What does the author mean by “the house failed the tenants, and the tenants failed the house”?

The Hinkstons expect Sherrena to carry out repairs in their apartment when things get broken. After all, she's the landlord, and that's what landlords are supposed to do. But she doesn't, recognizing as she does that evicting tenants is actually cheaper than carrying out repairs. This is yet another grim feature of a broken housing market. Sherrena's dereliction of duty is what Desmond means by "the house failed the tenants."
Sherrena's refusal to maintain the property in a habitable state has a knock-on effect on her tenants. If she's not going to fix things when they get broken, then neither will the tenants. That's not their responsibility. They pay over the odds to have a decent, functional home, so why should they be expected to repair the property? This is what Desmond means when he says that "the tenants failed the house."

What are the differences between geocentric and heliocentric models?

Both the geocentric model and the heliocentric model are explanations as to how the solar system (or the universe at the time) is organized. The geocentric model was proposed by Ptolemy during the second century. In this model, Earth is at the center of the solar system, and the sun, the other planets, and the moon revolve around Earth. It is not entirely an incorrect theory. The moon does revolve around Earth; however, the sun does not nor do any of the other objects in the solar system. Ptolemy's theory stuck around for a long time. It was not until Copernicus published his heliocentric model in the year 1543 that people began to consider anything else. The heliocentric model is a big shift from the geocentric model. Earth is no longer at the center of the solar system. Instead, the sun is now at the center, and all of the other planets, dwarf planets, comets, and so on revolve around the sun. Of course, if we want to get into some minor semantics, Earth is still at the center of something. We are at the center of our visible universe.
https://www.britannica.com/science/geocentric-model

What stylistic devices create the atmosphere of children's stories in "Once Upon a Time"?

Gordimer doesn't really get to these devices or her "children's story" until she begins to relate the bedtime story. She begins this story in a very general way, and this serves to suggest that this story is about "any" family in any place or time. It is therefore very accessible to many families:

In a house, in a suburb, in a city, there was a man and his wife who loved each other very much and were living happily ever after. They had a little boy and they loved him very much. They had a cat and a dog that the little boy loved very much. 

Note the simplicity. This is a simple description of a loving family living "happily ever after." This phrase clearly echoes the most famous final line of many fairy tales. The most famous opening line, "once upon a time," only occurs as the story's title. Still, this opening paragraph about the family almost conjures that phrase in the reader's mind. There are typical fairy tale phrases and a simplistic style, both of which are designed for younger reading audiences.
The phrase "happily ever after" is repeated in this story. The family continually tries to live happily ever after. As they increasingly try to transform their house into a fortress, they believe the security the fortress provides will enable them to live happily ever after. The story does end with some gruesome, tragic irony. This seems contrary to what a children's story should be. There are classic fairy tales with gruesome events, even though many of these end with "happily ever after."
Gordimer is doing a lot more than presenting a children's story. She is indirectly addressing social tension in South Africa through this story and the country's uncertain future. She and other South Africans surely wondered about their future as the country struggled to end apartheid. They must have wondered if and when they would or could live happily ever after.

Which of Thoreau's later essays exemplifies his qualities as a scientist?

Henry David Thoreau's interest in science was in that of the natural world; though not formally educated, he was an avid observer of plants and animals and kept meticulous records on his walks, hikes, and canoe trips as he camped in New England, Canada, New York, and as far west as Minnesota. 
"The Succession of Forest Trees" (1860) is an analysis of the ecology of forests; in this essay, Thoreau makes a case for why farmers should plant trees in a natural pattern of succession. It describes in scientific detail how seed propagation occurs, assisted by natural forces of animals, wind, and water movement, and what man's role can and should be in this process.
"Wild Apples" (1862) is an appreciation for the titular fruit, and does offer a homegrown botanist's view of the fruit's origin and spread as a species throughout the world, making the case for ungrafted and uncultivated apples' superiority.
 
 

Throughout the book, what are important terms to know?

When reading novels that are set in different cultures, there are often words that English-speaking readers might not be familiar with. Such is the case with The River Between, a Kenyan novel that features a number of locations and cultural terms that are important to understanding the novel. Here is a list of the most important terms:
Kameno is the first of two ridges, and the one where Waiyaki lives; Makuyu is the second of the two ridges.
Siriana refers to the home of one of the Christian missionaries.
Circumcision refers to a religious ceremony opposed by the Christians that consists of cutting the genitals of both boys and girls in order to allow them into adulthood.
A thingira is a Kikuyu home, specifically a hut, in which the men of the village live.
Honia is the titular river of the novel, which serves as a dividing line between the two communities. The literal translation of the word is "cure."
Marioshoni is the name for Waiyaki's school that sits on the Kameno ridge.
Njahi is the season of rains.
Kiama is a Gikuyu tribal council that aims to pay attention to what best serves the tribe. Initially formed by Kabonyi, the Kiama consists primarily of elders.
A mugumo tree is a fig tree that has sacred connotations.
"Gikuru Karinga" is a phrase referring to the importance of continuing the practice circumcision; in other words, "keep the tribe pure."
 

Beginning Algebra With Applications, Chapter 2, 2.2, Section 2.2, Problem 64

Simplify $3y - 12x - 7y + 2y$

$
\begin{equation}
\begin{aligned}
&= 3y + 2y - 7y - 12x && \text{Use the Commutative Property of Addition to rearrange terms}\\
\\
&= (3+2)y - 7y - 12x && \text{Use the Commutative Distributive Property } ba + ca = (b +c) a \\
\\
&= 5y - 7y - 12x && \text{Add coefficient}\\
\\
&= (5 -7)y - 12x && \text{Again, use the Commutative Distributive Property } ba + ca = (b +c) a \\
\\
&= -2y - 12x && \text{Add coefficient}\\
\\
&= -2(y + 6x) && \text{Factor out }-2
\end{aligned}
\end{equation}
$

Precalculus, Chapter 1, 1.3, Section 1.3, Problem 98

a. Determine the intercepts of the graph of the equation $\displaystyle x - \frac{2}{3}y = 4$.

$x$-intercepts:


$
\begin{equation}
\begin{aligned}

x - \frac{2}{3}y =& 4
&& \text{Given equation}
\\
x - \frac{2}{3}(0) =& 4
&& \text{To find the $x$-intercept, we let $y = 0$ and solve for $x$}
\\
x =& 4
&&

\end{aligned}
\end{equation}
$


The $x$-intercept is $(4,0)$


$y$-intercepts:


$
\begin{equation}
\begin{aligned}

x - \frac{2}{3}y =& 4
&& \text{Given equation}
\\
0 - \frac{2}{3}y =& 4
&& \text{To find the $y$-intercept, we let $x = 0$ and solve for $y$}
\\
- \frac{2}{3}y =& 4
&&
\\
y =& -6
&&

\end{aligned}
\end{equation}
$


The $y$-intercept is $(0,-6)$


Graph the equation

What is the meaning of the poem "I Think Continually of Those Who Were Truly Great"?

Stephen Spender in “The Truly Great” shows reverence to those who have fought to enlighten the world. The speaker discusses people who “remembered the soul’s history” and “whose lovely ambition” has never failed. According to the speaker, those who are great will learn from history and will strive to fight the “traffic” that attempts to crush their spirit. We are reminded that the past holds great significance to the present, and we must always keep in mind lessons learned in the past so that we can move forward.
The speaker urges us to not forget the truly great, as they are remembered by everything around us. Their names are whispered by the wind, the clouds, and the grass. The great ones “wore at their hearts the fire’s centre” and “left the vivid air signed with their honour.” Therefore, it is impossible to forget the people who fought for everyone else, because their memory is everywhere. Although it’s unclear whether the speaker is talking about war heroes, or just heroes in general, the message itself is very clear that we must not forget them and must draw inspiration from them.
The speaker’s deeming the heroes and their deeds as “precious,” “touched with fire,” and ‘"Born of the sun” places a majestic value on them. One who is “of the sun” would be considered to be filled with light, being supernatural and perhaps one from God. Thus, the speaker’s diction indicates great reverence for those enlightening figures who have fought to improve the world. Such heroes used “the fire’s centre” to accomplish their goals; it is up to us now to learn from them and continue their legacy.

In this poem, the speaker considers the truly great not to be great generals, famous politicians, celebrities, or people who made billions of dollars, but the poets and visionaries of the world.
These are the people who, the speakers says in stanza one, are born with a special spiritual sensibility. From the "womb" they carry with them the "soul's history." In other words, they bring with them from a pre-born state a divine glory. They are born with a destiny: to "tell of the Spirit."
In the second stanza, the speaker says these great people are those who never forget the spiritual and never allow it to be smothered. They remember enjoy, and transmit to others the "essential delight . . . drawn from ageless spring."
They live from a deep spiritual center, the speaker says in stanza three. They are those who, while alive, "wore at their hearts the fire’s centre." They are people touched with the divine. They were

Born of the sun, they travelled a short while toward the sun
And left the vivid air signed with their honour.

Spender's speaker never says that these "truly great" individuals were poets, creative geniuses, and visionaries, but this emerges from the traits he describes.

The poem starts out sounding like an homage to great people in history. As the first stanza develops, however, the speaker seems to be saying more about how greatness is born of the connection between generations and the connection between humanity and nature.
The great ones remember the soul's history, meaning they understand the past. They have a significant, maybe even spiritual, connection to human history and world history. The "endless and singing" "corridors of light" represent the perpetual enlightenment that is always available for human potential. The energy of the world and the universe runs through that greatness. Everything is connected.
In the second stanza, the speaker entwines notions of human life and the natural world. This suggests an inherent connection. There is something ecological or symbiotic about this. Note that in this stanza, the speaker warns:

Never to allow gradually the traffic to smother
With noise and fog the flowering of the spirit.

The speaker is suggesting that "traffic" (technological noise and distraction) can disrupt the human/nature connection. Spender uses the "flowering of the spirit" metaphor to emphasize this connection between nature ("flower") and the human "spirit."
In the final stanza, the speaker personifies aspects of nature, claiming that they praise (fete) the great ones in history. In the final two lines, the speaker concludes by describing how the influence of great people is left in the "vivid air." Their influence can be seen and remembered in human culture. Spender ends with another notion of nature ("air"). It's as if to say their influence is not only written in books, but also in the natural air itself.
Humans are of the earth. Their energy comes from the Sun. Therefore, their greatness is literally and poetically linked to nature. Connection is an important theme here. The greatest ones remember the soul's past. Spender is showing how they are connected to others across time and how they are connected to nature itself. It is a very optimistic and hopeful poem because it is all about human potential as well as historical, ecological, and spiritual connection.

What are the most important parts of the chapter "September" in The Wednesday Wars?

I think the most important event of September is the decision that forces Holling Hoodhood to spend his Wednesday afternoons with Mrs. Baker. Holling attends Camillo Junior High, and all of the students are either Catholic or Jewish. Holling is neither, so he has to spend time with Mrs. Baker while all of the other kids go to their religious studies class. If this arrangement never happens, Holling never gets to play baseball with some Yankee players, perform in a Shakespeare play, and do a bunch of other things. It's important to note that Holling's time with Mrs. Baker in September does not go well. She is not happy about the situation, and Holling thinks that she hates him. I would say that another critical part of September's chapter is that it shows readers that Holling's home life is not good. His mother absolutely will not stand up to Mr. Hoodhood. Mr. Hoodhood cares more about himself and his career than anything else, and there is a lot of tension between Heather and just about everybody else in the family. Finally, Holling's encounter with Doug Swieteck's brother on the soccer field is an important event because it sets up a lot of the story's future conflict between these two characters.

Single Variable Calculus, Chapter 4, 4.4, Section 4.4, Problem 40

a.) Illustrate the graph of $\displaystyle f(x) = \frac{\sqrt{2x^2 + 1} }{3x - 5}$. How many horizontal and vertical asymptotes do you observe? Use the graph to estimate the values of the limits

$\displaystyle \lim_{x \to \infty} \frac{\sqrt{2x^2 + 1}}{3x - 5}$ and $\displaystyle \lim_{x \to - \infty} \frac{\sqrt{2x^2 + 1}}{3x - 5}$








Based from the graph, there are two horizontal asymptotes $y = -0.5$ and $y = 0.5$ and the vertical asymptote is $\displaystyle x = 1.6, \lim_{x \to \infty} \frac{\sqrt{2x^2 + 1} }{3x - 5} = 0.5$ and $\lim_{x \to \infty} \frac{\sqrt{2x^2 + 1} }{3x - 5} = -0.5$.

b.) Find values of $f(x)$ to give estimates of the limits in part (a).

$
\begin{array}{|c|c|}
\hline\\
\text{Values of $f(x)$ as $x$ approaches $\infty$}\\
x & f(x) \\
10 & 0.5671 \\
100 & 0.4794 \\
1000 & 0.4722 \\
10000 & 0.4715 \\
100000 & 0.4714 \\
1000000 & 0.4714 \\
\hline


\text{Values of $f(x)$ as $x$ aprroaches $- \infty$} & \\
x & f(x)\\
-10 & -0.4051\\
-100 & -0.4637\\
-1000 & -0.4706\\
-10000 & -0.4713 \\
-10000 & -0.4714\\
-1000000 & -0.4714\\
\hline

\end{array}
$

Based from the table, both values approaches $\pm 0.4714$ or close to $\pm 0.5$.

c.) Find the exact values of the limits in part (a)


$
\begin{equation}
\begin{aligned}

\lim_{x \to \infty} \frac{\sqrt{2x^2 + 1}}{3x - 5} \cdot \frac{\displaystyle \frac{1}{\sqrt{x^2}}}{\frac{1}{x}} =& \lim_{x \to \infty} \frac{\displaystyle \sqrt{\frac{2 \cancel{x^2}}{\cancel{x^2}}} + \frac{1}{x^2} }{\displaystyle \frac{3 \cancel{x}}{\cancel{x}} - \frac{5}{x}}
\\
\\
=& \lim_{x \to \infty} \frac{\displaystyle \sqrt{2 + \frac{1}{x^2}}}{\displaystyle 3 - \frac{5}{x}}
\\
\\
=& \frac{ \displaystyle \lim_{x \to \infty} \sqrt{2 + \frac{1}{x^2}} }{\displaystyle \lim_{x \to \infty} 3 - \frac{5}{x} }
\\
\\
=& \frac{\displaystyle \sqrt{2 + \lim_{x \to \infty} \frac{1}{x^2} } }{\displaystyle 3 - \lim_{x \to \infty} \frac{5}{x}}
\\
\\
=& \frac{\sqrt{2 + 0}}{3 - 0}
\\
\\
=& \frac{\sqrt{2}}{3} \text{ or } 0.4714
\\
\\
\lim_{x \to - \infty} \frac{\sqrt{2x^2 + 1}}{-(3x - 5)} \cdot \frac{\displaystyle \frac{1}{\sqrt{x^2}}}{\displaystyle \frac{1}{x}} =& \lim_{x \to - \infty} \frac{\displaystyle \sqrt{\frac{2 \cancel{x^2}}{\cancel{x^2}}} + \frac{1}{x^2} }{\displaystyle \frac{5}{x} - \frac{3 \cancel{x}}{\cancel{x}} }
\\
\\
=& \lim_{x \to - \infty} \frac{\displaystyle \sqrt{2 + \frac{1}{x^2}}}{\displaystyle \frac{5}{x } - 3}
\\
\\
=& \frac{\displaystyle \lim_{x \to - \infty} \sqrt{2 + \frac{1}{x^2}} }{\displaystyle \lim_{x \to - \infty} \frac{5}{x} - 3}
\\
\\
=& \frac{\displaystyle \sqrt{2 + \lim_{x \to - \infty} \frac{1}{x^2}}}{\displaystyle \lim_{x \to - \infty} \frac{5}{x} - 3}
\\
\\
=& \frac{\sqrt{2 + 0}}{0 - 3}
\\
\\
=& \frac{\sqrt{2}}{- 3}
\\
\\
=& \frac{- \sqrt{2}}{3} \text{ or } -0.4714

\end{aligned}
\end{equation}
$

How does the government obtain and maintain power over the populous in Bradbury’s Fahrenheit 451?

The government in Bradbury's Fahrenheit 451 doesn't have to force the populous to be submissive to its desires. In fact, the government simply capitalizes on the weaknesses of the populace to take control and maintain its manipulative power. When people stopped reading, educating themselves, and caring about anything other than having fun, the government easily stepped in by creating a system where people could tattle on their neighbors for having books. Faber explains it as follows:

"Remember, the firemen are rarely necessary. The public itself stopped reading of its own accord. You firemen provide a circus now and then at which buildings are set off and crowds gather for the pretty blaze, but it's a small sideshow indeed, and hardly necessary to keep things in line. So few want to be rebels any more" (87).

This passage proves that the firemen system of control is intended to be an intimidation tool for the government, which it is to an extent, but it isn't necessary. Those who dare to read books do it in secret and don't try to take over the government. However, the government also provides many distractions for its citizens in order to maintain power. Radio seashells, parlor walls, sleeping pills, and fast cars are a few examples of what people use to distract themselves from the manipulation going on in their society. Captain Beatty verifies the concept of distraction as a tool for manipulation as follows:

"More sports for everyone, group spirit, fun, and you don't have to think, eh? Organize and organize and super organize super-super sports. More cartoons in books. More pictures. The mind drinks less and less" (57).

The government wants the people to be distracted with sports and other mindless activities so they won't worry life's difficult issues or changing their society. Beatty explains the government's policy in other words:

"Cram them full of noncombustible data, chock them so damned full of 'facts' they feel stuffed, but absolutely 'brilliant' with information. Then they'll feel they're thinking, they'll get a sense of motion without moving. And they'll be happy because facts of that sort don't change. Don't give them any slippery stuff like philosophy or sociology to tie things up with. That way lies melancholy" (61).

Captain Beatty freely gives this information to Montag because people wouldn't care even if the truth about the government manipulating society got out. As long as the government keeps people in the dark about what matters in life, and people think they are happy, then nothing more needs to be done to maintain power and control.

In Faherenheit 451, the government has obtained and maintained its power over the people through a complex system of diversionary tactics.  The government and its agents don't allow the citizens the freedom to read or think for themselves; it actively manipulates the populace to value sensation above thought, and to accept their fates without question.  As Captain Beatty explains to Guy Montag, in his monologue on page 61:  "If you don't want a man unhappy politically, don't give him two sides to a question to worry him; give him one.  Better yet, give him none."  Beatty sheds light on how the government is able to achieve such conformity in its citizens- in perhaps one of the most significant quotes from the book- "Cram them full of noncombustible data, chock them so damned full of 'facts' they feel stuffed, but absolutely 'brilliant' with information.  Then they'll feel they're thinking, they'll get a sense of motion without moving.  And they'll be happy, because facts of that sort don't change." (p. 61)  The citizens in Fahrenheit 451 live in a fantasy world of "parlor walls" and "seashells" -mindless entertainment- to deafen their senses and thoughts, and the government has succeeded in making it feel real to them.  As Montag describes the people on page 139, "...like gray animals peering from electric caves, faces with gray colorless eyes, gray tongues, and gray thoughts looking out through the numb flesh of the face."   

Who is Michelangelo Buonarroti?

Michelangelo di Lodovico Buonarroti, who lived from 1475 to 1564, towers as one of the most famous and influential artists of all time. He is renowned for both his sculpture and his painting. He was also an architect and a poet, but it is artwork for which he is most often remembered.
His David is one of the most famous sculptures in the Western world. His Pieta and Moses are also very famous, as are his unfinished sculptures. His Sistine Chapel ceiling is considered a masterpiece, as is his painting of the Last Judgment.
He influenced the artists who came after him and was a precursor of the Baroque style. Baroque artists studied and imitated his twisting, dynamic forms and took them to the next level. Even today, artists still study and imitate his work, which seems an almost perfect merging of harmonious form with energized motion.
https://www.biography.com/artist/michelangelo

Where was Blefuscu situated and what separated it from Lilliput?

At the beginning of chapter 5, part one, "Voyage of Lilliput", Gulliver states that Blefuscu is an island situated north east of Lilliput. Only a channel about 800 yards wide separate the two countries. In the book, Blefuscu are threatening to invade their neighbor so Gulliver states that "I avoided appearing on that side of the Coast, for fear of being discovered by some of the Enemy's Ships."
Blefuscu, "the other great Empire of the Universe," is Lilliput's sworn enemy. They have been at war with each other ever since the current king's grandfather changed the doctrine for opening an egg from the large end to the smaller end. Blefuscu used the uproar it caused to stir up trouble. They encouraged revolts within Lilliput and provided refuge for those that wanted to escape the country. The people of Blefuscu claim that opening an egg from the smaller end is "making a Schism in Religion, by offending against a fundamental Doctrine of our great Prophet."
In the third chapter Gulliver is asked to swear to a list of articles that includes the following 6th article.

He shall be our Ally against our enemies in the Island of Blefuscu, and do his utmost to destroy their Fleet, which is now preparing to invade Us.

In Gulliver's Travels the island nation of Blefuscu is situated in the South Indian Ocean. It sits to the northeast of its neighboring island and deadly enemy, Lilliput. The warring islands are separated by a narrow channel just 800 yards wide. It's a misfortune of geography that two such implacable foes should be so terribly close to each other.
Gulliver, as is his wont, gives us precise geographical locations for the places he visits. In the case of Blefuscu, its latitude is given as 30°2′S to the northwest of modern-day Tasmania in Australia. However, Blefuscu's location is geographically impossible because that precise location wouldn't have been an island at all but part of the great Australian landmass instead. But then, Australia was little explored when Swift wrote Gulliver's Travels, so not that much was known about this strange, exotic part of the world.

lim_(x->-2) (x^2-3x+10)/(x+2) Evaluate the limit, using L’Hôpital’s Rule if necessary.

Given to solve,
lim_(x->-2) (x^2-3x+10)/(x+2)
as x->-2 then the (x^2-3x+10)/(x+2) =0/0 form
so upon applying the L 'Hopital rule we get the solution as follows,
as for the general equation it is as follows
lim_(x->a) f(x)/g(x) is = 0/0 or (+-oo)/(+-oo) then by using the L'Hopital Rule we get  the solution with the  below form.
lim_(x->a) (f'(x))/(g'(x))
 
so , now evaluating
lim_(x->-2) (x^2-3x+10)/(x+2)
=lim_(x->-2) ((x^2-3x+10)')/((x+2)')
=lim_(x->-2) (2x-3)/(1)
now plugging the value of x= -2 then we get
= (2(-2)-3)
= -7

Calculus: Early Transcendentals, Chapter 2, 2.3, Section 2.3, Problem 13

lim_(x->5)((x^2-5x+6)/(x-5))
sol:
lim_(x->5)((x^2-5x+6)/(x-5))
=>lim_(x->5)((x^2-3x-2x+6)/(x-5))
=>lim_(x->5)(((x-3)(x-2))/(x-5))


In order for the limit to exist , the condition is
lim_(x->5^-)(((x-3)(x-2))/(x-5)) =lim_(x->5^+)(((x-3)(x-2))/(x-5))
let us see whether this condition is satisfied or not.
so, taking
lim_(x->5^-)(((x-3)(x-2))/(x-5))
as x-> 5^- , the denominator x-5 will be a negative quantity approaching to 0
so, lim_(x->5^-)(((x-3)(x-2))/(x-5)) = (((5-3)(5-2))/(0^-))=(6/0^-) = -oo
similarly,
lim_(x->5^+)(((x-3)(x-2))/(x-5))
as x-> 5^+ , the denominator x-5 will be a positive quantity approaching to 0
so, lim_(x->5^+)(((x-3)(x-2))/(x-5)) =(((5-3)(5-2))/(0^+))=(6/0^+)= +oo
as lim_(x->5^-)(((x-3)(x-2))/(x-5)) !=lim_(x->5^+)(((x-3)(x-2))/(x-5))
then the limit does not exist

Single Variable Calculus, Chapter 3, 3.7, Section 3.7, Problem 20

The equation $\displaystyle F = \frac{GmM}{r^2}$ represents the Newton's Law of Gravitation. Where $F$ is the magnitude of the force exerted by a body of mass $m$ on a body of mass $M$, $G$ is the gravitational constant and $r$ is the distance between the bodies.

a.) Find $\displaystyle \frac{dF}{dr}$ and explain its meaning. What does the minus sign indicate.
b.) Suppose it is known that the Earth attracts an object with a force that decreases at a rate of $\displaystyle \frac{2N}{\text{km}}$ when $r = 20,000$km. How fast does this force change when $r = 10,000$km?


$
\begin{equation}
\begin{aligned}
\text{a.) } \frac{dF}{dr} &= GmM \cdot \frac{d}{dr}\left( \frac{1}{r^2}\right)\\
\\
\frac{dF}{dr} &= GmM \cdot \left( \frac{r^2 \cdot \frac{d}{dr} (1) - 1 \cdot \frac{d}{dr} (r^2) }{(r^2)^2}\right)\\
\\
\frac{dF}{dr} &= GmM \cdot \frac{\left( r^2 \cdot (0) - 1 (2r) \right)}{r^4}\\
\\
\frac{dF}{dr} &= GmM \cdot \left( \frac{- 2\cancel{r}}{r^{\cancel{4}}} \right)\\
\\
\frac{dF}{dr} &= \frac{-2GmM}{r^3}

\end{aligned}
\end{equation}
$

$\displaystyle \frac{dF}{dr}$ represents the rate of change of force with respect to the distance between the bodies. The minus sign indicated that the force decreases as the distance between the bodies increases.


$
\begin{equation}
\begin{aligned}
\text{b.) } \frac{dF}{dr} &= -2\frac{GmM}{r^3} && \text{where } r = 20000 \text{ and } \frac{dF}{dr} = -2\\
\\
\cancel{-2} & = \cancel{-2} \frac{GmM}{r^3}\\
\\
GmM &= r^3 = (20,000)^3 = 8\times10^{12}

\end{aligned}
\end{equation}
$

when $r = 10,000$km,

$
\begin{equation}
\begin{aligned}
\frac{dF}{dr} &= \frac{-2\left(8\times10^{12}\right)}{(10000)^3}\\
\\
\frac{dF}{dr} &= \frac{-16N}{\text{km}}
\end{aligned}
\end{equation}
$

$F$ decreases at a rate of $\displaystyle \frac{16N}{\text{km}}$

How does the movie Harry Potter and the Prisoner of Azkaban present the idea of good vs evil?

In the third installment of Harry Potter, Harry learns that he is being targeted by a murderer named Sirius Black who has escaped from the mysterious Azkaban Prison.  Azkaban is guarded by Dementors, ghost-like beings that suck the joy out of you.  Since Sirius Black is on the loose, the Dementors are too.  They seem to represent evil itself, and Harry is terrified of them.  They make him feel like he will never be happy again.
Harry is not that afraid of Sirius Black, but everyone else around him is.  They try to protect him, but he makes light of the situation.  He runs away from home after blowing up his aunt (like a balloon, not with explosives).  He sneaks around the castle with the Marauder’s Map, given to him by Fred and George Weasley, which shows him where everyone is at any given time.  He also sneaks into the nearby town of Hogsmead. 
For Harry, evil is an abstract concept, even though he has already faced it directly a few times in his life.  He doesn’t consider Sirius Black a real threat.  His Defense Against the Dark Arts teacher Remus Lupin finds him with the map and takes it.
Lupin also tries to help Harry address his fear.  When the class faced a boggart, a creature that turns into what you fear most, Lupin stopped Harry before he faced it, fearing it would turn into Voldemort.  Harry said he assumed it would be a Dementor.

"Well, well... I'm impressed. ... That suggests that what you fear most of all is -- fear. Very wise, Harry." 

The fact that Harry did not think he would see Sirius Black or Voldemort shows that he does not live his life ruled by fear of evil.  He fears the Dementors because they represent what he has lost in his life.  He has already faced too much death.
The threat of Sirius Black turns out to be not what it seems.  Sirius Black is not evil, proving the theme that good and evil are sometimes in the eye of the beholder.  Sirius Black was framed.  His reputation came from the fact that he was supposed to have killed Peter Pettigrew, but Pettigrew faked his own death.  He was actually an Animagus, and turned himself into a rat (Ron's Scabbers).  Sirius Black was also an Animagus, and became a big black dog.  They also find out that Remus Lupin is a werewolf.
The real evil in this movie is the same evil as in all of the Harry Potter movies: the dark wizard Voldemort.  What changes is who is helping him.  In this book, it is assumed that Sirius Black is helping him, but it turns out to be Peter Pettigrew.  The movie tells us that the idea of good and evil is more complex than we thought.  We assumed that Black was evil, but he was trying to protect Harry and stop Pettigrew, who was actually the threat.  People also usually assume that werewolves are evil, but Remus Lupin was a teacher and a mentor.  This did not stop him from losing his job when people found out he was a werewolf.
Note: The quote is from Chapter 8 of the book, but appears in the movie.

Why did Lincoln give his speech at Gettysburg?

The Gettysburg Address, given by Lincoln over four months after the conclusion of the Battle of Gettysburg, represented more than just a dedication to the National Cemetery at Gettysburg. In his iconic address, Lincoln not only reiterated ideas expressed in the Declaration of Independence, but he also extended these ideas to African Americans and redefined the war as a struggle not only for the preservation of the Union and the ideals on which it was founded, but also as a struggle for human equality. 
The Battle of Gettysburg marked a turning point in the Civil War, ending Robert E. Lee's march into the North. Lincoln's speech must be considered in the larger context of the war and in light of his previous actions in framing the meaning and course of the war. From the start of the war, Lincoln asserted that the war was about preserving the Union. However, after a Union victory at Antietam in 1862, Lincoln chose to issue the Emancipation Proclamation, expanding the Union's goals to freeing slaves and preventing European intervention in the war. With the Gettysburg Address, Lincoln again expanded the Union's purpose in the war, from freeing slaves to ensuring equality and a "new birth of freedom." In remembering the fallen at Gettysburg, Lincoln simultaneously asserts the importance of the war and of again creating "a more perfect union," this time one in which a government dedicated to equality for all men "can long endure." 

The Battle of Gettysburg was a decisive moment in the American Civil War. It marked a key defeat of the rebel Southern armies by the Union Army and a turning point in a civil war that had already caused the death of thousands of men on both sides—here, the war began to swing in the Union's favor. After Gettysburg, those who had fallen in the battle were reburied in what would later become the National Cemetery at Gettysburg. Lincoln was invited to give a speech on the occasion of this cemetery's consecration. The speech he ultimately gave was very short, around two minutes in duration; the photographer, who had expected a lengthy speech, had not even finished setting up before Lincoln had finished and left the stage. Afterwards, Lincoln lamented that he had not spoken for longer and had not, in his eyes, done justice to the solemnity of the occasion. He was sure, as the speech notes, that few would remember the events of that day; however, the Gettysburg Address has gone down in history as one of the greatest American speeches ever made.

Can someone put the Mayflower's voyage in sequential order briefly?

Here are sequential details about the Mayflower's voyage:
July 1620: The Mayflower sails from London to Southampton to load in supplies, mostly acquired in Southampton.
July 22, 1620: The Speedwell, the ship hired by the Pilgrims to bring them from Delfshaven in the Netherlands to the Mayflower in Southampton, sets sail. After landing in Southampton, the Speedwell, which is leaking, is repaired.
August 5, 1620: The Mayflower and Speedwell embark on their voyage to the New World.
August 12, 1620: The ships dock at Dartmouth so that the Speedwell, which is leaking again, can be repaired. 
August 21, 1620: The two ships set sail for the New World again. Shortly thereafter, the Speedwell again begins to leak after going about 300 miles. The Pilgrims and other travelers decide to return to Plymouth and leave the Speedwell there. The cargo and some of the passengers are brought on board the Mayflower. Some passengers decide to return home.
September 6, 1620: The Mayflower leaves Plymouth as the sole ship traveling to America.
October 1620: The Mayflower encounters several rough storms. 
November 9, 1620: After 66 days at sea, the travelers see land (which is Cape Cod) at sunrise. The passengers try to head to the Hudson River, then part of Northern Virginia, where they intend to land. However, rough seas convince them to return to Cape Cod. 
November 11, 1620: The Mayflower anchors at what is now Provincetown Harbor on Cape Cod. Before leaving the ship, 41 male passengers sign the Mayflower Compact. They then disembark to explore the land and find a location to build a settlement.
December 10, 1620: One of the passengers finds Plymouth, but the passengers are delayed in docking by inclement weather.
December 18, 1620: The Mayflower docks at Plymouth (on Cape Cod). 
December 25, 1620: The Pilgrims start constructing the buildings in their new settlement. They endure a difficult winter in which 50 out of the 102 Mayflower passengers die. The Wampanoags under Massasoit help the Pilgrims and other passengers to survive.
April 5, 1621: The Mayflower and crew return to England. 

Identify the two men who “made” Gatsby. Gatsby is NOT one of them.

If what is meant by "made," is that these two men had a profound influence on the type of man that Gatsby became, the answer is Dan Cody and Meyer Wolfsheim.
Jimmy Gatz met Dan Cody when Cody sailed his yacht into Little Girl Bay and the new incarnation, Jay Gatsby, came aboard. Over the next five years the men traveled together and Gatsby learned what it was like to live the nouveau riche life, with its pleasures and pitfalls.
After his war service, Gatsby arrived in New York with no money, connections or prospects, since Dan Cody had passed away. Meyer Wolfsheim, an organized crime figure, took Gatsby under his wing and into a life of highly profitable criminal pursuits.
Neither Cody nor Wolfsheim was a man of breeding or education, and that meant that Gatsby became a man with a lot of money but little in the way of social capital, particularly the kind of social capital that would satisfy Daisy Fay Buchanan.

The two men responsible for Jay Gatsby's wealth and financial success are Dan Cody and Meyer Wolfsheim. Dan Cody was a wealthy mogul who owned a yacht and gave Jay Gatsby a job as his assistant. Dan Cody became a role model to Gatsby and mentored him as they sailed around the globe. Despite the fact that Dan Cody was an alcoholic and that Gatsby did not receive his $25,000 inheritance upon his death, Gatsby was inspired by the fact that Cody was a self-made man. Dan Cody inspired Gatsby to follow his heart and attain his dream. One could argue that Jay Gatsby would not have become a success without interacting with Dan Cody.
Meyer Wolfsheim is also partly responsible for Gatsby's financial success. Meyer Wolfsheim is Gatsby's business partner and fellow bootlegger. Meyer is well-connected and has a significant role in their partnership. One could argue that Gatsby would not have been capable of attaining his wealth without the help of his business partner, Meyer Wolfsheim.

How does a central idea develop over the course of the two poems "The Passionate Shepherd to His Love " and "The Nymph's Reply to the Shepherd"?

I would argue that the central theme of these two poems, the second of which is an "answer" to the first, regards the nature of love and of its consequences. Marlowe presents the idealized, pastoral conception of two people, the shepherd and his girl, living together in an Eden-like setting. It is as if the turmoil and harshness of the world have been nullified and the truism that love conquers all is fully validated.
Raleigh's poem serves not only as a reluctant woman's reply to a man. It is also an answer to the whole idea that love creates a perfect or even happy situation between lovers. The world, Raleigh indicates, is imperfect, and therefore love cannot last or be truly joyful:

Time drives the flocks from field to fold,And rivers rage, and rocks grow cold,And Philomel becometh dumb;The rest complain of cares to come.

The two poems put together could also represent the progress of a relationship. Initially everything (as with many couples) is happy and idealized. Then reality sets in: imperfection in a relationship and the harshness of the outside world inevitably affect the couple and compromise their happiness.

Sir Walter Raleigh's "The Nymph's Reply to the Shepherd" was written as a satiric reply to Christopher Marlowe's "The Passionate Shepherd to His Love." This means that the two poems are by two different authors and although they address related themes, there is no central argument made by both poems.
Marlowe's poem is a typical exemplar of the pastoral genre, in particular of the "carpe diem" amorous poem which argues that since life is short and beauty and pleasures fleeting, the female beloved should yield to the sexual advances of the male lover. Within the Christian community of early modern England, of course, engaging in premarital sexual activity would have been considered "fornication", a sin in the eyes of the church that would lead to social ostracism for the woman who yielded her virginity and perhaps became pregnant outside of marriage.
Raleigh's nymph presents a counterargument to Marlowe's shepherd, arguing that the fleeting nature of sensual pleasure is not an argument for indulging in it but rather emphasizes that its very ephemeral nature makes it ultimately not worth the risk.

Single Variable Calculus, Chapter 3, 3.7, Section 3.7, Problem 19

The equation $Q(t) = t^3 - 2t^2 + 6t+2$ represents the quantity of change in coulombs(C) that has passed through a point in a wire up to time $t$ in seconds. Find the current when (a) $t = 0.55$ and (b) = $15$. At what time is the current lowest? The unit of current is ampere $\displaystyle 1A = 1 \frac{c}{s}$
The equation for current can be determined by taking the derivative of the equation $Q(t)$ with respect to $t$

$
\begin{equation}
\begin{aligned}
Q'(t) &= \frac{d}{dt}(t^3) - 2 \frac{d}{dt} (t^2) + 6 \frac{d}{dt} (t) + \frac{d}{dt}(2)\\
\\
Q'(t) &= 3t^2 - 2(2t) + 6(1) + 0\\
\\
Q'(t) &= 3t^2 - 4t + 6
\end{aligned}
\end{equation}
$


a.) when $t = 0.5 s$

$
\begin{equation}
\begin{aligned}
Q'(0.5) &= 3(0.5)^2 - 4(0.5)+6\\
&= 4.75 \text{ Amperes}
\end{aligned}
\end{equation}
$

b.) when $t = 1s$

$
\begin{equation}
\begin{aligned}
Q'(1) &= 3(1)^2 - 4(1) +6\\
&= 5 \text{ Amperes}
\end{aligned}
\end{equation}
$


The time where the current is lowest is where $Q'(t) =0$

$
\begin{equation}
\begin{aligned}
Q'(t) = 0 &= 3t^2 - 4t + 6\\
0 &= 3t^2 - 4t + 6
\end{aligned}
\end{equation}
$


By using quadratic formula,

$
\begin{equation}
\begin{aligned}
t &= \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}\\
\\
t &= \frac{-(-4) \pm \sqrt{(-4)^2 - 4 (3) (6)}}{2(3)}\\
\\
t &= \frac{4 \pm \sqrt{-56}}{6}\\
\\
t_1 &= \frac{2}{3} + \frac{\sqrt{-56}}{6} \text{ and } t_2 = \frac{2}{3} - \frac{\sqrt{-56}}{6}
\end{aligned}
\end{equation}
$


Therefore, the current is lowest at $\displaystyle t = \frac{2}{3}s$ (the real part of the solution.)

Calculus of a Single Variable, Chapter 9, 9.4, Section 9.4, Problem 17

Limit comparison test is applicable when suma_n and sumb_n are series with positive terms. If lim_(n->oo)a_n/b_n =L where L is a finite number and L>0 , then either both series converge or both diverge.
Given series is sum_(n=1)^oo(2n^2-1)/(3n^5+2n+1)
Let the comparison series be sum_(n=1)^oon^2/n^5=sum_(n=1)^oo1/n^3
a_n/b_n=((2n^2-1)/(3n^5+2n+1))/(1/n^3)
a_n/b_n=(n^3(2n^2-1))/(3n^5+2n+1)
a_n/b_n=(2n^5-n^3)/(3n^5+2n+1)
lim_(n->oo)a_n/b_n=lim_(n->oo)(2n^5-n^3)/(3n^5+2n+1)
=lim_(n->oo)(n^5(2-n^3/n^5))/(n^5(3+(2n)/n^5+1/n^5))
=lim_(n->oo)(2-1/n^2)/(3+2/n^4+1/n^5)
=2/3>0
The comparison series sum_(n=1)^oo1/n^3 is a p-series with p=3
As per p-series test sum_(n=1)^oo1/n^p is convergent if p>1 and divergent if 0Since the comparison series sum_(n=1)^oo1/n^3 converges, so the series sum_(n=1)^oo(2n^2-1)/(3n^5+2n+1) as well ,converges by the limit comparison test.

Intermediate Algebra, Chapter 2, 2.3, Section 2.3, Problem 18

Use the variable $x$ for the unknown, and write an equation representing the verbal sentence "if the quotient of a number and $6$ is added to twice the number, the result is $8$ less than the number". Find the number and solve the problem.

The equation is


$
\begin{equation}
\begin{aligned}

\frac{x}{6} + 2x =& x - 8
&&
\\
\\
6 \left( \frac{x}{6} + 2x \right) =& 6(x - 8)
&& \text{Multiply each side by $6$}
\\
\\
x + 12x =& 6x - 48
&& \text{Distributive property}
\\
\\
13x =& 6x - 48
&& \text{Combine like terms}
\\
\\
13x - 6x =& -48
&& \text{Subtract each side by $6x$}
\\
\\
7x =& -48
&& \text{Divide each side by $7$}
\\
\\
x =& \frac{-48}{7}
&&

\end{aligned}
\end{equation}
$

In Lord of the Flies, what are some quotes that depict Ralph utilizing his survival skills?

There are several scenes throughout the novel where Ralph utilizes his survival skills. In Chapter 2, Jack suggests that they use Piggy's glasses to light the fire. Ralph then takes Piggy's glasses and focuses the sun's heat onto a small area of dry wood. Golding writes,

"Ralph moved the lenses back and forth, this way and that, till a glassy white image of the declining sun lay on a piece of rotten wood. Almost at once a thin trickle of smoke rose up and made him cough" (56).

Starting a fire is an important survival skill that Ralph has mastered.
Another scene throughout the novel that depicts Ralph utilizing his survival skills takes place in Chapter 3. The ability to build a shelter is an important aspect of survival. Ralph, Simon, and the other boys successfully build one shelter together. During an assembly meeting in Chapter 5, Ralph says,

"We all built the first one, four of us the second one, and me 'n Simon build the last one over there" (Golding 112).

In the last chapter of the novel, Ralph is being hunted by the savages. Ralph displays his survival skills by hiding in a thicket close to Castle Rock to avoid detection. Ralph tells Samneric that he thinks Jack will never expect him to hide so close to their base. Golding writes,

"When Ralph had wriggled into this he felt secure, and clever. He sat down carefully among the smashed stems and waited for the hunt to pass" (276).

Why did the development of agriculture lead to social classes in human societies?

The Neolithic (or Agricultural) Revolution began approximately 12,000 years ago and brought with it the transition to agriculture and animal husbandry. This was accompanied by a significant improvement in food storage due to the invention of pottery that created sufficient surpluses of food to allow rapid growth in the human population. This led to the emergence of relatively large settlements that existed for hundreds and sometimes thousands of years in the same place. In the later part of the Neolithic period, some of these settlements, such as Catal Huyuk in Asia Minor, formed the first towns with several thousands of people living together in close proximity.
The development of stable settlements led to substantial growth in cultural continuity and created a new level of social complexity requiring more administration. Prominent individuals and groups acquired substantial social and cultural capital in the form of connections and experience; they were then able to leverage this to acquire larger shares of their community’s resources. This development led to social specialization, differentiation, and inequality—especially resulting in status and class divisions.
The appearance of gold and silver jewelry during the later part of the Neolithic period indicates the quest to emphasize status distinctions. Archeologists discovered that later Neolithic graves differed greatly depending on the wealth and status of the people buried in them.

In the story "Charles," how does Laurie feel about his/Charles' behavior?

In Shirley Jackson's 1948 short story, "Charles," the main character Laurie is proud of the fictional Charles's behavior. 
Laurie invents the character of Charles on his first day of kindergarten. He comes home slamming the door, leaving his hat on the floor, and shouting. He spills his baby sister's milk at lunch and speaks disrespectfully to his father. When prompted, he tells his father he didn't learn "nothing" in school. Then he tells the tale of a boy being spanked for being fresh. In the quote below, one can see Laurie's enjoyment in telling the tales of Charles's insolent behavior at school. 

"The next day Laurie remarked at lunch, as soon as he sat down, “Well, Charles was bad again today.” He grinned enormously and said, “Today Charles hit the teacher.” 

The fact that he grins enormously while he tells of the heinous deeds shows that he is proud either of his actions, or of the deceptive tale he has weaved, or both. 
The next incidence of Charles' bad behavior is ironic. Consider the passage below: 

"On Monday Laurie came home late, full of news. “Charles,” he shouted as he came up the hill; I was waiting anxiously on the front steps. “Charles,” Laurie yelled all the way up the hill, “Charles was bad again.” “Come right in,” I said, as soon as he came close enough. “Lunch is waiting.” “You know what Charles did?” he demanded, following me through the door. “Charles yelled so in school they sent a boy in from first grade to tell the teacher she had to make Charles keep quiet, and so Charles had to stay after school. And so all the children stayed to watch him.”

Ironically, Laurie is reporting Charles' actions which mirror his own, as he has throughout the story, and yet his parents still don't make the connection that Charles and Laurie are one in the same. In the quote above, Laurie is late and he is shouting all the way down the street. He explains his lateness by telling his mother that all the students stayed after to watch Charles. Charles had to stay after for shouting. It is apparent that Charles was not raised to believe shouting was acceptable. His mother models more polite behavior by not answering his shouts until he comes close enough to speak at an appropriate level. 
In the following quote, Laurie offers what could be a clue to the motivation behind Charles's actions: 

“What are they going to do about Charles, do you suppose?” Laurie’s father asked him. Laurie shrugged elaborately. “Throw him out of school, I guess,” he said."

One could make a reasonable inference that Laurie didn't like school, and acted out in such a way as to get himself expelled.  
It is interesting to consider Laurie's physical description of Charles. When his mother asks him what Charles looks like, this is his response:
 “He’s bigger than me,” Laurie said. “And he doesn’t have any rubbers and he doesn’t ever wear a jacket.”
Considering Laurie's insolent behavior around his home, and his outlandish behavior at school, one could infer that he is a strong willed child. When he describes Charles, he says he is bigger than Laurie. It's possible Laurie wishes he was bigger. He also says he doesn't have any rubber boots and doesn't ever wear a jacket, which would be a concern for the child's welfare from an adult perspective. From Laurie's perspective, it's more likely that he doesn't like wearing jackets and rubber boots and so he includes this dislike in his fictional character. 
More evidence for the assertion that Laurie is proud of Charles's behavior is found in the following quote when "Charles" told a girl to say an obscene word at school and she complied: 

“What word?” his father asked unwisely, and Laurie said, “I’ll have to whisper it to you, it’s so bad.” He got down off his chair and went around to his father. His father bent his head down and Laurie whispered joyfully. His father’s eyes widened. “Did Charles tell the little girl to say that?"

The fact that Laurie whispers this word joyfully provides evidence that he is proud of the behavior, or at least that he is enjoying the reactions he is getting from his invented character's escapades. 

In 1540–1541, who was the first European explorer to explore the area that would become Oklahoma?

The first European explorers to visit the territory of future Oklahoma in 1541 were thirty-six soldiers under the command of Francisco Vasquez de Coronado, the Spanish governor of the New Galicia province of the Spanish colony New Spain (now Mexico). The Coronado expedition was looking for the so-called Seven Cities of Cibola and their fabled wealth. Finding no gold or silver, the expedition was quite disappointed. Its Native American guide, whom the Spanish called El Turco, told them of the wealthy civilization of Quivira in what is now Kansas. Spanish soldiers crossed the future Oklahoma on their way from Texas to Quivira. Quivira was very populous, but it also lacked gold and silver. Coronado ordered the execution of their Native American guide as he believed that El Turco had deliberately deceived them. In 1542, the Spaniards returned to Mexico after failing to discover riches, but they had explored and mapped a substantial region of the future US, including parts of Texas, Kansas, New Mexico, and Oklahoma.

What is a company that is currently facing a significant dilemma? How can the rational decision-making process be applied to help the company overcome the dilemma? How can the rational decision-making process improve the quality of the decisions being made?.

The first step in the seven-step rational decision-making process is defining the problem.One problem for Whole Foods is that its stock prices have been fluctuating significantly. Stock was priced at $67 per share in 2013 but fell to $31 per share in 2015. Though stock gained an additional 6% in 2016, analysts wonder how well Whole Foods is holding up under competition. One reason for the fall in stock market value is that Whole Foods has faced two different lawsuits. One was filed by PETA, who claimed the Whole Foods 5-step-rating system for meat sold at the counter was a "sham"; however, Whole Foods successfully won the case, and charges were dismissed (Stempel, J., "Whole Foods Wins Dismissal of PETA Lawsuit Over Meat Claims," Reuters). The second lawsuit is still ongoing and filed by shareholder Yochanan Markman, who claims that Whole Foods was overcharging prepackaged foods by stating "incorrect weights" (Dent, M., "Why Whole Foods is Facing a Whole Lot of Problems," The Fiscal Times). More importantly, Markman claims Whole Foods intentionally raised the prices to con shareholders by artificially increasing the company's value (Dent). CEOs Walter Robb and John Mackey admitted that pricing errors did occur but denied the errors were part of a scheme to con shareholders (Grisales, C., "Lawsuit Claims Whole Foods Violated Securities Laws, Misled Consumers," My Statesman). The next 6 steps in the rational decision-making process are pinpointing a possible decision, weighing the decision, pinpointing other options for decisions, weighing the alternative decisions,  choosing the best decision, "take action, and review the decision" ("Decision-Making Process," University of Massachusetts Dartmouth).
To increase share value, Whole Foods must regain consumer confidence. To regain consumer confidence, although Whole Foods won the case against PETA, Whole Foods can consider dropping using the five-point rating system of humane animal husbandry upon which Global Animal Protection bases its certification. Using this system, farms can be certified as humane with a rating of 1 to 5, the most humane being rated a 5. A rating of 1 "allows for intensive crowding, minimal access to pasture, castration without anesthesia, and nose ringing for pigs" (McWilliams, J., "Animal Welfare Labeling: What They're Not Telling You," Free From Harm). While the certification system is not the worst in existence, it is certainly not the best. Whole Foods could consider switching to a more reliable certification system using a smaller certification company such as Animal Welfare Institute. An alternative decision is that, since Whole Foods helped initiate Global Animal Protection's 5-point system, Whole Foods could also initiate an improvement in the system, making farms that currently have a 5 rating the only certifiable farms.
http://www.thefiscaltimes.com/2015/09/28/Why-Whole-Foods-Facing-Whole-Lot-Problems

What are the points Maya Angelou makes in her book?

I Know Why the Caged Bird Sings is an autobiographical look at the upbringing of author and poet Maya Angelou. She tackles issues such as abuse, abandonment, and discrimination with vigor, challenging the reader’s sensibilities throughout the text.
Perhaps the most obvious topic in this book is racism and discrimination. Angelou is taken to a white dentist who says “my policy is I’d rather stick my hand in a dog’s mouth than a n----r’s” (184), and her brother discovers the rotting corpse of a black man, prompting the family to cautiously inquire about the body (191–4). Although tackling a serious topic, Angelou allows room for humor: "People in Stamps used to say that the whites in our town were so prejudiced that a Negro couldn’t buy vanilla ice cream" (47).
This racial tension often results in a series of shifts, or displacements. Constantly moving between various homes and families creates a sense of instability that mirrors her experiences as an African American in this particular time period (the 1930s and 40s). In the book, the black community alternates between elation, as they experience when Joe Louis wins a legendary boxing match (129–132), and the weight of the oppression that defines their everyday lives.
The book goes back and forth between themes of light and dark, peace and conflict. On page 113, Bailey (Angelou’s older brother) receives a severe beating from Uncle Willie, and this violence is followed with a nighttime prayer. After a brutal sexual assault by her mother’s boyfriend (76–77), Angelou opts to walk home and go to bed rather than tell anyone in her family. There is a common theme of covering harsh things up, pretending that they aren't there in the hope that no one will find out, as Angelou covers up her pregnancy as a teenager.
https://pacs.ou.edu/blog/i-know-why-the-caged-bird-sings/

In "Contents of the Dead Man's Pocket," what is Jack Finney saying about choosing priorities in life?

In “The Contents of the Dead Man’s Pocket,” Jack Finney is teaching an important life lesson about choosing priorities.
In the exposition, Tom Benecke chose working to get a promotion at work over an enjoyable evening with his wife. Although he is attracted to his beautiful young wife, he is driven to make a name for himself in the grocery industry with the hope of reaping the benefits of the work in future. He even jokes with his wife about how she will enjoy the increase in salary he expects to get for his work.

She nodded, accepting this. Then, glancing at the desk across the living room, she said, "You work too much, though, Tom—and too hard."
He smiled. "You won't mind though, will you, when the money comes rolling in and I'm known as the Boy Wizard of Wholesale Groceries?"
"I guess not." She smiled and turned back toward the bedroom.

It is only after Tom faces a life or death situation on the ledge that he sees the flaw in his reasoning. By putting himself in a desperate situation, he realizes his life is out of balance. Jack Finney teaches the reader about balancing work with pleasure and about seizing the moment and enjoying what one has. This does not mean you should not have goals, but they should not be so consuming that life passes you by.

He thought of all the evenings he had spent away from her, working; and he regretted them. He thought wonderingly of his fierce ambition and of the direction his life had taken; he thought of the hours he'd spent by himself, filling the yellow sheet that had brought him out here. Contents of the dead man's pockets, he thought with sudden fierce anger, a wasted life.

How does Amulya die?

Although Amulya is not one of the book's main characters he is significant, nonetheless. As indeed is the manner of his death: shot through the heart during anti-Swadeshi riots. The death of Amulya is deeply symbolic. He was young and naive, someone governed by his emotional attachment to Sandip, India, and the Swadeshi movement. In other words, he always allowed his heart to overrule his head.
But that heart has been destroyed, both literally and metaphorically. Amulya's death is the death of innocence. As a humble foot soldier in the Swadeshi movement he was shamelessly manipulated by Sandip and Bimala, becoming little more than a pawn in their political games. But Amulya never understood this. He was so naive, so deeply committed to what he believed was a noble cause, that he never seriously entertained the thought that his supposed comrades would ever try to exploit him.

Amulya dies from a bullet wound to the heart.
In the story, Bimala is happy when she succeeds in thwarting Sandip's influence over Amulya, who is like an adopted son to her. Bimala is especially thrilled when Amulya agrees to return the money he stole from Nikhil's treasury. 
Pleased by Bimala's approving manner, Amulya leaves to keep his promise. However, he is not heard from again. Bimala begins to worry, fearing that she has sent Amulya into a dangerous situation. She castigates herself for encouraging the young man to embark on such a difficult mission.
Later, it is discovered that Amulya brought the money back to the manager of Nikhil's office in Chakna and confessed his part in taking the 6,000 rupees.
Amulya later dies; however, it is not entirely clear why he was shot. The text hints that he may have been caught up in a conflict between Nikhil's men and Muslims who were raiding Harish Kundu's treasury and assaulting the women of Kundu's home. During the skirmish, Nikhil was wounded in the head, but Amulya received a fatal bullet wound to the heart.

What is the climax of Hope was Here by Joan Bauer?

Hope Was Here has a straightforward plot. Readers are introduced to Addie and Hope, and we quickly learn that the two characters are used to moving from place to place. It is not long before they are forced to move to Mulhoney, Wisconsin to begin working for G.T. Stoop at the diner he owns called the Welcome Stairways. The book moves into several rising actions by letting us know that Stoop has cancer, but he still plans on running for mayor against the corrupt Eli Millstone. Being corrupt, Millstone has no problem using every dirty trick in the book to scare off Stoop and his campaign crew. The majority of the rising actions focus on the drama around the political campaign, and the climax is the day of the vote. It's a heartbreaking climax because readers come to find that Stoop loses the election. Fortunately, things are made right in the falling action. The townspeople discover that Millstone cheated and rigged the election, and Stoop is made mayor. The novel concludes by skipping forward about 18 months and has Hope leaving for college and Stoop finally succumbing to his cancer.

Joan Bauer's Hope was Here follows the story of Hope Yancey, a teenager who was abandoned by her birth mother, Deena, and is now being raised by her Aunt Addie in Brooklyn. After the diner Hope and Addie work at closes down, the pair moves to Mulhoney, Wisconsin, to work at the Welcome Stairways Diner. Although the restaurant itself contains many lovely, friendly people, Mulhoney is riddled by political corruption.
The climax of the book occurs when G.T., the owner of Welcome Stairways, loses the race to become mayor of the city because Eli Millstone, the incumbent mayor, has rigged the election by 1) lying to the town and telling them G.T.'s cancer has spread to his brain, and 2) faking the votes under the names of townspeople who did not vote. Addie reveals this information, which results in the electoral decision being overturned and G.T. becoming the new mayor. G.T. marries Addie and adopts Hope, emotionally satisfying her lifelong search for her father.

Intermediate Algebra, Chapter 3, 3.3, Section 3.3, Problem 30

(a) Write the equation $3x + 4y = 12$ in slope-intercept form.


$
\begin{equation}
\begin{aligned}

3x + 4y =& 12
&& \text{Given equation}
\\
4y =& -3x + 12
&& \text{Subtract each side by $3x$}
\\
y =& - \frac{3}{4}x + 3
&& \text{Divide each side by $4$}

\end{aligned}
\end{equation}
$



(b) Give the slope of the line.

Here the slope is $\displaystyle - \frac{3}{4}$. It can be interpreted as $\displaystyle m = \frac{\text{rise}}{\text{run}} = \frac{-3}{4} \text{ or } \frac{3}{-4}$

(c) Give the $y$-intercept.

The $y$-intercept is $3$.

(d) Graph the line.

From $(0,3)$, move 3 units down and 4 units to the right and plot a second point at $(4,0)$. Draw a line through the two points.

What did Meg from Little Women wear most of the time?

At the beginning of the book, Meg wears old clothes, but she dreams of the old days, when her family was wealthier and she could wear nicer clothes. Though Meg has to wear poplin to balls, she dreams of wearing silk, and she is very careful to wear gloves. When she attends the ball at Laurie's house, she wears silvery drab with a blue velvet snood trimmed with lace and a pearl pin. While she wears thin, drab, old dresses, she dreams of luxury, and she is finally able to dress in finery when she is at the Moffats' house. The girls who are attending parties at the Moffats' house dress Meg up and crimp her hair and put powder on her arms. Laurie, who sees her at the party, calls her foolish, and she realizes the error of her ways. Her mother tells her that while it is nice to be rich, it is better to be loved. After that time, Meg dedicates herself to simplicity, and she is married to John in a simple dress that enhances her natural beauty, and she eschews silk, lace, and flowers. 

What caused the Salem Witch Trial hysteria in 1692?

In the late 1600s, Massachusetts was heavily Puritan.  Puritan beliefs demanded moral behavior and a devotion to Christianity and the church.  Those who were different were viewed with suspicion.  This was especially true of people who held different religious beliefs, such as Quakers and Native Americans.
In 1692, two girls living in Salem Village started to experience strange fits.  They were cousins Betty Parris and Abigail Williams.  Betty was the minister's daughter and Abigail was his niece.  It was recorded that they made animal sounds, threw themselves onto the floor, and tossed objects around the house.  This behavior was highly unusual for Puritan young ladies, who were expected to be meek and respectable.  It was especially unusual for members of the minister's own family to behave in such a way.  Soon other girls in Salem Village started to experience similar fits.  It was concluded that all the girls had been bewitched.  This was given as the explanation for their strange behavior.  These girls soon started making accusations about local villagers in Salem.  They accused them of being involved with witchcraft.
The girls began acting strangely in the wintertime.  It had been a long, cold winter in Salem Village.  An earlier outbreak of smallpox had left villagers fearful.  In addition, battles were raging less than 100 miles away due to the Indian Wars.  It was a time of fear and hardship, which most likely left villagers more suspicious than normal.  They may have wanted something to blame for their hardships.
More and more people in the area were accused of bewitching the girls.  Some of the accused even made confessions.  Some of the people who were accused were fairly prominent in the local church.  Neighbors became suspicious of each other.  Tensions rose in and around Salem Village.  Eventually, the hysteria died down.  This did not, however, stop several people from being falsely hung for witchcraft.
One modern theory suggests that the girls who experienced the strange fits had eaten grain with a fungus known as ergot.  The drug LSD is derived from ergot.  One who eats grain that has been compromised by the fungus can become physically ill, and even experience hallucinations.  This would explain the strange behaviors of the girls involved.
 
http://law2.umkc.edu/faculty/projects/ftrials/salem/SAL_ACCT.HTM

http://people.ucls.uchicago.edu/~snekros/Salem%20Journal/Hysteria/ElbertDLukeR.html

http://www.pbs.org/wnet/secrets/witches-curse-clues-evidence/1501/

Who decides what words get added into the dictionary in Andrew Clements' Frindle?

 
In the book Frindle, author Andrew Clements shows us that society decides what words get added to the dictionary.The question of how dictionaries are created begins being explored in chapter 3 when Nick tries to distract his fifth-grade English teacher from assigning homework by asking what he thinks is a "perfect thought-grenade":

.. where did all those words [in the dictionaries] come from? (p. 17)

Nick is then assigned to explore the answer to his own question by writing and presenting a report on the dictionary. Nick's research shows him that scholars, like Samuel Johnson in the 1700s, compiled dictionaries, but Johnson's dictionary was compiled from many other English dictionaries before him. When Nick asks his next "thought-grenade" concerning who decides what words mean, Mrs. Granger explains the role ordinary people and the rest of society play in deciding what words mean and what words get added to the dictionary. Mrs. Granger explains the role society plays in her following answer to Nick's question:

Who says dog means dog? You do, Nicholas. You and I and everyone in this class and this school and in this town and this state and this country. We all agree. (p. 27-28)

In other words, as soon as all of society agrees on the meaning of a specific word and begins using that word to mean that thing frequently enough, the word gets added to the dictionary, which has been compiled for centuries by scholars. Nick demonstrates society's role in adding words to the dictionary when he invents a new word to mean pen, frindle, and convinces all of society around him to use the word instead of the word pen. By the time he is 21 years old, Nick discovers that his made-up word has been added to the dictionary.

Should Douglass be viewed as a hero?

Frederick Douglass was born into slavery, and as a slave, he was limited to a life of manual labor. When he was in his early twenties, approximately 23 years old, he was invited to speak at an anti-slavery convention in Massachusetts. He described how this experience ". . . was a severe cross," meaning a heavy burden, such as the cross that Jesus carried. He elaborated, though, by noting that after giving the speech he "felt a degree of freedom" and learned what he wanted to do with his life: he wanted to speak out about the evils of slavery. He wanted to make the world a better place, where all humans are treated with dignity and respect. This was only the beginning of Douglass's speaking career; he spoke, as an abolitionist, for over fifty years. 
However, Douglass was not only a speaker. He was also a writer; Narrative of the Life of Frederick Douglass is only one of three autobiographies that he wrote. Additionally, he wrote a novella called The Heroic Slave and other articles. He wasn't merely concerned with his own well-being and communicating his story to the world; he found a way to escape slavery. In fact, when he gave his first speech in Massachusetts (1941), he was a fugitive slave, meaning that he'd escaped out of slavery to the north. Many northerners sought to help fugitive slaves as they gained independence. In 1850, the Fugitive Slave Act was passed, which required all northerners, by law, to return fugitive slaves to the southern slave-owning states. This shows how even escaping to the north wasn't a secure path to freedom. Douglass desired that the United States would one day be a free land, where slavery no longer existed. He bravely stood up in front of hundreds of men and women of various races, arguing that slavery needed to be abolished for good. He showed through his personal life experiences how wicked slavery was and urged society to join him in fighting this great evil. 
In this autobiography, Douglass tells the story of his life. (Well, tells one of three versions of his life story.) One of the most important lessons that Douglass learned in his life was the power of education. He explains in his narrative how he was prevented from an education by his masters. In fact, one of his mistresses, Mrs. Auld, was kind to him and began to educate him about the alphabet. But when Mr. Auld found out, he reprimanded his wife, telling her it was "unlawful as well as unsafe, to teach a slave to read." Rather than being frustrated by Mr. Auld's intervention, Douglass saw this moment as a "special revelation":

"I now understood what had been to me a most perplexing difficulty-- to wit, the white man's power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. . . . It gave me the utmost confidence in the results which, he said, would flow from teaching me to read. . . . and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn."

Douglass adamantly believed in the power of education to change the world. He believed that learning was a way to increase one's social standing, to open career opportunities, and to create a happier future world. He believed that education was the primary means to end slavery, and he was one of the most instrumental voices in promoting education for African slaves. He thought that, even if slaves were immediately freed, without an education, they would still be limited. His words largely influenced the beliefs and practices of future African American leaders, such as Booker T. Washington, who started Tuskegee Institute, an African American school. Was Douglass a hero who positively impacted the world? Yes, indeed.
https://constitutioncenter.org/blog/frederick-douglasss-first-speech-170-years-ago

https://www.biography.com/activist/frederick-douglass

Why does Daisy sob into the thick folds of Gatsby's beautiful shirts?

In chapter 5, Gatsby takes Daisy and Nick on a glamorous tour of his house. He boasts about his imported gates and expensive décor. They proceed to his bedroom. In the room Gatsby, begins throwing expensive shirts towards Daisy in a playful manner as, she kneels on the bed. Daisy blissfully reaches out trying to grab each shirt. They're laughing and having so much fun. Suddenly, she stops and begins to cry hysterically. Gatsby runs to her aide with tenderness and worry.
Daisy has been unhappy and in a loveless marriage for years. In which her husband is a racist, misogynist, and a cheater. In that moment she's free and happy, however, reality sets in. Daisy realizes she's in a confusing love triangle. She loves Gatsby, but she loves Tom too. This realization sends a wave of emotions through her. As she knows her and Gatsby could never be together. Her heart is broken as she begins to cry. As she looks at Gatsby, his love is undeniable and she cannot bare to tell him the truth. So instead she tells him,
" I've never seen such beautiful shirts." (118-119)
She plays her emotions off as a silly moment of a women being emotional for no logical reason.

One could say Daisy Buchanan is the original "Material Girl," a woman that Gatsby describes as having a voice that "sounds like money." She is so impressed with Gatsby's custom-made English shirts that she is moved emotionally by this colorful display of his wealth:

They’re such beautiful shirts . . . It makes me sad because I’ve never seen such—such beautiful shirts before (Chapter 5).

Gatsby has shown Daisy around his palatial home with its garish rooms and Restoration salons opening to impress the woman who rejected him to marry the wealthy Tom Buchanan, a man who virtually purchased her with a pearl necklace worth a fortune. When Gatsby takes Daisy into his bedroom, Daisy sees his toilette set of pure dull gold. With delight, she picks up his brush and smooths her hair. Then, while Gatsby shows her his many English tailored and colorful shirts, Daisy sobs as he has found the way to her material heart. When she says "It makes me sad," perhaps Daisy regrets that Jay Gatsby's show of wealth has come too late because she rejected him when they were younger because he was not rich.
 
 

x=-y , x=2y-y^2 Find the x and y moments of inertia and center of mass for the laminas of uniform density p bounded by the graphs of the equations.

For an irregularly shaped planar lamina of uniform density (rho) bounded by graphs x=f(y),x=g(y) and c<=y<=d , the mass (m) of this region is given by,
m=rhoint_c^d[f(y)-g(y)]dy
m=rhoA , where A is the area of the region.
The moments about the x- and y-axes are given by:
M_x=rhoint_c^d y(f(y)-g(y))dy
M_y=rhoint_c^d 1/2([f(y)]^2-[g(y)]^2)dy
The center of mass (barx,bary) is given by:
barx=M_y/m
bary=M_x/m
We are given:x=-y,x=2y-y^2
Refer to the attached image. The plot of x=2y-y^2 is blue in color and plot of x=-y is red in color. The curves intersect at (0,0) and (-3,3) .
Let's first evaluate the area of the bounded region,
A=int_0^3((2y-y^2)-(-y))dy
A=int_0^3(2y-y^2+y)dy
A=int_0^3(3y-y^2)dy
A=[3y^2/2-y^3/3]_0^3
A=[3/2(3)^2-1/3(3)^3]
A=[27/2-9]
A=9/2
Now let' evaluate the moments about x- and y-axes using the above stated formulas:
M_x=rhoint_0^3 y((2y-y^2)-(-y))dy
M_x=rhoint_0^3 y(2y-y^2+y)dy
M_x=rhoint_0^3 y(3y-y^2)dy
M_x=rhoint_0^3(3y^2-y^3)dy
M_x=rho[3(y^3/3)-y^4/4]_0^3
M_x=rho[y^3-y^4/4]_0^3
M_x=rho[3^3-3^4/4]
M_x=rho[27-81/4]
M_x=rho[(108-81)/4]
M_x=27/4rho
M_y=rhoint_0^3 1/2[(2y-y^2)^2-(-y)^2]dy
M_y=rhoint_0^3 1/2[((2y)^2-2(2y)y^2+(y^2)^2)-(y^2)]dy
M_y=rhoint_0^3 1/2[4y^2-4y^3+y^4-y^2]dy
M_y=rho/2int_0^3(y^4-4y^3+3y^2)dy
M_y=rho/2[y^5/5-4(y^4/4)+3(y^3/3)]_0^3
M_y=rho/2[y^5/5-y^4+y^3]_0^3
M_y=rho/2[3^5/5-3^4+3^3]
M_y=rho/2[243/5-81+27]
M_y=rho/2[243/5-54]
M_y=rho/2[(243-270)/5]
M_y=-27/10rho
Now let's find the center of the mass by plugging the moments and and the area evaluated above,
barx=M_y/m=M_y/(rhoA)
barx=(-27/10rho)/(rho9/2)
barx=(-27/10)(2/9)
barx=(-3)/5
bary=M_x/m=M_x/(rhoA)
bary=(27/4rho)/(rho9/2)
bary=(27/4)(2/9)
bary=3/2
The coordinates of the center of mass are ((-3)/5,3/2)

what is regulatory biotechnology and why do we need it?

The prefix "bio-" refers to natural living organisms. Biotechnology is the practice of using and adapting living creatures to serve the needs of humans.
Even the domestication of farm animals (instead of hunting), or the act of planting seeds (instead of foraging for plants) could be considered to be very basic forms of biotechnology. As science and industry progressed, humans learned how to breed plants and animals to emphasize certain traits, such as longevity, taste, and yield.
Today, biotechnology includes modification of living creatures at the genetic level. Instead of choosing parents and hoping their offspring are what we’re looking for, we can just alter specific genes to ensure that the animals and plants develop specific traits for food, medicine, and other human needs.
There is a lot of controversy today about GMOs (Genetically Modified Organisms). It is important to regulate this practice because genetic modification can have positive and negative results, both on the natural world when the creatures are taken out of the lab, and on the people and animals who consume food made from GMOs.
https://www.brookings.edu/blog/techtank/2017/03/03/new-biotech-regulations-require-balance-of-safety-and-innovation/

In Monster by Walter Dean Myers, what are some details about prison life that most notably affect Steve?

Prison life serves as a miserably rude awakening for young Steve Harmon. Though he spent his life posturing in the way of the inhabitants of his rough neighborhood, he is in fact a shy and introverted young man with an intelligent and compassionate nature. The violence and anger that he sees all around him while incarcerated makes him realize that he is not even close to who he pretended to be. It does, ironically, make him somewhat tougher, as after being locked up he can no longer be intimidated by James King. In particular, one detail about prison that deeply disturbed Steve was realizing that all of the criminals look exactly like him. This even causes him to vomit. As he hears other inmates telling themselves that they are innocent, he begins to question his own innocence. This constant self questioning combined with having to seem tough puts an enormous strain on Steve.

There is a relentless brutality in the prison system that terrifies Steve Harmon. Especially since Steve is a young man, if not still a boy, he is particularly affected by the violence, hatred, and sexual assault that takes place in the prison. Also, because of Steve's innocence (he is improperly accused of murder by association) the world of the prison seems particularly terrifying to him. Whereas many of the other prisoners may be actual criminals, and some of them violent criminals, the cruel world of the prison may seem less shocking to them. Yet, with the young, naive Steve, it is an entirely different world altogether.
Steve feels as though he's being untrue to himself in prison. He is an intelligent and respectful young man, yet being in prison doesn't allow him to be this way. In prison, he has to act particularly strong, for the weak men are often beaten and/or raped. Steve consequently always feels on-guard, and he always feels as though he's acting. At night, he hears the horrible sounds of the prison (the violence, the moaning, the crying, etc.), and it is at night he feels most alone. He is suffocated by the vast, dark world that surrounds him, and having no true companion in prison isolates him entirely.

Steve Harmon describes the horrors of prison throughout the novel Monster and most notably is disturbed about the ongoing violence that takes place in the jail. In the Prologue of the novel, Steve mentions that someone was hit in the face with a tray during breakfast. There are several other scenes that depict the violent environment, including Steve hearing inmates raping another prisoner and a brawl that takes place during Sunday church service. The constant threat of violence scares Steve and is the major cause of his anxiety. Steve also finds it difficult to live in an environment surrounded by strangers. Steve expresses his loneliness throughout the novel and struggles to identify with the other prisoners. Steve also mentions how hard it is to act tough all the time. He cannot be himself in prison and is forced to walk around with a scowl to make himself appear tough in order to be protected. Between the constant threat of violence, loneliness, and psychological challenges, Steve Harmon's experience in prison is terrifying and difficult.

What is the significance of the frontier in American history?

In Frederick Jackson Turner's famous 1893 paper, "The Significance of the Frontier in American History," he argued that the closing of the American frontier in 1890 was a watershed moment in US history. What had made the US different from European countries, he argued, was the existence of a frontier that provided an outlet for American energies and desires. Turner asserted that the existence of an untamed frontier on the edge of "civilization," needing to be settled (from a white point of view: the Native Americans believed it already was settled) and the abundance of land and resources this frontier symbolized was integral to the American Dream and the formation of the American character.
Americans early on developed such traits as self reliance, independence, resourcefulness, individualism, and hopefulness because there were always successive waves of new frontiers opening up that could test the spirit and make dreams comes true, at least in the American mythology.
With the completion of railway travel and the planting of towns and growing urbanization across the continent, that era of US history had now ended. The United States would have to adapt and find new projects and dreams to absorb the vibrant, restless energies that had once been absorbed by the frontier. The frontier had been a safety valve, a place where people who couldn't find a place to fit in could find a wilderness to conquer.
Turner's thesis was popular in part because it was straightforward and easy to understand. It also asked questions that were particularly relevant to that period of history, a time when a great influx of immigrants were raising concerns about where outlets could be found to absorb a new and growing generation.

Frederick Jackson Turner (1861–1932) is best-known for his "frontier thesis" of American history. The 1890 national census indicated that there was no more frontier as the entire nation had been settled. America had always been about taming the frontier, so its disappearance marked the end of an era.
In 1893, Turner said that the frontier had had a profound effect on the nation. One effect was "the promotion of democracy" both in America and in Europe. Individualism flourished on the frontier, too. And the frontier was uniquely American—a fact that differentiated the U.S. from Europe.
Turner's "frontier thesis" was extremely popular for many years. Later historians have criticized it by noting that it does not account for the role of minorities in the West. Also, contemporary historians typically reject sweeping generalizations.

According to historian Frederick Jackson Turner's so-called "Turner Thesis," the frontier played a critical role in furthering American democracy. As the frontier was absent of established churches and landed gentry, it allowed people to lay claim to land and to free themselves from established ways of thinking. Turner, whose thesis was highly influential when he delivered a speech called "The Significance of the Frontier in American History" before the American Historical Association in 1893 in Chicago, believed that the frontier was critical to the renewal of American democracy. 
The 1890 Census had determined that the frontier was closed and that there was no more land on which Americans could renew themselves. As a result, many thinkers believed that Americans had to expand abroad to allow for renewal, and this belief further the drive towards American imperialism. 
To some degree, the American frontier has served as a myth. As much as it allowed for some latitude of social mobility for white Americans, the western movement of white settlers displaced Native Americans and Mexican-Americans who had lived in areas long before the arrival of white settlers. However, the frontier did provide greater religious freedom for groups such as the Mormons and was often a place in which women, who were fewer in number than in the east, enjoyed political and social power that they did not have in more established communities back east.

What is Jonas prohibited from doing in Lois Lowry's The Giver? Why?

In Chapter 9, Jonas discovers the rules he must follow while he is a Receiver-in-training. He becomes visibly dismayed when he realizes he will be prohibited from enjoying certain privileges he has always relished.
Accordingly, he is prohibited from sharing the secrets or events of his training with other members of the community, his parents, or any of the Elders. While in training, Jonas is prohibited from mingling with members of the community. According to the Chief Elder, no one can observe or modify Jonas' training. So, the reason for Jonas' seclusion is to prevent any interference from members of the community in Jonas' training.
Jonas is also prohibited from dream-telling, applying for release, or applying for any medication (except for illnesses or injuries unrelated to his training). He cannot apply for release because his selection as the next Receiver of Memory is a rare honor and one he is required to accept. Finally, Jonas must endure "indescribable" pain during his training without pain medication.
As a Receiver-in-training, Jonas cannot apply for medication because he must endure and receive all the painful memories of the past to be successful in his job as the new Giver.
Since Jonas must return to his quarters after Training Hours every day, he must forego his interactions with his friends and refrain from enjoying activities such as playing ball or riding his bike along the river. He definitely feels frustrated that, in his many hours of training, time has not been allocated for recreation.

Do you think "The Slave's Dream" is an anti-slavery poem? Give reasons.

"The Slave’s Dream" is an anti-slavery poem because it ends with the view that the slave is happier dead that enslaved. The poem portrays the grim nature of slavery by depicting the slave’s dream. The slave is shown sleeping near a rice field with a sickle in his hand. He has been enslaved and forced to work under the sweltering sun. He dreams that he is back in his native home. In his dream, he is free and enjoys all the perks of freedom. He also sees himself together with a loving family. However, his actual situation is far from what he sees in his dream. Slavery has stripped him off all that is good in life. He is a slave far away from home with no prospects of ever having a family or his freedom. In conclusion, the poem describes the harsh realities of slavery because the slave does not live to realize his dream.

How are assonances used in 'Dulce Et Decorum Est'?

Wilfred Owen establishes assonance in the title and first line and then applies it consistently through the poem. It helps to keep in mind that assonance is oral and not related to spelling. It refers only to vowel sounds, identical or very similar. Repeated or very similar consonants are not part of the device but can enhance the similarity of sound.

Dulce et decorum est pro patria mori.
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge....

Short E sound: dulce, et, decorum, est, bent, e in beggars.
Long O or related "aw" or "uh": decorum, pro, mori, double, old, a in beggars, under, coughing, cursed, sludge.
Note how several consonant sounds are interspersed in combination with those vowel sounds. This creates rhythm and flow without rhyme: Bent double, B E ... D Uh B L. Old beggars, O L D B E ...Uh....
Also consider this line:

And watch the white eyes writhing in his face....

Long I: white, eyes, writhing. Here, Owen uses only the same sound in three sequential syllables. He pairs it with T or Th. Although W starts three words, that usage is not alliteration because they are all pronounced differently.
As he approaches the end, he brings back and increases the use of sounds from the first lines.

If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues....

Long O or related "aw," "or "uh": jolt, blood, come, from, froth, corrupted, cud, of, sores, innocent, tongues.

It may seem that he had "blood" in mind in deciding a primary sound he wanted to evoke from the beginning: B L Uh D, very similar to double, D Uh B L.
Two of the final assonances are actually a rhyme, "glory" and "mori," but they also feature the often-used "aw" sound.
https://literarydevices.net/assonance/

https://www.poetryfoundation.org/poems/46560/dulce-et-decorum-est

When scanning a poem for assonance, the reader must "hear" the words because spelling is not a reliable guide for the way the words are pronounced.
In the first line of the poem, the pronunciation of the short "e" in "bent" and "beggars" is the same, as is the "u" sound in "double" and "under."
The long "e" in "kneed" and "we" creates assonance in line two.
In line eight, the side-by-side words "dropping softly" share the short "o" sound.
Line ten features short "i" sounds in the words "fitting" and "in."
Three long "i" sounds are found in line twelve in the words "like," "fire" and "lime."
In line thirteen, there are three short "i" sounds in "dim," "misty" and "thick."
The words "green sea" share a long "e" sound in line fourteen.
In line fifteen, "my," "my" and "sight" all feature a long "i" sound.
The repeated short "i" sound is heard in "guttering, choking, drowning" in line sixteen.
In line seventeen, the side-by-side words "you too" create assonance.

"A damp streak of hair lay like a dash of blue paint across her cheek, and her hand was wet with glistening drops as I took it to help her from the car." In this quote from The Great Gatsby, is there any significance to the word "damp"? Also, the symbolism of blue makes sense, but why "paint"? Is this because it washes away—its stain temporary?

This quote, which appears in chapter 5 of The Great Gatsby, describes Daisy Buchanan as she arrives at Nick Carraway's house to visit with him and Gatsby. Daisy's hair is described as damp because she is coming in out of the rain. This is significant because of the way weather functions as metaphor throughout this chapter: when Daisy arrives, the rain stops, but when she leaves, it starts up again. The rain mirrors Gatsby's emotional state, first anxious and melancholy as he waits for Daisy's arrival and worries that things will not be as they once were between them, then happy while Daisy is with him, and finally crushed when she leaves again. The dampness of Daisy's hair also serves to explain why it's sticking to her face at all when she is usually so put together.
Throughout the novel, Daisy is associated with the color blue, emphasizing both her sadness and her status as a "blue blood," and her description here continues this trend. Your hazard that using paint as a metaphor is meant to draw attention to the fleeting, temporary nature of Daisy and Gatsby's relationship, and this visit in particular, is a fair one. The description could also be playing with the idea of paint as makeup. Daisy is very much concerned with appearances and with performing a part. In this scene, coming out of the rain and opening up with Gatsby, she is far less put together than usual, and it might be tempting to think she has her mask off, but the description of even her messy hair as "paint" may imply otherwise.

College Algebra, Chapter 1, 1.2, Section 1.2, Problem 38

Suppose that a half acre building lot is five times as long as it is wide.

Let $L$ and $W$ be the dimensions length and width of the building so..


$
\begin{equation}
\begin{aligned}

A =& LW
&& \text{Model (recall that $1$ Acre } = 43,560 \text{ ft }^2 )
\\
\\
\frac{1}{2} (43560) =& LW
&&
\\
\\
21780 \text{ ft }^2 =& LW
&& \text{Perform the condition } (L = 5W)
\\
\\
21780 =& (5W)W
\\
\\
21780 =& 5W^2
&& \text{Solve for } w
\\
\\
W =& \sqrt{\frac{21780}{5}}
&&
\\
\\
W =& 66 \text{ ft}
&& \text{The width of the building}

\end{aligned}
\end{equation}
$


Since, $L = 5W = 5(66) = 330 $ ft

Therefore, the dimensions of the building are $L = 330 $ ft and $W = 66 $ ft.

Single Variable Calculus, Chapter 4, 4.3, Section 4.3, Problem 10

Suppose that $4x^3 + 3x^2 - 6x + 1$

a.) Determine the intervals on which $f$ is increasing or decreasing.

If $f(x) = 4x^3 + 3x^2 - 6x + 1$, then


$
\begin{equation}
\begin{aligned}

f'(x) =& 12x^2 + 6x - 6
\\
\\
f''(x) =& 24x + 6

\end{aligned}
\end{equation}
$


To find the critical numbers, we set $f'(x) = 0$. So..


$
\begin{equation}
\begin{aligned}

f'(x) = 0 =& 12x^2 + 6x - 6
\\
\\
0 =& 12x^2 + 6x - 6

\end{aligned}
\end{equation}
$


By using Quadratic Formula, we obtain the critical numbers as,

$\qquad \displaystyle x = \frac{1}{2}$ and $x = -1$

Hence, we can divide the intervals of $f$ by:

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f'(x) & f \\
\hline\\
x < -1 & + & \text{increasing on} (- \infty, -1) \\
\hline\\
\displaystyle -1 < x < \frac{1}{2} & - & \displaystyle \text{decreasing on} \left( -1, \frac{1}{2} \right) \\
\hline\\
\displaystyle x > \frac{1}{2} & + & \displaystyle \text{increasing on} \left( \frac{1}{2} , \infty \right)\\
\hline
\end{array}
$

These values are obtained by evaluating $f''(x)$ within the specified
interval. The concavity is upward when the sign of $f''(x)$ is positive. On the
other hand, the concavity is downward when the sign of $f''(x)$ is negative.

b.) Find the local maximum and minimum values of $f$.

We will use the Second Derivative Test to evaluate $f''(x)$ at these critical numbers:


$
\begin{equation}
\begin{aligned}

& \text{So when } x = \frac{1}{2},
&& \text{when} x = -1
\\
\\
& f'' \left( \frac{1}{2} \right) = 24 \left( \frac{1}{2} \right) + 6
&& f''(-1) = 24 (-1) + 6
\\
\\
& f''\left( \frac{1}{2} \right) = 18
&& f''(-1) = -18

\end{aligned}
\end{equation}
$





Since $\displaystyle f' \left( \frac{1}{2} \right) = 0$ and $\displaystyle f''\left( \frac{1}{2} \right) > 0, f \left( \frac{1}{2} \right) = \frac{-3}{4}$ is a local minimum.

On the other hand, since $f'(-1) = 0$ and $f''(-1) < 0, f(-1) = 6$ is a local maximum.


c.) Find the intervals of concavity and the inflection points.

We set $f''(x) = 0$ to determine the inflection points..


$
\begin{equation}
\begin{aligned}

0 =& 24x + 6
\\
\\
x =& \frac{-6}{24}

\end{aligned}
\end{equation}
$


The inflection point is at $\displaystyle x = - \frac{1}{4}$

Let's divide the interval to determine the concavity

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f''(x) & \text{Concavity} \\
\hline\\
x < \frac{-1}{4} & - & \text{Downward} \\
\hline\\
x > \frac{-1}{4} & + & \text{Upward}\\
\hline
\end{array}
$

These data obtained by substituting any values of $x$ to $f'(x)$ within the specified interval. Check its sign, if it's positive, it means that the curve is increasing on that interval. On the other hand, if the sign is negative, it means that the curve is decreasing on that interval.

The most interesting part of the story is the reversal of the expected situation when the Otis family terrorizes the ghost instead of the ghost terrorizing them. Bring out the truth in the above statement by quoting from the text.

I would agree that the Otis family's terrorizing of Sir Simon's ghost is a very interesting part of the story.  It's just so completely unexpected.  That is especially true when I consider the popularity of modern day horror movies.  They're everywhere, and they all seem to try and one up each other.  The scarier and gorier the better.  No audience member goes to one of those movies expecting the characters in the movie not to be frightened of the supernatural creatures; however, that's exactly what happens in "The Canterville Ghost." 
The Otis family's disregard for the ghost starts right away.  Lord Canterville tells Mr. Otis about the ghost, and Mr. Otis isn't concerned in the slightest.  He doesn't bat an eye or second guess his purchase at all.  Quite the opposite actually.  He flat out tells Lord Canterville that he doesn't believe that a ghost exists at all.  Lord Canterville insists that the ghost exists, and Mr. Otis then makes a joke of it.  

"I fear that the ghost exists," said Lord Canterville, smiling, "though it may have resisted the overtures of your enterprising impresarios. It has been well known for three centuries, since 1584 in fact, and always makes its appearance before the death of any member of our family."
"Well, so does the family doctor for that matter, Lord Canterville. But there is no such thing, sir, as a ghost, and I guess the laws of Nature are not going to be suspended for the British aristocracy."

Mr. Otis's complete disregard for the possibility of a ghost is so completely atypical that it is immediately interesting.  Who exactly is this Otis guy?  Is he that dumb or just that brave?  
The majority of the Otis family responds similarly as well.  Even in the face of ghostly evidence, the Otis family stays unconcerned.  The first evidence of the possibility of a haunting is the creepy bloodstain that can't be gotten rid of.  Mrs. Umney explains what the stain is from and that it has been present for hundreds of years.  Washington Otis is completely unfazed.  He politely explains that his special cleaner can get rid of the stain, and he proceeds to rid the house of the stain.  

"The blood-stain has been much admired by tourists and others, and cannot be removed."
"That is all nonsense," cried Washington Otis; "Pinkerton's Champion Stain Remover and Paragon Detergent will clean it up in no time," and before the terrified housekeeper could interfere, he had fallen upon his knees, and was rapidly scouring the floor with a small stick of what looked like a black cosmetic. In a few moments no trace of the bloodstain could be seen.

The bloodstain does return, and the Otis family remains more or less unconcerned about any potential dangers that the ghost might present.  Instead they are interested in the ghost.  

The whole family were now quite interested . . . 

Soon after, Sir Simon decides to make an actual appearance.  This is my favorite part of the story.  Sir Simon shows up looking very scary.  He's shaking metal chains, he's got red eyes, and he's wearing worn out clothing.  He's not friendly looking.  

His eyes were as red burning coals; long grey hair fell over his shoulders in matted coils; his garments, which were of antique cut, were soiled and ragged, and from his wrists and ankles hung heavy manacles and rusty gyves.

I'd be scared.  If this were a horror movie, I'd be hiding behind my pillow.  I don't do scary movies.  But Mr. Otis isn't scared at all.  He's more annoyed than anything else.  He has been forced out of bed late at night because of all of the noise that the ghost is making, and he wants to go back to sleep.  Mr. Otis calmly hands the ghost a bottle of oil, tells him to use it, turns around, closes the door, and promptly returns to bed.  Sir Simon is left standing in the the hall dumbstruck by what has just occurred.  

"My dear sir," said Mr. Otis, "I really must insist on your oiling those chains, and have brought you for that purpose a small bottle of the Tammany Rising Sun Lubricator. It is said to be completely efficacious upon one application, and there are several testimonials to that effect on the wrapper from some of our most eminent native divines. I shall leave it here for you by the bedroom candles, and will be happy to supply you with more, should you require it." With these words the United States Minister laid the bottle down on a marble table, and, closing his door, retired to rest.
For a moment the Canterville ghost stood quite motionless in natural indignation; then, dashing the bottle violently upon the polished floor, he fled down the corridor, uttering hollow groans, and emitting a ghastly green light.

From there things only escalate.  The twins especially love to antagonize Sir Simon.  They set trip wires up in the hall, lube up the hallway, set buckets of water up on doorways, make fake ghosts to scare Sir Simon, and shoot their pea shooters at him.  At the beginning of the story, readers assume that the ghost will antagonize the Otis family throughout; however, the Otis family completely turns the tables on Sir Simon, which makes the entire story a very interesting and funny read.