other professionals. Thus, some members of the Third Estate were wealthy or well-off, while others were poor. The Third Estate made up 98 percent of the French population but paid the most in taxes, with the majority of the tax burden falling on the peasants. In addition the Third Estate received just one vote in the Estates General, the legislative body of France. Thus the Third Estate often found itself outvoted by the combined votes of the First and Second Estates, leading to discontent and helping spark the French Revolution in 1789.

How is ambition shown in drama Macbeth?

Ambition is the core theme of Macbeth, the driving force behind all the events of the play. When, in act 1, scene 3, the witches greet Macbeth as "thane of Cawdor," and tell him that he "shalt be king hereafter," this plants the first seed of ambition in Macbeth's mind. At first, Macbeth disbelieves the witches, but when Ross arrives to tell Macbeth that he has indeed been made thane of Cawdor, the impossible becomes possible for Macbeth. This is the beginning of his descent into wrongdoing, subsequent guilt, and madness.
The corrupting nature of ambition in this play also relies heavily upon the idea that the ambition of one person can feed upon that of another. While Macbeth is ambitious on his own account, at first, the thoughts which occur to him as regards becoming king seem "horrible imaginings," and he says, "If chance will have me king, why, chance may crown me, without my stir." That is, if his fate is to be king, then Macbeth will simply let it happen—although the idea appeals to him, Macbeth does not intend to do anything to further it.
It is Lady Macbeth who truly sets the events of the play in motion, turning ambition from a hope into an active pursuit. She fears that Macbeth is "too full o' the milk of human kindness," although "not without ambition." She determines that she will "chastise with the valour of my tongue / All that impedes thee from the golden round"—that is, she will lend him her own, more ruthless nature, in order that what he deserves will come to him more quickly. From Lady Macbeth's assessment of her husband, we as the audience can truly see how the act of pursuing his ambitions changes him. The Macbeth that Lady Macbeth speaks of "wouldst not play false," and yet Lady Macbeth convinces him that he must "look like the innocent flower / But be the serpent under't," taking advantage of Duncan's presence at their castle to murder him. As Macbeth prevaricates, Lady Macbeth impugns his masculinity—"when you durst do it, then you were a man"—and prevails upon him to "screw your courage to the sticking place" and murder the king.
The murder of Duncan marks a turning point in the play, and for Macbeth. The famous "dagger" soliloquy, in act 2, scene 1, foreshadows the madness which will later overcome Macbeth as a result of having pursued his ambitions with evil deeds. The "dagger of the mind" is born out of Macbeth's mental turmoil, and, having killed Duncan, he hallucinates a voice saying, "Macbeth shall sleep no more." From this point in the play, Macbeth's guilt only increases. Having committed one murder in pursuit of his ambition, he seems to lose grip on reality. Soon, he is ordering the murder of Banquo and Fleance, also obstacles to the prophecy. Lady Macbeth attempts to reassure him—"what's done is done"—but the "scorpions" in Macbeth's mind cannot be calmed. In committing murder in pursuit of his ambition, Macbeth has assured that he will have no joy of what he gains. Where ambition leads to evil, it transforms a person for the worse. Macbeth, a man who never wished to do wrong in pursuit of his goals, is consumed by his own guilt. Even Lady Macbeth, who thought herself so ruthless, eventually descends into madness, as is seen when she asks, "Will these hands ne'er be clean?" While awake, she may be able to reassure Macbeth that he need not worry, but her unconscious mind expresses her true understanding of what they have done.
Ambition in this play, then, is an all-consuming force. It transforms a good man into a guilt-ridden, fretful, violent one, and in allowing ambition to lead him into evil, Macbeth guarantees that he will never be able to enjoy what he has. Lady Macbeth, who urges her husband to pursue his goals, succeeds in destroying both him and herself.

What does the buzz saw symbolize in “Out, Out—"?

The buzz saw in Robert Frost's "Out--Out--" symbolizes the mindless power of machinery that, when out of the control of man, can destroy human life.
Published in 1916 when Britain was already engaged in war, a situation that necessitated Robert Frost's return to the United States, this poem examines the duality of machinery; that is, the mixing of the danger and the productivity of machinery. 

And the saw snarled and rattled, snarled and rattled,As it ran light, or had to bear a load. (ll.7-8)

In these early lines of the poem, it is the personified saw that performs the work, rather than the boy--much as with the young soldiers who fire weapons against their enemy. In the next line, there is a somber quality to the purpose of the saw, and the sense of finality that will come-- "And nothing happened: day was all but done."
But, just as in war, the machine can become such an extension of the man that it is as though the man is then the instrument rather than the machine. When this happens, tragedy can strike. In the poem, the saw

Leaped out at the boy’s hand, or seemed to leap—He must have given the hand. (ll.16-17)

Underscoring the dangers of the machinery of war or of farm life, machinery that becomes the instrument of tragedy itself, the boy loses control of the chain-saw and his mishap costs him his hand, and eventually his life. Similarly, the machinery of war can cause fatalities that are accidental, and young lives are so quickly extinguished, as the title of this poem alludes,

Out, out, brief candle!Life's but a walking shadow, (Macbeth, 5.5.23-24)

Clearly, the machinery of labor, much like the machinery of war, is capable of overpowering man and becoming a destructive force that places man merely in the shadows of life and death.
 

What are some things that citizens of a democracy must do in order to ensure the democracy functions properly?

This is a great and important question.  Citizens of a democracy, in order to maintain their rights, have duties to fulfill.  Being informed, voting, participating in one's community, and ensuring that a good public education is available to all are the means of preserving these rights.
A good citizen is informed, about how a democracy works, about politicians running for office, the laws of the land, and the issues that affect the community, the region, and the country.  Citizens should understand the country's constitution, which is the foundation of a democracy, setting forth everyone's rights and duties.  I have carried a pocket copy in my purse for many years, since I frequently encounter people who misunderstand it or have never looked at it, so I can refer to it.  A citizen who is not informed about how the country works cannot possibly be vigilant about seeing to it that the government does what it is supposed to do and does not do what it is not supposed to do.  Being informed means doing research on candidates and issues.  This includes looking at statistics for oneself, since these are often manipulated by politicians.  We need to be informed about the records of the people running for office, not simply taking their word for what they say it is. One needs at least rudimentary scientific knowledge, so that one can examine evidence intelligently, on issues such as climate change or drinking water safety.  A good citizen knows the laws and follows them.  This is part of the social contract of a democracy, not that police have to enforce every little thing, but that people choose to willingly follow the law in exchange for the protections of a democracy and the harmony that this brings.  A good citizen has knowledge of his or her own community, of his or her own region, and his or her own country as a whole, as well as some knowledge of other countries, since a democracy must interact with the rest of the world.  You need to know what the problems and potential solutions are where you live.  And if you think that Africa is a country, which it is not, you cannot possibly evaluate your country's relationship with it.  A citizen who is not informed is, simply put, not a good citizen.
Citizens need to vote.  In the United States, voter participation is disappointing low, a little over 53%. In Australia, voting is mandatory, and there is a fine for not voting.  A democracy does not work very well if citizens don't vote. Citizens feel disenfranchised and are even less likely to participate in a democracy in other ways.  In the United States, people died so we could all vote, first in the Revolutionary War, then for the African-American vote, and then for the vote for those under 21 years of age, after so many 18-year-olds died in the Vietnam War without even having a voice. Women fought hard for the right to vote, too.  The entire point of a democracy is to have representation based upon the will of the people, so if people do not vote, democracy can lead to leadership that represents a small fraction of the populace, creating much dissatisfaction, which is detrimental to stability.  
Participating in one's community goes a long way to creating a more successful democracy.  Going to town meetings or school board meetings, joining a litter cleanup project, mentoring younger people in the neighborhood are all ways that we can participate in our communities.  Our communities do a great deal for us, and this is a means of giving back or passing it forward.  It is also a good way of staying informed of the issues and a good way of meeting one's local leaders. We are better citizens when we are active in our communities, and we make democracy better.
An educated populace is essential to a successful democracy. It is up to us to invest in good public education, which is the best means of ensuring that the democracy continues.  People who are educated are going to be better citizens, pay more taxes, participate more fully in their communities, and be more likely to vote.  People who are educated are more informed about the issues, more likely to make good choices in leaders, and more likely to challenge a democracy gone awry somehow.  Good public education is a staple of a good democracy. This means true public schools, of the highest quality, for all students, not for-profit charters and private schools meant to prevent children from learning about evolution, not schools that are de facto segregated, with the least experienced teachers and shabby, out-of-date textbooks.  In a democracy, everyone has a stake in good education, even those without children.  People who are well-educated are better prepared to live in a democracy in which the rights of the "other" are respected.  Public education is meant to expose us to people who are different from us, giving us different perspectives and teaching us respect and appreciation. 
To ensure a properly functioning democracy may seem like a great deal of work, being informed, having to vote and participate, understanding a constitution and laws, spending money on education, even if one has no children.  But I do believe that a constitutional democracy is the best form of government ever created, and no matter how much work it seems to be, the benefits are countless. 
https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/

How does William Blake show his ideas in his poems?

William Blake's poetry spans a wide variety of ideas and themes, so it's hard to say objectively how he shows all of these (doing so would require many volumes of print). I can, however, describe generally how Blake constructs the central idea in his poetry of The Songs of Innocence and Experience. 
In these poems, Blake explores the differences between how one perceives the world in a youthful state (innocence) and how one perceives the world in a state of maturity (experience). He primarily does so by offering contrasting poems that deal with the same subject, albeit with differing perspectives. For instance, Blake wrote two poems titled "The Chimney Sweeper." Both describe chimney sweepers, but one views the occupation from a youthful, idealistic viewpoint, while the other views it from a more cynical perspective that takes into account the oppressive forces that drive children to such an occupation. By exploring the world around him with such contrasting perspectives, Blake masterfully illustrates the differences between youth and maturity.  

Intermediate Algebra, Chapter 2, 2.6, Section 2.6, Problem 62

For compound inequality $-8x \leq -24$ or $-5x \geq 15$, decide whether intersection or union should be used. Then give the solution set in both interval and graph form.

We solve the inequality individually


$
\begin{equation}
\begin{aligned}

-8x \leq & -24 && \qquad \text{or} &&& -5x \geq & 15
\\
x \geq & 3 && \qquad \text{or} &&& x \leq & -3

\end{aligned}
\end{equation}
$


By graphing the two intervals, we have













By taking the union, we obtain every real number as a solution, since every real number satisfies at least one of the two inequalities. The set of all numbers is written in interval notation as $(- \infty, -3] \cup [3, \infty)$.

In the story "The Management of Grief," what was revealed about the culture and customs of the characters involved in the story?

Bharati Mukherjee's "The Management of Grief" tells the story of Shaila Bhave, an Indian woman living in Canada who has just lost her husband and sons in a tragic plane crash. The story was written in response to the real crash of an Air India flight from Toronto to Bombay in 1985; it is thought that the crash was the result of a bomb planted by Sikh terrorists who wanted to regain the Sikh homeland in the area of Punjab in India. Mukherjee's story, told from Shaila's point of view, explores responses to grief; more specifically, it explores how an individual's culture, and cultural clashes in a cosmopolitan world, can impact the grieving process.
Early in the story, Shaila is recruited by Judith Templeton, an official appointed by the Canadian government, to reach out to families who lost loved ones in the crash. She is chosen because she has not been exhibiting any odd behavior and is considered by others in the community as "the strongest person of all" and "a pillar." She is also a good candidate to help Judith communicate with the Indian families because "complications of culture, language, and customs" may prevent Judith from being successful. This is the most explicit detail in the early part of the story indicating that cultural diversity will play a role in how the surviving characters will process their losses. 
We also hear some background on Shaila's family. However, most is reserved for the families of her friends; she is more reserved when talking about her own children and husband. We learn from this background, though, that the Indian families living in Canada incorporate influences from Indian and Western/Canadian culture. For example, Kusum, a neighbor of Shaila, has two daughters, one of whom is very Westernized (she likes the mall, McDonald's, and dating Canadian boys), while the other is more traditional ("she sang bhajans for Ethiopian relief"). The parents' generation is more traditional; they are the ones who have immigrated from India, so they grew up immersed in Indian culture. Kusum and Shaila, for example, both married men who were chosen for them (in arranged marriages) and do not outwardly express their feelings to their husbands. Shaila does not even feel comfortable calling her husband by his first name, Vikram. After he is killed in the plane crash, she writes a note expressing her feelings that she then "let fall into the calm, glassy waters." Her grieving process is much more internal than that of the other characters and that is partly a result of her cultural background. Since she stands out from others, though, it is clear that her behavior is also based on her personality.
Eventually, Shaila returns to India to lay her husband to rest in the traditional Indian manner. Men whose wives died in the crash are encouraged to remarry quickly, as is "the call of custom." Widows, on the other hand, are shunned, so Shaila does not remarry. While in India, Shaila has an interesting experience: "My husband descends to me." She later recounts feeling bliss at this mystical interaction with her husband from beyond the grave. This seems to be part of her grieving process, but she does not tell Judith. We can infer that Judith would see this as a red flag. When Shalia goes with Judith to talk to an elderly couple who cannot accept the deaths of their two sons in the crash, Judith shows no sympathy for their mother. She vents to Shaila that "their stubbornness and ignorance are driving [her] crazy." Shaila, however, feels more connected to the family. She asks Judith to let her out of the car; Judith does not understand the plight of the elderly woman nor that of Shaila herself. Shaila reflects, "In our culture, it is a parent's duty to hope." We even saw Shaila doing the same earlier in the story when she brought a suitcase full of clothes for her boys and told an officer that the boys are strong swimmers; she maintained hope that they had somehow survived.
The final role culture plays in Mukherjee's story is in the complex relationship between Shaila, other Indo-Canadians, and Sikhs. The elderly family that Shaila visits at the end of the story is Sikh. She thinks they will not relate to each other, especially considering they are in Canada. Shaila suggests that much of the population is prejudiced against Sikhs now. Ironically, she feels more connected to them than to Judith, and the common culture is part of what establishes that connections. In sum, Shaila's Indian culture influences her grieving process and informs how she connects to other survivors.

What is the work done if we apply a 1.2N force and we move 4 meters in the direction of force?

This question can be solved by using the equation that Work = Force x Distance. 
The force provided is 1.2 Newtons and the distance moved is 4 meters.  
Work = 1.2 x 4
Work = 4.8 Joules
A Joule is the unit for work, and it is equivalent to one Newton of force causing a movement of one meter. 
What's interesting about work is the fact that a distance of movement must occur in the direction of the force for work to have been done.  Mathematically, it looks simple.  
Work = 50 N x 0 meters
Work = 0 Joules
Mathematically, that looks completely legitimate; however, there are some frustrating examples of forces doing zero work.  I like to demonstrate by having a student push against my classroom wall as hard as they can for 30 seconds or so.  Students are shocked to find out that despite being tired, they did zero work.  The wall didn't move.  
https://www.physicsclassroom.com/class/energy/Lesson-1/Definition-and-Mathematics-of-Work

Are human beings responsible for making good use of their talents, or is stagnation acceptable?

I assume you are asking what position Hamlet takes on this question. As with any play, it is more difficult to tell the perspective of the author on any topic than with a novel, because there is no narrator to provide an angle on the events. However, the character Hamlet himself certainly comes to believe that humans have a responsibility to use their talents rather than simply continuing to live. In his act 4 soliloquy, generally referred to by its first line—"How all occasions do inform against me"—Hamlet says:

What is a manIf his chief good and market of his timeBe but to sleep and feed? A beast, no more.Sure He that made us with such large discourse,Looking before and after, gave us notThat capability and godlike reasonTo fust in us unused. (4.4.35-41)

In other words, it's not good enough to continue living, to see mere eating and sleeping as the whole point of life. God provided mankind with reason, says Hamlet, and humans must use that "godlike reason" to decide what is important and do that. To fust means "to become moldy through disuse" (Merriam-Webster). So Hamlet is saying that we can't just sit around and let our reason get moldy—metaphorically, of course—because we never use it. God didn't give us "that capability" to think so that we could just waste it on sitting around and doing nothing. By act 4, at least, Hamlet personally believes that we have an obligation to act. While we don't know for sure what Shakespeare thought, his putting these words in the mouth of his main character suggests that he at least considered this perspective important.
https://www.merriam-webster.com/dictionary/fust

Calculus: Early Transcendentals, Chapter 3, 3.5, Section 3.5, Problem 35

Note:- 1) If y = x^n ; then dy/dx = n*x^(n-1) ; where n = real number
2) If y = u*v ; where both u & v are functions of 'x' , then
dy/dx = u*(dv/dx) + v*(du/dx)
3) If y = k ; where 'k' = constant ; then dy/dx = 0
Now, the given function is :-
9(x^2) + (y^2) = 9
Differentiating both sides w.r.t 'x' we get;
18x + 2y(dy/dx) = 0
or, 9x + y(dy/dx) = 0 .........(1)
or, dy/dx = -(9x)/(y)..........(2)
Differentiating (1) again w.r.t 'x' we get
9 + {(dy/dx)^2} + [(y)*y"] = 0..........(3)
Putting the value of dy/dx from (2) in (3) we get
9 + 81{(x^2)/(y^2)} + [(y)*y"] = 0
or, y" = -[(9{1 + 9(x^2)/(y^2)}/(y)
or, y" = -[9{(y^2) + 9(x^4)}]/(y^3)

How does The Handmaid's Tale use imagined worlds to present a warning for the future based on the social, cultural, and historical values of its time?

The Handmaid's Tale is rooted in the cultural and social realities of the 1980s United States as well as the realities of America during the era of plantation slavery. The 1980s saw a significant growth in right-wing sentiment in mainstream American society as well as in policies practices put forth by racist, misogynistic lawmakers and political leaders. Reproductive rights were significantly under attack, and the social strides made during the feminism of the 1960s and 1970s were also under threat.
In regard to its historical parallels, The Handmaid's Tale reflects the horrific reality of enslaved black women, perhaps unconsciously. The novel has been heavily criticized for a lack of awareness to the fact that the events it depicts were the actual reality of enslaved black women who were forced to bear the children of their white owners (almost entirely through having been raped by white men). The Handmaid's Tale is often seen as a warning for a dystopian future, but it could have been much more reality-based if it served as not only a warning for what could happen but also a reminder of what did actually happen to enslaved black women for centuries.

Margaret Atwood's The Handmaid's Tale looks at long-established Puritan traditions since the founding of the United States—values still cheered on by many American churches and political groups. From that, she imagines a scenario where the political, religious, and social structure of Plymouth Colony could return and be reimposed on the US, making it a patriarchal white supremacist fundamentalist Christian tyranny.
At the time Atwood was writing, Christian fundamentalism was reappearing in American politics in a way not seen since Prohibition and the rise of the Ku Klux Klan in the 1920s. In both the 1920s and 1980s, minority civil rights movements were seen as threats to white dominance. Many implicitly racist Christian churches were horrified by the end of school segregation and integration, and they began home schooling, charter schools, and voucher movements. In both the 20s and 80s, birth control was also seen by fundamentalists as threatening, and women's independence outside the family and church was imagined to be attacking Christian gender roles. Thus, Atwood focuses on how a fundamentalist theocratic dictatorship would seek, above all else, to control women's bodies and consider them fit for reproduction alone.

Margaret Atwood is a Canadian writer, but her The Handmaid's Tale is based on changes in society that came to the fore in the 1980s, including the election of Ronald Reagan, in part with the enthusiastic support of a resurgent evangelical Christian Right. The Christian Right rose on anti-feminist backlash. Phyllis Schafly, very dimly a model for Serena, used her considerable intelligence and power to defeat the Equal Rights Amendment in the 1970s. Likewise, Dr. Dobson's religious group, Focus on the Family, used female discontent with having to work outside the home to advocate for stay-at-home, traditional motherhood as well as traditional breadwinner gender roles for men. The Reagan era was also a period of getting tough on crime, with growing incarceration rates.
Atwood imagined these two trends into a dystopic future in which the Christian Right was able to topple democracy and establish a theocracy based on patriarchal, right-wing values, traditional gender roles, and an extreme, medieval version of "get tough on crime" policies.
In addition, the Baby Boomer birth rate dropped dramatically, and many thought it was a permanent change, not realizing that Boomers were merely delaying childbirth. That, along with legal abortion, led to fewer children being born and many fewer being put for adoption as the social stigma attached to unwed motherhood disappeared. That trend, coupled with anxieties about pollution, made it easy to picture a future in which sterility has become so widespread that the birth of a baby is a rare event.
Atwood's book is an argument against religious tyranny and for a diverse, democratic, secular, and egalitarian state.

Discuss the barriers in your life that prevent you from listening fully to what is being said. 1. What kinds of things frustrate you when you feel others aren't listening? 2. What can you do to help yourself become a better listener?

In today's world, technology often feels like an extension of the physical body; for example, leaving a cell phone at home (an external brain of sorts and extra communicator) can leave one feeling bereft and unable to function efficiently during the day. While the use of technology has undoubtedly imported many benefits and conveniences into our lives, it also threatens our ability to engage and connect with other people in a completely focused way. It is no wonder that  many states have banned cell-phone use for drivers, who are prone to diminished awareness of other drivers and their surroundings when using their device. I, too, have become accustomed to thinking and functioning as a multi-tasker, such as walking into a store a paying for groceries while listening to my iPod, which reduces my capacity to focus on people I interact with. Technology gives me permission to shut down the part of me that interfaces well with others and, by association, that listens well when people are conveying something heartfelt or important. Too often, I find my mind has become habituated to wandering, with the result that only a fraction of my awareness is on the person I'm having the conversation with.
There are also mental constructs and emotional barriers that limit my ability to listen fully; for example, if I have a visceral, emotional reaction -- usually a negative one -- to something another person says, I might dissociate, or become argumentative, or try to end the conversation abruptly. All of these response indicate that I am not listening well. 
It is always easy to perceive when someone isn't giving me their undivided attention when I'm talking. There are usually physical signs, like roving eyes, fidgeting or compulsively checking technology. Yet, there is also something  imperceptible -- an intuitive sense that someone is mentally distracted or isn't really interested in what I'm saying -- that is hard to describe in words. Even more aggravating is the unskilled listener who doesn't even try to disguise the fact he isn't paying attention by constantly interrupting or talking over the other person; this is not only disrespectful, but also arrogant.
The main aspect I could improve on to become a better listener is to learn how to give my undivided attention to someone without becoming distracted by a litany of mental judgments, opinions and thought patterns that unnecessarily pulls focus back into myself. I need to remind myself that it is important to give others the same respect and attention I would want if I were sharing something meaningful. 

What effect did the marriage have on their lives?

The marriage binds Romeo and Juliet more tightly together. Had they just met and spoken of love but not married, Juliet might have had a different reaction about Romeo killing Tybalt. When the Nurse challenges Juliet to condemn Romeo, Juliet counters with "Shall I speak ill of him that is my husband?" Had he not been her husband, would she have turned against him? Perhaps not, but the marriage seems to solidify her loyalty.
The marriage also increases the secrecy. Not only have they met and kissed, but they married in secret! This secret compounds the horror Juliet feels at her father promising her to Paris; she is already married.
The wedding also implicates Friar Laurence and the Nurse for the later tragedies. These two adults know about the wedding and, in fact, facilitate the secret wedding of two young people. Admittedly, the relationships between the parents and their children already seem strained, but this huge secret adds to that gulf in understanding. That distance could be why neither Romeo nor Juliet turns to a parent for guidance.

A sample of gas contains 3 moles of argon and 5 moles of krypton. If the argon exerts a pressure of 210 torr, what is the pressure of the krypton? What is the total pressure?

Hello!
This is a situation where two different gases are mixed in a common volume V, and they possess the same temperature T.  It is also important that these gases don't react with each other. In our case these gases are noble and don't react with anything.
Dalton's law of partial pressures states that for such a situation the total pressure is the sum of the partial pressures of both gases, P = P_(Ar) + P_(Kr). From the ideal gas law we know that
P_(Ar) = n_(Ar)*(RT)/V  and  P_(Kr) = n_(Kr)*(RT)/V.
R is a constant, T and V are the same for both gases, n is a quantity of a corresponding gas in moles.
Therefore P_(Ar)/P_(Kr) = n_(Ar)/n_(Kr),  so
P_(Kr) = P_(Ar)*n_(Kr)/n_(Ar) = 210*5/3 = 350 (To rr),
and the total pressure is  210+350 = 560 (To rr).
The answer: the pressure of krypton is 350 Torr. The total pressure is 560 Torr.

How does Edwards structure his sermon, “Sinners in the Hands of an Angry God” by using hyperbole to describe the horrors of Hell by intimidating congregants with descriptions of Hell through a litany of wrongs committed by congregants through a series of metaphors describing punishments

Jonathan Edwards did indeed employ a special kind of structure to his sermon. The four elements you listed (i.e. hyperbole, intimidation, litany of wrongs, and series of metaphors) exist within a greater context, and understanding the whole of the sermon, its message, and what led up to the sermon’s impact help to more effectively understand the structure Edwards used.
First, consider the more traditional, simple structure Edwards employed. While our purpose here is to better discover the full structure of the sermon, we must recognize that  Edwards started with a design conventional for his time--reading and explaining a text (in this case, Deuteronomy 32:35), a teaching on related topics that stem from the text (here, it is expressed in ten points), and directly applying the text to the audience.
Second, changes in the Enfield, Connecticut, community led to the eventual response of repentance expressed by the audience of Edwards’s famous sermon. People were dying of disease and construction accidents, and townspeople who once relied on their family name or basically good reputation began to have second thoughts about what was required to have one’s sins absolved. Edwards had already been preaching and teaching on the biblical principles of sin, life, death, eternity, and salvation to his own congregation in Massachusetts up until this point, and he designed “Sinners” as simply another sermon along these lines rather than the historical tour de force it would become. So everything you see in the sermon is typical of Edwards, and its effect (i.e., the Great Awakening) rather than the cause (Edwards) has deep roots in what was a spiritually sensitive subculture.
Third, the description of hell and the fate of sinful man was not far removed from typical Puritan thought. That is to say, the seriousness of a literal hell was a core belief among preachers of the same religious tradition. Thus, to say that Edwards employed hyperbole to describe the horrors of hell is accurate from a technical, English standpoint, but it was not an exaggeration relative to the theological teachings of the time. Moreover, it is important to define the kinds of intimidation Edwards expressed in his sermon. Edwards is known as a great wordsmith, carefully crafting each sentence of his sermon. However, his delivery of “Sinners” and other sermons was a monotone, dry performance. If anything, the audience felt intimidated by Edward's expression of Scripture and theological thought rather than by Edwards himself. In fact, Edwards was not permanently regarded as a hero by his own church and was later dismissed by a starkly lopsided vote. So, while his words were intimidating, his personality and reputation were not.
Fourth, the application of the sermon includes a strong call for repentance that emphasizes God’s love and mercy. While the sermon is often noted for its “fire and brimstone” imagery of hell and expressions of condemnation, it is also necessary to recognize that the historical significance of the sermon lay in the dividing line Edwards fixed between the saved and the lost. In other words, he was challenging the town’s belief that someone could inherit the grace of God through family lineage or general church attendance rather than by faith in Christ: “But surely they have no interest in the promises of the covenant of grace who are not the children of the covenant, who do not believe in any of the promises, and have no interest in the Mediator of the covenant.”
While Edwards vividly expressed the punishments of hell, he also attached that punishment to a sense of God’s justice. That is to say, God was not finding glee in punishing sinner, but he was exercising punishment out of  a sense of justice—evil requires a just punishment. Conversely, God’s mercy was also to compel sinners to faith in Christ:

And now you have an extraordinary opportunity, a day wherein Christ has thrown the door of mercy wide open, and stands in calling and crying with a loud voice to poor sinners; a day wherein many are flocking to him, and pressing into the kingdom of God. Many are daily coming from the east, west, north and south; many that were very lately in the same miserable condition that you are in, are now in a happy state, with their hearts filled with love to him who has loved them, and washed them from their sins in his own blood, and rejoicing in hope of the glory of God. How awful is it to be left behind at such a day! To see so many others feasting, while you are pining and perishing! To see so many rejoicing and singing for joy of heart, while you have cause to mourn for sorrow of heart, and howl for vexation of spirit! How can you rest one moment in such a condition? Are not your souls as precious as the souls of the people at Suffield, where they are flocking from day to day to Christ?

So, while Edwards did employ a variety of rhetorical strategies to his sermon (i.e., hyperbole, vivid imagery, etc.), it was not without special purpose and a subsequent call to faith that defined what we now know as the Great Awakening. 
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1053&context=etas

In Charles Dickens' story "The Signal-Man," what are the exact words the narrator uses to greet the signalman?

The very first sentence in Charles Dickens' short story The Signal-Man is, “Halloa! Below there!”
With this opening, Dickens' narrator proceeds to relate the story of his encounter with a railroad signal-man, whose initial reaction to the narrator's greeting from above is to look down the railroad track rather than up to where the greeting originated. His greeting being ignored, the narrator again shouts to the figure below, "Halloa! Below!" This time, the figure looks up to where the narrator is standing, at which point the latter shouts again, “Is there any path by which I can come down and speak to you?”
The signal-man's reticence, it is soon revealed, is a result of his encounters with apparitions and strange voices, the sightings of which are invariably followed by tragedy. The Signal-Man is a horror or ghost story. Dickens' setting is bleak, befitting the tone he hopes to set for the narrative that follows. Witness, for instance, the following description of the surroundings in which the solitary railroad worker exists:

"His post was in as solitary and dismal a place as ever I saw. On either side, a dripping-wet wall of jagged stone, excluding all view but a strip of sky; the perspective one way only a crooked prolongation of this great dungeon; the shorter perspective in the other direction terminating in a gloomy red light, and the gloomier entrance to a black tunnel, in whose massive architecture there was a barbarous, depressing, and forbidding air."

Dickens' narrator's description of the scene is definitely consistent with the genre into which The Signal-Man fits, something akin to the world of Edgar Allan Poe. The setting is dark and foreboding, and the signal-man's tale is one of unrelenting tragedy. That the narrator's greeting ("Hallao! Below there!") should coincidentally be that which warned of impending doom explains the signal-man's strange reaction upon hearing those same words from up above.

When the narrator arrives in the vicinity of the signal box, he greets the signalman with the following words:

"Halloa! Below there!"

On hearing these words, the signalman does not look up towards the narrator, as expected, but looks down the line. This causes the narrator to repeat the words and, this time, he is acknowledged by the signalman.
While these words may appear ordinary, they are, in fact, significant to the signalman. Later in the story, for instance, he reveals that he heard those exact words on "one moonlight night." The figure, to whom the voice belonged, appeared to be warning him about an impending accident, but it suddenly disappeared.
Six hours later, however, there was indeed an accident on the line in which numerous people were killed or wounded. For the signalman, then, these words are synonymous with that strange warning, and this causes him to be extremely wary of the narrator. 

How old are you supposed to be to become an artist?

One is never too old to become an artist. Grandma Moses was a renowned artist, and she didn't start her career until she was 76! The most important thing when it comes to art is not age, but passion.
It will take more time and resources to pursue an art career at the age of 40 as opposed to starting when one is younger, but it is still possible. Many people change careers two or three times nowadays, sometimes even four. Starting a different career at any age is hard and will take time, but that doesn't stop countless people from trying, and it shouldn't stop you. If your dream is to be an artist, then the best age to become an artist is whatever age you are right now. Don't wait another minute to follow your dreams.



FURTHER READING:
http://time.com/4482257/grandma-moses-history/

While being an artist can be seen as an “occupation,” it is most importantly a way of seeing the world, a visual (or auditory or verbal) sensitivity to the outside world, coupled with a desire to create something new, and a “work ethic” that prioritizes creativity over profit and fame. Art is “looking at things carefully,” as William Saroyan says, and an artist is someone who is sensitive to details more deeply than mere surface textures, shapes, colors, etc. (In music, the same things are true—rhythms, harmonies, and backgrounds; in verbal art, subtleties in sound, cadence, metaphor, figurative language). To your question, an artist is an “amateur” (literally "a lover of"), usually during youth and adolescence, often well into his/ her adult years. Of course, there are many exceptions (Mozart, for example), and young visual artists sometimes produce sellable work. The essence of your question speaks to the timetable for becoming a “successful” artist, one who devotes his/ her life to making something new, striking, and/ or memorable. In many cases, that concentration on one’s art results in some “commodity,” a sellable, remunerative “product” allowing the artist to make a living at it (Shakespeare, for all his artistic genius, was actually selling a commodity: live theatre). The age for this to happen can be any time.

What does Gretel compare the garden to?

In chapter 4, Gretel looks out of Bruno's window and begins questioning their surroundings. Both Gretel and Bruno are unaware that their house is located in Auschwitz, the largest Nazi concentration camp, and that the people beyond the fence are Jewish prisoners. When Gretel looks out of her window, she sees a garden located beneath Bruno's window and notices a huge wire fence that runs along the length of their home twenty feet from the garden. Gretel also takes note on the height of the surrounding fence and the barbed wire along the top. Gretel then tells Bruno that they must be in the countryside. She proceeds to explain to her brother that in her geography class they learned about the countryside, where there are huge fields that cows and other farm animals live on. However, something does not add up. Gretel and Bruno wonder where the animals are located, and they are confused about the depressed nature of the people working beyond the fence.

What did Holmes mean by "suggestive"?

In the context of "The Adventure of the Speckled Band," the word "suggestive" means something that appears to point towards or indicate something else. Throughout the course of the story, Holmes comes across numerous pieces of evidence, all of which are suggestive of the killer's identity, thus helping him to solve this complex mystery.
For instance, it is highly suggestive that Roylott's estate is mortgaged to the hilt, giving him a clear motive for preventing his stepdaughters from getting their hands on the money to which they're entitled. Equally suggestive is the fact that Roylott has spent a lot of time in India, gaining an extensive knowledge of all kinds of exotic creatures, such as snakes, cheetahs, and baboons. And Roylott's violent temper is yet another crucially suggestive piece of evidence that Holmes manages to piece together with all the others to deduce what's really been going on at Stoke Moran.

What does chapter 1 of The Hunger Games suggest about life in the future?

Protagonist Katniss introduces the reader to a dystopia in the first chapter of The Hunger Games. The issues at hand are starvation and general lack of resources, mistreatment of the working class, and an oppressive government.
The chapter opens with Katniss describing her hatred toward her sister Prim’s mangy cat. The cat presents only another mouth to feed to Katniss, introducing us to the topic of limited resources in Katniss’s District 12. ”District Twelve. Where you can starve to death in safety,” Katniss says.
Katniss then remarks that electricity is only provided to residents for two or three hours an evening, further demonstrating the lack of resources in District 12. Lastly, she explains the concept of “tesserae,” wherein children can enter their names more times into the drawing for the Hunger Games in exchange for food and resources.
The working class in District 12 is described as having slouched-over shoulders and being so dirty from their coal mining that they no longer attempt to scrub their faces and nails clean. We then learn that Katniss’s father was blown to pieces in a mining accident.
Lastly, Katniss’s father came from the poorer part of town. Though Katniss’s mom is from a family that ran an apothecary business, she decided to move to this poorer neighborhood to raise her family with the man she loved.
The oppressive government in The Hunger Games is perhaps the most prevalent theme. Katniss states that poaching is highly illegal and carries a steep punishment. However, more people would hunt if they had weapons, demonstrating the choiceless environment this government presents.
To ensure that this and other rules are followed, Peacekeepers loom over District 12. Residents are not expected to speak their minds on political or socioeconomic issues, else they will face trouble and punishment. The Hunger Games themselves are described as punishment for a past uprising against the government and a means of keeping rebellion consistently squashed.
Collins paints a bleak and hopeless world with limited resources, abuse of the working class, and a Big Brother–type government.

College Algebra, Chapter 1, 1.2, Section 1.2, Problem 34

Jan has $\$ 3.00$ in nickels, dimes and quarters. If he has twice as many dimes as quarters and five more nickels than dimes, how many coins of each type does he have?

If we translate words into equations, we get

$
\begin{array}{|c|c|}
\hline\\
\text{In words} & \text{In algebra} \\
\hline\\
\text{Twice as many dimes as quarters} & d = 2q \\
\hline\\
\text{Five more nickels than dimes} & n = 5 + d\\
\hline
\end{array}
$

Recall that nickels have value of $\$ 0.05$,


$
\begin{equation}
\begin{aligned}

\text{dimes} =& \$ 0.10
\\
\\
\text{quarters} =& \$ 0.25

\end{aligned}
\end{equation}
$


So, we got


$
\begin{equation}
\begin{aligned}

\$ 3.00 =& \$ 0.05 (n) + \$ 0.10 (d) + \$ 0.25 (q) \qquad \text{Multiply both sides by } 100
\\
\\
300 =& 5n + 10d + 25q \qquad \text{Equation 1}

\end{aligned}
\end{equation}
$


From the table, we got

$d = 2q$ and $n = 5 + d$

Notice that we can rewrite the equations as


$
\begin{equation}
\begin{aligned}

0 =& 0 + d - 2q
&& \text{Equation 2}
\\
\\
5 =& n - d + 0
&& \text{Equation 3}

\end{aligned}
\end{equation}
$


By using Equations 1, 2 and 3 simultaneously, we get..


$
\begin{equation}
\begin{aligned}

n =& 15
\\
\\
d =& 10
\\
\\
q =& 5

\end{aligned}
\end{equation}
$


There are 15 nickels, 10 dimes and 5 quarters

For the sequence of 15 16 19 20 23, what is the nth term and what is the formula for finding it?

Hi, Here is another way to look at it. Consider the Arithmetic Progression(AP) in general, where we have a_(n) = a_(0) + (n-1) d , where n is the nth term of the sequence, a_(0) is the first term and d is the difference between consecutive terms.
Now, notice that in our case, the difference between consecutive terms alternates between 1 and 3 (16 - 15 = 1, 19 - 16 = 3), we could modify our formula to have d_1 (as 1) and d_2 (3) and add them alternately to the previous term. For example,
a_(1) = a_(0) + 1 (d_1) = 15 + 1 = 16 (In our case, the first term a_0 = 15 )
a_(2) = a_0 + 1 (d_1 ) + 1 (d_2 ) = 15 + 1 + 3 = 19
a_3 = a_0 + 2 (d_1 ) + 1 (d_2 ) = 15 + 2(1) + 3 = 20
a_4 = a_0 + 2(d_1 ) + 2 (d_2 ) = 15 + 2(1) + 2(3) = 23
and so on. In other words, we can write a general formula for odd terms (a_1 , a_3 ....) as follows:
a_n (n is odd) = a_0 + (n+1)/(2) (d_1 ) + (n-1)/2 (d_2 )
and for even terms (a_2 , a_4 .... ) as follows:
a_n (n is even) = + n/2 (d_1 ) + n/2 ( )
Now, we can plug in various values of n (starting from 1,2,3....) to get our required sequence.
I hope this helps.

Hello!
Consider the pairwise differences between the terms of this sequence. They are 16 - 15 = 1, 19 - 16 = 3, 20 - 19 =1, 23 - 20 = 3.
So we can suppose that the next difference will be 1, then 3, then 1 again, then 3 again and so on.
It is simple to find separate formulas for odd and even n's. They are clearly
a_n =13+2n, n is odd, a_n = 12 + 2n, n is even.
Actually, it is a legitimate formula (or at least algorithm) to find any term of the sequence. If we want to get "one formula," we can use (-1)^n, or even (1+(-1)^n)/2, which gives us the sequence 0, 1, 0, 1 and so on.
With such an addition the formula becomes
a_n = 12 + ((1+(-1)^(n+1))/2)+2n.
The next term is a_6 = 12+0+12=24.