Which theme is the "eye" motif related to?

Eye contact seems to be related to confidence and power in this story. Mama says early on that Dee "would always look anyone in the eye." Moreover, when Mama describes what Dee was like as a child and a young woman, she says that Dee "was determined to stare down any disaster. . . . Her eyelids would not flicker for minutes at a time." Maggie, on the other hand, seems to be incapable of making eye contact. Mama describes her as "chin on chest, eyes on ground, feet in shuffle." Then, when Dee comes home, her dress is "so loud" that Mama says "it hurts [her] eyes." Dee covers and uncovers her eyes with sunglasses, holds up a camera before her eyes to take pictures, and even sends "eye signals over [Mama's] head" with Hakim-a-barber.
Dee overpowers her mother and sister up until the final moments of the story when Mama refuses her request for the quilts. Dee often conveys her power over them, and over everyone else, with her eye contact: she can exercise it or withhold it and assert her power when she chooses. In other words, then, one can assert one's power by making or refusing eye contact with others.

How are Raymond and Squeaky alike in "Raymond's Run" by Toni Cade Bambara?

In “Raymond’s Run” by Toni Cade Bambara, Squeaky and her brother Raymond are alike in a number of ways.
Both Squeaky and Raymond are products of their inter-city Harlem neighborhood. Raymond has developmental disabilities and is usually in Squeaky’s care. She takes him with her wherever she goes. While they travel through their neighborhood, Squeaky practices her breathing techniques while Raymond prances near her and uses his vivid imagination.
Although Squeaky shows off her bravado, she questions many things about her identity. She bases her whole identity on her practice ethic and ability to run.
At the May Day race, Raymond demonstrates how he is similar to his sister when he lines up on the other side of the fence and shows his running prowess. During all of those days spent together when Squeaky thought Raymond was just tagging along, he was really absorbing her practice ethics and love for running. They are both good runners, which is a tradition in their family. Raymond demonstrates his potential as more than just a person with disabilities, while Squeaky realizes she has potential to be a friend and more than runner. At the conclusion of the story, Raymond and Squeaky both show joy at their accomplishments. They are both simply “people.”

And by the time he comes over I’m jumping up and down so glad to see him—my brother Raymond, a great runner in the family tradition.

How are nationalism and imperialism related?

Nationalism is related to imperialism because it is a tool of imperialist governments that helps them to rally support for their cause among members of the empire. Nationalism refers to a feeling of devotion to the state held by the people who live there; imperialism refers to the desires and actions of the government of a nation to assimilate territory. In most cases, in order for a government to wage a successful imperialist campaign, it must first induce the population that it already rules over to have strong feelings of nationalism, which can then be played upon to help citizens to justify the imperialist mission. For instance, nationalism (the love of one's own nation) can be easily manipulated into outright xenophobia (the fear of those from outside the nation) with the right propaganda campaign. This relationship can be observed repeatedly in history.

Nationalism doesn't necessarily entail imperialism, but throughout the course of history, the two ideologies have often enjoyed an intimate relationship. When it first arrived on the European scene, nationalism was seen as an emancipatory ideology, one that would free nations from the tyranny of foreign empires, allowing them to assert their cultural and linguistic identities.
The growing confidence that this inspired, however, often turned into a desire for territorial expansion whereby newly-liberated nations became the oppressors. Take the example of Revolutionary France. The founding of the French nation and its corresponding overthrow of the monarchy was supposed to inspire other nations in Europe to throw off the shackles of monarchical oppression. But as the crowned heads of Europe waged war on Revolutionary France, the revolutionary regime began to impose itself on neighboring countries for both strategic and political reasons. This was both a defensive measure and also, on the face of it, a gesture of solidarity with fellow oppressed nations.
The problem was, however, that many of these nations found it hard to tell the difference between liberation and oppression. Many of them welcomed the French Revolutionary Army overthrowing old and corrupt monarchies, but they didn't appreciate the French running their affairs and effectively establishing an empire on the backs of what were supposed to be free, liberated nations.

Nationalism and imperialism are often related. Nationalism refers to pride in one’s country. Imperialism is the desire to gain land beyond one’s borders.
 When countries become imperialistic, one factor that often is involved is the desire to spread their way of life. Imperialistic countries believe the way they do things is superior to the way other countries or the people in other countries do things. Thus, the imperialistic country feels it is its duty to help the less fortunate people and the less fortunate countries in the world by showing them the ways to do various things. This includes how to set up a government and an economic system and how to live their life.
The British and French established colonies for many reasons. One reason why they expanded into Africa, Asia, and the Americas was to show the people who lived in these areas how to improve their life by following British and French ways of doing things. The Germans believed they were superior to the people in any other country. Thus, they felt they could do what they wanted to do when it came to controlling and conquering other places. Imperialism and nationalism often go together.

What states don't have mental health courts? And why is it important to have mental health courts?

As of this writing, thirty-eight states have mental health courts. Those that do not have mental health courts are Arkansas, Delaware, Mississippi, Montana, Nebraska, New Jersey, North Dakota, Rhode Island, South Dakota, Vermont, Wisconsin, and Wyoming.
The effectiveness of mental health courts is a matter for debate. Given the corrosive influence on many inmates of the prison system as it exists, however, one could logically argue that they serve the public interest and represent a more humane form of treatment for criminals with some form of mental illness. Mental health courts are important precisely because they prioritize the defendant’s mental health in both adjudicating cases and in sentencing those judged guilty to the appropriate type of correctional institution.
Criminal cases involving defendants determined to suffer from an inability to distinguish right from wrong or who committed the acts in question under extenuating circumstances (e.g., while unable at the time of the act to be properly administered the appropriate medications to control anti-social or aberrant behavior) are always complex. Many convicted criminals have some form of mental illness that has gone untreated and the brutalities inherent in incarceration in conventional prisons seriously exacerbates underlying conditions. Mental health courts are often helpful in ensuring the proper processing of defendants with mental health problems through the judicial system. When handled properly, rates of recidivism among inmates who suffer from some forms of mental incapacity are reduced. These courts are not panacea, but they are, on balance, a benefit to both the individual and to society.
https://www.ncsc.org/Topics/Alternative-Dockets/Problem-Solving-Courts/Mental-Health-Courts/State-Links.aspx

What are the different allusions used by John Donne in the poem "The Relic"?

“The Relic” by John Donne uses religious, archaic, and cultural allusions in order to portray the relationship between the poet and his pious “Mary Magdalen” (line 17). The poem is broken into three stanzas, the first of which discusses the rather macabre moment when the poet will be rediscovered by a gravedigger. The second and final stanzas discuss the honorable and even mystical nature of their relationship, concluding with a catalog of their miracles.
In lines 1 through 4, when the poet states that his “grave [will be] broke up again/ [for] Some second guest to entertain,” he is referring to the practice of gravediggers reusing plots for multiple corpses. This practice can also be seen in Hamlet when Ophelia is buried in the grave of the jester Yorick. The poet declares this convention a “woman-head,” the archaic form of “womanhood,” in that it is a female trait to take in more than one man in a bed (line 3).
The poet states that the gravedigger will then find a “bracelet of bright hair about the bone” (line 6). This is a reference to the Elizabethan practice of keeping momento mori, or remembrance of death, of a loved one. It is this last, vibrant artifact that the poet feels will allow them to be reunited on the “last busy day,” an allusion to Judgment Day (line 10).
In the second stanza, Donne makes clear that the saint worship he is referring to is taking place in a country of “mis-devotion” (line 13). In other words, this poem is occurring in a country apart from England both physically and theologically. In the era of the Anglican Church and the Reformation, it is important for Donne to make this distinction to avoid claims of heresy and idol worship.
One of the most important allusions throughout the poem occurs in line 17 when the poet refers to his platonic lover as a “Mary Magdalen.” Mary Magdalene was a repentant prostitute and follower of Jesus Christ. This allusion not only places the female figure in a holy and pious light, it positions the poet in the space of the divine. The use of “Magdalen” is also often cited as a reference to Mrs. Magdalen Herbert, a woman whom Donne shared correspondence with for a period of his life.
The third and final stanza lists the various miracles that this saintly couple accomplished in their time together. This is an allusion to the list of miracles performed by someone for possible canonization. He states that they “loved well and faithfully” and “Difference of sex no more [they] knew,/ Than [their] guardian angels do” (lines 23, 25-26). Much like the angels that watch over them, their love is sexless and wholly chaste. Their “hands ne’er touched the seals/ Which nature, injured by late law, sets free” (lines 29-20). The “seals” Donne is referring to are the couple’s sexual organs and the “late law” is the societal and human laws that they are bound to, which may be one day broken by nature.
While it is probable that Donne has included far more allusions into this multilayered text, these are a few of the thematically important references that you should address and focus on as a reader.

What role does honor play in this duel?

For Sanin the duel is both a matter of honor as well as an opportunity to impress Gemma. He is absolutely smitten with the young lady and sees his chance to prove his manhood to her when a German soldier staggers over and drunkenly refers to her beauty. Sanin challenges the soldier, calling him "an insolent cur." For the soldier, Baron von Dönhof, this is an outrageous insult. His honor and integrity have been impugned, and by a mere civilian too. The Germans comes from a culture in which the military is seen as a breed apart, a privileged class imbued with a sense of superiority over civilian society.
Both men are motivated by the satisfaction of honor: in the case of Sanin, Gemma's honor; in Baron von Dönhof's case, his honor as a soldier and the honor of the German officer corps. Although the duel ends somewhat farcically, Gemma is indeed impressed by Sanin's defense of her honor. So much so, in fact, that she breaks off her engagement to Klaus.
 

Describe the Fosters' house and yard. How do they reflect the Fosters' personality?

The Fosters’ house is the first house on the left of the road that leads into Treegap Village. It is described as a “square solid cottage with a touch-me-not look.” It is surrounded by short-cut grass and a formidable four-foot iron fence that seems to shout “Move on—we don’t want you here.” The house looks like it is “proud of itself.”
From the appearance of the house, we garner that the Fosters are proud people who like to keep to themselves. They do not mingle much with the villagers and are all about order and discipline. Little wonder, Winnie Foster, the Fosters' only child, is thinking about running away from home. She feels like she is in a prison of sorts where she is always being watched and continuously reminded of rules to follow. Also, the uninviting ambiance of their dwelling implies that the Fosters are not welcoming people. This is reinforced by other scenes in the story—for instance, when the stranger passes by the Fosters’ house in search of some family and is received by Winnie and her grandmother. The grandmother states that “she does not know everybody in the village, nor does she want to.” As the two walk back to their house, the grandmother “shakes the gate latch under the stranger’s nose” to ensure that the gate is indeed locked and that the stranger would not access the grounds of their house.

Single Variable Calculus, Chapter 4, 4.5, Section 4.5, Problem 52

Use the guidelines of curve sketching to sketch the curve $\displaystyle y = \frac{(x + 1 )^3}{(x - 1)^2}$ then find the equation of slant asymptote.

A. Domain. We know that $f(x)$ is a rational function that is defined for all values of $x$ except for the value that will make the function undefined. In our case, it's $x = 1$. Therefore, the domain is $(- \infty, 1) \bigcup (1, \infty)$

B. Intercepts. Solving for $y$ intercept, when $x = 0$,

$\displaystyle y = \frac{(0 + 1)^3}{(0 - 1)^2} = 1$,

Solving for $x$ intercept, when $y = 0$,


$
\begin{equation}
\begin{aligned}

0 =& \frac{( x + 1 )^3}{(x - 1)^2}
\\
\\
0 =& (x + 1)^2
\\
\\
x =& -1

\end{aligned}
\end{equation}
$


C. Symmetry. The function is not symmetric to either $y$ axis and origin by using symmetry test.

D. Asymptote. For vertical asymptote, we set $y$-axis on origin by using symmetry test.


$
\begin{equation}
\begin{aligned}

(x - 1)^2 =& 0
\\
\\
x =& 1

\end{aligned}
\end{equation}
$


For horizontal asymptote, since $lim_{x \to \pm \infty} f(x) = \pm \infty$, the function has no horizontal asymptote.

For slant asymptote, by using long division,







Thus, we can rewrite $f(x)$ as $\displaystyle y = x + 5 + \frac{12 x - 4}{x^2 - 2x + 1}$, so...

So, $\displaystyle \lim_{x \to \pm \infty} f(x) - (x + 5) = \frac{12x - 4}{x^2 - 2x + 1} = \frac{\displaystyle \frac{21}{x} - \frac{4}{x^2}}{\displaystyle 1 - \frac{2}{x} + \frac{1}{x^2}} = 0$

Therefore, the equation of slant asymptote is $y = x + 5$.

E. Intervals of increase or decrease,

If $\displaystyle f(x) = \frac{(x + 1)^3}{(x - 1)^2}$, then by using Quotient Rule and Chain Rule,


$
\begin{equation}
\begin{aligned}

f'(x) =& \frac{(x - 1)^2 (3(x + 1)^2) - (x + 1)^3 (2 (x - 1)) }{[(x - 1)^2]^2}
\\
\\
f'(x) =& \frac{(x - 1)^2 (x + 1)^2 [3 (x - 1) - 2 (x + 1)]}{(x - 1)^4} = \frac{(x + 1)^2 [x - 5]}{(x - 1)^3}

\end{aligned}
\end{equation}
$


When $f'(x) = 0$, then


$
\begin{equation}
\begin{aligned}

0 =& \frac{(x + 1)^2 [x - 5 ]}{( x - 1)^3}

\end{aligned}
\end{equation}
$


We have,

$(x + 1)^2 = 0$ and $x - 5 = 0$

The critical numbers are

$x = 1$ and $x = 5$

Hence, the intervals of increase and decrease are..

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f'(x) & f \\
x < -1 & + & \text{increasing on } (- \infty, -1) \\
-1 < x < 1 & + & \text{increasing on} (-1, 1) \\
1 < x < 5 & - & \text{decreasing on (1, 5)} \\
x > 5 & + & \text{increasing on } (5, \infty) \\
\hline

\end{array}
$


F. Local Maximum and Minimum Values

Since $f'(x)$ changes from negative to positive at $x = 5, f(5) = 13.5$ is a local minimum. The function has no local minimum since the function is not defined on $x = 1$.

G. Concavity and inflection point

If $f'(x) = \displaystyle \frac{(x + 1)^2 [x - 5]}{(x - 1)^3}$, then


$
\begin{equation}
\begin{aligned}

f''(x) =& \frac{(x - 1)^3 [2(x + 1) (x - 5) + (x + 1)^2] - [(x + 1)^2 (x - 5)] (3(x - 1)^2) }{[(x - 1)^3]^2}

\end{aligned}
\end{equation}
$


Which can be simplified as,

$\displaystyle f''(x) = \frac{24(x + 1)}{(x - 1)^4}$

when $f''(x) = 0$, then

$\displaystyle 0 = 24(x + 1)$

$x = -1$

So the inflection point is at $f(-1) = 0$

Hence, the concavity is..

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f''(x) & \text{Concavity} \\
x < -1 & - & \text{Downward} \\
-1 < x < 1 & + & \text{Upward}\\
x > 1 & + & \text{Downward}\\
\hline
\end{array}
$

H. Sketch the graph.

Who had voting rights in the American colonies?

The primary answer to this question is white male landowners. The colonies essentially followed the English way of voting rights. Colonists believed that only the white male had the mental capacity to vote for such important parts of a society.
Obviously, minorities such as African Americans and Native Americans were not allowed to vote. Women were also seen as incompatible with the voting process. However, it is important to view these sad truths in the context of the time. Most still believed that, by opening the vote to women and minorities, that democracy would crumble. They believed it would set off a domino effect that would lead to foolish voting practices down the line. In a sense, their vision of democracy was not democratic at all. This irrational fear built the foundation for only white male landowners possessing the voting rights in the colonies.
https://www.history.org/foundation/journal/spring07/elections.cfm

Voting began early in the British colonies.  Settlers in both Jamestown and Plymouth Colony voted on various local issues.  Most of the settlers were white men, and they were the only ones allowed to vote.
As the colonies became more established, voting continued.  Men voted for legislators to serve in local assemblies.  The colonies were still ruled by England until the end of the Revolutionary War, so they participated by voting at the local level only.
Both in the Thirteen English Colonies and in the early United States of America, very few people could vote.  In fact, the only people who were allowed to vote were white men who owned land and were over the age of 21.  This excluded women, African Americans, younger men, and white older men who were not landowners.

How did William Golding's life experiences influence the novel Lord of the Flies?

William Golding's personal life experiences were the thread that pulled together the themes of inherent human evil, the rules of civilization, and boyhood impulse in his novel Lord of the Flies. Walking in his father’s footsteps, William Golding began a career in education as a schoolmaster. Because of this, he was consistently around children and understood, both in his childhood and adult life, the patterns of how children behave and think.
Furthermore, Golding’s career was interrupted in 1940 at the outbreak of World War II when he served in the British Royal Navy with active duty in the North Atlantic. Golding was exposed to the reality of society breaking down and reducing itself to savagery. His time in the war provided him with direct knowledge of a young mind dealing with the impact of violence and savagery.
Also interesting to note is the fact that Golding’s mother was active in the Women’s Suffrage Movement. This may have provided William Golding with a context of growing up in a household where it was acceptable and likely applauded to speak out and be bold with controversial ideas and philosophies.
Lord of the Flies perfectly demonstrates an author using their life experiences to methodically and realistically challenge our ideas of what is acceptable in society, how society breaks down, and why.

Growing up as the son of an English schoolmaster and later becoming one himself, William Golding had abundant opportunity to observe the dynamics of the relationships among boys in their preadolescence. He is quoted as admitting that as a boy he had been a bit of a bully, confessing "I enjoyed hurting people." It seems likely that Golding's own violent behavior informed the characters in Jack's group of hunters. His day-to-day immersion in the lives of boys as their teacher undoubtedly helped him sketch out his characters' personalities and their conflicts.
When Britain became involved in WWII, Golding joined the Royal Navy and saw plenty of action, including serving as the commander of a rocket-launching ship. Because the boys in Lord of the Flies end up marooned on an island while a war rages not all that far away, it is clear that in writing the novel Golding combined his knowledge of the behavior of male children and what men are capable of in war.

William Golding was an English and philosophy teacher at Bishop Wordsworth’s School in Salisbury before he joined the Royal Navy in 1940 where he would eventually fight in WWII. Both experiences shaped Golding's perspective on life and served as inspirations for his novel Lord of the Flies. Golding's experience attempting to teach and discipline unruly children influenced the characters in his novel. Golding understood how children behaved and was aware of their disobedient, selfish personalities. Golding also witnessed atrocities and death during WWII when he fought in several battles. Golding commented that he witnessed what man was capable of doing to one another during the war. Golding is quoted as saying,

"Anyone who moved through those years without understanding that man produces evil as a bee produces honey, must have been blind or wrong in the head."

This pessimistic view of humanity influenced Golding's decision to represent the boys in the novel as being inherently evil. William Golding drew from his experiences as a teacher and soldier to create a novel that portrayed humanity's inherent wickedness. 
https://www.biography.com/writer/william-golding

Who is the antagonist of "The Sniper"?

I think one can argue that the antagonist of the story is actually the sniper himself and that the story's main conflict is of the character vs. self variety. The climax of the story occurs in the final line, when the sniper turns over the dead body of the man he shot and sees that he has actually killed his very own brother. This is the story's turning point, the moment of the highest tension, and we realize—presumably along with the protagonist—that he has not only been a victim of violence but also that he has been the perpetrator of mortal violence against his own family, making him the antagonist as well. There is no falling action or resolution in the story, probably because the protagonist will never be able to reconcile himself to what he has done; he will feel no resolution to the pain this will cause him.

Liam O'Flaherty's short story, "The Sniper," is set against the backdrop of the Irish Civil War of 1922-23. The internecine conflict split the IRA, pitting proponents of the Irish Free State, who had signed the Anglo-Irish Treaty of 1921, against the anti-Treaty Republican faction, which refused to accept any form of British dominion.
It focuses on a young Republican sniper perched on a rooftop near the O'Connell Bridge in central Dublin. After he kills a woman spotter and the machine gunner of an approaching armored car, he's badly wounded in the forearm by a bullet from a Free State sniper on the opposite roof.
In serious pain, and now with only one functional arm, the sniper realizes he needs to kill his sharpshooting counterpart just to escape with his life. By means of a ruse which involves dropping his cap and rifle from the roof to fake his death, the sniper dupes his foe into exposing himself. Using his revolver, the sniper takes careful aim, and kills his opponent. Before making his escape from the area, he can't resist a look at the face of the man he has just killed. He turns over the body and sees the face of the story's antagonist, his brother.

The antagonist of Liam O’Flaherty's short story "The Sniper" is the enemy Free Stater sniper stationed on the opposite rooftop near the O’Connell Bridge. The young Republican sniper is the protagonist of the story trying to outwit and survive the enemy Free Stater sniper. After the Republican sniper is shot in the forearm by the enemy sniper, he tricks the Free Stater sniper by lifting his cap above the parapet, where the enemy sniper can see it. The enemy sniper then shoots the cap off the Republican sniper's rifle and the Republican sniper instantly drops his weapon to make it seem like he is dead. When the enemy sniper believes he has killed the Republican sniper, the protagonist shoots and kills the Free Stater sniper with his pistol. After the Republican sniper climbs down from the roof and looks at the enemy sniper's corpse in the street, he discovers that the Free Stater sniper was his brother. Therefore, the antagonist of the short story is the Republican sniper's brother, who was a Free Stater sniper during the Irish Civil War.

Liam O'Flaherty's short story "The Sniper" is set on a Dublin rooftop during the Irish Civil War. Republicans are fighting Free Staters in a pitched street battle. The protagonist of the story is a Republican sniper who is positioned on a rooftop not far from the Four Courts government buildings which had been occupied by Republican troops. The protagonist is pitted against his opposite, a sniper for the Free State forces. The Free State sniper is considered the antagonist of the story because he is in direct conflict with the protagonist. When the protagonist reveals himself, he is wounded by the antagonist. Ultimately, however, the Republican sniper is able to trick his enemy into showing himself and then kills the man with one shot from his pistol. At the end of the story, the antagonist is revealed to be the brother of the protagonist.

What is the difference between monopoly and perfect competition?

Perfect competition as a name suggests is a form of market structure where there is perfect competition in the market.Some characteristics of perfect competition are:
1.There are large number of buyers and sellers.Due to this large number of buyers and sellers no one can alter the price of the product in the market.

2.The products in this type of market are homogeneous in nature (which cannot be differentiated).
3.There is freedom of enter or exit the market and due to this no producer can earn abnormal gains or losses in the long run
4.The firm in this market is price taker not price maker which means an individual firm cannot decide the price of the commodity. It is decided by the market forces of demand and supply. And whatever price is decided every firm has to sell the product at that price.
5. The buyers and sellers both have the perfect knowledge of the market and its condition
Perfect competition type of market is not found in reality. However agriculture industry fulfills the conditions of perfect cometition up to a large extent but not all.

Monopoly on the other hand is the extreme opposite of perfect competition. Monopoly has the following characteristics:
1. There is single seller in the market. So in monopoly there is no competition. Only one seller is selling the product. So the seller can decide the supply.
2. Since there is single seller, there is no close substitute of the product being sold
3. There is huge restriction on entry and exit due to which the firm can earn abnormal gain and losses.
4. The single firm is the price maker and the price taker also. It decides the price on its own. Thus firm and industry are same.
5. Buyers and sellers do not have a perfect knowledge of the market conditions.
Indian Railways is the example of monopoly because there is only one seller i.e. government.

Let us discuss two of them separately:
Perfect Competition:
In Perfect Competition, there are large numbers of buyers and sellers. The buyers have to sell their product at same price because of competition among them. And the goods sold in this market are identical. In term of economics, here price equals marginal cost at equilibrium output. Marginal revenue is the same as average revenue at all levels of output. Here, company makes only normal profit in the long run. Companies that are manufacturing same product and have to compete with other company to sell there product in market are examples of Perfect Competition.
Monopoly:
Monopoly is a type of imperfect market where there is only one seller while buyers are many. Here, Prices are decided by monopolist company. We can also say, monopoly is the opposite of perfect competition. Here, equilibrium price is greater than marginal cost since there is no other option for buyer to buy that commodity or product. Here, company can make high profits even in the long run. Here, price is higher and output smaller than under perfect competition. Companies like Google, Microsoft, Facebook are some of the example of monopoly.

Let's examine the significant difference between these two terms, which mark two extremes of market structure:
Perfect competition is a type of market that has many consumers and producers with no barriers to exit or entry into that market. The goods sold are perfectly homogenous (meaning that there is little quality difference between providers) with perfect information and well-defined property rights. No individual in this market can act in such an economic way that the price of a good is affected. Producers in this market choose how much to produce, but do not select the price point at which they sell, making them price takers; because of the homogenous nature of the products, producers cannot raise their product above the market rate and still locate a buyer.
A monopoly is a market in which there is only one producer and many consumers. There is no economic competition and no viable substitute goods, which results in the single producer having complete control over the price point at which their product is sold (the price maker). Buyers in this market are forced to accept rising prices because of the lack of alternatives present.

how did hooverville get its name??

The term “Hooverville” refers to the shantytowns and homeless camps that sprung up in the U.S. during the Great Depression (1929 through the late 30s).
Herbert Hoover, a Republican, was the President at the time. Many people blamed him and his administration for the economic collapse: businesses and industries failed, the stock market crashed, more than 15 million people lost their jobs and, subsequently, homelessness skyrocketed. They had to live wherever they could find shelter. Eventually, many gathered in small colonies on the outskirts of cities where they set up tents and shacks or squatted in abandoned buildings.
President Hoover didn’t believe that the government had any responsibility to help these citizens, and that they should solve their own problems rather than seeking federal assistance. Journalist Charles Michelson coined the term “Hooverville” in 1930, and it caught on. (Hoover’s name became an all-purpose term for many symbols of poverty, as well: a newspaper was a “Hoover blanket”, cardboard shoe-repair inserts were “Hoover leather”, etc.)
http://depts.washington.edu/depress/hooverville.shtml

https://www.history.com/topics/great-depression/hoovervilles

College Algebra, Chapter 5, 5.5, Section 5.5, Problem 18

How long will it take for $95 \%$ of a sample to decay, if the radium-221 has a half-life of 30 s?

Recall the formula for radioactive decay

$m(t) = m_0 e^{-rt}$ in which $\displaystyle r = \frac{\ln 2}{h}$

where

$m(t)$ = mass remaining at time $t$

$m_0$ = initial mass

$r$ = rate of decay

$t$ = time

$h$ = half-life

If Radium-221 has a half-life of 30 s, then



$
\begin{equation}
\begin{aligned}

r =& \frac{\ln 2}{h} = \frac{\ln 2}{30}
&&
\\
\\
0.95 m_0 =& m_0 e^{- \left( \frac{\ln 2}{30} \right) t }
&& \text{Divide each side by } m_0
\\
\\
0.95 =& e^{- \left( \frac{\ln 2}{30} \right) t }
&& \text{Take $\ln$ of each side}
\\
\\
\ln (0.95) =& - \left(\frac{\ln 2}{30} \right) t
&& \text{Recall that } \ln e = 1
\\
\\
t =& \frac{\ln (0.95)}{\displaystyle - \left( \frac{\ln 2}{30} \right)}
&& \text{Solve for } t
\\
\\
t =& 2.22 s
&&

\end{aligned}
\end{equation}
$

Last line of the poem

"Snow-Bound: A Winter Idyl" is a lengthy poem by John Greenleaf Whittier, dedicated by the poet to "the memory of the household it describes." As the title suggests, it is concerned with an occasion when snow came to the household, and then details the various tasks the family undertook together to clear paths in the snow before retiring to tell ghost stories around the hearth as the snow grew thicker. The poet then goes on to dwell upon the theme of memory and reminiscing, describing how the various members of his family remain with him despite being long gone. The final line of the poem, however, marks a return to its first ostensible subject: that of the snowstorm itself, an idyl beyond which nothing seemed to exist for this family, despite the hardships they otherwise suffered due to "Slavery's shaping hand." The poem concludes by describing how a "traveller" in memory, a friend of the poet, might "pausing, take with forehead bare/The benediction of the air"—suggesting that moments of stillness, such as the pause during a snowstorm, are what allow us to feel blessed, and are the moments we later dwell upon in memory.
http://www.theotherpages.org/poems/whitt02.html

How many moons does Uranus have?

Currently, Uranus has 27 known moons. That number is likely to increase as telescopes get better and better. Way back in 1985, we only knew about 5 of the current 27 moons. The most recently discovered moons were Mab, Cupid, and Margaret, and they were discovered in 2003. Of all of the planets in our solar system that have moons, the moons of Uranus are all named by following the same theme. All 27 moons of Uranus are named after either William Shakespeare characters or Alexander Pope characters that appear in The Rape of the Lock. None of the moons are incredibly large. The largest is Titania with a diameter of 981 miles, and the smallest is Cupid with a diameter that spans a mere 11 miles.
https://www.space.com/22201-uranus-moons.html

What is the view of Hispanics towards alcohol use disorder?

According to the National Institute on Alcohol Abuse and Alcoholism, a division of the National Institutes of Health (NIH), Hispanics, who now make up 17% of the American population and who are 50 million in number, overall drink less than non-Hispanic white people. For example, only 54.5% of Hispanic people over 18 had one drink in the last year, as compared to 70% of non-Hispanic whites. Hispanics have high rates of abstinence from alcohol (31.8%), compared to non-Hispanic whites (of whom 15.5% are abstainers).However, those Hispanics who drink tend to drink more. 
Those Hispanics who are more acculturated into American society tend to drink more than other Hispanics, and Hispanic men tend to drink more than Hispanic women. In addition, Hispanic men who are born in the U.S. and who are not Protestant tend to have what the NIH reports is a "relaxed attitude" towards drinking. This attitude is predictive of being more likely to drink, drinking heavily, and having alcohol-related problems.
In addition, drinking patterns vary by the country where people came from; Puerto Rican men in the U.S. tend to drink more than Mexican men or Cuban men in the U.S., for example. The NIH reported that Puerto Ricans and Mexicans have a more permissive view of using alcohol. In addition, Puerto Ricans have the highest rate of poverty, which increases their risk of alcohol use disorder. On the other hand, Cuban-Americans have the lowest rate of alcohol use disorder among Hispanics (see the link to the journal article from Oxford University Press, below, and cited as a source). 
About 9.5% of Hispanics will develop alcohol dependence over their lifetimes, as compared to 13.8% of non-Hispanic whites. However, among Hispanics who develop alcohol dependence, 33% have recurring problems, as compared to 22.8% of whites with alcohol dependence. In addition, Hispanic men tend to develop liver problems at high rates than others. These problems could be caused or worsened by the fact that Hispanics do not tend to seek treatment for alcoholism. They are less likely to seek help than non-Hispanic whites are, and they are less likely to join Alcoholics Anonymous (AA). 
Source:
Incidence of Alcohol Use Disorders Among Hispanic Subgroups in the USA by Carlos F. Ríos-Bedoya, Diana Freile-Salinas DOI: http://dx.doi.org/10.1093/alcalc/agu032 549-556 First published online: 12 June 2014.
 
https://academic.oup.com/alcalc/article/49/5/549/121009

https://www.niaaa.nih.gov/publications/brochures-and-fact-sheets/alcohol-and-hispanic-community

How does Miller convey the personalities of the characters in The Crucible, particularly through dialogue?

Because this play is set in the late seventeenth century, the manner of speaking is already very different from modern and contemporary speech. In order to be able to detect character differences in speech patterns and word choice, one must read/ listen very carefully. The original version of the play text contains many additional stage directions and expository remarks by playwright Arthur Miller, and this material provides additional insights.
If one is looking mainly at dialogue to determine personality, then one has to look at word choices and the behaviors conveyed through them. John Proctor is well-spoken and intelligent, but his emotions are often revealed in his word choice; he also tends to curse, which reveals a man who does not let religious piety affect his determination to speak his mind.
Abigail is an example of a character who manipulates others with her words and behavior. She uses language to cajole and threaten, and is often flirtatious and charismatic (which explains why she gets others to do her bidding). She does this in the first act with the other girls when she thinks they might reveal the things she has done in the woods. Her dramatic words stun the girls into obeying her:  


And mark this—let either of you breathe a word, or the edge of a word about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it. I can make you wish you had never seen the sun go down! 

We also see in this speech and others spoken by Abigail that she is arrogant and has a sense of self-importance, and this behavior seems to affect the other girls, in particular Mary Warren, when they are asked to become officials of the court. Seeing Abigail so confident and bold convinces the other girls they need to act as she does, and in this we see the roots of the mass hysteria conveyed in the girls' playacting in the courtroom. John Proctor become angry at Mary when she continues to mention needing to be in the courtroom when he thinks she should be attending to her duties as his servant. He sees through their pretense, but the court officials choose not to. As he grows more frustrated with the situation, his dialogue becomes more intense and graphic, as when he desperately tries to convince the court that Abigail is out for vengeance in accusing his wife:


She thinks to dance with me on my wife‘s grave! And well she might!—for I thought of her softly, God help me, I lusted, and there is a promise in such sweat! But it is a whore‘s vengeance, and you must see it; I set myself entirely in your hands, I know you must see it now. My wife is innocent, except she know a whore when she see one.

Can I have a detailed analysis of the poem ''Death'' by William Bell Scott in terms of structure/language/themes/imageries/tone ?

The poem has an irregular structure: the three stanzas are roughly, but not exactly, the same length. The first is 11 lines, the second, 13, and the third 12. The rhyme scheme is also irregular. However, each stanza ends in a rhyming couplet: "and/expand," "place/race," "crown/down." Rhythm is also established through the repetition of words within the first two stanzas, such as "create" and "moth" in stanza one and "fear me not" in stanza two.
The language is conversational: Death is personified, and he is having a straightforward talk with us.
The theme is not to fear death; death is a part of who we are. It is not death itself but our attitude toward it that creates fear. Death says: 

Fear me not, man; I am the blood that flowsWithin thee,–I am change; and it is ICreates a joy within thee

However, those who fear death "stumble" and for them death becomes a "cold chain around thy neck."
Imagery is description using the five senses. Some of the images in this poem include comparing man to a moth, a creature that has only a short time on earth, while death is likened to "hoary dust," sleep, the dark and blood. People who fear and worry about death are compared to those who fear walking on ice and as a result stumble. In the final line, the hair of the dead is likened to "thistle down," suggesting it is growing up out of the grave as the body returns to nature. 
The tone weaves back and forth between comforting and chilly, reflecting the theme that our attitude toward death determines whether or not it is frightening. Chilly moments include death as alone, having no father or brother, death as "dark and tongueless," and death, if feared, as a "cold chain." Comforting moments include the notion of death as freeing by clearing away the old. Death says:

I am change; and it is ICreates a joy within thee, when thou feel’stManhood and new untried superior powersRising before thee: I it is can make          Old things give place          To thy free race.
 
 

 

In which of the following species is the central atom an exception to the octet rule?NH_4^+ I_2 NH_3 SF_6

The octet rule is a heuristic, or "rule of thumb," about how electron configurations usually work in chemical bonds. It says that elements tend to gain or lose electrons until they have an octet, eight electrons, in their valence, or outermost, electron shell. Like any heuristic, it is usually, but not always, true. It has some important exceptions.NH_4^+ is a positive ion of one nitrogen atom and four hydrogen atoms. Nitrogen has five electrons in its valence shell, so we would expect it to take on three electrons to fill the octet. Hydrogen has only one valence electron, but the first shell only allows two electrons, so we expect it to accept or give one electron. Yet if each hydrogen atom gives one electron to the nitrogen atom, the nitrogen atom would now have nine electrons, not eight. However, since this is a positive ion, one of the electrons is actually missing, so the central nitrogen atom must actually only have eight electrons, which means it is not an exception to the octet rule.I_2 is a molecule formed between two iodine atoms. Iodine has 7 valence electrons, so we would expect each to take on one electron—but that can't happen. So this is an exception to the octet rule. (In fact what happens is the two atoms share two electrons in a covalent bond.)NH_3 is a molecule of one nitrogen atom and three hydrogen atoms. By similar reasoning with NH_4^+ we see that the three hydrogen atoms each give one electron to the nitrogen atom, totaling eight. Therefore this is not an exception to the octet rule.Finally, SF_6 is a molecule of one sulfur atom and six fluorine atoms. Sulfur has 6 valence electrons, while fluorine has 7. Fluorine is more electronegative, so we expect the fluorine atoms to each take one of the 6 electrons from the sulfur atom. This obeys the octet rule.Therefore, the answer is (B) I_2. All the other molecules obey the octet rule, while this one does not because it is a covalent molecule.
https://www.thoughtco.com/octet-rule-explanation-in-chemistry-606457

https://www.webelements.com/

What are the similarities and differences between the Glorious, French, and American revolutions?

The Glorious Revolution, the American Revolution, and the French Revolution were all rebellions against monarchs. However, their motives, causes, and results were all quite different.
The Glorious Revolution was different from the other two because it did not result in any social change. For most people in England, life before the Glorious Revolution was pretty much the same afterward. It was also fought for religious as well as political reasons. Parliament was run by protestants. King James II was Catholic. This was a period of tense relations between English Protestants and Catholics. Parliament feared that James was going to lead England back into the Catholic fold and that he was going to make secret alliances with the French to accomplish this. There was no such religious struggle as part of the American and French revolutions.
The American Revolution differed because it was fought by colonists in order to shed their political bonds with their home-nation. The motives of the American revolutionaries was to start their own nation, not overthrow a monarch in his own country. Indeed, although it was a huge embarrassment for him, King George III remained on his throne after the American revolution. King Louis XVI of France and King James II of England were not as fortunate after the revolutions in their countries.
The French revolution is unique from the other two because it was mostly driven by the peasantry. French peasants, angry over repeated abuses by the nobility and clergy of their country, rose up against them. In doing so, they greatly changed the fabric of their nation. While the lower classes did play a role in the American Revolution and the Glorious Revolution, they were not the driving force. Instead, those revolutions were headed by people who were already powerful, wealthy, and influential. The French Revolution also resulted in numerous executions and a massive change in the country's society. This was not the case with respect to the other two revolutions.

A good one hundred years separates the Glorious Revolution (1688–1689) from the French Revolution (which began in 1789), with very different geographic and historical contexts at play; however, there were similarities. Each of the three could be framed as rebellions against monarchical overreach. The Declaration of Independence was founded in the claim that George III had been acting tyrannically towards the colonies, whereas the French Revolution entailed the dismantling of the absolute monarchy, and the Glorious Revolution was a reaction against James II, in response to his pro-Catholic and pro-Absolutist tendencies. In addition, the Glorious Revolution introduced the English Bill of Rights. Later, the United States would install its own Bill of Rights (the first ten amendments to the Constitution), and the French Revolution would introduce the Declaration of the Rights of Man.
Though there were some key similarities, in any respect, I think the differences far exceed any similarities. The American Revolution was primarily a colonial conflict and an independence war against Britain. All three had an element of violence to them (it's difficult not to expect some degree of turmoil), but the intensity of the terror and the sheer extent to which the Revolutionary State was in danger of collapsing—facing as it did the prospects of a Civil War, internal revolts, and the coalition wars against Europe—was largely unique to the French Revolution. In addition, French Republicanism introduced an element of radical egalitarianism that sets it apart from the other two revolutions, and the French Revolution was far more radically ambitious in the way it attempted to rewrite French society: they introduced a new calendar, tried to rationalize the church, amended marriage laws, and more. In addition, you can consider the role of the Parisian crowds in shaping the French Revolution and the radicalized nature of the sans-culottes (who have no equivalents in the other two revolutions). The Glorious Revolution, by comparison, seems far less radical by comparison and more strictly political in its effects.

All three revolutions were against unpopular monarchs. In the 1688 Glorious Revolution, James II was deposed by William of Orange. During the American Revolution in 1776, the colonists rebelled against George III in the name of establishing self-government. The French people killed Louis XVI during the French Revolution in 1789.  
The Glorious Revolution was aided by the Netherlands, while the American colonists received help from the French. Though many Americans cheered on the French Revolution, it was largely a homegrown revolution with little outside help. The only king executed during the three revolutions was Louis XVI. George III was still a British monarch after the American Revolution though he was no longer in charge of the American colonies. The American Revolution led directly to a war that affected Spain, France, and the Netherlands. Though there was some fighting in Scotland and Ireland, there were no widespread conflicts after the Glorious Revolution. The French Revolution led to the Reign of Terror which led to the deaths of thousands of French nobles and clerics. The chaos of the French Revolution paved the way for the Napoleonic Wars. The American Revolution and the French Revolution directly affected the citizenry of America and France, while the Glorious Revolution affected only the British government.  

All three revolutions resulted in substantial changes in government and the expansion of freedom for most of the population. But while the American and French Revolutions were direct and violent revolutions in the 18th century, the Glorious Revolution was not as violent and occurred in the 17th century. The Glorious Revolution was not completely without violence, however; there was significant fighting in Ireland and Scotland against the new Dutch king. Like the American Revolution, the Glorious Revolution involved substantial intervention by a foreign power: In the Glorious Revolution it was the Dutch, who sort of quietly invaded England, while in the American Revolution it was France which supported the American colonists. The French Revolution, on the other hand, was largely just a popular uprising with little outside support. The United States would have helped, probably, but simply wasn't in a condition to do so meaningfully.There are more direct links between the three: Without the Glorious Revolution, the government of England would have been quite different, and the American Revolution might have gone differently. The same French government that supported the American Revolution was soon embroiled in the French Revolution, and the French Revolution borrowed many of its ideas and motivations from the success of the American Revolution.
http://www.bbc.co.uk/history/british/civil_war_revolution/glorious_revolution_01.shtml

http://www.history-world.org/cgi-sys/suspendedpage.cgi

https://www.history.com/topics/american-revolution/american-revolution-history

How does the author employ literary devices to express Victor's complex attitudes towards his situation in volume one, chapter five?

At the beginning of volume one, chapter five, when Victor first beholds "the accomplishment of [his] toils," imagery works together with symbolism to express Victor's horror, anxiety, and pride in his creation.
Shelley uses powerful visual imagery to describe the setting: It is nighttime in November, and Victor sees his creation breathe and open his yellow eye "by the glimmer of the half-extinguished light." The vision that these words are meant to create in the reader's imagination is a horrifying and frightening one, and Shelley continues to describe in gory visual detail Victor's first impressions of the creature: his yellow translucent skin that covers "the work of muscles and arteries beneath . . . his long black hair, his white teeth . . . his shrivelled complexion and straight black lips." The details of this visual imagery are not only terrifying, they are also extremely impressive; Victor has gone to a lot of trouble to gather these body parts and attach them to each other, and he wants his listener to know every minute detail.
The symbol of the "half-extinguished light" represents Victor's complicated success in this situation, as light is a common symbol for knowledge. Victor has displayed extraordinary knowledge in his experiment, but the half-extinguished nature of that light suggests that his knowledge is incomplete. Victor's incomplete understanding of the creature and the implications of his success cause him great anxiety; he does not fully comprehend what he has done, and this realization causes him to experience a great shock.

What does Hammurabi’s Code reveal about societal values and realities?

Hammurabi’s Code is one of the earliest preserved written law codes. The best preserved copy was inscribed on a tall stone stele that would have been publicly displayed. It was written in approximately 1754 BC and set out rules concerning what now would include both criminal and civil law, including penalties for violations of many of its prescriptions. The introduction to the code states the following:

Hammurabi, the exalted prince, who feared God, to bring about the rule of righteousness in the land, to destroy the wicked and the evil-doers; so that the strong should not harm the weak.

This introductory portion concludes by stating that Hammurabi "brought about the well-being of the oppressed." This suggests that the purpose of the law code is to create a social system that is bound by rules and is not corrupt. In this system, the powerful cannot act with impunity, and the ruler acts in accordance with the will of the gods to protect the weak from injustice. This suggests a theocracy, in which religion and kingship are closely tied together.
Additional important information about the society can be seen in the high level of social stratification, as penalties for a crime depend on gender and social position. Slavery is an accepted part of the code.
Finally, much of the code concerns commerce, employment, and property, suggesting an economically advanced society with substantial amounts of domestic and foreign trade. There are craftspeople, bureaucrats, merchants, landowners, agricultural workers, and slaves.
https://avalon.law.yale.edu/ancient/hamframe.asp

Firstly, Hammurabi’s Code demonstrates the idea of justice based on retaliation in an early civilization, as can be found in provisions analogous to the famous saying, "an eye for an eye, a tooth for a tooth." Offenders of physical harm are punished in exactly the same way the victims are harmed by them, given that they are of the same class.
Secondly, the Code reveals the class distinction of the ancient Babylonian society. It divides the population into three classes: property owners, freed men, and slaves, and provides for varied punishments for the same crimes based on the class of the victims and the perpetrators. Those belonging to the lower classes receive much more severe punishments for doing the same wrongs and get less compensation for suffering from the same damage as those belonging to the upper classes.
Thirdly, it is evidence of the patriarchal nature of the society. Although the laws attempt to grant some protection to women and children from patriarchal abuse, men are entitled to more rights than women and are permitted to sell their wives and kids into slavery under certain circumstances, such as to pay off debts.
Last but not least, the Code embodies the absolute power possessed by the top ruler of ancient Babylon. Made and enacted by Hammurabi, the Code is in effect a representation of the king’s own judicial beliefs rather than the general public’s.  Although many rules may seem unfair from a modern perspective, Hammurabi’s Code served to maintain the social order and reinforced the king’s reign, as well as provided inspiration for many later rule-makers.

Hammurabi's Code, found in modern-day Iran in 1901, is a collection of 282 laws inscribed on a pillar during the reign of Hammurabi, the king who ruled Babylonia from 1792-1750 BCE. The set of laws governed all people in Hammurabi's empire, showing a sense of fairness and justice. Although there were differing laws for the nobility, for common people, and slaves (reflecting the existence of social hierarchy), many of the laws governing the upper classes were harsher than those for other people. In addition, if a person accused another person wrongly of a capital crime, the accuser would be put to death. The law reflected a sense of fairness and built in protections for the accused. In addition, women were granted certain rights, such as the right to buy or sell land or get a divorce. 
Many of the laws are about property, showing that the Babylonian society valued property rights. For example, if someone was found committing a robbery, that person was put to death. In addition, the laws showed that the society valued hierarchy and social and familiar order; for example, a son who struck his father would be punished by having his hands cut off.
 

Which historians (with quotes) supported the idea that the USSR was responsible for increased tensions and the construction of the Berlin Wall from 1961–1972?

The view that the Soviet Union bore almost total responsibility for starting the Cold War was prominent during the conflict itself. By the early 1960s, many historians were already looking at the aftermath of World War II, and they saw Stalinist treachery and communist expansionism as the reason the conflict began. One of the most prominent of these historians was Arthur Schlesinger Jr., whose 1967 essay "The Origins of the Cold War" attempted to refute so-called "revisionists" who, in the midst of the Vietnam War, began to critically examine the role of the United States in the Cold War. Schlesinger argued that the responsibility for the Cold War ultimately lay with the Soviet Union itself:

The Cold War could have been avoided only if the Soviet Union had not been possessed by convictions both of the infallibility of the Communist word and of the inevitability of a Communist world.

Because the Soviets believed these things, they pursued a course which precipitated conflict with the United States. Another statement of this thesis (in even more strident terms) was by historian Thomas Bailey. Bailey, more famous for his authorship of American history high school textbooks, wrote the following in his 1951 work America Faces Russia:

Not even the iron hand of Communism has been able to remold his [the Russian people's] genes. Traits noted in the nineteenth century . . . have also been noted in Soviets of the twentieth century. Most commonly mentioned have been antiforeignism, secretiveness, suspicion, duplicity. . . callousness, ruthlessness, and brutality.

Bailey cast the conflict as a struggle between a peace-loving democratic society and a Russian people conditioned by their past to be expansionist and unmindful of human life and dignity. Many other historians have shared the view that the Soviet Union bore the primary responsibility for starting the war. John Lewis Gaddis, in a far more nuanced manner, emphasizes the "unilateralism with which the Soviets . . . handled their affairs" in Eastern Europe, contrasting this approach with Roosevelt's instinct (before his death in the spring of 1945) for coalition-building. Gaddis, writing in the 1980s and 1990s, argues that Stalin did not wish to bring about the Cold War. Rather, he hoped, in the short term, to protect Soviet security through the establisment of puppet regimes in Eastern Europe. But, according to Gaddis, the United States was correct to interpret his long-term goals as the "eventual Soviet domination of Europe," and the origins of the Cold War lay in these goals.
https://books.google.com/books?id=933uBgAAQBAJ&printsec=frontcover&dq=Cambridge+History+Cold+War&hl=en&sa=X&ved=0ahUKEwiohOKJicTZAhVMSq0KHUh9BLMQ6AEIMDAB

https://books.google.com/books?id=fvmoWZIxVw4C&printsec=frontcover&dq=John+Lewis+Gaddis+Origins+cold+war&hl=en&sa=X&ved=0ahUKEwjX0q-2icTZAhVLxYMKHXqSAuEQ6AEIKTAA

https://minotb52ufo.com/pdf/Schlesinger-Origins-1967.pdf

Can mitochondria be seen with the light microscope?

The best answer to this question is "it depends." It depends on the magnification power of the light microscope and the size of the mitochondria that you are trying to look at. Mitochondria can vary greatly in size. As a result, only the largest mitochondria can be seen with the highest magnification of light microscopes. A light microscope can magnify an image up to 400 times, and the limit of its resolution is about .2 microns. This is enough magnification power and resolution to examine larger mitochondria and things like lysosomes, nucleuses, and large vacuoles, but to examine the smaller examples, you will need something like an electron microscope. The magnification of those microscopes is up to 500,000 times and provides resolution down to 1 nanometer.
http://medcell.med.yale.edu/histology/cell_lab.php

https://www.sciencelearn.org.nz/images/534-mitochondria-under-the-microscope

I need help with the following. The following two paragraphs are part of a rough draft I need to develop. 1) a) I think Grace King's "The Little Convent Girl" was an excellent example of a post-Civil War story with a trick ending. I think the ending of this story is achieved through basic elements like de-emphasizing the importance of the main character or having a false climax. Ms. King downplays the importance the little convent girl by not giving her a name; even the steamboat captain and crew members refer to her as "The Little Convent Girl." The readers will actually believe that the story is not really about the girl, but the girl is used as an instrument chosen by the author, and the reader will experience a steamboat adventure. In George Washington Cable's "Tite Poulette," I felt there was more than one aspect of identity discussed, like gender, race, class, labor, language, culture, religion, age and much more. This story involves a relation between races. Kristian Koppig faced violence while saving "Tite Poulette" and fought against racial discrimination... For the first part, develop the explanation of the differences in Cable's representation of the tragic quadroon. What does "more than one identity" mean? Does it mean more than one issue? Refine the analysis, keeping in mind that the perspective of Koppig, who is an outsider, is important. From his point of view we are learning about the plight of the quadroon in Creole culture during the period. Identify this period and discuss what he is learning about this culture, since he is approaching it without any preconceived notions. b) What do the two stories both show? Explain the conclusion of both these stories and what they teach us.

There are several things you will need to do the develop these draft paragraphs into an essay. First, you need a clear thesis statement. If you want to focus on the lack of name for the Little Convent Girl, you should make that a thesis, and then devote the rest of the essay to that issue. Otherwise, you need to start your introduction with a clear sense of your main points and how they are tied together. 
You might argue that the center of the story "The Little Convent Girl" is really the discovery we make at the end that her mother is black, an important point you make in the first paragraph. You could then use as supporting evidence for the notion that what matters is the issue of identity in the way the girl is discussed.
Her lack of a name, as you say, paradoxically emphasizes the issue of her identity. It makes the issue of her identity one that is foregrounded. The problem of identity is universalized by her lack of name. The word "girl" references the ways that black people were addressed in the period as "boy" or "girl." "Convent" is interesting because it signifies a religious complicity in cultural oppression and the role of Catholicism in imposing a certain type of European culture on African Americans. The girl's obsessive straightening of her hair shows how she has internalized and become complicit with that culture.
You need a transition to your discussion of Tite Poulette. Are you arguing that Tite is a more fully realized and individuated character than the little convent girl? 
Next, after comparing the heroines in your first body paragraph, you might compare and contrast the men in the stories in your second paragraph, thinking about the steamboat crew and Koppig both as "outsiders" more sympathetic to the young women than members of their own society. For a third paragraph, you might discuss the girls' mothers.
You main task in revising this will be creating some form of coherence. Right now, there is no clear relationship among the various notes you have assembled. You will want to think about how to make a clear introductory argument and then support it in an organized fashion with each paragraph having a single theme. Writing an outline would be a good way to do this.

Is Hamlet a good person?

Yes, I believe that Hamlet is a good person.  He does questionable things, certainly: his treatment of Ophelia is abysmal (though some argue that, in spurning her that he actually protects her from his callous stepfather/uncle); he does arrange for the murder of his old friends, Rosencrantz and Guildenstern, but only because he believes that they were complicit in the king's attempt to have Hamlet killed;  he also murders Polonius, but he only does so as a result of his belief that it is his stepfather/uncle, Claudius, behind the arras in his mother's room.  
However, when we observe Hamlet's relationship with Horatio, and the great respect he affords his friend, we can gather some evidence of his good character.  He clearly loves his friend, and, as he dies, he says,

If thou didst ever hold me in thy heart, Absent thee from felicity awhile And in this harsh world draw thy breath in pain To tell my story.  (5.2.381-384)

His absolute trust and faith in his friend, and, likewise, Horatio's devotion to Hamlet—so powerful he considers suicide so as not to be parted from him—helps to paint Hamlet's character as a good one.  
Further, Hamlet's apology to Laertes, son of Polonius and brother of Ophelia, is telling of his character.  He has quarreled with Laertes over which of them loved Ophelia more, but he knows he is responsible for the death of Laertes' father.  Before their duel in the final scene, he says, "Give me your pardon, sir.  I have done you wrong" (5.2.240).  His request for Laertes' forgiveness helps to show that Hamlet is truly sorry for the hurt that he has caused, helping to show that he is a good person.

A bull with a weight of 500kg runs at a speed of 15 m/s and hits at a standing idle 70kg weighing man. After impact, the idle man has thrown at speed of 5 m/s and the bull has slowed down its speed to 10 m/s. What would be the sum of the kinetic energy (in joules) of the bull and man after impact by the bull, assuming that the bull and the man as a system and the collision is not an elastic one?

Hello!
The fact that the collision is not an elastic one means that some kinetic energy turns into other form(s). Therefore the quantity of kinetic energy before and after the collision is different.
Note that after this collision the bull and the man have different speeds, so they don't move as a whole.
For a mass m moving with a speed V, its kinetic energy is (m V^2)/2. So after the collision the bull has kinetic energy (500*10^2)/2 = 25000 (J) and the man has (70*5^2)/2 =875 (J). Their total kinetic energy is 25000 J + 875 J = 25875 J. This is the answer.
Just in case, compute the initial kinetic energy of the system bull+man before the collision. It is (500*15^2)/2 + 0 =56250 (J), so a huge amount of energy was "used" to damage the man (and the bull).

The following sentence is ambiguous. Provide two explanations which illustrate the different meaning of the sentence. "They are visiting relatives."

The key word here is “visiting.” Is it used as a verb, or as an adjective?
If “visiting” is used as a verb in combination with the helping verb “are,” then this use is considered a progressive aspect of its form. The action is in progress. The visiting is going on right now. “They” refers to a group of people. This group happens to be in the process of visiting its relatives, somewhere. The implication is that at least a bit of traveling was involved in reaching the destination where these relatives live.
If “visiting” is used as an adjective, then it modifies the plural noun “relatives.” Now the main action switches to the other group mentioned in the sentence. “They” is a pronoun referring to the “visiting relatives.” The word “are” merely indicates a state of being. The sentence describes who these people are. They happen to be relatives who are visiting someone’s home. For how long, we don’t know.

Why is the setting of "The Oval Portrait" important? How does the chateau contribute to the interpretation of the story?

In describing the Chateau that the narrator and his valet come to find while seeking refuge in the night, Poe paints a picture of a place that was once very grand, and is now falling to pieces. While beautiful, the setting is very ominous, as the narrator states that it was "one of those piles of commingled gloom and grandeur which have so long frowned among the Appennines." Who lived in this chateau? Why has it now been abandoned? It all adds to the mystery. Poe is setting up an environment that creates suspense, just as he does in a lot of his work.
This narrator breaks into a dilapidated manor in the middle of the night, somehow in a "desperately wounded condition." He and Pedro, the valet, choose a small room, close all the shutters, and light candles. The narrator admits to being delirious, and begins to obsess over the portraits in the room. With tension built up so well by Poe's dark and eerie setting, when we finally get to the oval portrait, lurking in a dark corner, we know as well as the narrator does that this is no ordinary painting.

What are the disadvantages of being a librarian?

What the disadvantages are in becoming a librarian depend a great deal on why a person wants to become a librarian in the first place. In other words, the disadvantages seem to lie mostly in individual expectations that may not be met. There are educational and financial aspects to becoming a librarian that are problematical today, as well as possibly some unmet expectations regarding job satisfaction. 
Today, it is almost impossible to become a librarian without a master's degree, which for most people means student loans for approximately six years of education. That is a long time and a large investment for a profession in which the average starting salary is not quite $57,000 per year.  Furthermore, this is an area in which growth is predicted to be slow, about 2% a year through 2024.  Becoming a librarian is not the road to monetary riches.
For the person who loves old-fashioned books and wants to spend the day talking to people about them, being a librarian today could be a disappointment. The offerings of libraries are increasingly digital, with a far greater emphasis on music, movies, and even video games.  A librarian must now be technologically proficient and spend far less time making book recommendations and chatting about good books. Probably the closest one can get to the old-fashioned kind of librarian is in a very small town library or in the children's section, where parents sometimes do really seek advice for their children's reading. And story hour is any librarian's delight. 
All of this is not to say that becoming a librarian is a bad idea.  It is just to say that the expectations of the profession's rewards must be reasonable ones.  Most of the librarians I know, and I know quite a few, are perfectly happy people.

A 50 kg block, attached to an ideal spring with a spring constant of 80 N/m, oscillates on a horizontal frictionless surface. When the spring is 4 cm shorter than its equilibrium length, the speed of the block is 0.5 m/s. Find the greatest speed of the block.

We can use the conservation of energy to solve this problem. Since the block oscillates on the frictionless surface, the sum of its kinetic energy and the potential energy of the spring remains constant:
E = mv^2/2 + kx^2/2 . Here, v is the speed of the block at the time when the spring is the length x shorter than its equilibrium length.
We are given that the block has speed v = 0.5 m/s when x = 4 cm = 0.04 m. This means the total energy of the block is
E = 50kg*(0.5 m/s)^2/2 + 80 N/m*(0.04 m)^2/2 = 6.31 J .
The block has the greatest speed when it passes the equilibrium position, that is, when the spring is not stretched and x = 0. At that point the total energy of the block is its kinetic energy:
mv_(max)^2/2 = E = 6.31 J .
From here, solving for the greatest speed of the block results in
v_(max) = sqrt((2E)/m) = 0.503 m/s
The greatest speed of the block is 0.503 m/s.
 
 
 
 
 
http://hyperphysics.phy-astr.gsu.edu/hbase/pespr.html

https://www.physicsclassroom.com/class/energy/Lesson-2/Analysis-of-Situations-in-Which-Mechanical-Energy

To what extent do you believe that the Soviet Union played a more important role in starting the cold war than the US?

This point of view is the conservative view in Cold War historiography stating that the Soviet Union was the instigator in the conflict. The Soviet Union actually did start to annex its Eastern European neighbors as it marched on Germany in 1944-1945. The Soviet Union engineered the Katyn Forest massacre early in the war in order to kill as many Polish officers who might be resistance fighters later. The Soviets also signed the non-aggression pact with Hitler and overran the Baltic countries—these countries were not given their freedom after the end of WWII. Soviet espionage was influential in making the Soviet Union a nuclear country and the Soviet Union did ship arms and money all over the world—including Cuba, which was a breach of the Monroe Doctrine.
However, there is also the liberal point of view which states that the Soviet Union had to appear strong so that it would not be pushed around by the United States. The United States also had propaganda campaigns such as Radio Free Europe and it also influenced elections in France and Italy towards anti-left leaders. The United States developed the atomic bomb during WWII and did not share this knowledge with its ally, the Soviet Union. There were some in the U.S. military, most notably George Patton, who wanted to march on Moscow after WWII and end the Soviet Union once and for all.
I believe that neither the Soviet Union nor the United States bear all the responsibility for the Cold War. Both sides had an equally important role in this tragic conflict which would influence governments around the world and still influences them today as Eastern Europe still lags behind the West in terms of economic production and the Korean Peninsula is still divided.

In Ray Bradbury's "All Summer in a Day", why does Margot love the sun so much?

The other children, who arrived on Venus when they were two years old, have no memories of the sun. Therefore, they don't know what they are missing in living on a planet where it rains all the time. Margot, who came later, does have vivid memories of sunshine. She remembers what the sun looks like, comparing it to a copper penny blazing in the sky.
Margot finds the nonstop rain depressing and is so upset about being on Venus that her parents are considering going back to Earth early, even though it will mean giving up their lucrative pay. Margot doesn't even like taking a shower, because the water coming down on her reminds her of the endless rain. She doesn't fit in with the other children, who envy her her knowledge and experience of the sun.

One could argue that Margot loves the sun so much because she enjoys its soothing warmth and misses her childhood on Earth. Unlike the other children in her class, who have spent their entire lives on the planet Venus, Margot remembers growing up in Ohio and can recall what the sun felt like on a warm, beautiful day. The only time Margot expresses joy or happiness is when her class sings about the sun, and she even composes a pleasant poem about the sun's appearance. Bradbury writes that it is "vital" for Margot's parents to take her back to earth, which suggests that the sun is essential to Margot's mental health. Margot cannot stand being on a planet where it continually rains every day. Margot may also enjoy being outside on a sunny day and participating in outdoor activities. The sun not only provides Margot with essential vitamins and positively affects her mental health, but it also reminds Margot of her childhood back on Earth, where she used to play outside and enjoy the natural environment.

What is the significance of the dream that Mr. Neave has?

The question refers to Mansfield’s story “An Ideal Family.” Mr. Neave’s dream life articulates his fears and anxieties about how life has passed him by, his loneliness in the midst of his family, and his anxiety about death. Mr. Neave dreams of a “withered ancient man climbing up endless flights of stairs.“ It’s clear that the man in the dream is in some way representative of Mr. Neave himself, an old man who feels that life, and particularly his family, has become too much; he “hadn’t the energy” to stand the “gaiety” and “bright movement” of his children and wife. The laborious going up and down of stairs in the dream mimics Mr. Neave’s own walk back to the house from his office—he “stumped along, lifting his knees high as if we were walking through air that had somehow grown heavy and solid like water.” For all the happiness of his “ideal” family, Mr. Neave feels ignored or forgotten. When he goes upstairs to dress for dinner, he falls asleep and dreams that the old man is climbing down to the dining room, but to his horror the man climbs down past the dining room, goes out the door, and heads for the office. Mr. Neave panics: “Stop him, stop him, somebody!” He wonders why his daughters don’t intervene, or his son Harold. But he understands that he cannot expect any real care or understanding from his family. The story ends with Mr. Neave falling back into a dream, this time of a “little and pale” face that he recognized as his wife, saying, “Good-bye, my treasure,” then being roused to come downstairs to dinner like the man in his dream.

How does Juliet appear in the party at night?

When Romeo first sees Juliet at the Capulet party, he is captivated by her beauty. He says she stands out like a bright, jeweled earring against a background that, in comparison to her shining appearance, is like the black ear of an Ethiopian. He also compares her to a snowy white dove walking with a group of black crows. He says that he has never loved anyone before (apparently forgetting about Rosaline) and that he never saw a truly beautiful woman prior to this night. The passage in which he speaks of her is as follows:

Oh, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope’s ear,
Beauty too rich for use, for earth too dear.
So shows a snowy dove trooping with crows
As yonder lady o'er her fellows shows.

Interestingly, Romeo doesn't offer specific details about Juliet beyond saying that her beauty is dazzling. We don't, for example, know the color of her hair or eyes or what she is wearing. We do know, however, that her physical beauty is what motivates him to fall in love.

What are some aspects of morality in Frankenstein?

The key moral quandary in Mary Shelley's Frankenstein is one that was much debated at the time of writing; that is, how far can, or should, man play God? In this novel, Shelley presents an issue that had begun to arise during the Enlightenment period; the novel is concerned with how far the advancement of science might result in people forgetting their place in the world, overreaching and attempting to set themselves up almost as gods. Frankenstein's excessive hubris leads to his downfall, after he creates another person without having the personal capacity to look after or properly govern his creation. The moral quandary here, then, is: should we put science to as many uses as we can, without consideration for whether or not these uses are moral? Is it moral to create another being, and then leave that being to survive on its own, feeling dejected because it knows it has no soul?
The concept of the soul, too, is interrogated through the creature Frankenstein makes. Frankenstein does not account for the creature's needing companionship or the fact that the being is alive and aware of its own shortcomings. Frankenstein has taken upon himself the task of creating this being to pursue his own self-interest, but he has put his own thoughts of achievement ahead of any consideration of how the creature, itself, might feel. He has not paused to consider the question of the soul, what it is, and who is responsible for it.

Who is the main antagonist in Animal Farm?

An antagonist is an adversary or enemy, one who undermines the cause of good. If the good in this story is represented by the ideals of Animalism, then the chief antagonist is Napoleon.
Napoleon pretends at first to uphold the ideals of Animalism, but, like Josef Stalin, on whom he is based, he cares only about his own power. He drives Snowball away by saying, falsely, that Snowball is a traitor. In fact, Snowball is one of the farm's greatest assets. Napoleon then violates all the tenets of Animalism to amass power and comforts for himself. For example, he uses his guard dogs to kill animals who oppose him, he drinks alcohol, and he has dealings with humans. Under his reign, the lives of the animals become harsher, not better. Perhaps his hard-heartedness is best revealed when he has the loyal and hardworking Boxer sold to the glue factory rather than allow him his promised retirement.
One might think that Farmer Jones would be the greatest antagonist to Animal Farm, but Orwell shows the chief danger to an idealistic movement comes from within.

In Animal Farm, the main antagonist is Napoleon. This becomes clear in Chapter Five when Napoleon forces Snowball to leave the farm as a result of their disagreements over the building of a windmill.
Once Snowball is gone, Napoleon begins the process of consolidating his power base. To do this, he uses Squealer's power of speech and his pack of guard dogs to ensure that the other animals obey his commands and do not attempt to speak out against him.
In Chapter Seven, the full force of Napoleon's power is apparent when he carries out a number of executions. This bloody act demonstrates the strength of his authority on the farm and the true horror of his reign.
By the end of the novel, his tyranny is made clear when the reader sees him walking on two legs and wearing human clothes. Napoleon has become the very evil that he helped to overthrow.

Which words in this excerpt from "Ode on a Grecian Urn" by John Keats support the claim that the opening lines of the poem convey a sense of wonder and admiration?

You don't give an excerpt in your question, so I will contain my answer to the first stanza of the poem, as representing its "opening lines."
We can certainly argue that the opening lines of this poem convey a sense of wonder and admiration. The phrase "still unravish'd bride of quietness" is a good example. The metaphor Keats uses here creates the impression of something that has never been touched, and yet which potentially contains wonders: it is waiting to be "ravish'd" and plundered for what it could yield.
Keats' reference to the "foster-child of silence and slow time," too, suggests awe and admiration. "Slow time," in particular, implies a long and quiet expanse of time beyond the poet's comprehension; the urn, in the speaker's mind, has been "fostered" by ages going back into ancient history. In its long life, the urn has also become host to "leaf-fring'd legend" which "haunts about" its shape. The use of the word "legend" seems to connect the urn to the great stories of the ancient past, by which it is haunted. The poet then mentions "deities and mortals," "men and gods," suggesting that the urn is a living memory of a time when these two types of beings were brought into contact with each other. Indeed, the phrase "Sylvan historian" personifies the urn as a historian of ancient times, who, through what is painted upon it, can speak to the poet of "slow time" long past.

What are the implications of the terms that the poet uses in his description of the woods?

This Frost poem is four stanzas long, and each stanza is four lines long. That's not a very long poem, and despite the title specifically mentioning them, the woods are not talked about very much. We get information in the first stanza that the woods are filling with snow, and then the final stanza tells readers that they are "lovely, dark and deep."
The line containing "lovely, dark and deep" is the line that I think the question is referring to. Structurally, those terms help to keep the rhythm and meter of this poem. The poem is written in iambic tetrameter, and that means the syllables follow an unstressed/stressed pattern. By choosing those three particular words, Frost is able to really drive home the rhythm to readers. A person reading this poem out loud can hardly fail to notice the "da DUM" rhythm of the line.
The woods are lovely, dark and deep . . .
These words also provide readers with the repetition of the "d" sound. We get it in three words in this single line, and it brings a nice sense of euphony to the poem.

Looking beyond the structural implications of those terms, the words create a positive association about the woods. Often, woods and forests are seen as dark and scary. Children's stories are filled with examples of how weird and evil creatures live in forested locations. "Hansel and Gretel" is a good example of this idea. The woods are where the cannibalistic witch lives. That's not the case in this poem. Readers are presented with a forest that is "lovely." It seems to draw the man toward it in a good way. It's a peaceful location, and the woods offer rest and respite. It seems as though the man wants to go that way, instead of toward the town/village in order to keep his promises. It's very reminiscent of the Romantic poets and their love for nature.

What was the Era of Good Feelings, and what was its impact on the rise of sectionalism in the United States?

The Era of Good Feelings is a term closely associated with the presidency of James Monroe. First used by a popular newspaper, the phrase signified the lack of political infighting due to the dominance of only one party, the Democratic-Republicans. This was a time just after the War of 1812 when new opportunities were opening up for America and its citizens. The Louisiana Purchase, which Monroe had helped negotiate, had opened up vast new territories to settlers. During Monroe's first term, the United States also purchased Florida, which further expanded its territory. During his second term, Monroe instituted the Monroe Doctrine, under which the United States opposed European colonization and which forbade European power in North and South America.
Despite all this progress and the relative lack of political rivalries due to the preponderance of one party, sectionalism between the northern and southern portions of the United States was a growing problem. The northern states had already banned slavery, while the southern states were still dependent upon it. When Missouri wanted to join the Union, intense debate arose as to whether it should be a slave state or a free state. To prevent civil war, Monroe approved the Missouri Compromise, which stipulated that Missouri would join the United States as a slave state, while Maine would join as a free state.
Sectionalism was also manifest in the different lifestyles of the north and the south, with the north becoming more urbanized and industrialized and the south remaining dependent upon plantation agriculture. Despite the political unity brought on by the Era of Good Feelings, these differences became more and more acute throughout the first half of the 19th century, eventually culminating in the Civil War.
https://www.history.com/topics/us-presidents/james-monroe

After the War of 1812, a new sense of nationalism was felt across the United States. The country had held its own against the military might of Great Britain and was establishing itself as the major power in the hemisphere. Since they had not supported the war, the Federalist Party lost so much support that it dissolved entirely. This put an end to the political bickering that had defined much of the country's politics up to this point. As a result, a newspaper in Boston dubbed this period "the Era of Good Feelings." Under James Monroe, the entire federal government consisted of just one united party, the Democratic-Republicans. Since squabbles between political parties were no longer a problem, the government was able to move more efficiently than ever before.
However, the Era of Good Feelings did not last very long. New technologies fueled the growth of industry in the early 1800s. The ability to grow and process cotton in the South was aided by the invention of the cotton gin and the increased use of slaves. In the North, particularly in New England, new factories to process the cotton into cloth were built around growing mill towns. Meanwhile, more and more American settlers were heading west to settle and farm new territories. As a result, the various regions of the United States began developing starker contrasts as their societies and economies began differing even more.
With an agricultural slave-based economy in the South, a rapidly industrializing North, and an expanding West, the needs of the people in the different regions began to quickly differentiate. This all gave rise to the sectionalism that would greatly divide the country. The issue of slavery was a leading factor of sectionalism, but so was the economic, political, and social make-up of the regions. By the end of Monroe's presidency, the Era of Good Feeling was clearly at an end. Political parties began to dominate the political landscape of the country again. Deep divisions within the United States were present that would ultimately lead to civil war.
https://www.smithsonianmag.com/history/there-was-time-briefly-and-200-years-ago-when-american-politics-was-full-good-feelings-180964074/

What is the point of Descartes imagining that an evil genius is deceiving him?

Descartes uses the figure of an evil genius as part of a thought experiment to establish absolutely certain knowledge. Suppose, says Descartes, that everything I see around me, everything I experience, is just a gigantic trick pulled on me by an evil genius (like the Devil, for example). That only means that I can doubt the world around me; it does not mean, however, that I can doubt my own existence. If I have been tricked by an evil genius into thinking the world is real, there still has to be someone to trick in the first place. As a result, although I can never be certain about the existence of the world of objects, I can be certain that I exist, even if I have been tricked by an evil genius.

Describe the cultural impact "Howl" had initially versus the cultural impact that it has now.

Allen Ginsburg's "Howl," a lengthy poem whose urgency is best evoked when read aloud, was first read at the Six Gallery reading (a poetry event in San Francisco in 1955) and was published at the City Lights Bookstore in 1956. The following year, obscenity charges were brought against Lawrence Ferlinghetti, also a Beat generation poet, who owned and operated the bookstore.
"Howl" illustrated drug use and addiction, mental illness, and sodomy, among other taboo subjects in the context of New York City in the 1950s. Ginsberg's willingness to speak on these topics in the context of art broke the silence around these issues.
At the time, the poem, which was published as a small book, inspired young people who felt alienated from mainstream society in the 1950s. Their values or identities made them feel different, and "Howl" was a poem dedicated to those who felt different and who were, in some instances, destroyed by a society that did not appreciate difference. In this regard, the poem remains timeless. There are still people who feel themselves to be unaccepted by American society, and "Howl" speaks to those people, reminding them that they are not alone.
https://www.theguardian.com/books/2011/feb/23/allen-ginsberg-howl-poem-film

How does Miller's assertion "there were no witches then" affect your view of the children in the play? Why does Miller tell us this outright?

Miller's assertion is, obviously, that the children were lying. They saw, in the witch trials, not only an opportunity to get back at those who they despised, but also as an opportunity to legitimately rebel against the harshly constrictive society in which they lived. The court gave them powers they had never had before. They could now abuse those powers with gusto, free from the persecution that was the lot of those whom they accused.
Furthermore, the witch trials also afforded them an opportunity to appease their guilt and transfer it to others. The girls had, in fact, performed rituals with Tituba and would have faced severe sanction if they had not pointed out that they were not entirely responsible but that others, mainly adults, were the ones who introduced them to, or forced them to, indulge in such wicked practices. When Tituba was blamed, she, to avoid persecution and torture, started blaming others, which opened the door for the anxious girls to follow suit. The girls played the blame game perfectly and their pernicious actions led to the arrest, incarceration, conviction and eventual execution of many innocents.
In addition, the girls' hands were strengthened because they enjoyed the patronage of the court and were practically freed from persecution. As long as they were unified in what they did, no one could question the veracity of their claims. They were beyond suspicion because they did not act as individuals, but as a group, and the court could not fathom why they would all share the same experiences if those experiences were not, in fact, real.
Added to that, the society in which they lived could not accept the fact that it had raised children who would do evil. If so, it was damned, and therefore it resisted the idea that there could even be the remotest possibility that the girls were acting on their own. There had to be an evil force that had corrupted them. The mindset was that the children were innocent and if they claimed that they had been influenced, it had to be true.
It was Salem society's refusal to acknowledge and accept its own shortcomings that further empowered the girls. They realised that they had free rein and abused the authority that they were granted. Since Salem was a theocracy, religious belief was the foremost test of its moral strength and the battle against turpitude. Acknowledging that it was flawed would be the death knell for its survival. Therein lies the irony, though, for it was exactly this belief that created the conflict and paranoia introduced by the girls.
Miller makes this outright assertion because he wants to emphasize the depth of the girls' corruption and their malice. Their behaviour was actually the tangible proof of how paranoid, anxious and corrupt Salem society must have been. A society which suppresses most of what is natural, condemns it, and limits the freedom of its members will, eventually, explode in anarchy once its members are given an opportunity to vent their frustrations and punish, as it were, those they feel are most responsible for their struggles. Typically ironic, though, is that they target the most vulnerable and not the ones who are, in fact, really responsible for their misery.

Migration within a country is closely linked to the socio-economic conditions of the population. Debate which push factors and pull factors would motivate (1) migration from rural to urban areas, (2) migration from urban to suburban areas and (3) migration from urban to rural areas, respectively.

The factors that would motivate migration from rural to urban areas include the push factors of crop failures, drought, poverty, lack of clean water, lack of healthcare and education, natural disasters, war, and others. The pull factors motivating people to go to urban areas include job opportunities, opportunities for education, food, stability, a good economy, no wars, entertainment, and better healthcare. 
Migration from cities to suburban areas is driven by the push factors of pollution, overcrowding, expensive and insufficient housing, crime, expensive healthcare, and lack of job opportunities in cities. Pull factors drawing people to suburbs include more affordable housing, more spacious housing, less crime,  and convenience of shopping and other entertainment. 
The push factors that would drive people to move from urban to rural areas include pollution in cities, overcrowding in cities, expensive or insufficient housing, instability or war in urban areas, crime, and expensive healthcare. Pull factors drawing people to rural areas would include less pollution, open spaces for settlement and play, less crowding, more safety, and more affordable healthcare and housing. 

What are the major aspects of change (political; migration-- both internal and external; wars--civil wars, foreign inventions and invasions and major conflicts between nations; urbanization--the growth of major cities such as New York and Buenos Aires, why they grew and who lived there; industrialization--economic change including the modernization of agriculture; militarization--political, social and economic importance of military institutions in North and South America) during the period from the 18th to the 21st centuries? Thank you very much!

Your question covers a large sweep of history. During the time period of the 18th to 21st centuries, there was a large migration of people from Europe and parts of Asia to the New World. Immigrants in the 19th century largely came from southern Europe, including Spain, Greece, and Italy, and from eastern Europe, including Russia and the Slavic countries. Jews also immigrated in large numbers to the New World, facing anti-Semitism in Europe and Russia. They were propelled by wars and violence, including ongoing wars in Europe and civil wars and rebellions in countries such as Italy. Many faced dire poverty, limited opportunities, and persecution. These immigrants went to both North and South America, fueling urbanization and the growth of large multicultural port cities such as New York and Buenos Aires in Argentina. In addition, in the United States, there was internal migration, such as the Great Migration--the movement of African-Americans from the south to the north in the period after Reconstruction to the 1960s. They came north in great numbers during World War I and World War II in search of jobs. Similarly, in Argentina, many people went to the city of Buenos Aires in search of jobs (and this type of urbanization occurred in other cities such as Mexico City). These cities became multicultural in nature, with Spanish, Italian, Syrian, Lebanese, Greek, Jewish, Polish, Russian, Irish, English, and other types of immigrants. In addition, these cities grew in response to industrialization, as the mechanization of agriculture reduced the numbers of people needed on farms. These formerly rural people flocked to cities, swelling their populations. New industries formed in cities such as New York and Buenos Aires to attract people to work there. 
Politically, both the U.S. and countries in South America such as Argentina went through revolutions to become independent from their European colonizers (Great Britain and Spain, respectively). Following independence, they both also went through civil wars (the U.S. in the 1860s over states' rights and slavery) and Argentina after independence in 1810 (over the question of whether to have a centralized government or a federation). The United States went through various periods of militarism, such as fighting the Spanish-American War, World War I, World War II, the Korean War, and Vietnam, and Argentina became a military dictatorship in the 1960s. This period lasted until 1983, when the military dictatorship was brought down in part because of the country's failed participation in the Falklands War against Great Britain in 1982. The military and political developments of the U.S. and countries such as Argentina diverged in the 20th centuries, as the U.S. became a world power, while Argentina was more isolationist. While the U.S. and countries in Latin America such as Argentina were similar in their 19th century immigration patterns, political origins, industrialization, and urbanization, their development in the 20th and 21st centuries has differed. 

Calculus of a Single Variable, Chapter 5, 5.7, Section 5.7, Problem 34

To evaluate the given integral: int_(-2)^(2)(dx)/(x^2+4x+13) ,
we follow the first fundamental theorem of calculus:
If f is continuous on closed interval [a,b], we follow:
int_a^bf(x)dx = F(b) - F(a)
where F is the anti-derivative or indefinite integral of f on closed interval [a,b] .
To determine the F(x) , we apply completing the square on the trinomial: x^2+4x+13.
Completing the square:
x^2+4x+13 is in a form of ax^2 +bx+c
where:
a =1
b =4
c= 13
To complete square ,we add and subtract (-b/(2a))^2 on both sides:
With a=1 and b = 4 then:
(-b/(2a))^2 =(-4/(2*1))^2 = 4
Thenx^2+4x+13 becomes:
x^2+4x+ 13 +4-4
(x^2+4x+4) + 13 -4
Applying x^2 +4x +13 =(x+2)^2 + 9 in the given integral, we get:
int_(-2)^(2) (dx)/(x^2+4x+13) =int_(-2)^(2) (dx)/((x+2)^2 + 9)
The integral form: int_(-2)^(2) (dx)/((x+2)^2 + 9) resembles the
basic integration formula for inverse tangent function:
int_a^b (du)/(u^2+c^2) = (1/c)arctan(u/c) |_a^b
Using u-substitution, we let u = x+2 then du = 1dx or du=dx.
where the boundary limits: upper bound = 2 and lower bound =-2
and c^2 = 9 then c = 3
The indefinite integral will be:
int_(-2)^(2) (dx)/((x+2)^2 + 9) =int_(-2)^(2) (du)/(u^2 + 9)
=(1/3)arctan(u/3) |_(-2)^(2)
Plug-in u=x+2 to solve for F(x) :
(1/3)arctan(u/3) |_(-2)^(2)=(1/3)arctan((x+2)/3) |_(-2)^(2).

We now have F(x)|_a^b=(1/3)arctan(u/3) |_(-2)^(2).

Applying F(x)|_a^b= F(b)-F(a) , we get:
(1/3)arctan(x+2/3) |_(-2)^(2)
=(1/3)arctan((2+2)/3) -(1/3)arctan((-2+2)/3)
=(1/3)arctan(4/3) -(1/3)arctan(0/3)
=(1/3)arctan(4/3) -0
=(1/3)arctan(4/3)

Compare and contrast "Sonnet 29" (by Elizabeth Barret Browning) with "Mother, any distance." Explain how the poets use tone and language to portray the theme of love.

While Simon Armitage's "Mother, any distance" and Elizabeth Barrett-Browning's "Sonnet 29" are both certainly love poems, they are concerned with quite different types of love. They also take different approaches to structure and rhyme to convey their ideas, with "Sonnet 29" following a broadly Petrarchan sonnet structure and rhyme scheme, while "Mother, any distance" does not adhere to a rigid structure or rhyme scheme, although there are sporadic and irregular instances of rhyme and pararhyme within it.
In choosing a sonnet, Barrett-Browning makes an explicit decision to cast her poem in a grand tradition of love poetry, encompassing Petrarch and Shakespeare. Sonnets are traditionally about such subjects as love and death; Barrett-Browning lends cohesion to her love poem, not only through its rhyme scheme, but also through the prolonged natural imagery which emphasizes the nature of love as a growing thing.
The poet's thoughts, she says, "twine" and "bud" like vines around the "tree" of her love; later, she describes her lover as "my palm tree" and like "a strong tree." The use of language creates a vidid image of the lover as the strong "presence" around which the poet centers herself; the lovers are so close that she "breathe[s] within [his] shadow," and indeed "I do not think of thee——am too near thee." The two lovers have grown together organically, becoming almost one organism, like a vine growing around a tree. It is the lack of distance between the two that emphasizes the intensity of their love.
By contrast, the maternal-fraternal love described in Armitage's "Mother, any distance" is not characterized by intense physical closeness, but rather by a capacity for "unreeling years" to fall between the two, without its causing their love to weaken. The poet uses the physical event of a son moving into a new house, helped by his mother, to describe metaphorically the assistance a mother lends to her son and the "spool of tape" that connects them. The two of them may grow apart, but they are connected: "Anchor. Kite."
The incident described in this poem represents a "breaking point," suggesting that the son is about to leave his mother's home for the first time: she has lent him, now, all the support she can, having provided "a second pair of hands" for him all his life. It is the mother's love that now allows the son "to fall or fly" in the "endless sky" that is life; the son will always be able to find his way "back to base," but their love does not require physical proximity in order to flourish. Indeed, the touches of unexpected rhyme in this poem surprise and delight the reader with unanticipated moments of cohesion: "still pinch / the last one-hundredth of an inch." Even as the anchor between son and mother makes itself known when it is needed, the rhyme occurs to re-anchor the reader to the rhythm of the poem; the structure does not need to be constantly in evidence in order to provide support, just as the mother does not need to hover around her son continually in order to be "a second pair of hands."