How are heredity and evolution interlinked?

Heredity is the passing of traits from the parent organisms to offsprings. The traits thus acquired are known as inherited traits. These are different from the acquired traits, which are a result of the particular environment in which the organism exists. For example, the color of eyes is an inherited trait, whereas the language spoken by a person is an acquired trait (and can be different from his/her parents). 
Evolution is the change in these inheritable traits of species over successive generations. The traits that allow organisms to better survive and reproduce, if passed from generation to generation, will enable the particular species to survive over generations. Changes in these particular inherited traits over generations, allowing better survival and reproduction chances, will result in the evolution of species. 
In other words, evolution is linked to the heredity through inheritable traits. 
Hope this helps. 

What is the Atlantic world? What has led historians to begin studying the idea of an Atlantic world?

The Atlantic world, which has been discussed and studied by scholars, such as Paul Gilroy, and historians, such as Douglas Egerton, encompasses both the New World—North and South America—as well as Europe and West Africa. 
The Atlantic World is studied in regard to the impact of trans-Atlanticism—the transport of people and goods across the Atlantic Ocean—since the beginning of the Age of Exploration in the 1400s. Atlantic studies particularly focus on the impact of the Atlantic slave trade, or the Triangular trade, which brought slaves from the west coast of Africa to the Caribbean, South America, particularly Brazil, and the American colonies. 
Historians began to study the concept of "the Atlantic world" to understand the cultural, economic, and political impacts of this exchange of people and goods over the centuries. For example, to understand why the United States has built so much more wealth than other nations, it is important to study how slavery operated in the United States, as well as how it gained its independence from Great Britain, which allowed it to retain its wealth instead of giving it to the Crown. It is also important to understand the expansion of slavery into western territories after the Louisiana Purchase in 1803 and the invention of the cotton gin in 1793. One then finds that Southern states supplied Britain and the New England states with the cotton that was used in textile factories. Thus, there was economic cooperation and codependency among the nations that existed long before we began talking about globalism.
By the late nineteenth century, cultural exchange became more important. Minstrel shows were exported from the United States to Britain and, less successfully, to Germany. Jazz, a positive cultural product, was exported to France from the United States shortly after the First World War due to the presence of black soldiers in France. Accordingly, slavery is not the only context in which we can think about trans-Atlanticism. We can also look at circumstances in which cultural exchange took place.
Finally, during the Enlightenment and the revolutionary periods, there was an exchange of political ideas between Europe and North America that encouraged the revolutions in America, Haiti, and France, respectively. As a result, many scholars study what are called the Atlantic Revolutions.

Why might the author have chosen "Weatherall" as an appropriate surname for Granny?

Granny Wetherall has encountered many challenges during her long, hard life. One might say she's weathered many storms. Whatever life's thrown at her, she's always managed to get through it—outwardly, at least. Because inside she's been tormented by the traumatic events of that terrible day, many years before, when she was left standing at the altar by her would-be bridegroom. That such a defining moment in her life preoccupies and torments Granny Weatherall on her deathbed makes a mockery of her name, with all its connotations of strength and the tough public persona she's developed through years of hard struggle.
For although the old woman's surname may be appropriate for how she's lived her life, for the public face of indomitability and flinty resolve she's presented to the world, it's woefully inadequate to describe her inner life, the depths of her tortured soul.

As she lies on her deathbed, Ellen "Granny" Weatherall reflects on her life. She is a woman around eighty who has faced many challenges.
She remembers her daughter Lidia coming to her for parenting advice and her son Jimmy asking her for business advice. She thinks of her late husband, John, and how she would like to point to their children and tell him that she has done a good job of raising them on her own. Granny Weatherall calls to mind the endless sewing and cooking she did for her family and how she took on the farm chores after John's death. She recollects memories of sick people that she nursed as well as her own serious illnesses. A particularly painful memory for her is that of the disappointment of being jilted on her wedding day by a man named George. She also thinks of her daughter Hapsy who has died.
What Katherine Anne Porter meant in naming her "Weatherall" is that she is an aged woman who has faced life's challenges head on and weathered all of them.

One of the guiding principles behind Six Sigma is that variation in a process creates waste and errors. Eliminating variation, then, will make that process more efficient, cost-effective, and error-free. Doesn't this sound like a relatively straightforward concept that should be obvious to organizations? Explain.

On the surface, this idea sounds very appealing. Who wouldn't want to eliminate waste, eliminate error, and make their processes more effective? The goals of this idea are admirable and useful. Where they apply, they are great things.
This idea does not apply everywhere, however, and trying to make it apply everywhere is a very bad idea. Start with one of the most basic concerns: this idea applies to mechanical processes like manufacturing, but it does not apply easily to other processes. Imagine, for example, trying to apply a focus on removing variation to an industry with a lot of variation, like medicine. A doctor can only apply certain tests, because people can only have certain diseases? That logic is laughable. The push-back against standardized testing shows how removing variation creates trouble in education. Children aren't all the same age, and don't mature at the same pace. Even if they are in the same grade, they don't learn the same way. That applies to adults as well, and so any organization focusing on customer service would get in its own way if it insisted on removing variation.
There are also more complex objections to applying Six Sigma methodology to organizations, even those which focus on mechanical production, like factories. One of these is that Six Sigma applies well to mature processes that are well-understood, but doesn't apply to developing processes or development processes, like innovation or research. To spell out this objection, it makes great sense to try to remove variation when you have an assembly line and are actually producing, say, cars. It makes less sense to remove variation when you are trying to create new ideas. Stages like brainstorming require variation, so applying Six Sigma too broadly throughout an organization or too early in a process could cripple an organization. Six Sigma works well with mature processes, not developmental or emerging processes.

How does life course theory help us understand the fact that nearly all serious adult offenders were serious juvenile offenders even as most serious juvenile offenders do not become serious adult offenders?

Life course theory suggests that there is a correlation between the choices a person is currently making in his or her life and the historical path the person has traveled thus far. In more simplistic language, life course theory says that our past decisions drive our future actions. Therefore, adult offenders with a history of serious juvenile offenses are staying on their given path and are making decisions based on their past choices.
Given the young age of juvenile offenders, they are usually just beginning to make choices related to criminal actions. They do not have years of criminal behavior driving their decision-making. They have the chance to select another life path, which many do. However, if they continue down the path of criminal action, they are creating a social context in which they are a criminal. The more criminal acts they commit, the more solidified their life path becomes.
Life course theory also suggests that major life events can create trajectories in an individual’s life path. As young adults move into adulthood (a major life event), they may veer off their current path. Therefore, if an adolescent is participating in criminal acts, the move into adulthood may result in different decisions regarding criminal activity.
http://criminal-justice.iresearchnet.com/cgi-sys/suspendedpage.cgi

Single Variable Calculus, Chapter 7, 7.4-2, Section 7.4-2, Problem 50

Find the integral $\displaystyle \int\frac{2^x}{2^x + 1} dx$

If we let $u = 2^x + 1$, then $du = 2^x \ln 2 dx$, so $\displaystyle 2^x dx = \frac{du}{\ln 2}$. Thus,


$
\begin{equation}
\begin{aligned}

\int \frac{2^x}{2^x + 1} dx =& \int \frac{1}{2^x + 1} 2^x dx
\\
\\
\int \frac{2^x}{2^x + 1} dx =& \int \frac{1}{u} \frac{du}{\ln 2}
\\
\\
\int \frac{2^x}{2^x + 1} dx =& \frac{1}{\ln 2} \int \frac{1}{u} du
\\
\\
\int \frac{2^x}{2^x + 1} dx =& \frac{1}{\ln 2} \cdot \ln |u| + C
\\
\\
\int \frac{2^x}{2^x + 1} dx =& \frac{1}{\ln 2} \cdot \ln (2^x + 1) + C
\\
\\
\int \frac{2^x}{2^x + 1} dx =& \frac{\ln (2^x + 1)}{\ln 2} + C

\end{aligned}
\end{equation}
$

College Algebra, Chapter 9, 9.3, Section 9.3, Problem 74

A very patient woman wishes to become a billionaire. She decides to foolow a simple scheme: She puts aside 1 cent the first day, 2 cents the second day, 4 cents the third day, and so on, doubling the number of cents each day. How much money will she have at the end of 30 days? How many days will it take this woman to realize her wish?

If the common ratio is $r = 2$, then the total money that the woman will accumulate after $n = 30$ days is


$
\begin{equation}
\begin{aligned}

S_n =& a \frac{1 - r^n}{1 - r}
\\
\\
S_{30} =& \frac{1 - (2)^{30}}{1 - (2)}
\\
\\
S_{30} =& 1073741823 \text{ cents } \times \frac{1 \text{ dollar}}{100 \text{ cents}}
\\
\\
\text{ or } &
\\
\\
S_{30} =& \$ 10,737,418.23

\end{aligned}
\end{equation}
$


Next, if the woman wishes to have $\$ 1,000,000,000$, then the number of days it will take is..


$
\begin{equation}
\begin{aligned}

1,000,000,000 \text{ dollars } \times \frac{100 \text{ cents}}{1 \text{ dollar}} =& \frac{1 - 2^n}{1-2}
\\
\\
-100,000,000,000 =& 1-2^n
\\
\\
2^n =& 100,000,000,001
\\
\\
n(\ln 2) =& \ln (100,000,000,001)
\\
\\
n =& 36.54 \text{ days or } 37 \text{ days}


\end{aligned}
\end{equation}
$

Single Variable Calculus, Chapter 6, 6.1, Section 6.1, Problem 8

Sketch the region enclosed by the curves $y = x^2 - 2x$, $y = x+4$. Then find the area of the region.



By using a vertical strip,

$
\begin{equation}
\begin{aligned}
A &= \int^{x_2}_{x_1} (y_{\text{upper}} y_{\text{lower}}) dx\\
\\
\end{aligned}
\end{equation}
$


In order to get the value of the upper and lower limits, we equate the two functions to get its points of intersection, so...

$
\begin{equation}
\begin{aligned}
x^2 - 2x = x + 4\\
\\
x^2 - 3x - 4 = 0
\end{aligned}
\end{equation}
$

By using quadratic formula, we get
$x = 4 $ and $ x = -1$

So, we have

$
\begin{equation}
\begin{aligned}
A &= \int^4_{-1} \left((x+4) - (x^2 - 2x) \right) dx\\
\\
A &= \int^4_{-1} \left( -x^2 + 3x + 4 \right) dx\\
\\
A &= \left[ \frac{-x^3}{3} + \frac{3x^2}{2} + 4x \right]^4_{-1}\\
\\
A &= 20.8333 \text{ square units}
\end{aligned}
\end{equation}
$

Why is the emperor called drowsy?

The emperor is a human being who is being contrasted to Yeats's vision of becoming an immortal golden bird, a mechanical work of art. Because the emperor is human, he will experience such human frailties as becoming drowsy. But the golden bird the elderly Yeats dreams of being will never be tired, just at it won't die. Because it won't be tired, it will be able to sing to the emperor and help keep him awake.
The poem as a whole contrasts being a mortal human who grows old and dies to a work of art, which never changes or ages. Yeats expresses a preference for escaping from aging. He does not want to be a "tattered coat upon a stick," which is his image of an old man. He thinks it would be better to be the mechanical bird that never dies or tires.

What role did the physical evidence play in the O.J. Simpson investigation case?

The physical evidence discovered during the investigation of the murders of Nicole Brown Simpson and her boyfriend, Ron Goldman, was the hinge on which the outcome of the O.J. Simpson trial swung. The evidence was pivotal to the arguments of both the prosecution and the defense, because, although the evidence itself was merely a collection of facts, the opposing sides interpreted it in very different ways.
Strands of hair were found on the victims' clothing. These hairs microscopically resembled Simpson's hairs.

Carpet fibres consistent with those from Simpson's car were found on the infamous bloody glove connected with the murders.

Blood was found in multiple places: outside the victims' residence, inside Simpson's car, on Simpson's driveway, inside Simpson's house, and on Simpson's socks. The blood outside the victims' residence was DNA tested and proven to be Simpson's blood. The blood on the socks was DNA tested and proven to be Nicole's. The blood inside the Bronco and inside Simpson's house contained DNA from Simpson and both victims.

The glove which was found outside Simpson's house was also soaked in blood and contained DNA from Simpson and both victims.
The prosecution's case combined this physical evidence with witness statements concerning Simpson's behavior on the night of the murders, the abusive nature of his marriage to Nicole (including audio from 911 calls Nicole made during incidents of domestic violence), and Simpson's flight from the city after the murders. The prosecution presented all of the above as proof that Simpson had committed the murders.
The defense's case took its lead from the prosecution and responded to each new point of evidence by challenging, not the evidence itself, but the manner in which it was collected. Their argument was that the investigation was compromised by racial bias on the part of the LAPD, that the chain of custody for various pieces of evidence was unclear, and that, in fact, much of the evidence had been planted during the course of the investigation in order to frame Simpson. The evidence was largely circumstantial, so the outcome of the trial depended upon which argument the jury chose to believe.
The lynchpin of the trial was the bloody glove. This was meant to be the prosecution's ace-in-the-hole: the glove itself was custom-made and the prosecution were able to prove that Nicole had ordered two pairs of these gloves during her marriage to Simpson, one for him and one for herself, so there was strong reason to believe this was Simpson's own glove. DNA evidence proved it was soaked in the victims' blood, and some of Simpson's own blood was also present. The glove was found outside Simpson's home, as if it had been dropped there. The prosecution argued that this piece of evidence was incontrovertible, and proved that Simpson had committed the murders.
The defence contended that the glove had been planted by the LAPD to frame Simpson, and although the glove was custom-made, that did not prove it had been made for Simpson. They demanded they be allowed to prove their point to the jury by having Simpson put on the glove in open court. As it was custom-made, they argued, it should fit Simpson's hand perfectly, leading to the now-famous argument, "If it doesn't fit, you must acquit." The glove did not, in fact, fit onto Simpson's hand during the demonstration, and this factor swayed many jurors to acquit Simpson for the murder charges, although there are factors that would explain why the glove didn't fit during the trial.
https://en.wikipedia.org/wiki/O._J._Simpson_murder_case

https://famous-trials.com/simpson/1857-evidence

Was Kristin Lavransdattar a real person?

Kristin Lavransdatter is a series of historical novels written by Sigrid Undset, consisting of three novels: The Wreath (Kransen), The Wife (Husfrue), and The Cross (Korset). These novels trace the life of the titular Kristin, who grows up in the Gudbrand Valley in Norway in the 14th century. The Wreath introduces Kirstin as the product of a religious, loving family—the daughter of a wealthy farmer, Lavrans, and a depressed mother, Ragnfrid. She is sent to a nunnery in Oslo after a man attempts to rape her, and she eventually falls in love with and marries Erlend Nikulaussøn. 
While Kristin's tale is a compelling one—and is actually the reason for Undset being named as the recipient of the 1928 Nobel Prize in Literature—the character of Kristin is just that: a fictional character. She was not a real person living in the Middle Ages.

Single Variable Calculus, Chapter 3, 3.7, Section 3.7, Problem 1

Suppose that a particle moves according to a Law of Motion

$s = f(t) = t^3 - 12t^2 + 36t, t \geq 0$, where $t$ is measured in seconds and $s$ in feet.

a.) Determine the velocity at time $t$.


$
\begin{equation}
\begin{aligned}

\text{velocity } = s'(t) =& \frac{d}{dt} (t^3) - 12 \frac{d}{dt} (t^2) + 36 \frac{d}{dt} (t)
\\
\\
=& 3t^2 - 12 (2t) + 36 (1)
\\
\\
=& 3t^2 - 24t + 36

\end{aligned}
\end{equation}
$


b.) What is the velocity after $3 s$?


$
\begin{equation}
\begin{aligned}

\text{The velocity after $3 s$ is } v(3) =& 3 (3)^2 - 24(3) + 36
\\
\\
v(3) =& -9 ft/s

\end{aligned}
\end{equation}
$


c.) When is the particle at rest?

The particle is at rest when $v(t) = 0$

$0 = 3t^2 - 24t + 36$

$0 = 3(t^2 - 8t + 12)$

$0 = (t - 6)(t - 2)$

Solving for $t$,

$t = 6$ and $t = 2$

The particle is at rest at $t = 6 s$ and $t = 2 s$

d.) When is the particle moving in the positive direction?

The particle is moving in the positive direction when $v(t) > 0$


$
\begin{equation}
\begin{aligned}

& 3t^2 - 24t + 36 > 0
\\
\\
& 3(t^2 - 8t + 12) > 0
\\
\\
& 3(t - 2) (t - 6) > 0

\end{aligned}
\end{equation}
$


Assume $3(t - 2) (t - 6) = 0$ we have $t = 2$ and $t = 6$.

Dividing the interval $t \geq 0$ into three parts we have,

(i) $t > 6$

Let's assume $t = 7: 3(7)^2 - 24(7) + 36 = 15 > 0$

(ii) $2 < t < 6 $

Let's assume $t = 4: 3(4)^2 - 24(4) + 36 = -12 < 0$

(iii) $0 \leq t < 2$

$t = 1: 3(1)^2 - 24(1) + 36 = 15 > 0$

Therefore, we can conclude that the particle is speeding up at the interval $0 \leq t < 2$ and $t > 6$. However, it is moving in the positive direction.

e.) Find the total distance traveled during the first $8 s$.

Since we know that the particle starts at and changes direction at $2$ and $6$, we take the distance it traveled on the intervals $(0,2), (2,6)$ and $(6,8)$



$
\begin{equation}
\begin{aligned}

\text{Total distance that the particle covers for $8s$ } =& |f(2) - f(0)| + |f(6) - f(2)| + |f(8) - f(6)| ; f(t) = t^3 - 12t^2 + 36t
\\
\\
=& |32 - 0| + |0 - 32| + |32 - 0|
\\
\\
=& 32 + 32 + 32
\\
\\
=& 96 ft

\end{aligned}
\end{equation}
$


f.) Illustrate the motion of the particle.







g.) Find the acceleration at time $t$ and after $3 s$.


$
\begin{equation}
\begin{aligned}

\text{acceleration } =& v'(t) = \frac{dv}{dt}
\\
\\
=& 3 \frac{d}{dt} (t^2) - 24 \frac{d}{dt} (t) + \frac{d}{dt} (36)
\\
\\
=& 3 (2t) - 24(1) + 0
\\
\\
=& 6t - 24
\\
\\
\text{acceleration at } t =& 3,
\\
\\
a(3) =& 6 (3) - 24
\\
\\
a(3) =& -6 ft/s^2

\end{aligned}
\end{equation}
$


h.) Graph the position, velocity and acceleration functions $0 \leq t \leq 8$.







i.) When is the particle speeding up? When is it showing down?

Based from the graph, the particle is speeding up when the velocity and acceleration have the same sign (either positive or negative) that is at intervals $2 < t < 4$ and $t > 6$. On the other hand, the particle is slowing down when the velocity and acceleration have opposite sign, that is at intervals $0 < t < 2$ and $4 < t < 6$.

I need to write a short research paper on Hiroshima. The subtopic I choose is wide open. Do you have any suggestions? I considered writing about how the Catholic Church became interested in Japan after WWII, but I'm not sure there is enough information out there. Can you suggest any topics?

There are endless possibilities for a research paper on Hiroshima, depending on your area of interest. There were several Jesuits in Hiroshima at the time the bomb exploded in 1945. In addition, Pope John Paul II visited Hiroshima in 1981 and was clearly affected by his visit (there's a New Yorker article about his visit in the links below). Obama was the first U.S. President to visit the Hiroshima War Memorial in 2016, and your paper might explore why US Presidents did not visit the site before that time.
Other possible research paper topics include a study of the memoirs of the survivors (see the link to the research library at the University of Washington below), including the commonalities and differences in their accounts. Another topic to explore is the research conducted on the medical effects of the bomb, both in the immediate aftermath of the explosion and in the months afterward. John Hersey's book Hiroshima, published in 1946, is an account of several survivors of the atomic bomb detonation from the moment the bomb exploded to one year after the event.  
https://guides.lib.uw.edu/research/qg4

https://www.newyorker.com/news/news-desk/what-the-pope-saw-at-hiroshima

What happened to the Vanguard rocket launched by Dr. Werhner Von Braun?

From what I know, the Vanguard rocket design was intended to be the first step into satellite launches for the US. Von Braun didn't actually work on the Vanguard rockets and was opposed to their use. He was more in favor of using his own rocket designs to go to space.
Von Braun is still perhaps one of the most influential members of the US push into space, though. His work with the Saturn rockets, which were far larger and more useful than the Vanguard, could be used to send equipment into space, whereas the Vanguard had a payload of only a few kilograms.
As for what happened to the Vanguards that were launched, they would burn up on reentry or explode on launch. Vanguards had a 3/11 success rate, which compared to even the ancient space shuttle is dismal; the technology was still very new at the time, and shoddy workmanship didn't help. The project was eventually abandoned when stronger, more successful and efficient rockets became available.

Discuss what Mecca symbolizes to Helen in the play.

For Helen, Mecca is a place created by her inspiration and her imagination. It is a place in which she finds spiritual fulfillment after she is liberated from a more traditional church—as a result of her husband's death fifteen years before the play begins. She seems to have been forced into a loveless marriage and compelled to attend religious services that felt, to her, like "a terrible, terrible lie." After her husband's death, she is set free; she can follow her inspiration. She says that the picture of her first sculpture came to her, and she "just had to go to work immediately while it was still fresh in [her] mind," and this is why she missed church that first Sunday. Following that day, Helen walked away from all the things that did not inspire her—her role as a widow, the church, a community of people who began to judge her—and moved toward what did: her art. For her, then, Mecca is the light that drove out the darkness that threatened to consume her. Instead of being consumed by darkness, she began to produce light, multiplying it again and again. When she describes Mecca, "she is radiantly alive with her vision." To describe her as "radiant" implies that she, herself, seems to produce light. Mecca, then, is freedom, creativity, and personal fulfillment.

Helen has created her own Mecca—her elaborate sculpture garden—in this story, and it is symbolic of a few things. Helen enjoys making the sculptures. It is her way of coping, relaxing, and showing her own personal freedom. That freedom is a two part freedom. The first part is simply the fact that the sculpture garden is her way of expressing her own personal creativity; she sculpts what she likes and what she feels needs to be sculpted at that time. However, the entire garden is symbolic on a religious level as well. The entire garden is facing toward the East. It's facing the real Mecca. This doesn't mean that Helen has broken from the Christian church in her area to become a Muslim. It is symbolic of her break from the Christian church to follow her own personal desires. The garden is symbolic of artistic freedom, but it is also symbolic of Helen's religious freedom. Elsa does a nice job of explaining this to Marius at one point.

"Those statues out there are monsters. And they are that for the simple reason that they express Helen's freedom. Yes, I never thought it was a word you would like. I'm sure it ranks as a cardinal sin in these parts. A free woman! God forgive us!"

http://open.mitchellhamline.edu/cgi/viewcontent.cgi?article=1372&context=wmlr Write a summary of the article "Is There a Seat for Miranda at Terry 's Table?: An Analysis of the Federal Circuit Court Split over the Need for Miranda Warnings during Coercive Terry Detentions."

This article is about the split among federal circuit courts about whether Miranda warnings have to be given in certain types of stops (called "Terry" stops, a reference to the 1968 Supreme Court case Terry v. Ohio) that involve the police questioning the person who is stopped about the reason they have stopped him or her. Miranda rights refer to a suspect's right to remain silent when he or she is taken into police custody, as the police can use the evidence the suspect gives in a court of law. These rights were conferred on the basis on the Supreme Court case Miranda v. Arizona (1966). "Terry stops" refer to the 1968 Supreme Court case Terry v. Ohio, in which the court held that the Fourth Amendment's protections against unreasonable search and seizure are not violated when the police stop a suspect if they have a reasonable suspicion that the person might commit or has committed a crime. As the author of this article, Dinger, writes,   "[a]n investigatory stop is permissible under the Fourth Amendment if supported by reasonable suspicion" (page 1479).



Some circuit courts (the First, Fourth, and Eighth circuits) have held that Miranda rights are not required in Terry stops, even those that are coercive in nature. However, other circuit courts (the Second, Seventh, Ninth, and Tenth) have held that Miranda warnings are required in certain types of Terry stops that are coercive. The Eleventh Circuit has not held either of these viewpoints. In the 2008 case United States v. Artiles-Martin, the U.S. District Court for the Middle District of Florida identified this split. 
The author examines the meaning of the Fourth Amendment, the Miranda case, and the Terry case. The central question the author looks at is the following:




"How much force and coercion can be used without converting a Terry detention into a de facto arrest for which an officer needs probable cause, or if questioning is involved, without converting the stop into custodial interrogation for which Miranda warnings are required" (page 1487).

The author maintains that "in the majority of cases, coercive Terry detentions do not require Miranda warnings" (page 1579).

What factors affected the settlement of California and Utah in the west?

California was settled primarily by settlers looking to strike it rich after the discovery of gold at Sutter's Mill. When news spread of the find, people from all over the world rushed to California, making the territory a state. Most of the newcomers would not find gold, but many would establish successful businesses or start successful farms. The lure of gold combined with the possibility of attaining good farmland was a strong lure for many in the eastern United States, and California was one of the fastest-growing regions of the country up until the Civil War. After the war, the United States constructed a transcontinental railroad with its western terminus in California.
The Mormons settled in Salt Lake City in order to practice their religion in peace. The group was persecuted in the east, and they looked to establish a new community away from the United States. They picked Salt Lake due to its easily defended mountain passes, and the area was relatively temperate compared to the surrounding mountainous region. The Mormons irrigated the region and became successful farmers. The settlers also founded Brigham Young University in 1875. After contentious debate with the US government over the tenets of their faith, Utah became a state in 1896.

Why does Jack seem unconcerned that they missed signaling a ship when he returns with the first pig he kills?

In chapter 4, Ralph leads his hunters on an expedition and excuses Samneric from the duties of maintaining the signal fire on the top of the mountain. While Jack is out hunting pigs, Ralph and Piggy spot a ship passing the island and look to the top of the mountain to discover that there is no smoke coming from the signal fire. Ralph thinks about climbing the mountain but realizes that he doesn't have Piggy's specs to light the fire when he reaches the top. As the ship continues to sail away, Ralph is overcome with anger, frustration, and a loss of hope. Ralph then laments about missing the rare opportunity to be rescued while Jack and his hunters march onto the beach with a dead pig chanting, "Kill the pig. Cut her throat. Spill her blood" (Golding, 52). When Jack and his hunters arrive on the beach, he cannot wait to tell Ralph the story of how they killed their first pig. Jack completely ignores Ralph's comments about letting the signal fire go out and enthusiastically describes their exciting hunt. Jack is more concerned with hunting and killing pigs than he is with establishing a civilized society or being rescued, which is why he is not concerned that they missed the passing ship. Overall, Jack is more excited about successfully killing their first pig and is less upset about losing an opportunity to be rescued.

Black Man in A White Coat addressed a lot of different issues, health disparities, bias, prejudice, impact of health insurance and social determinants on health outcomes. He also discussed self care and motivating people to make life style changes, both of which we will discuss in the next module. So for this discussion question answer the following: 1. What part of the book most struck you and why. It could be one of his personal stories, or statistic he included or a concept that you thought was covered well in the book. Briefly describe your reaction to the aspect you chose. Also, discuss if this book changed your perspective or what you learned from reading his take on these many different issues. Was there anything you disagreed with him about?

This question is very subjective. I would strongly recommend reviewing the book and thinking about which story or statistic was most surprising to you, then explain why. That is what the prompt is asking you to do. Your explanation can be based on your prior assumptions or even your own experiences with healthcare.
One of the main critiques made against Dr. Damon Tweedy in light of his memoir is that he was not more vigilant in response to discriminatory behavior from colleagues or superiors. However, considering that only five percent of practicing physicians in the United States are black, his reluctance was not surprising.
There are two very interesting anecdotes from the book which demonstrate this problem. The first took place in the mid-nineties. Tweedy was treating a nineteen-year-old young black woman named Leslie. The young woman had a miscarriage very late into her pregnancy. When Tweedy asked her questions about her medical history, she was very cagey, and she denied the obvious—being pregnant. His supervisor, who was white, demanded to know when the last time she had smoked crack was. Tweedy was stunned, but the supervisor turned out to be correct: the teenage girl was, unfortunately, an addict who had smoked crack two nights before. During a later conversation about the incident, a nurse added that the girl should have her tubes tied to avoid getting pregnant again, due to her addiction.
The entire incident made Tweedy uncomfortable. The doctor had been right about the girl's condition. The nurse was also, in a way, right about how the problem could be avoided in the future. However, would they have said the same about a middle-class white woman addicted to cocaine? Would the nurse have been as eager to see a white woman of a higher class sterilized? Also, how could they have been certain that the young woman's cocaine addiction caused the death of the fetus? There were other conditions, such as poor nutrition and lack of exercise, that also contributed to the death of the fetus the night before. Cocaine use was a major factor, but only one factor.
Tweedy, personally, both identified with the patient and felt superior to her. Clearly, his education and profession placed him in a better position. However, as a black man, he also felt vulnerable to the same snap judgments that plagued the teenage girl; he occasionally felt the same disregard for his value and abilities.
In another instance, Tweedy writes of a black male patient who was diagnosed with obsessive-compulsive disorder after disregarding a physician's instructions to take medicine, in favor of changing his diet and exercising. It was ironic to Tweedy that the man, who had a condition that is often prevented or ameliorated by such a regimen, was condemned as having a mental disorder for refusing to do exactly what a white physician wanted him to do.
According to Tweedy, a lot of the discrimination that results in hospitals comes from the white expectation that blacks should heed their presumably superior authority without question and should trust them without question. In other instances, there is a tendency to treat some patients with less respect due to certain conditions, such as drug addiction, but also due to their race or class.
 

How has Albert Camus delineated radically distinctive existentialism in The Stranger?

The radical existentialism that Albert Camus offers in The Stranger inheres in the absurdist stance that life is meaningless, rather than meaningful, precisely because it is all there is. Repeated questioning of the meaning of life cannot, Meursault finds, alter the fact that we cannot know what happens after death—not because there is some greater power than human cannot access, but because there is no such meaning.
Camus offer Meursault numerous opportunities for remorse and redemption. While some of his behavior is both illegal and immoral, especially shooting the Arab, other behavior simply fails to meet social expectations, such as appropriately mourning his mother. Meursault is alienated not merely from society but also from himself. After his conviction, his ultimate session with the priest, which could have brought atonement and a hope of forgiveness, culminates first in anger and then liberation; he embraces the absence of meaning—what Camus sums up as the "benign indifference of the universe." Thus, he will leave life happy if others show happiness in his passing, as spectators at his hanging.

The main distinction from the actual philosophy of existentialism in Camus’ fictive work is his concentration not on the question of whether existence precedes essence (the foundation of the philosophy as explained by Sartre in Being and Nothingness), but rather Camus’ fictional depiction of the difficulty in determining the consequences of one’s actions.  To be sure, some consequences of our choices are apparent and immediate, but many others are not.  From the very first line of The Stranger it is clear that the “facts” on which we base our choices and decisions are not always sound and unequivocal; Mersault’s shooting of the “native,” an act in itself ambiguous and almost unintentional, is an example of the difficulty built into living the “existential” life.  Not only are the consequences “invisible” to the moment, but our actual motives for choosing one action over another are not always steered by a moral (that is, answering to a code of action in the absence of “design”) consideration.  This awareness and fictionalization of the difficulties in living an existentialist philosophy are what make Camus' work "radically distinctive."

In the original "trolley problem," a train is hurtling down a track and you see that it is going to hit a group of five people; it will certainly kill them all. However, you happen to be standing next to a switch that can divert the train down another track where only a single person would be killed. Would it be right to pull the switch?In a modified version of the trolley problem, a trolley is hurtling down a track towards five people. You are on a bridge under which it will pass, and you can stop it by dropping a heavy weight in front of it. As it happens, there is a very fat man next to you—your only way to stop the trolley is to push him over the bridge and onto the track, killing him to save five. Should you proceed?Do you see any difference between these two cases that might affect your answer?

Here, you will need to answer this question based on your own moral beliefs. The question is one that prompts you to explore your own moral sense, not to find the "right" answer.
On the most basic level, you should point out that there appears to be a simple calculus here of one versus five lives. Thus on the surface, choosing to save the five lives is the logical choice. 
Next, you might talk about your beliefs of personal culpability, asking yourself if your own faith or moral tradition treats allowing death by inaction as less culpable than actively killing someone. In this case, acting makes you a killer but refraining from action leaves you as a bystander. Under your own moral code, there may be some distinction in how you evaluate those two positions.
The next issue you should raise as you develop your own moral stance is the problem of decontextualization. In the first variant of the problem, there is a clear binary choice -- a switch is set to one of two possible positions. In the second problem, our real world experience would suggest that there is no way we could know if the fat man would actually stop the trolley and no way we could assume that he would unresistingly let himself be pushed and land in precisely the right place at the right time. This means that as you discuss the fat man variant, you might critique the possibility of moral judgment without context. 

What was the typical female experience as a textile worker (in the early nineteenth century)?

Most textile mills were located in Great Britain and in the New England states, though there were also factories in Pennsylvania and New Jersey.
Women found work by "powerloom weaving," by working the small "spinning jennies," that is, the mechanized wheels that loomed fabric, and by using "cotton processing machines." While this work offered working-class women more independence, a wage, and an opportunity to work outside of the home or outside of agriculture, the conditions in the factories were deplorable and especially harsh on women.
Women worked 12-hour days in the factories and no considerations were made for mothers who took sole responsibility for child-rearing duties—if the children's father was present at all. Children were left with whomever could care for them. Others were neglected. To keep them from crying at night, some mothers resorted to the opiate laudanum, which was mixed with sugar and water. Often when babies cry, it is out of hunger. However, the purpose of the drug was to make a child too drugged to want to eat. The result was malnourishment and stunted growth.
In Great Britain, by 1873, around 26 percent of female factory workers were married. Three-quarters were of child-bearing age. For these women, some of whom had left the countryside to find work in bustling cities, the income was a necessity. Being both working-class and female, however, made them vulnerable to exploitation. In 1834 in Lowell, Massachusetts, one of the most important cities for textiles, factory owners cut wages by fifteen percent to maximize their profits from production. Much to the surprise of the mill owners, 800 women workers walked off the job in protest. The strike, which was not well organized, was unsuccessful. Mill owners quickly replaced the strikers with new female workers from the countryside who were eager for an opportunity to live and work in the city.
Two years later, another strike was staged, and this one was better organized. This time, factory owners attempted to raise the rent in boarding houses. To avoid simply being replaced, strike leaders decided to "[shut] down key floors of the factory," thus bringing production to a halt until their demands were met. After a few weeks, factory owners gave in and readjusted the rates for room and board.
I mention these facts to help you think about what topics to write about in your paper concerning conditions for women in textile factories during the early and mid-1800s (conditions did not change much during this period). You ought to consider problems with childcare and working hours. You should also consider the ways in which factory owners exploited female workers by attempting to cut wages while still demanding the same amount of work, assuming, quite wrongly, that female workers would be less likely than males to protest this. You might also address safety concerns, such as women's hair getting caught in the machinery.
https://ashp.cuny.edu/sites/default/files/daughters-viewerguide908.pdf

https://www.historytoday.com/working-woman%E2%80%99s-place

How has Shakespeare interwoven the main plot of The Merchant of Venice with the subplots?

The main plot of Shakespeare's The Merchant of Venice is the Antonio-Bassanio-Shylock plot, in which the merchant Antonio borrows money from the Jewish moneylender Shylock in order to fund Bassanio's courtship. Along the way, Shylock convinces Antonio to agree to giving him a pound of flesh if he can't pay back the loan. This plot is the main focus of the story, but it also relies on two subplots to progress.
First of all, there is the subplot involving Portia, her suitors, and the three caskets. In this subplot, a series of suitors try to guess the correct casket and win the right to marry Portia, a rich heiress. This subplot is interwoven with the main plot because Portia is the woman Bassanio aims to woo, and so Antonio only borrows the money from Shylock in order to help Bassanio fund his attempt to win the heiress of Belmont's love. 
Second, there is a subplot involving Lorenzo, a friend of Bassanio and Antonio, and Jessica, Shylock's daughter. Lorenzo and Jessica elope, enraging Shylock. This second subplot connects to the main plot because, since Shylock is upset with Lorenzo for stealing away his daughter, he's in a particularly foul mood, especially when it comes to Lorenzo's friends, Antonio and Bassanio. Thus, when Antonio fails to pay the loan, Shylock is only too happy to exact his revenge. Thus begins the main climax of the story and the famous trial scene in which Portia comes to Antonio's rescue.
Therefore, we can see that the main plot of the play relies on two interwoven subplots to progress, and the ways in which Shakespeare brings these seemingly diverse stories together is quite masterful. 

What time and place is Unwind by Neal Shusterman set in? How does the setting contribute to the story?

The place setting of the story is the United States.  The novel moves all across the United States as the author explores individual plot lines for the various characters.  For example, the Graveyard is in Arizona, and Lev and CyFi travel to Joplin.  
The time setting is a bit more difficult.  The reader is given a few specific dates at the beginning of a few chapters, but those dates reference events in the past. For example, there is an article at the beginning of one chapter that talks about a bunch of bodies being dug up from graves.  

In 2003 the authorities agreed to exhume around 30 bodies from a cemetery used by maternity hospital number 6.

The main events of the book take place sometime in the future, but it is a near future.  The best evidence that I can provide for a near future is when the Admiral is talking about "neurografting."  He explains that unwinding became a viable option once neurografting was made possible.  Currently, only certain organs and tissues can be donated, but neurografting makes it possible to use every piece of a donor's body.  

"I was right there in the room when they came up with the idea that a pregnancy could be terminated retroactively once a child reaches the age of reason," says the Admiral. "At first it was a joke — no one intended it to be taken seriously. But that same year the Nobel Prize went to a scientist who perfected neurografting — the technique that allows every part of a donor to be used in transplant."

Because neurografting is not current and available science, Unwind is taking place sometime in the future.  

How does the pressure of a gas relate to the concentration of its particles?

The ideal gas law provides a relationship between the pressure, temperature, volume, and number of particles of gases in a system in accordance to the kinetic theory of gases. This is founded on four assumptions:
1) The particles of gases are negligibly small compared to the distance between them,
2) The particles of gases are not interacting and are not affected by each other other than during collision (which are always elastic) which happens instantaneously,
3) Gases are in continuous random motion,
4) The average kinetic energy for all gases in the system is the same at a given temperature regardless of the type of gas.
 
The ideal gas law states that:
PV = nRT where P is the pressure, V is the volume, n is the moles of gases, R is the ideal gas constant, and T is the temperature.
As can be seen here, keeping all things equal, as the number of moles increases, pressure increases. This is because an increase in the number of particles in the same volume will increase the number of collisions to the walls of the container, which causes pressure to increase. Since concentration is dependent on the number of particles, an increase in concentration will lead to an increase in pressure.
This can also be seen directly from the ideal gas law. By dividing both sides of the equation by the volume, V:
P = MRT ,
where M is now the molarity, or the number of moles (n) over the volume of the system. An increase in the molarity results to an increase in pressure due to their direct relationship. (Also, an increase in molarity results from an increase in the number of moles, which was stated in the previous paragraph).
In short, since PV = nRT, an increase in concentration will result in an increase in pressure, assuming all other things remain the same.
http://hyperphysics.phy-astr.gsu.edu/hbase/Kinetic/idegas.html

Beginning Algebra With Applications, Chapter 3, 3.2, Section 3.2, Problem 182

The fare, $F$ to be charged a customer by a taxi company is calculated using the formula $F = 1.50 + 0.95(m - 1)$, where $m$ is the number of miles traveled.

A passenger is charged $\$ 9.10$. Find the number of miles the customer was driven.

Solving for the number of miles $m$,


$
\begin{equation}
\begin{aligned}

F =& 1.5 + 0.95 (m-1)
&& \text{Given equation}
\\
\\
F =& 1.5 + 0.95 m - 0.95
&& \text{Apply Distributive Property}
\\
\\
F =& 0.55 + 0.95 m
&& \text{Simplify}
\\
\\
F - 0.55 =& 0.95 m
&& \text{Subtract } 0.55
\\
\\
\frac{F - 0.55}{0.95} =& m
&& \text{Divide by } 0.95
\\
\\
\frac{9.1- 0.55}{0.95} =& m
&& \text{Substitute } F = 9.1
\\
\\
m =& 9
&& \text{Simplify}

\end{aligned}
\end{equation}
$


The customer was driven 9 miles.

What were some of the problems facing the first settlers at Jamestown?

The first settlers at Jamestown encountered many problems. One issue the settlers faced was a lack of food. Part of the reason for this was that the settlers spent a lot of time looking for gold. They knew that if the settlement was not profitable, those who supported the establishment of this settlement would withdraw their financial support of it. As a result, not enough time was spent raising crops. Therefore, hunger was a big issue.
Along with a lack of food, there were other issues. The spread of disease throughout the settlement was one of these issues. Malaria led to the death of many settlers. The winters were also harsh. The settlers weren’t prepared for the harsh winters. This also led to the death of many of the settlers. With all of these issues, the death rate was much higher than the survival rate.
The settlement was also not successful financially. Eventually, the colony went bankrupt and was taken over by the King of England.
There were many problems with the settlement at Jamestown.  
https://www.ushistory.org/us/2c.asp

What motivates people to join a SAS? How do you get them to work hard and maximize their efforts? Should you be egalitarian and pay everyone the same, or should you closely link pay and performance? How do you get your most talented managers and software engineers to stay? Does SAS need to “go public” like its competitors and issue stock and stock options to its employees? Are there other ways for SAS to reward people and remain competitive in the talent market? If you were in charge at SAS, what would you do?

SAS has been a very successful software firm since it started in the late 1960s. Due, in part, to its early incubation in an academic environment, it has historically been focused on the quality of its technology rather than creating elaborate bureaucracies. It tends to have a relatively flat corporate hierarchy and has consistently ranked among the best places to work in surveys by magazines such as Forbes. People are motivated to join it because of the opportunities to do cutting edge work in software and because of the quality of its working environment. Another factor is that it is headquartered in North Carolina rather than California, meaning that the cost of living is far more affordable. Thus, even someone who was offered a higher salary by Google or Facebook might want to stay at SAS because, in North Carolina, they could afford a nicer lifestyle. 
SAS was also a pioneer in offering features such as onsite healthcare and daycare. As well as having onsite recreation facilities, cafes, and other amenities, they encourage a 35-hour work week and work-life balance, making them an extremely attractive company for employees who want families. 
As one of the few companies almost untouched by the dot-com bust, SAS has a proven business model. It can focus on creating extremely popular business software products and having an admirable record of retaining very capable employees. There is no reason for it to change. Going public might force the company into a short-term mentality focused on quarterly earnings, rather than on maintaining its very successful corporate culture. Basically, "if it ain't broke, don't fix it."
https://www.huffpost.com/entry/best-places-to-work_n_4240370

Some of the most common motivations that lead people to join a SAS include competitive pay, interesting work, and advancement opportunities. According to author Chuck Williams, even software engineering employees facing demanding work conditions can thrive with the proper motivation. The most crucial ingredient to motivation is a work environment in which all employees feel their contributions matter. It is also important to provide work that plays to each person's strengths while giving employees the opportunity to improve their weaknesses. While fair pay is an important factor, employees must also receive recognition from team members and management to feel appreciated and maximize their efforts.
Equity theory holds that people are motivated to work when they believe they are being treated fairly. This theory places great importance on employees' perceptions, independent of material rewards they receive. Many employees believe it is unfair for CEOs to make 319 times the average worker's salary because it violates the principle of equity theory. Others argue pay should be linked to performance and CEO talent is rare enough that it is necessary to pay individuals who possess it a much higher rate. The outcome/ input ratio matches employee compensation with employee contributions, linking pay and performance while maintaining a sense of fairness. This system is generally the most practical in a SAS setting.
Due to the SAS business model, going public would be a risky decision to make. Although trading shares publicly can improve the public perception of a business and increase transparency, it can also lead to serious financial hardships, as it did for Ben & Jerry's business model. There are alternate ways to offer benefits to employees and help them feel invested in the business while remaining competitive in the talent market. Stock options are only one part of the reward system that allows employees to feel adequately compensated. Making continual efforts to assess employee satisfaction and reward gifted employees is the best way to remain competitive. Rather than going public, SAS could implement such initiatives as fair pay standards, increased advancement opportunities, training programs, and incentives for exemplary performance.
https://books.google.com/books?id=hsxPegtVSGcC&pg

What is the relationship between Calpurnia and Tom Robinson in To Kill a Mockingbird?

In chapter nine, Scout asks her father about his client, and Atticus explains that he is defending a black man named Tom Robinson, a member of Calpurnia's church and is a close friend of her family. According to Calpurnia, Tom Robinson is a clean-living man with a positive reputation throughout the black community in Macomb. Tragically, Tom Robinson becomes a victim of racial injustice after he is wrongfully convicted of assaulting Mayella Ewell. After the trial, Tom is sent to Enfield Prison Farm, where he attempts to escape. While he is climbing the fence to escape, he is shot and killed.
In chapter 24, Atticus interrupts his sister's missionary circle to break the terrible news and requests that Calpurnia ride with him to Tom's home to inform Helen about her husband's death. Since Calpurnia is a close friend of the Robinson family, she travels with Atticus to Tom's home to break the news to Helen.

Calpurnia and Tom Robinson belong to the same church, the First Purchase African M.E. Church in Maycomb. In the story, Atticus tells Scout that Cal knows Tom's family quite well. So, Tom and Calpurnia are fellow parishioners and members of Maycomb's close-knit African American community.
In chapter 12, Calpurnia contributes money to the collection plate. The minister tells the congregation that the church will collect money to benefit Tom's wife and children for four consecutive weekends. Because Tom is in prison, Helen must depend upon her fellow parishioners for financial assistance. Reverend Sykes also tells the congregation that Helen cannot leave her children to go to work (while Tom is in jail).
Later, Calpurnia accompanies Atticus to break the news of Tom's death to Helen. When Helen collapses from her grief, Calpurnia and Atticus help her into her home. Calpurnia's presence during the emotional interaction demonstrates that she is a close friend of the family.

Calculus of a Single Variable, Chapter 7, 7.5, Section 7.5, Problem 9

Hooke's law is written as F = kx
where:
F = force
k = proportionality constant or spring constant
x = length displacement from its natural length
Apply Hooke's Law to the integral application for work: W = int_a^b F dx , we get:
W = int_a^b kx dx
W = k * int_a^b x dx
Apply Power rule for integration: int x^n(dx) = x^(n+1)/(n+1).
W = k * x^(1+1)/(1+1)|_a^b
W = k * x^2/2|_a^b
From the required work 18 ft-lbs, note that the units has "ft" instead of inches. To be consistent, apply the conversion factor: 12 inches = 1 foot then:
4 inches = 1/3 ft
7 inches = 7/12 ft

To solve for k, we consider the initial condition: W =18 ft-lbs to stretch a spring 4 inches or 1/3 ft from its natural length. Stretching 1/3 ft of it natural length implies the boundary values: a=0 to b=1/3 ft.
Applying W = k * x^2/2|_a^b , we get:
18= k * x^2/2|_0^(1/3)
Apply definite integral formula: F(x)|_a^b = F(b)-F(a) .
18 =k [(1/3)^2/2-(0)^2/2]
18 = k * [(1/9)/2 -0]
18 = k *[1/18]
18 = k/18
k =18*18
k= 324
To solve for the work need to stretch the spring with additional 3 inches, we plug-in: k =324 , a=1/3, and b = 7/12 on W = k * x^2/2|_a^b .
Note that stretching "additional 3 inches" from its initial stretch of 4 inches is the same as stretching 7 inches from its natural length.
W= 324 * x^2/2|_((1/3))^((7/12))
W =324 [ (7/12)^2/2 -(1/3)^2/2]
W = 324 [ 49/288 -1/18]
W = 324[11/96]
W=297/8 or 37.125 ft-lbs

int_(-oo)^o e^(3x) dx Explain why the integral is improper and determine whether it diverges or converges. Evaluate the integral if it converges

Any integral with infinite bounds is an improper integral therefore this is an improper integral.
int_-infty^0 e^(3x) dx=
Substitute u=3x => du=3dx, u_l=3cdot(-infty)=-infty, u_u=3cdot0=0.  
1/3int_-infty^0 e^udu=1/3 e^u|_-infty^0=1/3(e^0-lim_(u to -infty)e^u)=
1/3(1-0)=1/3
As we can see, the integral converges and its value is equal to 1/3.
The image below shows the graph of the function and area under it corresponding to the integral. We can see that  as x goes to minus infinity the function converges to zero and it does so "very fast" (exponentially to be more specific). Therefore, it should be no surprise that the above integral is a convergent one.
https://en.wikipedia.org/wiki/Improper_integral

In Shakespeare's The Merchant of Venice, how does Launcelot bid farewell to Jessica? In this context, what are your feelings for Launcelot, Jessica and Shylock?

In Act 2, Scene 3, Jessica is saying goodbye to Launcelot the clown, who is leaving his job as her father's servant to go and work for Bassanio.  She says she will miss him, because his jokes lightened the mood in their house, which is otherwise "hell."  
Launcelot, somewhat surprisingly, actually cries to say goodbye to Jessica.  In his trademark convoluted way, he explains, "Tears exhibit my tongue."  Then he adds, "Most beautiful pagan, most sweet Jew!"  Clearly he has developed some affection for Jessica during his tenure as her father's servant, and possibly even has a crush on her.
Then he adds, "If a Christian did not play the knave and get thee, I am much deceived."  Launcelot is speculating that perhaps Jessica is not Shylock's biological daughter, but rather that of a "Christian" who "played the knave" (seduced Shylock's wife) and "got" (begat) Jessica.  He means this as a compliment, but it is delivered in his typical ribald style.  We find this "compliment" coming from other characters in other places in the play.  It goes like this: "Jessica, you are such a wonderful person, you cannot possibly be a real Jew!"  Of course, it is hideously anti-Semitic. 
You will have to determine for yourself what your feelings for Launcelot, Jessica, and Shylock are in this scene.  Likely you will feel greater affection for both Jessica and Launcelot as they show their softer side.  As for Shylock, this scene is supposed to make him look horrible (makes his house hell for his daughter) and pathetic (people joke that he is a cuckold).  Perhaps, though, it will make you feel a bit sorry for him, or worried or defensive on his behalf. 

Beginning Algebra With Applications, Chapter 5, Review Exercises, Section Review Exercises, Problem 6

Determine the slope of the line that contains the points whose coordinates are $(3,-4)$ and $(1,-4)$.

Let $(x_1, y_1) = (3,-4)$ and $(x_2,y_2) = (1,-4) $

Using the slope of the line formula


$
\begin{equation}
\begin{aligned}

m =& \frac{y_2 - y_1}{x_2 - x_1}
\\
\\
m =& \frac{-4-(-4)}{1-3}
\\
\\
m =& \frac{0}{-2}
\\\
\\
m =& 0

\end{aligned}
\end{equation}
$



Using Point Slope Form, where $m=0$ and $(x_1, y_1) = (3,-4)$


$
\begin{equation}
\begin{aligned}

y - y_2 =& m(x - x_1)
&&
\\
y-(-4) =& 0(x-3)
&& \text{Substitute $m = 0$ and $(x_1, y_1) = (3,-4)$}
\\
y+4 =& 0
&& \text{Apply Distributive Property}
\\
y =& -4
&& \text{Subtract } 4

\end{aligned}
\end{equation}
$

How do artisans in Mesopotamia impact today's world?

The artisans of ancient Mesopotamia left us valuable clues about what their culture was like in the form of artifacts, or objects, they left behind.
In ancient Mesopotamia, artisans were usually middle-class workers. The "recipes" for their crafts were often passed from parent to child. To that end, an artisan's line of goods, like cauldrons or perfume, was often the family business.
Artisans made items for everyday use, like plates, pots, baskets, and tools, but they also made finer items, like jewelry, for the upper class. Jewelry was crafted out of gold and silver and was a status symbol worn by both men and women. Some artisans were contracted by temples to make and dye religious garments. Artisans also mixed tin and copper to make bronze, which they'd then melt and pour into molds to make weapons.
This is by no means a complete list. Ancient Mesopotamian artisans made a wide range of goods, each of which can tell us what their lives were like. From these artifacts, we know what ancient people ate, how they fought, how their socio-economic classes were structured, and much, much more.
http://mesopotamia.lib.uchicago.edu/interactives/DigIntoHistory.html

Who are the people who get bad grades because of Nora's poor school performance in The Report Card by Andrew Clements?

In chapter 21 of Andrew Clements's The Report Card, we learn, in the words of Mrs. Hackney, the school principal, that "half of the fifth-grade class decided to treat two quizzes as if they did not matter at all" (113). As Mrs. Noyes explains in a meeting in the principal's office, on that day she handed out two quizzes on the assigned reading in their social studies textbook; she handed one to the first half of the Blue Team during the third-period class and the other to the second half of the Blue Team during the fourth-period class. In both classes, all but two students wrote nonsense answers for the questions, which earned zeroes for all but a total of four students on half of the Blue Team; therefore, we know that half of the fifth-grade class, except for four students, intentionally earned zeroes that day.The event occurred because Nora's initial plan was failing. Her initial plan was to earn Ds as part of a plot to show that grades are not a true reflection of intelligence and, therefore, not worth the amount of pressure placed on students. Nora's plan goes off track the moment her IQ score reveals her true genius before she's ready for anyone to know. When her friend Stephen finds out about her plan and how it messed up, he helps her think of a new plan. Instead of just Nora earning bad grades on purpose to protest against the reliance on grades, Stephen and Nora encourage all the students in their class to earn bad grades. In Nora's mind, earning zeroes on tests would show the tests' true educational value. She argues that since the tests do not help students think, just memorize, the tests are worth zeroes. Stephen sets the plan in motion by phoning all fifth graders and telling them to get zeroes and by passing out flyers encouraging them to get zeroes.

int (x^3-x+3)/(x^2+x-2) dx Use partial fractions to find the indefinite integral

int(x^3-x+3)/(x^2+x-2)dx
The given integrand is a improper rational function, as the degree of the numerator is more than the degree of the denominator. To apply the method of partial fractions,first we have to do a division with remainder.
(x^3-x+3)/(x^2+x-2)=(x-1)+(2x+1)/(x^2+x-2)
Since the polynomials do not completely divide, we have to continue partial fractions on the remainder.
We need to factor the denominator,
(2x+1)/(x^2+x-2)=(2x+1)/(x^2-x+2x-2)
=(2x+1)/(x(x-1)+2(x-1))
=(2x+1)/((x-1)(x+2))
Now let's create the partial fraction template,
(2x+1)/((x-1)(x+2))=A/(x-1)+B/(x+2)
Multiply the above equation by denominator,
=>2x+1=A(x+2)+B(x-1)
2x+1=Ax+2A+Bx-B
2x+1=(A+B)x+2A-B
Equating the coefficients of the like terms,
A+B=2    ------------------------(1)
2A-B=1  -------------------------(2)
Now we have to solve the above two linear equations to get A and B,
Add the equations 1 and 2,
A+2A=2+1
3A=3
A=1
Plug in the value of A in equation 1,
1+B=2
B=2-1=1
Now plug in the values of A and B in the partial fraction template,
(2x+1)/((x-1)(x+2))=1/(x-1)+1/(x+2)
Now we can evaluate the integral as,
int(x^3-x+3)/(x^2+x-2)dx=int((x-1)+1/(x-1)+1/(x+2))dx
Apply the sum rule,
=intxdx-int1dx+int1/(x-1)dx+int1/(x+2)dx
For the first and second integral apply the power rule and for the third and fourth integral use the common integral:int1/xdx=ln|x|
=x^2/2-x+ln|x-1|+ln|x+2|
Add a constant C to the solution,
=x^2/2-x+ln|x-1|+ln|x+2|+C

In what way does Kathrine Mansfield use language, structure, and imagery to generate effect and significance in "Prelude" (specifically with regard to the aloe plant)?

Katherine Mansfield's short story "Prelude" was published in one of the writer's short story collections in 1920. But that wasn't the story's first publication: in 1918, it was released under a different title with Virginia and Leonard Woolf's Hogarth Press. The title was "The Aloe."
The original title hints at the significance of the aloe plant in this narrative. The aloe, covered with thorns, is a central symbol. 
First, let's establish a bit of context for this plant. "Prelude' is about a family moving from one house to another, and the experience that four central female characters (Linda, the lady of the house; Beryl, her unmarried sister; Mrs. Fairfield, the sisters' elderly mother; and Kezia, Linda's young daughter) have during this transition. The house is spacious and beautiful, as are the gardens outside. There's an aloe plant there that's particularly interesting to some of the characters. Let's look at Kezia's initial interaction with the plant:

Nothing grew on the top except one huge plant with thick, grey-green, thorny leaves, and out of the middle there sprang up a tall stout stem. Some of the leaves of the plant were so old that they curled up in the air no longer; they turned back, they were split and broken; some of them lay flat and withered on the ground.
Whatever could it be? She had never seen anything like it before. She stood and stared. And then she saw her mother coming down the path.
"Mother, what is it?" asked Kezia.
Linda looked up at the fat swelling plant with its cruel leaves and fleshy stem. High above them, as though becalmed in the air, and yet holding so fast to the earth it grew from, it might have had claws instead of roots. The curving leaves seemed to be hiding something; the blind stem cut into the air as if no wind could ever shake it.
"That is an aloe, Kezia," said her mother.
"Does it ever have any flowers?"
"Yes, Kezia," and Linda smiled down at her, and half shut her eyes. "Once every hundred years."

Mansfield's language here, in the initial description of the aloe, is clipped and foreboding. Words and phrases like "thick," "thorny," "split and broken," and "flat and withered" seem ominous: what kind of foreshadowing might she be experimenting with here? (One of the themes of the story is the cycle of life, the passage of time, and the experience of several generations of women in the same family.) That the tree, to Linda, seems to have "claws instead of roots" only reinforces the idea that this tree is a symbol of danger or death.
Linda's language in the last sentence of this passage indicates both hope (yes, the aloe will flower) and melancholy (but only once every century.) It's worth noting that many literary critics and academics interpret that Linda is pregnant in this short story; that idea is only suggested, not explicitly stated.
Despite the dark initial encounter with the aloe, the same plant continues to fascinate Linda. Later, she's in the garden with her mother:

"I have been looking at the aloe," said Mrs. Fairfield. "I believe it is going to flower this year. Look at the top there. Are those buds, or is it only an effect of light?"
As they stood on the steps, the high grassy bank on which the aloe rested rose up like a wave, and the aloe seemed to ride upon it like a ship with the oars lifted. Bright moonlight hung upon the lifted oars like water, and on the green wave glittered the dew.
"Do you feel it, too," said Linda, and she spoke to her mother with the special voice that women use at night to each other as though they spoke in their sleep or from some hollow cave–"Don't you feel that it is coming towards us?"
She dreamed that she was caught up out of the cold water into the ship with the lifted oars and the budding mast. Now the oars fell striking quickly, quickly. They rowed far away over the top of the garden trees, the paddocks and the dark bush beyond. Ah, she heard herself cry: "Faster! Faster!" to those who were rowing.
How much more real this dream was than that they should go back to the house where the sleeping children lay and where Stanley and Beryl played cribbage.
"I believe those are buds," said she. "Let us go down into the garden, mother. I like that aloe. I like it more than anything here. And I am sure I shall remember it long after I've forgotten all the other things."
She put her hand on her mother's arm and they walked down the steps, round the island and on to the main drive that led to the front gates.
Looking at it from below she could see the long sharp thorns that edged the aloe leaves, and at the sight of them her heart grew hard. . . . She particularly liked the long sharp thorns. . . . Nobody would dare to come near the ship or to follow after.
"Not even my Newfoundland dog," thought she, "that I'm so fond of in the daytime."

Here, Mansfield uses imagery and structure to great effect. For reasons that we, as readers, can't quite understand yet, Linda is greatly intrigued by the aloe. She seems to find the plant both compelling and fear-inducing. There's contradiction in her experience of the plant ("I like that aloe" seems at odds with "her heart grow hard.")
Mansfield also plays with structure here, particularly with repetition. "Long sharp thorns" is a phrase she repeats twice in the same paragraph.
Also note the author's use of the ellipsis: it's as if her thoughts are not complete, as if she is trailing off while thinking about the aloe and what it signifies. There's some abiguity to Linda's complicated feelings about the plant, and we, as readers, are also left with questions about exactly what the aloe (and the story) means.

why sherman alexie decided to omit illustrations when depicting some parts of juniors life

One of the main reasons Sherman Alexie seems to include images is to illustrate some aspect of Junior's life that he wants to make light of, regardless of how serious the issue. The racism he faces, starvation, and Native American social expectations are all game for Alexie, and Junior's artwork, which actually, in a way, mocks these major issues.
However, there are such serious issues in Junior's life that Alexie shies away from making light of with the cartoonish drawings. One such example of this is in the second chapter, "Why Chicken Means So Much to Me." While Junior can make light of how fried chicken from KFC for a "poor-ass reservation kid living with his poor-ass family" can make "anybody believe in the existence of God" with a drawing with the caption "the Shroud of Kentucky Fried," the killing of Junior's dog did not warrant a drawing. Instead, Junior just explains, without image, how being poor meant he was unable to take his dog Oscar, whom he calls his best friend, to the vet and how his father took the pet out back to shoot it. This episode in the novel is poignant because Alexie refrains from making light of it, explaining how "poverty doesn't give you strength or teach you lessons about perseverance. No, poverty only teaches you how to be poor."

int e^(4x)cos(2x) dx Find the indefinite integral

int e^(4x)cos(2x)dx
To solve, apply integration by parts int u dv = u*v - int vdu .
In the given integral, the let the u and dv be:

u = e^(4x)  
dv = cos(2x)dx

Then, take the derivative of u to get du. Also, take the integral of dv to get v.

du = e^(4x)*4dx
du = 4e^(4x)dx
intdv = int cos(2x)dx
v = (sin(2x))/2

Substituting them to the integration by parts formula yields
int e^(4x)cos(2x)dx= e^(4x)*(sin(2x))/2 - int (sin(2x))/2 * 4e^(4x)dx
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 - int 2e^(4x)sin(2x)dx
For the integral at the right side, apply integration by parts again. Let the u and dv be:

u = 2e^(4x)
dv = sin(2x)dx

Take the derivative of u and take the integral of dv to get du and v, respectively.

du = 2e^(4x)*4dx
du = 8e^(4x)dx
int dv = int sin(2x)dx
v = -cos(2x)/2

Plug-in them to the formula of integration by parts.
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 - int 2e^(4x)sin(2x)dx
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 - [2e^(4x)*(-(cos(2x))/2) - int (-(cos(2x))/2)*8e^(4x)dx]
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 - [-e^(4x)cos(2x)+int 4e^(4x)cos(2x)dx]
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 +e^(4x)cos(2x) - 4int e^(4x)cos(2x)dx
Since the integrals at the left and right side of the equation are like terms, bring them together on one side.
int e^(4x)cos(2x)dx+4int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 +e^(4x)cos(2x)
The left side simplifies to
5int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/2 +e^(4x)cos(2x)
Isolating the integral, the equation becomes
int e^(4x)cos(2x)dx= ((e^(4x)sin(2x))/2 +e^(4x)cos(2x)) * 1/5
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/10 +(e^(4x)cos(2x))/5
Since it is an indefinite integral, add C at the right side.
Therefore, 
int e^(4x)cos(2x)dx= (e^(4x)sin(2x))/10 +(e^(4x)cos(2x))/5+C .

What are some similes and metaphors in the novel Crispin: The Cross of Lead by Avi?

The author uses similes and metaphors throughout the text. Figures of speech that employ comparisons between unlike things, as both of these do, may help make the visual aspect of a narrative more dynamic by conjuring up images. They may also relate some element of the speaker’s everyday existence to larger issues or abstract concepts. A simile uses “like” or “as” in making the comparison, while a metaphor is a direct comparison.
After the bailiff burns down his hut, Crispin climbs up a hill at the edge of town to get a better view and decide where to go. Looking down, he uses two similes, one comparing the landscape to a tapestry and the other comparing the sky to garments.

Before me—like some rolled-out tapestry—was my entire world beneath a sky as blue as Our Lady's blessed robes.

In describing the dull routine of their lives, Crispin uses the metaphor of the millstone for time. A similar figure, referring to the mills of God or the gods, derives from an ancient Greek saying that refers to divine retribution.

Thus our lives never changed, but went round the rolling years beneath the starry vault of distant Haven. Time was the great millstone, which ground us to dust like kernelled wheat.

After a narrow escape from his pursuers, as he is accused of theft, Crispin sleeps outside and wakes up in the morning to a thick fog. He uses both a simile and metaphors to compare it to wool, a toad, and rotten hay. Another metaphor calls the sun a jewel.

I woke to a wool-like world of misty grey. Thick and clammy air embraced me like the fingers of some loathsome toad Sounds were stifled Solid shapes were soft as rotten hay. No sun jewelled the sky.
https://archive.org/stream/CRISPIN_457/crispin_djvu.txt

Similes and metaphors are literary devices that use comparisons to help with descriptions in writing. Similes are phrases that use the words "like" or "as" to compare two things, while metaphors are more direct and do not use "like" or "as."
There are plenty of similes used in Crispin: The Cross of Lead, such as the following example, quoted from Chapter 8:

The things the priest had said made my heart feel like a city under siege.

This line comes after Father Quinel tells Crispin that he has been declared a "wolf's head," meaning that anyone may kill him without consequence. Crispin's heart is like a city under siege, because he is overwhelmed and in great danger.
In Chapter 8, Father Quinel also tells Crispin that his name is Crispin—before this point, the boy had only been referred to as Asta's son. This leads to this line of narration in Chapter 9:

It was rather like a new garment that replaces an old, desired but not yet comfortable.

Crispin uses this simile to describe how he feels about his new name; he definitely likes it, but he's not quite used to it yet.
Now let's move on to metaphors. The following metaphor comes from Chapter 2:

Night was a mask for outlaws, hungry wolves, the Devil and his minions.

Here, without using like or as, Crispin compares the night to a mask, because the darkness keeps things hidden.
Those are just a few examples, there are plenty more to find!

What are Patrick Henry's reasons for wanting to rebel against the British rule?

Patrick Henry's chief argument in the "Speech in the Virginia Convention" is that it would be futile for the Virginia Colony to try to negotiate any further with the British.  He reminds his audience that "we have been trying that for the last ten years."  Although the speech has many strong appeals to various emotions, Henry also very logically recites the strategies the colony has already tried: "We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament."  He then reminds his listeners what Britain's response has been: "Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne."
Henry does not believe that there is any reason to think that the colony's relationship with Britain will improve.  Trade will continue to be restricted, taxes will be crippling, the threat of violence against the colony will be constant, and the colony will not have a voice in Parliament.  In Henry's view, the only way the desired changes will come is if the colony separates from Britain.  Henry is trying to convince his audience that the only way to achieve independence is through a declaration of war.  
 
https://www.history.org/almanack/people/bios/pathenryspeech.html

Does sonnet 116 apply to 21st century

This sonnet is absolutely relevant in this century! This poem is about the power of love. There are no impediments that can prevent the union of two minds which are meant to be together. If love changes when it confronts changes in a partner, then it isn't really love. Real love is like a rock, and it never shakes or wavers, even in the most violent conditions. Further, the narrator says that real love doesn't change just because time passes; lovers lose their youth and beauty, but that doesn't alter the strength of true love. Love lasts for eternity. Finally, the narrator says that if he can be proved wrong, then he is not a writer and no one has ever really loved. The idea that true love is powerful and meant to last a lifetime is just as applicable now as it was when the sonnet was written.

How did King Leopold II affect the economy and political factors of Congo?

King Leopold II committed a massive genocide and crimes against humanity upon the indigenous peoples of the Democratic Republic of the Congo (DRC), at the time known as Congo Free State (not to be confused with Republic of the Congo, at the time known as French Congo). This genocidal king of Belgium started a private enterprise in which he was dedicated to massive land theft and resource extraction in Africa. In order to control the Congo, Leopold II sent his soldiers to invade the area and ruthlessly murder and enslave the indigenous peoples of the area.
King Leopold's reign in the Congo directly led to the murder of an estimated 8–10 million people. The people of the Congo were enslaved, tortured, mutilated, and forced to extract rubber and other natural resources to the benefit of Belgium. The colonization of the Congo and the genocide that took place at the hands of Leopold II has directly led to the economic and political instability of the region to this day.

King Leopold II negatively affected the economy and political aspects of the Congo after taking control of the region. He convinced other Western powers to recognize the Congo as his private colony. The territory was rich in resources, and he sought to exploit it. He employed forced labor to collect the resources by enslaving the natives and undermined native administrative structures. King Leopold managed to gather immense wealth in the region. However, his brutal tactics forced Western powers to intervene. Belgium officially took over control of the region, but the damage to the region’s economy and political structures had been done. Belgian administration only made the situation worse by pursuing direct rule.
Although it is a developing nation, the Democratic Republic of Congo remains a poor economy with weak political structures and stability as a result of Leopold’s reign. Certain parts of the country remain under the control of rebels who fight for control of the mines. The violent environment has negatively affected the people, entrapping them in a vicious state of desperation and poverty.
http://drcimperialism.weebly.com/the-congo-today.html

https://www.britannica.com/biography/Leopold-II-king-of-Belgium

How did the British victory in the French and Indian war lead to the American Revolution?

The British victory in the French and Indian War (7 Years War) lead to the American Revolution for several reasons. Once the British were able to oust the French out of the contested Ohio River Valley, it sent a message to the powers around the World that the British were a power not to be reckoned with when it came to fighting their army. However, it also put a large constraint on the American colonists to expand Westward due to the massive amount of debt that the British accrued in an attempt to bank role a war against another World Power with a massive army such as France's. As a result, the Proclamation Line of 1763 was established to confine any westward expansion beyond the Appalachian mountains to justify the fact that the British army could not protect its citizenry. When in reality the British Parliament wanted to confine its taxpayers to a manageable area to collect from in order to pay back its war debts. This alone by the colonists was perceived as a strangulation in English rights and caused much qualms among the people. There were several attempts in retaliation to such unjust taxes like the Boston Tea Party, and the forming of the Stamp Act Congress etc...the whole issue of continued taxation sparked a lot of discourse in the colonies and heightened the ideal of "Taxation without Representation."
The colonists were also increasingly frustrated with the amount of troop presence in the Colonies as a result of King George refusing to remove his army due to the growing animosity towards his decisions to negate the policy of salutary neglect amongst the colonies and appointing more individuals among the aristocracy to run the colonies. The colonists knew that there concept representative government was disappearing especially with these taxes and duties imposed on them without a formal say in their representative governments amongst the colonies. The colonists knew at some point revolution was the only way to be heard because they were not afforded the same rights as an Englishmen in the motherland, after the French and Indian war the colonies were only seen as a profit producer to suffice mercantilism and pay down its war debts.

According to Howard Zinn, in The People's History of the United States, once the British had won the French and Indian war, the American colonists no longer had need of Britain to protect them. The French had been decisively defeated. The British, feeling the need to impose new taxes and tariffs to offset the very high costs of the war, became nothing but an encumbrance to the Americans.
When the American colonists resisted paying the taxes the British imposed and began to boycott British goods in retaliation against the new forms of taxation, the British sent over troops to enforce their will. This led to more animosity, and the Americans began to arm themselves. Eventually, tensions boiled over and led the Americans to declare themselves an independent nation. The British were unwilling to let the colonies go, and so a war followed.

Glencoe Algebra 2, Chapter 2, 2.6, Section 2.6, Problem 35

f(x) = |x+2| , the the domain and range is given as follows
(i)Domain definition:
The domain of a function is the set of the input or argument values for which the function is real and defined.
In this function, The function has no undefined points, so the domain is
-oo (ii)Range definition
It is the set of values of the dependent variable for which a function is defined.
For this function the interval has a minimum point at x= -2 with value f(x) = 0
so the range of |x+2| is f(x) >= 0
It can also be observed from the graph below:

Why did Doyle makes Holme’s adversary a female?

We can't be absolutely certain, but perhaps Conan Doyle created Irene Adler because he wanted to provide Holmes with a particularly formidable adversary. In the 19th century, women were expected to be passive, demure, and appreciative of their menfolk. Irene Adler breaks the mold of Victorian womanhood, showing herself to be remarkably resourceful and intelligent, more than able to compete and succeed in a man's world.
Even Holmes, the quintessential chauvinistic male, is suitably impressed, referring to Irene as "the woman." He acknowledges Irene's intellectual superiority and is big enough to admire her, despite the fact that she's so cleverly outsmarted him. Holmes seems able to handle this unprecedented humiliation quite well, because Irene is very much a unique woman; it's highly unlikely that he'll ever encounter another female capable of getting the better of him. That said, the whole episode fundamentally changes Holmes's previously low opinion of women's intelligence. Thanks to the formidable Irene Adler, Watson notices that Holmes no longer speaks disparagingly of the cleverness of women.

What are some quotes about the hands of the main characters in Of Mice and Men? Why are they important?

John Steinbeck does seem to spend a good deal of his narrative describing hands in his novella Of Mice and Men. The description of these hands seems to be a method of indirect characterization and a character's hands have much to do with their overall personalities. In Chapter One, in his physical description of George, Steinbeck notes that he has "small, strong hands." George's hands are those of an ordinary man who is both strong and capable. After all, George hopes one day to use his hands to build up his farm. In contrast to George's small hands are Lennie's "big paws." That his hands are linked to an animal symbolizes both Lennie's primitive nature but also his innocence and playfulness. Unfortunately, the strength of his hands prove fatal to mice, puppies and eventually Curley's wife. In Chapter One, Lennie's hands are both lethal and playful. He is carrying a mouse which he has probably killed with his hands, but he also uses his hands to make rings in the water:

Lennie dabbled his big paw in the water and wriggled his fingers so the water arose in little splashes; rings widened across the pool to the other side and came back again. Lennie watched them go. "Look George, look what I done."

Later in the novel, the brutal strength of Lennie's hands will be used to crush Curley's hand and to kill Curley's wife.
In Chapter Two, the reader is introduced to four characters and Steinbeck makes sure to mention their hands. Candy, the old swamper, is missing one of his hands ("stick-like wrist"), symbolizing not only that he is crippled but also that he is at the mercy of a society which has no room for those who cannot hold their own. The skinner Slim has "large and lean" hands that are "as delicate...as those of a temple dancer." Slim can use those hands to kill "a fly on the wheeler's butt with a bull whip without touching the mule." Slim is like royalty and his hands reveal a capable man who is not only strong but also sensitive.
Curley is described as a fighter who fought in the "Golden Gloves" and so has the hands of a boxer, both strong and skilled. According to Candy, on one hand Curley wears a glove with vaseline "for his wife." This symbolizes Curley's manhood and his sexual prowess. Later, his hand, and metaphorically his masculinity, will be crushed in the bunkhouse fight with Lennie. Curley's wife is described with "full, rouged lips" and her "fingernails were red." These characteristics enhance the girl's lurid sexuality. Later in Chapter Four she is portrayed as "rubbing the nails of one hand with the thumb and forefinger of the other" as if she is out to impress the men who have gathered in Crooks's room.
Finally, in Chapter Four, the black stable buck Crooks has a "pink palmed hand" as he rubs his back with liniment. This pink is usually concealed but the reader is witness to it in the beginning of the chapter when Crooks is alone in his room. He is described as "proud and aloof" and does not often reveal his true feelings to the world because he is segregated on a ranch which is predominantly white. When Crooks does let his guard down and offer to go to the dream farm with Candy and Lennie, he is quickly rebuked by the racism of Curley's wife.

Describe Gatsby and Daisy’s reunion in chapter 5.

Gatsby views Daisy as he did when they first met, and so we wants to recreate that scenario as much as possible while simultaneously flaunting the lifestyle he worked so hard to create for her. He orders an abundance of flowers and has his gardeners work on Nick's lawn, all in hopes to impress Daisy through these actions.
The weather is symbolic in this chapter in that it begins with it raining heavily just as Gatsby is very nervous about their meeting. The sun only comes own when we see the relationship become less tense and more romantic again, as it was many years ago. The tension also shows when Gatsby knocks the clock off the while, showing his desire to stop time.
It's worth noting that Nick leaves for this encounter, and so the reader is not able to see exactly how the mood shifts. It is, however, clear that it shifts based on the weather and the way Gatsby and Daisy are interacting.

Gatsby desperately wants to rekindle his relationship with Daisy. He wants things to be just how they were in Louisville—or how he remembers it, anyway. He gets Nick to arrange a meeting with Daisy at his house. Gatsby is incredibly nervous at the prospect of meeting Daisy again; he is worried that things will not be the same between them, however much he wants them to be. On the day of the meeting, it is raining cats and dogs. The inclement weather accurately reflects the awkwardness that Gatsby and Daisy initially feel. Gatsby soon starts to think that the meeting was a bad idea from the outset. However, after Nick has left Gatsby and Daisy alone together for a little while, the mood changes completely—Daisy is shedding tears of joy, and Gatsby is positively glowing. It is notable too that it has stopped raining outside.

What significant outcomes did the War of 1812 have on the United States?

Though no territory changed hands during the War of 1812, the war was quite significant for the United States.  The most important development from the war was a new wave of nationalism in the United States.  The United States took on the largest empire in the world and survived without any territory being lost and with its trade networks intact.  The Federalist Party ceased to exist after its members tried to take the Northeast out of the Union during the Hartford Convention.  When it became public that the Federalist Party tried to secede, they were considered disloyal Americans, and this led to the rise of the Democratic-Republican Party.  While the nation would always have political debates, they became less contentious and the period after the war was known as "The Era of Good Feelings."
In terms of diplomacy, the war brought about American superiority in the region around the Great Lakes.  Britain abandoned its forts there, and they stopped arming the Native Americans there.  Britain also agreed to stop impressment, which was the practice of taking American sailors for its own merchant marine.  The war also brought a new generation of heroes who would go on to achieve political fame, such as Andrew Jackson, William Henry Harrison, and Sam Houston.

Single Variable Calculus, Chapter 7, 7.3-2, Section 7.3-2, Problem 48

Differentiate $\displaystyle f(t) = \sin^2 (e^{\sin^2 t})$


$
\begin{equation}
\begin{aligned}

f'(t) =& \frac{d}{dt} [\sin ^2 (e^{\sin ^2 t})]
\\
\\
f'(t) =& \frac{d}{dt} [\sin (e^{\sin ^2 t})]^2
\\
\\
f'(t) =& 2 \sin (e^{\sin ^2 t}) \frac{d}{dt} [\sin (e^{\sin ^2 t})]
\\
\\
f'(t) =& 2 \sin (e^{\sin ^2 t}) \cos (e^{\sin ^2 t}) \frac{d}{dt} (e^{\sin ^2 t})
\\
\\
f'(t) =& 2 \sin (e^{\sin ^2 t}) \cos (e^{\sin ^2 t}) e^{\sin ^2 t} \frac{d}{dt} (\sin ^2 t)
\\
\\
f'(t) =& 2 e^{\sin ^2 t} \sin (e^{\sin ^2 t}) \cos (e^{\sin ^2 t}) (2 \sin t) \frac{d}{dt} (\sin t)
\\
\\
f'(t) =& 4 e^{\sin ^2 t} \sin t \sin (e^{\sin ^2 t}) \cos (e^{\sin ^2 t}) \cos t





\end{aligned}
\end{equation}
$

Which of the two brothers in The Scarlet Ibis do you understand and feel sympathy for?

“The Scarlet Ibis” presents two brothers, the narrator and his baby brother Doodle. Doodle is born when the narrator is six years old. He is born with a deformity of sorts, as he “seemed all head, with a small shriveled body” at birth. In fact, it is thought that he would not live long and a “mahogany coffin” is made for him in advance. His parents call him William Armstrong, a name that the narrator thinks as most appropriate “on a tombstone”.
The reader cannot help but sympathize with Doodle. Even his mother is moved to tears when she explains to the narrator Doodle’s situation—the baby boy is an invalid who would never be able to play with his older brother as other normal children do.
Therefore, when Doodle learns to crawl, the whole family is awestruck! The reader feels happy that all is not lost. There is hope that something may eventually come of the boy’s difficult life, and that he would not, after all, spend all his years lying in a bed, unable to move.
Since Doodle cannot walk, his father makes him a go-cart. The narrator finally gets the playmate he has always yearned for, because he is now able to take his brother with him outdoors, to his favorite place, Old Woman Swamp. When the narrator explains their trips to Old Woman Swamp, and how they’d “collect flowers of all kinds to weave into necklaces and crowns”, the reader is happy that the brothers are content in each other’s company. The reader is happy that Doodle is able to enjoy the beautiful things that life has to offer, in spite of his difficult health problems. We put ourselves in Doodle’s shoes and imagine what life would be like if we were always sick and had to be careful with every single thing that we did. Even when the narrator is mean to Doodle, as all siblings are sometimes to each other, the reader is still able to see the underlying love between the two.
Doodle’s brother determines to teach him how to walk at five years of age. This is because he is embarrassed by having a brother who cannot walk. After a lot of practice, Doodle does learn how to walk against all odds. The reader is drawn to Doodle’s determination at self-improvement. However, his brother does not stop at that. His pride makes him want to teach Doodle much more, perhaps more than Doodle is really able to achieve. He unintentionally works Doodle to his death. The reader weeps for the dead boy.

What is the theme of the "The School Story"?

Themes of The School Story include independence and creativity.
Natalie is a very creative girl who writes her own book called The Cheater. Her best friend, Zoe, is also very creative. She comes up with the idea to be Natalie's agent so that she can get her book published without Natalie's mother, who works in the publishing industry, knowing. By having faith in themselves and meeting obstacles with creative solutions, the girls are able to achieve their goals.
Independence is another theme in the book. It's important to Natalie that her mother doesn't know she's gotten a book contract for The Cheater. She wants her mother to approach it as if anyone wrote it. She still wants her mother's editorial skills; she just wants to go through the process like any other author would. Only when Natalie and Zoe run into problems that can't be tackled without the help of an adult do they get help from their teacher. The two girls are very independent throughout the story. Zoe even devises a campaign to get the book more attention to help ensure that it sells a lot of copies.

"A School Story" is a horror story written by English author M.R. James near the turn of the twentieth century. It seems unlikely that your question is about a story that is not well-known in America and in a fairly obscure literary genre, but the theme of this ghost story is concerned with the reach of history (in the form of a Byzantine coin) and the intervention of unwelcome supernatural elements into the lives of two men and their teacher.
What seems more likely is that you're asking about the theme of The School Story, which is actually a 2001 young adult novel by Andrew Clements with illustrations by Brian Selznick. Themes in this novel explore the difficulties in getting published, as twelve-year-old Natalie discovers; it is also about finding one's own voice as an author and self-advocate as Natalie does not want help from her mother, an editor at a publishing house. The novel also touches on the value of friendship, seen between Natalie and Zoe, and how caring, invested mentors, such as Ms. Clayton, can help young people realize their potential.

What's borsch? What symbolically significant about this being Zaroff's meal when we first meet him?

Borscht (spelled 'borsch' in the story) is a sour soup made from beetroots. It's an ethnic cuisine common to many Eastern European countries. 
Borscht is introduced in the story in the following passage, in which Rainsford is speaking with General Zaroff and Ivan:

They were eating borsch, the rich, red soup with whipped cream so dear to Russian palates. Half apologetically General Zaroff said, "We do our best to preserve the amenities of civilization here. Please forgive any lapses. We are well off the beaten track, you know. Do you think the champagne has suffered from its long ocean trip?"

Zaroff's borscht serves two purposes in this role. The first is easy to spot, since Zaroff explains it himself. It's a sign of civilization--an ironic sign, since Zaroff is a killer who hunts and murders humans. 
The second is subtler in the reading, but it's unmistakable if you look at borscht for yourself. Dyed crimson by the beetroots that give it its characteristic sour flavor, a bowl of borscht looks much like a bowl of blood. Zaroff dining on thick red liquid symbolizes his bloodthirsty nature as a hunter of men.

Why was witchcraft a crime in colonial Massachusetts?

In order to understand why witchcraft was seen as a crime, it is necessary to consider the reasons upon which the Massachusetts Bay Colony was founded. In the early 1600s, a religious minority group hoped to "purify" the Church of England of any beliefs that were not based on Scripture. These Puritans left England with the hopes of forming their own community that would be built upon these strong religious beliefs. In 1630, they left England and founded the Massachusetts Bay Colony.
Many factors led to cries of witchcraft within the colony. In 1692, a group of young girls was said to be "afflicted." They were described as having fits or seizures. Unable to find anything physically or visibly wrong with the girls, a doctor in the village labeled the girls as "bewitched." As a result, three women were accused of witchcraft. It was because of these three women's "magic" that the three young girls were ill. This series of events led to a sort of chain reaction and mass hysteria. Around 200 were accused and twenty executed for being found guilty of witchcraft.
Scripture was the law in the colony. The daily lives of the colonists consisted of prayer and other ways in which they could fulfill God's plan. Anything thought to be the work of the devil, including witchcraft, would have been considered a crime.
https://www.smithsonianmag.com/history/a-brief-history-of-the-salem-witch-trials-175162489/

Why are Jody's dad and Billy Buck going to Salinas in Steinbeck's "The Gift"?

Billy Buck and Jody's father leave early in the morning with older dairy cows that they are taking to the butcher. As they depart on horseback, Jody sees them

...drive six old milk cows out of the corral and start over the hill toward Salinas. They were going to sell the old cows to the butcher.

The two men turn the trip into more than a delivery because when they return home in the darkness of evening, Jody knows that they enjoyed some leisure activities before departing. At supper his father tells Jody that he better get to sleep because he is going to need him in the morning. Of course, Jody wonders what is going to occur the next day. As he lies in bed, trying to hear his parents as they talk downstairs, the boy cannot detect many words said beneath him. However, he hears his father tell his mother, “But, Ruth, I didn’t give much for him.” So, Jody knows that some animal has been purchased.
In the morning Jody dresses hurriedly, eats quickly, and eagerly anticipates what he will see as he follows respectfully behind the two men who head to the barn. Because it is darker in the barn than outside, Jody's eyes must adjust to the dim light. Soon, however, he can make out a red colt in the stall. "Jody’s throat collapsed in on itself and cut his breath short" because of his excitement. His father tells Jody to take good care of him or he will sell the colt. Every day Jody devotes time to his prized gift.
Tragically, though, Jody's little horse dies after becoming too cold in a winter rain and then running out one night when he is not yet well. This experience teaches Jody about death, and he passes from innocence to experience.