What do you think Hughes's perspective about the American dream is?

Langston Hughes seem to write this poem in direct engagement with Walt Whitman's "I Hear America Singing," and the polyvocal larger work Leaves of Grass. Whitman sought to be the bard of America, channeling multiple voices and perspectives through his unique poetic style. In doing to, Whitman portrayed the country as a tapestry based on e pluribus unum. His was a distinctive voice that gave a dynamic energy to the American Renaissance, the period just before the Civil War.
At the same time, for much of his life, Whitman was pro-slavery, thinking that emancipation would deprive the white laboring class he celebrated of jobs. He also feared the slavery issue would tear apart the country he loved. In Leaves, Whitman records his increasing sensitivity toward African Americans and the necessity of a nation in which all are free. At the same time, Whitman's poem may be scant on engaging fully in the racial problem that pervaded American life.
Hughes, writing just over a half century later, became something of a bard of the Harlem Renaissance. During this time between wars, marked by Jim Crow in the South and degradations in the North, the Harlem writers fostered a cultural outpouring that re-invented literary Modernism in America.
Hughes' poem suggests that he is, as Whitman may have claimed, a "brother" in America, but one that others resist seeing. Hughes' tone is complex. There is bitterness at the injustice of being made to "eat in the kitchen," but not a bitterness that distorts the optimism the speaker expresses when he says

Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.

Then, he claims, everyone will see the African American brother's beauty and "be ashamed." In this poem, Hughes offers an aspirational vision of an America able to realize the promise of its founding documents as well as the smallness of its citizens, who fail to hear America's song. The dream is worthy, but only to the extent one sees the fullness of its promise, rather than imagining it belongs only to a narrow slice of humanity.
https://whitmanarchive.org/criticism/current/encyclopedia/entry_51.html

I think Langston Hughes's idea of the American dream is simply that it be accessible to all people. As a famous poet of the Harlem Renaissance and an African American man, Hughes perhaps focused most on racial equality, though I believe he would say the American dream should be available to all.
In "I, Too," Hughes responds to the renowned poem by Walt Whitman "I Hear America Singing." In that poem, Whitman focuses mostly on people in different classes and professions and how they all contribute to the chorus of American voices. Whitman does not explicitly address race, though. Hughes's poem picks up on Whitman's idea and expands it to apply to African Americans.
Hughes begins by writing,

I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong. (1-7)

He begins by making his part in America clear: he belongs, too. He is one of the voices, too. He refers to his race in line 2 and then describes a common scene of racial discrimination. However, while he is "in the kitchen," he is preparing for something bigger. He must "grow strong" to take on this challenge. To join America's chorus, to partake in the American dream, is no easy task for people like Hughes.

The poem continues by looking to the future:


Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.

Besides,
They’ll see how beautiful I am
And be ashamed—

I, too, am America. (8-18)



In the future, he will join the table; he will join the chorus of American voices. Not only that, but those who oppressed him will "be ashamed," knowing that they denied an American basic American rights and freedoms. He changes his first line slightly in the final line, by saying, "I, too, am America." This is an even more definitive statement: he defines American identity as much as anyone else does. He believes he is part of America but simply hasn't been recognized as such. He feels he should be treated like any other American, which would surely include the hope and opportunity presented by the American dream.

How did John and Lorraine meet?

In The Pigman John and Lorraine attend the same high school. They meet for the first time on the school bus one morning. Lorraine's a bit of a loner; none of the boys are interested in her and no girl will even so much as talk to her. But John's different. For one thing, he has the most incredible eyes, like something you'd see in an Egyptian pyramid.
And John's not just different; he's also a tad unusual. When he sits down next to Lorraine on the bus, he starts laughing out loud for no particular reason. Lorraine is hugely embarrassed. She's also quite upset because she thinks, for all the world, that John's laughing at her. So she tells him to stop; she doesn't want to be seen sitting next to a "lunatic." John replies that he is a lunatic.
This bizarre statement makes Lorraine nervous, so much so that she drops one of her books on the floor. She's incredibly annoyed at John, wishing that his eyeball would explode and that a big cat would get at his neck. But John laughs out loud again. This time, Lorraine joins in and soon both of them are laughing like crazy. On that weird, wonderful morning on the school bus, a friendship is born.

How did changes in Australian government policy during the post-World War II era affect the rights and freedoms of Aboriginal peoples?

The years following World War Two saw the beginning of major changes to improve the rights of Australia's indigenous population, but it also saw a number of abuses and setbacks.
The first significant change in the Australian government's policy toward Aboriginal peoples occurred in 1948 with the Commonwealth Citizenship and Nationality Act. This act defined an Australian citizen in terms distinct from that of a British subject, as had previously been the case. The former arrangement did not have any provisions for Aboriginal peoples. With the passage of the act and its implementation in January 1949, Australia's Aboriginal population was included in the citizenry of the nation for the first time. The Commonwealth Citizenship and Nationality Act defined the rights and duties of its citizens. This gave Aborigines certain protections under the law. However, legal discrimination still existed on the local level in most states.
In 1949, the Commonwealth Electoral Act extended the right to vote to certain Aboriginal people. It allowed former servicemen and those registered to vote in certain states the right to vote. This law was significant in that it allowed some indigenous people to vote on a federal level for the first time. It was far from inclusive, however, as Aboriginal people in certain states still had no voting rights at all at the local level.
Throughout the 1950s and early 1960s, the Australian government conducted a series of nuclear tests on Aboriginal land in South Australia with little concern for indigenous rights. Thousands were forcibly removed from their land, and many were exposed to radiological fallout as a result of the nuclear detonations. No compensation was provided by the government at the time.
In 1962, after years of lobbying by the Federal Council for the Advancement of Aborigines and Torres Strait Islanders, all Aboriginal peoples were given the right to vote by an amendment to the Commonwealth Electoral Act. Unlike other Australians, voting by indigenous peoples was not compulsory. With increased civic participation, slow but incremental changes began to occur in the nation's treatment of its native peoples. It was not until 1973 that native peoples were represented in the national government.
https://www.aec.gov.au/indigenous/milestones.htm

College Algebra, Chapter 8, 8.1, Section 8.1, Problem 2

The equation $x^2 = 4py$ is a parabola with focus $F(\underline{0}, \underline{P} )$ and directrix $y = \underline{-P}$. So the graph of $x^2 = 12y$ is a parabola with focus $F(\underline{0}, \underline{3})$ and dicetrix $y = \underline{-3}$.

At the end of "The Most Dangerous Game," how does the reader know that Rainsford and Zaroff will fight to the death?

Toward the end of Richard Connell's short story "The Most Dangerous Game," the protagonist Sanger Rainsford leaps from a cliff across from General Zaroff's chateau in order to avoid certain death at the hands of the general and his pack of dogs. The reader is initially unsure of Rainsford's fate. The general obviously believes him to be dead because he returns to the chateau, has dinner and goes to his bedroom. Rainsford, who has survived the swim across the cove, reveals himself to Zaroff after hiding behind the curtains. The general is shocked but quickly congratulates Rainsford, telling him that he has "won the game." Rainsford spurns Zaroff's declaration, indicating that he is still a "beast at bay" and that the "game" between the two men can only end in the death of one of the men. The general confirms this and is even joyful in the prospect. He says,

"Splendid! One of us is to furnish a repast for the hounds. The other will sleep in this very excellent bed. On guard, Rainsford..."

The term repast is defined as a meal and so the general suggests that the man who loses the duel will be thrown to the dogs. The other one will sleep in the general's bed. The final line confirms that Rainsford has killed the general because he comments on the comfort of the bed. 

Single Variable Calculus, Chapter 6, 6.1, Section 6.1, Problem 14

Sketch the region enclosed by the curves $y = \cos x$ , $ y = 2 - \cos x$, $0 \leq x \leq 2 \pi$. Then find the area of the region.


By using vertical strips
$\displaystyle A = \int^{x_2}_{x_1} \left(y_{\text{upper}} - y_{\text{lower}} \right) dx$
In order to get the values of the upper and lower limits, we equate the two functions to get its point of intersection. Thus

$
\begin{equation}
\begin{aligned}
\cos x &= 2 - \cos x\\
\\
2 - 2 \cos x &= 0 \\
\
2( 1- \cos x ) &= 0 \\
\\
\cos x &= 1\\
\\
x & = \cos^{-1}[1]\\
\\
x & = 0 + 2 \pi n \quad \text{;where }n\text{ is any integer}
\end{aligned}
\end{equation}
$

For the interval $ 0 \leq x \leq 2 \pi$,
We have, $x = 0$ and $ x = 2\pi$
Therefore,

$
\begin{equation}
\begin{aligned}
A &= \int^{2 \pi}_0 \left[(2-\cos x) - \cos x \right] dx\\
\\
A &= \int^{2 \pi}_0 \left[ 2-2\cos x \right] dx\\
\\
A &= [ 2 x - 2 \sin x ]^{2\pi}_0\\
\\
A & = 4 \pi \text{ square units}
\end{aligned}
\end{equation}
$

Why is the footpath important to the people in "Dead Men's Path"?

In the short story "Dead Man's Path," Michael Obi is the zealous headmaster of the Ndume Central School, where he attempts to educate and modernize the traditional community. After discovering an ancient footpath running through the school's compound, Michael Obi decides to block the path by setting up barricades at the entrance and exit of the path.
Three days after Obi closes the footpath, a village priest visits the school and attempts to persuade the headmaster to reopen the path. The priest informs Michael Obi that the footpath is essential to the village's well-being and is the route their ancestral spirits travel between the village shrine to their place of burial. The priest also tells the headmaster that it is the path children travel to be born. Unfortunately, Michael Obi does not open the path, and a young woman dies during childbirth.

Describe William Penn’s relationship with Indians in Pennsylvania

As the source below explains, William Penn, a Quaker, was a pacifist. He would not militarily battle the Delaware (or the Leni Lenape) who laid claim to the lands for which he had received a charter in Pennsylvania. As a result, he worked out a treaty and bought lands through negotiations with the Delaware chiefs. By negotiating these treaties, Penn, as the source below states, was part of the natives' "chain of friendship." Penn upheld his end of the treaty and did not trick or otherwise renege on his commitment to the natives. He also paid a fair price for the land. Because Penn had dealt squarely with the local tribes, his colony was treated well by future native leaders, who shared trading routes with the Quakers. In addition, the Quakers were largely spared retaliation by the local tribes during the French and Indian War (1754–1763).

William Penn’s relationship with the Native Americans was a good one. William Penn had no desire to take away the land of the Native Americans. He was a peaceful man and, to show his intentions, he did not fortify Philadelphia. William Penn wanted to have good relations with the Native Americans. As a result, he wanted to negotiate fair agreements to buy land that belonged to the Native Americans.
The tribe that William Penn had the most interaction with was the Delaware tribe. William Penn agreed to a deal with the Delaware tribe. He paid 1200 pounds for the land he bought from them. Because many from the Delaware tribe had died from disease, the Delaware did not need as much land as they controlled. For example, they were willing to sell some of their land near Philadelphia to William Penn. By making agreements and showing that he did not want to unfairly take away their land, William Penn was able to develop good relations with the Native Americans.

Where is King Hrothgar and what is his response to learning that Beowulf has come to his kingdom in Beowulf?

King Hrothgar of the Danes is in his mead-hall, built as a monument to his success. There the king and his men are gathered to drink and be entertained by the songs of the bards. When the herald announces that Beowulf requests an audience with the king, Hrothgar feels that Beowulf's arrival is an answer from God.
When he is told that Beowulf requests an audience with him, Hrothgar, who sits "old and hoary, with his company of earls," says,

Holy God of His grace has sent him to us West-Danes, as I hope, against the terror of Grendel. I shall offer the good man treasures for his daring. Now make haste, bid them come in together to see my company of kinsmen. (VII)

He ends by telling Wulfgar to make haste and bid them to enter. So Wulfgar passes on the message to Beowulf and his company to enter, but leave their weapons and war-shields at the entrance. Beowulf enters and greets Hrothgar with respect. As he speaks, he boasts of his intention to slay Grendel, which is a customary exercise of heroic behavior.

Beginning Algebra With Applications, Chapter 6, 6.1, Section 6.1, Problem 26

Determine the solution of the system of equations by using the graph of the equations.







Based from the graphs, the graph of the equations $4x-5y=10$ and $y=-2$ intersect at point $(0,-2)$. So the solution is $(0,-2)$.

What were the effects the Third Century Crisis on Europe ?

The Third Century Crisis (dated abut 235 to 284 AD) was a time of trouble when many problems converged on the Roman Empire at the same time. Much of the empire’s northern frontier had always been unstable, but in the third century, the northern tribes were especially restless. Food shortages caused by climate change destroyed agriculture while raids from warlike tribesmen destroyed Roman forts and left settlements without protection.
As barbarian tribes grew more powerful, the startled Romans considered building a wall to fend off the invaders who were able to sack and destroy many important cities. Internal squabbles resulted in at least 27 different emperors holding power during the first half of the third century. By 260, it seemed that the empire would be destroyed by ineffective defenses. The western provinces of Gaul (modern France), Britain, and Iberia (Hispania/Spain) formed the Gallic Empire under the leadership of the usurper Postumus, who had protected them from invasion by German barbarians. After Postumus was assassinated by his soldiers in 268, the Gallic Empire lasted only 6 more years before being reabsorbed by the Roman Empire. 
By the time Diocletian seized to power in 284 AD, “constant usurpations and rebellions” plagued the Empire. A usurper was almost always present in Britain throughout the third century, and turmoil continued in Gaul and Spain.  Nevertheless, the legitimate Roman Emperors were able to maintain control of the British province until the Britons “expelled the Roman administration and began to manage their own affairs” in 409 AD. In 410, confronted by the Angles, Saxons, Picts, and Scotts, the Britons asked for help from then Roman Emperor Honorius. His refusal ended the era of Roman Britain. The Franks had complete control of Gaul (France) in 486, and Roman control of Iberia (Spain) was ceded to Persia in 363. The Iberians gained some autonomy from Persia by 406. By 476 AD the Western Roman Empire was defunct. 
http://www.bbc.co.uk/history/british/timeline/romanbritain_timeline_noflash.shtml

https://sites.google.com/site/georgiaconfliqt/home/thekingdomofiberia

How would McLuhan view twenty-first-century society's treatment of the internet?

Marshall McLuhan is an author and media theorist. One of his major theories states that human history could be divided into four eras. Those four eras are the acoustic age, the literary age, the print age, and the electronic age. At the time (1962), McLuhan predicted that the world was entering the fourth age. A staple of this age would be that people would be brought together on a global scale through technology. He called it the "global village," and this concept is what we know today as the Internet. Another aspect of the electronic age would be that the method of communication would be more influential than the information itself. He phrased this concept by saying that "the medium is the message."  
We can't be sure of exactly how McLuhan would feel about the current Internet and how people are treating it. I think in many ways, McLuhan would feel affirmed in his predictions. I believe that many of them came true. The world is connected in ways that were impossible only a few decades ago. Information is readily available across the world, and people are capable of near instantaneous communication with huge numbers of people spread across the surface of the planet. I also feel that the method of communication has become hugely important to people, and that is why services like Facebook, Twitter, Instagram, Snapchat, Pinterest, etc. are so popular. They each have found a niche in the method of communication that seeks to gain users.  
I also don't think that McLuhan would sit around saying "I told you so" for very long (if at all). He was a forward thinking media theorist. He predicted what was coming based on what had already happened and based on where he saw the current technology moving. If McLuhan was still alive today, I think he would be theorizing and predicting where media would be going in the next one hundred years or so.  
https://www.marshallmcluhan.com/

https://www.telegraph.co.uk/technology/0/marshall-mcluhan-did-predict-internet/

In addition to passengers, what was the Lusitania was carrying when it was sunk?

In addition to passengers, the Lusitania was also carrying more than 170 tons of war munitions for the United Kingdom. The munitions included more than 4 million rounds of rifle ammunition, more than 1200 cases of shrapnel shells, and about 18 cases of non-explosive fuses. 
The Lusitania was also said to be carrying priceless paintings as well. Accordingly, the art collector Sir Hugh Percy Lane was on board the ship. He was traveling with Charles and Frances Fowles, fellow art collectors. It was rumored that Sir Percy Lane had masterpiece paintings by Rubens, Monet, and Rembrandt on board the Lusitania. These paintings were stored in 27 circular containers. Today, it is widely believed that the paintings sunk along with Sir Percy Lane (his body was never recovered).
Although the paintings were priceless artifacts, they were not the reason the Lusitania was sunk by the Germans. Because Germany suspected that ships sailing west might be carrying war munitions, it unleashed unrestricted submarine warfare on them. The German military leadership believed that the sinking of passenger ships would cause the English and the French to surrender. Instead, the sinking of the ships strengthened Allied resolve and prompted the Americans to enter the war.
https://www.history.com/news/the-sinking-of-rms-lusitania-100-years-ago

https://www.history.com/topics/world-war-i/lusitania

In Tales of a Fourth Grade Nothing, why does Mrs. Rudder come to Fudge's birthday party?

Mrs. Rudder is the neighbor who lives below Fudge's apartment. She hears a lot of noise coming from her upstairs neighbors, the Hatchers, and feels as though the ceiling will crash down on her. Worried, Mrs. Rudder shows up at Fudge Hatcher's apartment to investigate what is going on. Fudge's mother explains that it is Fudge's birthday and that they are hosting a party. All of the noise that Mrs. Rudder was hearing from her apartment downstairs was the result of Peter (Fudge's brother) blowing up balloons, handing one to each of his young guests (who proceed to stomp around the apartment with their balloons), and dancing to the music being played on the record player.
As a peace offering, Fudge's mother asks Mrs. Rudder to stay and have a piece of cake while the kids are celebrating Fudge's birthday. As a result, Mrs. Rudder ends up attending Fudge's birthday party in Tales of a Fourth Grade Nothing.

In the story, Mrs. Rudder comes to Fudge's birthday party by accident. Because she lives in the apartment downstairs, she can hear all the commotion above her.
Meanwhile, up at the Hatcher apartment, Peter (Fudge's brother) has just blown up a lot of balloons. He hands each of Fudge's little guests balloons and then proceeds to dance around with his balloon. Fudge's friends, Ralph, Jennie, and Sam, soon follow suit. All the children dance around with their balloons to the record player's tunes. They even jump on the furniture and run around the apartment; in general, they make so much noise that Mrs. Rudder is forced to come up and investigate the reason for all the ruckus.
In fact, Mrs. Rudder tells Peter's mother that it felt as if "her ceiling was about to crash in on her any second." Meanwhile, Peter's mother explains that Fudge is having a birthday party. She invites Mrs. Rudder to stay and to eat a piece of birthday cake. This is how Mrs. Rudder comes to attend Fudge's birthday party.

How did the Puritans want to reform the Church of England?

The Puritans didn't think that the Church of England was sufficiently Protestant in its doctrines and practices. Puritans were Calvinists and looked to Calvin's Geneva as the model for the kind of theocracy they wished to see established in England. But the Church of England, especially after the Elizabethan settlement of 1559, was always something of a compromise between different factions. This was thought to be the only way to maintain peace in a kingdom fractured for decades by bitter religious conflict.
But the Puritans weren't satisfied with this compromise; they believed that the Elizabethan settlement retained too many of the old Catholic elements. In particular, some of the more radical elements among the Puritans railed against an episcopal form of church government, that is to say a Church formed on a hierarchy of bishops. Many Puritans wanted a much simpler, less hierarchical form of church government, with much less visible pomp. However, Queen Elizabeth I fiercely resisted any such proposals. As far as she was concerned, an episcopal form of government was an essential part of a society ruled from the top down. If the bishops could be got rid of, then the same principle behind Puritan church reform could just as easily be applied to the social order as a whole, undermining the power of society's traditional rulers.

The Puritans wanted to change or "purify" the Church of England.  Though the Church of England was established to be separate from the Roman Catholic Church, it still resembled it in many ways.  The Puritans disagreed with this.  They were against doctrine and liturgy that originated in the Roman Catholic Church and yet remained in the Church of England.  The Puritans wanted to look to the Bible for church doctrine, rather than to the traditions of Catholicism.  They wanted the Bible alone to be their source and guide in matters of the church.  They felt that this would be a way of truly separating from the Roman Catholic Church.  
While some considered Puritans to be judgmental and close-minded, their movement grew in England.  In addition to changes in the Church, Puritans also believed in living a lifestyle based on Biblical principals.  They believed in keeping the Sabbath and behaving in a manner which honored God.

Margaret Atwood says that in Never Let me Go, Ishiguro picks "a difficult subject; ourselves seen through a glass darkly." How far do you agree that Ishiguro has done this?

Atwood applies an interesting metaphor to her understanding of this novel. The reader does indeed look "through a glass darkly" to see a version of humanity that is disturbing, but the word glass can also be understood as a mirror rather than just something transparent, like a window. In this glass, Atwood observes a reflection that is true in its darkness, which makes the novel's themes all the more chilling.
In Never Let Me Go, Ishiguro has definitely presented a dark version of humanity, not in his presentation of the clones, but in his presentation of the society that has cultivated the clones for its own benefit. In fact, the clones are characterized as the most human of all, with a range of emotions and a depth of spirit much more complicated than the human Hailsham set. Perhaps this phenomenon reflects one theme of the novel, which suggests that humans are losing touch with the qualities that make them authentically human, so much so that artificially-made humans are more real.
No matter that Atwood's metaphor of a glass might be ambiguous. Whether she means a window or a mirror, both interpretations are apt. Never Let Me Go offers the reader both a view of the dark potential of humanity and a reflection, showing the reader what contemporary society's self-centeredness and selfishness looks like.

In the book Holes who is Squid?

Squid is the nickname of one of the boys who has been sent to Camp Green Lake after being found guilty of committing a felony. He is one of the first two boys Mr. Pendanski introduces to Stanley Yelnats soon after Stanley's arrival (the other boy being Rex). Squid's real name is Alan but he, like the rest of Stanley's group in tent D, prefers his nickname.
Alan, Zigzag, and Stanley are the only three white boys in their group; the others are either black or Hispanic. Stanley does not notice, at first, that Alan (Squid) is white since both he and Rex are covered in dirt and don't look much different from one another. Alan is also the boy who Mr. Pendanski tells to go to the Rec Hall and bring the other boys to meet Stanley.
Squid is a reasonably active participant in Stanley's life at the camp. He is the one who affirms Stanley's new status as Caveman after Stanley gets involved in an altercation with another boy called Lump. He states:

The Caveman's one tough dude.

Squid is also the one who teases Stanley about writing letters to his mother and is the boy who Stanley hears crying one evening. Squid is embarrassed about being discovered in such a vulnerable condition. He tells Stanley that he has allergies and threatens him with violence if he should mention the incident.
Other than the fact that Squid is just as much involved in the daily routine of life at Camp Green Lake as everyone else, the facets mentioned above are the most significant aspects about him and his relationship with Stanley.

Why must the hunters stay on the path and shoot selected animals?

The hunters are traveling far back in time to the dinosaur age for their safari. They have to be extremely cautious because if they in any way change even the tiniest detail of what happened in the past, they could change all of future history. As the tour guide, Travis, explains to Eckels:

The step of your foot, on one mouse, could start a series of events, the effects of which could shake our earth and future down through Time.

The safari guides have done careful research. They have chosen a T-Rex that they know was about to be killed by accident. Shooting it will not alter the future in any way. 
The path has been specially constructed so as not to touch any part of the terrain the time travelers pass through. As Travis explains to Eckels:

"And that," he said, "is the Path laid by Time Safari for your use. It doesn't touch so much as one piece of grass, flower, or tree. It's made of a special metal that floats six inches above the earth. This is to keep you from touching this world of the past in any way."

The risks the safari hunters are taking simply for the personal thrill of killing a dinosaur are very great indeed. As the story will show, the risk may have been too great.

Discuss the theme of pride in the Iliad.

Pride is ultimately what's behind the wrath of Achilles, which forms the basis of much of the poem's action. Achilles is angry because Agamemnon appropriated his sex slave in order to appease the gods. This causes him to storm off to his tent, where he sulks like a spoiled brat while his comrades are busy getting slaughtered outside. Not only that, but for good measure, Achilles actually prays to the mighty Zeus for his fellow Achaeans to be defeated.
All this is ultimately attributable to Achilles's sense of pride as a Greek warrior. He expects to be treated in a manner befitting of his high social status, even by those higher up in the pecking order, such as Agamemnon. Achilles regards himself as entitled to seize any sex slave of his own choosing. This is the prerogative of a noble warrior, a practice sanctified by centuries of custom and tradition. So for someone to deprive him of what he believes is rightfully his is nothing more than an affront to his dignity.
It's also pride that eventually coaxes Achilles out of his tent. He doesn't return to the fray because he realizes that he was acting stupidly all along and now suddenly wants to help out his comrades. He's only putting on his armor once more because his bosom buddy Patroclus has been slain in battle. For Achilles, the slaying of Patroclus, no less than the forced seizure of his sex slave, in an insult to his pride. For him, this is personal, and he will move heaven and Earth to ensure that his pride is restored by killing the Trojan prince, Hector, the man who cut down Patroclus in battle.

It is important to consider the time period when discussing pride in the Iliad. In Ancient Greece, “heroes” were worshipped and idolized, almost as gods. Throughout this epic poem, Agamemnon, Achilles, and Hector all exhibit pride in their pursuit to be viewed as heroes. While hubris certainly fuels their respective fires—so to speak—it ultimately becomes their respective downfalls as well.
Achilles exhibits an almost childish pride when he attempts to persuade Zeus to cause his allies, the Achaeans, to lose the war. In this moment, he is willing to risk the death and destruction of his allies in the interest of being spiteful towards Agamemnon. After all, his motivation for the request is to show Agamemnon how much he needs his assistance.
Similarly, Agamemnon—an equally prideful and hot-tempered character—is willing to sacrifice his own daughter, Iphigenia, to quiet the winds as his army sails to Troy. Much like Achilles, he values his reputation over the well-being of another human being.
It can be argued that Hector’s pride is a bit more honorable than that of Achilles and Agamemnon. After all, protecting his city and family seems to be his main motivation to fight (rather than some ill-fated attempt to prove his worthiness as a warrior). But, however honorable, his hubris ultimately costs him his life. Perhaps if Hector hadn’t celebrated the death of Patroclus, Achilles would have had less motivation to face him in battle with such vengeance. Perhaps if Hector had retreated, his life would have been spared. His pride causes him to adamantly stand his ground against Achilles, resulting in his death.

Intermediate Algebra, Chapter 2, Cumulative Exercises, Section Cumulative Exercises, Problem 4

Suppose that $\displaystyle A = \left\{ -8, -\frac{2}{3}, -\sqrt{6}, 0, \frac{4}{5}, 9, \sqrt{36} \right\}$. Simplify the elements of $A$ as necessary and then list the elements that belongs to Rational numbers.

The rational numbers from the list are $\displaystyle \left\{ -8, -\frac{2}{3}, 0 , \frac{4}{5}, 9, \sqrt{36} \text{ or } 6\right\}$

What is significant about Mr. Yu G?

Mr. Yu G is a storekeeper who lives in the town of Nzara in Sudan. His significance lies in the fact that in 1976 he became the first known victim of Ebola Sudan, the most lethal strain of this deadly virus. The author of The Hot Zone, Richard Preston, mentions that a number of bats roost in the ceiling above Mr. Yu G's desk, although it cannot yet be established that they are the source of Ebola. But whatever the source, there's no doubt that a serious outbreak has taken place.
It soon spreads like wildfire; Mr. Yu G is given a traditional burial, exposing a number of people to potential infection. There are so many different ways for Ebola to spread, and if the virus isn't identified quickly and proper methods of infection control put in place, the local population is in imminent danger. Sadly, this is the situation in which Sudan finds itself in 1976, and Mr. Yu G's death is simply the first of many.

How does Fitzgerald use language to create an impression of Gatsby in chapter 4?

Fitzgerald uses various language techniques to create a portrait of Gatsby in this chapter. At the beginning of the chapter, Nick overhears some young ladies on Gatsby's lawn exchanging stories about him: their phrasing—"one time he killed a man"—is typical of urban legends and fairy stories and begins to create a picture of Gatsby as a near-legendary figure, the sort of person others tell tales about.
When Gatsby himself actually makes an appearance in this chapter, it is in his "gorgeous car," lush language which suggests a certain decadence. Gatsby announces himself with a "burst of melody," signifying that his arrival changes the entire tone of any scene he enters. In his movements, he is "peculiarly American," a phrase which creates an image of the archetypal all-American young man, alluding to the American Dream which is so central to this novel. Yet we also see Gatsby's impatient, restless quality in that he "was never quite still," his "tapping foot" or "opening and closing of a hand" betraying the idea that there may be some hidden tension in Gatsby.
The way Gatsby speaks to Nick in the car sustains this impression: his movements make Nick understand "why Jordan Baker had believed he was lying." The way he speaks is "hurried," and potentially "sinister." His "threadbare" phrases obviously do not convince Nick, and the reader feels Nick's "fascination" at the incredible tales Gatsby tells. It is evident that he is lying, but not why: his affected language—"old sport"—is clearly part of the larger fiction. Although Nick is "annoyed" by his behavior, rather than interested, the reader is left with the understanding that Gatsby's life is not at all what it seems.

How do people feel towards the elephant in "Shooting an Elephant" by George Orwell?

There is a general sense that the people in the city, both the locals and the police officers, are afraid of what the elephant may do in terms of damage, but one also senses that the elephant being loose is not a particularly uncommon occurrence. The police officer asks the narrator to "come and do something about it" almost wearily, without any particular surprise at the "ravaging" that is occurring. The Burmese feel "helpless" against the elephant and would like someone to stop it in its destruction of their property, but interestingly, the narrator says they "had not shown much interest in the elephant when it was ravaging their homes, but it was different now that he was going to be shot."
For them, the idea of the elephant being shot is "a bit of fun." They do not feel, seemingly, any sense of sympathy for the elephant, nor even do they seem to feel the anxiety the narrator feels about shooting a working elephant, which is effectively "a huge and costly piece of machinery." In the narrator, there is also a sense of some personal sentiment in that he "did not in the least want to shoot him." Sensibly, however, the narrator does realize the huge power of the elephant and that, if anything were to go wrong, he would be "pursued, caught, trampled on and reduced to a grinning corpse."

In "Shooting an Elephant," the colonial officers are concerned about the elephant. The sub-inspector who calls Orwell, for example, says the elephant is "ravaging" the area and he wants action to be taken. 
In contrast, the locals are not especially concerned by the elephant, even when it kills an Indian man. They are more interested in the thrill of the chase and the prospect of receiving some meat:

It was a bit of fun to them, as it would be to an English crowd; besides they wanted the meat.

To provide additional contrast, Orwell's narrator believes the elephant will eventually calm down and that there is no reason to harm it:

I thought then and I think now that his attack of "must" was already passing off; in which case he would merely wander harmlessly about until the mahout came back and caught him.

Moreover, while shooting the elephant is "a bit of fun" for the locals, it creates a serious ethical dilemma for Orwell: he has no desire to harm this great animal, but knows he must take action. If he does not, the locals will laugh at him and he will lose his credibility as an imperial official.
It is these contrasting viewpoints which create the story's conflict and demonstrate the true and evil nature of imperialism.

What are the three periods of development of federalism, the influential leaders of the time, and the future of federalism?

Before the 1930s, the relationship between the federal government and the states is often referred to as "dual federalism." During this period, which really dates from the early nineteenth century, the federal government was nothing like it is today. Rather, it was conceived as an essential coequal power with the states while maintaining at least theoretical supremacy. States, especially southern states, often vigorously protested federal assertions of power. The Civil War, and the Fourteenth Amendment that followed, did not substantively reverse this trend in the short term. Significant leaders during this period were such opponents of expansive power as Thomas Jefferson and John C. Calhoun (neither of whom were especially consistent on this issues) and proponents of an expanded role for the national government as Supreme Court Chief Justice John Marshall and longtime Whig politician Henry Clay.
The second important period of federalism is sometimes called that of "cooperative federalism." Some historians date this period to the turn of the century and the Progressive Era, when the federal government began to assert its authority by regulating the economy. But the crucial turning point for this period was the Great Depression and the New Deal of the 1930s. The New Deal programs ushered in a much-expanded view of the role of the federal government and its powers. After World War II, many states cooperated with the federal government in return for grants that, while actually administered by the states, came with federal requirements. The central figure of these changes was Franklin D. Roosevelt, whose vision lay behind the New Deal.
A final very important period (and it should be acknowledged that political scientists and historians find several pivotal eras) was the so-called "conservative revolution" of the 1980s. Associated with President Ronald Reagan, it is sometimes seen as an extension of the "New Federalism" that characterized the presidency of Richard Nixon. Under Reagan, grants to states were cut back in ways that allowed for the states to have more influence over who received them (though they also often cut funding). The "New Federalism" is generally viewed as a retreat from a robust federal government, and many modern conservatives, who entered politics during this era, still argue from a states rights perspective against federal programs.
https://usa.usembassy.de/etexts/gov/federal.htm

There have been more than three periods of federalism, so there are different ways to answer this question. However, there are some important milestones and divisions in the practice of federalism in the U.S.
During the period called "dual federalism" (1836-1933), states and the federal government vied for power. There was tension between the power of the states and power of the federal government, which came to a head in the Civil War of 1861-1865. However, Lincoln led the federal government to have more power through his role in using the government to expand the country economically; for example, he funded the construction of the Transcontinental Railroad.
During the period of "cooperative federalism" (1933-1961), the states and the federal government worked together cooperatively. The federal government developed the authority to regulate the states and other government agencies. An example is the New Deal agencies established by Franklin D. Roosevelt during the Great Depression. Many of these agencies worked through the states to provide relief and jobs to people.
There have been different periods of federalism since 1961. One period was "New regulatory federalism" (1981-1989) under Ronald Reagan, in which the role of the federal government was cut back. 
The future of federalism might continue along the current track, in which states are given some latitude to implement federal programs. While Obama has pushed certain initiatives, states have continued to have some degree of latitude in implementing policies. Especially because many states have been financially ailing, the federal government has at times used the "carrot and stick" approach to try to get states to do what they want by offering funding in return. For example, the states were tasked with implementing Obama's new healthcare law. 
http://www.laits.utexas.edu/gov310/CF/stagesfed/

Does David Lurue change, why or why not?

In the book Disgrace, David Lurie eventually changes. In the beginning chapters Lurie is arrogant and believes in not only white supremacy but also male dominance. His belief is demonstrated by his reverence for Western literature that he often refers to while teaching at the university. He belittles women as mere objects of beauty for pleasure fulfillment, as witnessed by his numerous affairs for the better part of his life. Even after he engages in an illicit relationship with his student Melanie, Lurie feels no remorse for his actions and opts to resign from his profession due to disgrace.
However, all this changes during his stay at the farm with his daughter Lucy, who is raped by three men, literally in his presence. The aftermath sparks feelings of guilt and shame for what he did to Melanie, and he heads back to Cape Town to apologize to Melanie’s father. He also seeks to work at the shelter and cremate dogs in order to ensure that their bodies are treated with dignity. He realizes that all creatures are equal and deserve to be treated with dignity and respect both when alive and dead.

What are the values in West Side Story toward religion, women, marriage, and violence?

In West Side Story, the female protagonist, Maria, is portrayed as a religious figure. She has the Spanish equivalent of the name Mary, and she is dressed in virginal white in the dance scene in which she meets Tony. Therefore, Maria is like the Virgin Mary, and she stands for traditional ideas of womanhood--purity, chastity, and innocence. The play has many allusions to Christianity and to the idea of good women as pure and innocent. Maria works in a bridal shop, and she is associated with the white purity that is supposed to attend a traditional marriage. However, it is clear that marriage is not possible for her and for Tony when they sing, "There's a place for us, somewhere a place for us." In other words, although they love one another, that love cannot be sanctioned by marriage in their world. In their world, Puerto Ricans and whites are not permitted to socialize, much less marry.
As Alberto Sandoval Sanchez notes in the source below, Puerto Ricans in this play are associated with violence. They are characterized as criminals. Sandoval Sanchez points out that in the lead-up to the song "America," one of the characters says of the Puerto Rican men, "You'll go back with handcuffs!" In other words, one of the characters predicts that the Puerto Rican men will return to their island as criminals. In addition, the Sharks, the Puerto Rican gang, are portrayed as having weapons that the Jets, the white gang, must try to rid them of. The Sharks are portrayed as inherently violent, while the Jets are portrayed as violent only to stop the Sharks.
Source:
West Side Story: A Puerto Rican reading of "America" by Alberto Sandoval Sanchez from Jump Cut, no. 39, June 1994, pp. 59-66, copyright Jump Cut: A Review of Contemporary Media, 1994, 2006.

Summarize the Brown v Board of Education case. Based on the case outcome, explain why the Little Rock Nine situation still happened. and what a movement is.

Brown v. Board of Education was a landmark case in United States history as it arguably launched the civil rights movement. The Little Rock Nine were the first black students to enact this ruling of the Supreme Court.
Brown v. Board of Education was a consolidation of cases from five jurisdictions that concerned the same problem of segregated schools:


Brown v. Board of Education (Kansas)

Briggs v. Elliot (South Carolina)

Bulah v. Gebhart and Belton v. Gebhart (Delaware)

Davis v. County School Board of Prince Edward County (Virginia)

Bolling v. Sharpe (District of Columbia)

At the time of this case, most of the segregated schools were not "separate but equal." Often the buildings of the black schools were in ill repair, books were the ones used for years by the white schools and were dirty and torn, and indoor toilet facilities did not exist. Nonetheless, the purpose of the consolidation of these cases was not the physical conditions, but the fact that segregation itself was "inherently unequal and a violation of the equal protection clause of the 14th amendment of the Constitution."
The unanimous decision of the Supreme Court in Brown v. the Board of Education was that an education of quality was essential for all children. Therefore, the court ruled that the states must ensure this educational equality for everyone regardless of color or creed. Chief Justice Earl Warren wrote that all children must be provided an adequate education regardless of their color if they are to succeed in life:

Such an opportunity, where the state has undertaken to provide it, is a right that must be made available on equal terms.(1954)

The unanimous decision of the court in 1954 was, in essence, that "The doctrine of separate but equal has no place" in education.  
Thus, because the resistance to this ruling was so widespread in the South, there was a second decision made in 1955, known as Brown II. This decision ordered school districts to integrate "with all deliberate speed." As a result of this decision and because there was pressure placed upon the school board of Little Rock, Arkansas, by the NAACP, preparations were made to enroll African-American students at the high school in order to put the new law into effect. Among those interviewed, nine students seemed stalwart enough to withstand the attacks to which they would be subjected, and they enrolled at Central High School in Little Rock, Arkansas.
Very soon thereafter, two pro-segregation groups formed to oppose the plan of the NAACP: the Capital Citizens Council and the Mother’s League of Central High School. So, the nine students were counseled on how to respond to hostile attacks. Then, on September 2, 1957, Governor Orval Faubus of Arkansas promised to call in the Arkansas National Guard to prevent the African-American students’ entry to Central High. But, Judge Davies, a federal judge, issued an order that the nine students would, in fact, enter the school. However, despite this order, the National Guard prevented the students from entering that day.
During the following weeks, Judge Davies commenced legal proceedings against Governor Faubus. President Eisenhower then tried to persuade the governor to remove the National Guard, but federal Judge Davies finally had to order the Guard removed. When this occurred, the Arkansas police had to escort the students into the school through an enraged mob. Finally, the students had to be escorted away. The following day, the students were again escorted by federal troops into the school. While they remained at Central High School throughout the year, the National Guard was present every day at this school for the rest of the year. Still, the nine students were met with hatred and acts that harmed some of them throughout the year, but they remained. They, then, were responsible for the movement, or change in social ideas, that began to take place throughout the South.
After the school year was finished, one of the nine students graduated. Then, in September of 1958, Governor Faubus closed the Little Rock high schools, making it necessary for the remaining eight students to receive their education in other schools or through correspondence courses.  
https://www.history.com/topics/black-history/central-high-school-integration

What is mercantilism and what did it have to do with the European colonization of North America?

Mercantilism is the economic theory that posited that European nations should amass as much gold and silver as possible. In addition, European governments believed that they should control their own nation's economy and import raw materials while exporting finished goods. As part of this economic philosophy, nations believed that the world economy was a zero-sum game—in other words, that there was only a fixed amount of profits to be made, so nations had to beat out other nations in the race to be the most prosperous and powerful nation.
The theory of mercantilism fueled the European colonization of the New World, as European nations wanted to control the importation of raw materials (such as sugar and timber) from the New World. They needed these materials to make finished goods, and they also wanted to control markets to which they could export finished goods. Some nations, such as Spain, were also eager to import as much gold as possible into their coffers as an extension of mercantilism. Eventually, mercantilism was largely replaced by the economic system of capitalism, which fostered a freer market in which individuals, not just governments, could control enterprise.

Mercantilism is the use of trade and government regulation to make a country wealthy. Countries aim to earn more selling goods to other countries or territories than they spend buying such goods. The profit can then be used to make the country in question more powerful.
Mercantilism drove global trade during the eighteenth century. It spurred exploration as different nations looked for more efficient trade routes, as well as raw materials and new markets. It led European nations, especially Great Britain and France, to want to establish colonies in North America to rival the colonies the Spanish and Portuguese had established in South and Central America.
Colonies were perceived as a good idea because they provided a steady source of raw materials, such as lumber, metals, and furs, that could be sold at a profit by the mother country. They also provided a second significant advantage: they were a captive market for goods sold by their country of origin. Most North American colonies were set up so that they could only sell their goods to their mother country and only buy from the mother country. This was clearly a profitable arrangement for the European nations who established colonies—who could then buy low and sell high. It was also profitable for the colonists because of the abundance of raw materials available to sell back to Europe.

Mercantilism, also called "commercialism," is the idea that the best way to improve a nation or state is by profiting off of goods and trade. During the colonial period (15th-19th century in North America) the most desired goods in Europe were exotics- silk from China, tea from India, chocolate from South America, sugar from the Caribbean, spices from Thailand, and so on. Expansion into North America and claiming new land for one's own country held the promise of profit, even if it meant stealing or engaging in genocide. One could rest assured that whatever resources they found on the land claimed for their mother country would be profitable simply because they were exotic to the Europeans. 
Explorers and merchants traveling to and from the New World not only hoped to bring exotics into their country, they hoped that the sale of these goods would bring more gold and silver in the form of coinage. Colonies which specialized in exporting particular goods- such as sugar, tobacco, or furs- could expect to not only sell these in their home country but to merchants from much farther away. These merchants from nations which did not have a colony producing that particular good might be willing to pay even more and then profit off of the sale in their home country.
In an attempt to sustain the high demands of mercantile economic philosophy, a number of colonizing nations imported slaves and employed religious and cultural conversion as a means of ensuring free or cheap labor.
https://www.econlib.org/library/Enc/Mercantilism.html

How does the brook behave when it encounters curves on its banks?

Tennyson's poem "The Brook" is written from the perspective of an indefatigable brook which goes on "for ever" regardless of what it encounters on its travels. The speaker, the personified brook, states in the poem that "with many a curve my banks I fret." The subject-object construction of this sentence does not posit that the brook encounters curves on its banks, as such. Rather, the brook says that it frets its banks with curves, a representation of the fact that it is the brook itself which is carving out these curves in its banks over a long period of time. Because it rigorously and continuously follows its own desired path relentlessly, the path of the brook will eventually shape the landscape through which it travels.
Eventually, at the end of its journey, the brook will "curve and flow" outward to meet the sea. However, while this is the end of its journey in a geographical sense, the brook itself will continue to flow from its source toward its mouth at the sea, regardless of the behavior of those who watch the brook pass. It is endless, infinite, and capable of making a permanent mark upon the land through which it travels, curves and all.

Critical appreciation of dover beach

A recurring theme in the poetry of the Victorian period is a sense of loss and regret over ideas and beliefs that no longer hold value for the modern world. Oddly, this feeling sometimes coexists with a triumphal acknowledgement of the technological achievements that were transforming Europe (and much of the rest of the world) in the nineteenth century. Some poets, such as Browning and (to a lesser extent) Tennyson, emphasized the positive, while others, such as Matthew Arnold, focused on pain and loss.
Arnold's "Dover Beach" seems to allude to a dichotomy between the peaceful, beautiful scene of the English Channel at night and the reality of unhappiness and war:

And here we are as on a darkling plain
Swept with confused alarms of struggle and flight,
Where ignorant armies clash by night.

It is relevant to our analysis that at the time the poem was written in the 1860s, Britain and France were allies and had been so ever since the final defeat of Napoleon in 1815 and the restoration of the Bourbon monarchy. This was a reversal of the previous centuries of constant warfare between the English and the French. In referring to both the English and the French coastlines and the calmness of the setting, Arnold, possibly, is rejoicing in the peace between former enemies, but the irony, as one reads further, is that his emphasis is on the fact that in the world in general, peace is still lacking. As in other poems, such as "Philomela," Arnold draws a connection between ancient Greece and England. This "distant northern sea," the Channel (distant, that is, from the Aegean sea whose sounds were heard by Sophocles), brings the same sorts of troubling thoughts to an English poet that Sophocles must have had over 2,000 years earlier.
Arnold's resigned, regretful tone becomes apparent in these lines:

The Sea of Faith
Was once, too, at the full, and round earth's shore
Lay the folds of a bright girdle furled.
But now I only hear
Its melancholy, long, withdrawing roar

In my view this is a statement about the modern world's decline in religious belief or, more generally, about loss of faith in the older values. In the nineteenth century, intellectuals became increasingly secular, rejecting organized religion—not in the triumphant manner of the previous century's free thinkers such as Voltaire, Diderot, and Thomas Paine, but in a quiet, resigned way. "The Garden of Prosperine," written by Arnold's contemporary Swinburne, expresses the same idea, though in Swinburne's view, the finite nature of earthly life, though a source of regret, is also a kind of comfort:

We thank with brief thanksgiving
Whatever gods may be
That no life lives for ever;
That dead men rise up never
To Arnold, as well, earthly life is pain, and
....the world
Which seems to lie before us like a land of dreams....
Hath really neither joy, nor love, nor light

The only consolation, for Arnold, is that we are able to "be true to each other" in this dream-world, which is "so various, so beautiful, so new," though all of this is only on the surface. The "real" world is one in which there is "no certitude, nor peace, nor help for pain." The beauty of Nature, seen in the calm Channel and the Dover cliffs he describes at the start of the poem, is a facade. But it is the main external thing that provides comfort to man and motivates him to continue in a world where the older motivations—religion, flag, and country—no longer hold the meaning they once did.

Why is Henry Ford, who invented assembly line manufacturing along with the first Ford automobiles, treated almost as a deity in the World State?

In the World State depicted in Huxley's novel, Henry Ford is treated like a deity or a prophet. His is name used in conversation much as a modern English speaker might use the name of God ("Oh Ford!"), and the making of "Our Ford's first T-Model" marks the beginning of the calendar of years. Instead of "AD," meaning "after the birth of Christ," the dating system "AF" is used, and we see the symbol of the "T" made in place of the symbol of the cross—"the Director made a sign of the T on his stomach." It is likely that Huxley chose Ford in part because his name rhymes with "Lord," which makes the analogy clearer—we even see the term "his fordship" (instead of "his lordship") used to mean an important person. However, in a wider sense, the making of the Model T Ford seems to mark the beginning of a new modern age for these people.
It is clear that the teachings believed by those in the World State have been slightly confused by the passage of time. "Whenever he spoke of psychological matters," "our Ford" became "Our Freud," indicating that the two figures, Ford and Sigmund Freud, have been conflated. The teachings of Freud are significant in the World State, as they "reveal the appalling dangers of family life." Freud's teachings seem to form some of the key tenets of this society; the fact that Freud and Henry Ford lived at roughly the same time suggests that the World State sees this as the era that birthed their current existence.
It is explained that the introduction of Ford's T Model was chosen as the birthdate of the new era because it marked a turning away from Christianity: "in an age of machines and the fixation of nitrogen—positively a crime against society." It is believed that "all crosses had their tops cut and became T's," as if the world, at some point in the twentieth century, had recognized the failure of Christianity in the industrial age and come to worship Henry Ford instead. Huxley's deft use of language shows how, through centuries of misunderstood texts and linguistic confusion (analogies and cognates imagined where they did not really exist), such a belief system could have come about, particularly in a society so advanced in terms of its machines.

Glencoe Algebra 2, Chapter 2, 2.6, Section 2.6, Problem 56

Hi!The slope (m) as given in the question is 3 which means m=3.
You are given points (-2,4) through which the line passes.
As you may recall, the slope intercept form is y=m*x+b, where:
m=slope = 3
x=x point = -2
y=y point = 4
b=constant = ?(you have to figure it out!)
So you just plug in the values for the variables and solve for b

4 = 3*(-2)+b
4 = -6+b
b= 10
Once you have solved for b, you simply plug it in the equation y=m*x+b
So, y = 3x + 10 is the equation that has a slope of 3 and passes through (-2,4)
Note: For the final equation, you only need to plug in the value of m and b. ( as seen above) For y and x you just write y and x , not the numerical value.
Hope this helps!

Why are Jim and Della called magi?

Mr. and Mrs. James Dillingham Young, or Jim and Della, are called "the magi" in the final sentence of O. Henry's short story. It is explained at the conclusion of the story that the magi were the "wonderfully wise men" who gave the very first Christmas presents when they bore gifts to Christ in the manger. Since they were wise men, their gifts were undoubtably wise, too, and it is suggested that the spirit of their love and generosity are something to strive for in the gift-giving season.
In the story, Jim and Della are a young married couple who, despite pinching pennies from their meager salaries, find they don't have the money saved to buy the gift they each think the other deserves. Della finds she has "only $1.87 to buy a gift for Jim. Her Jim. She had had many happy hours planning something nice for him. Something nearly good enough. Something almost worth the honor of belonging to Jim." We learn that despite their humble living circumstances, each character has something that is precious and of much value to them. Jim owns a watch that has been passed down to him by his father, who received it from his father. Della has beautiful brown hair that reaches below her knee. O. Henry compares these items to the riches and jewels of kings and queens, and the items seem priceless due to their rarity and sentimental value. The comparison of them to jewels, juxtaposed against the repetitive use of grays and browns in the description of their clothing and home, suggest that these items bring them much joy despite their challenging and modest circumstances.
However, a major theme of the story is love, and despite their love for these items, their devotion to the happiness of each other is stronger. Della sells her hair to buy the perfect chain for Jim’s watch, and Della soon learns that Jim has sold his watch to buy hair combs that Della has long admired. These seemingly priceless items actually pale in value when compared to their love for one another. "And here I have told you the story of two children who were not wise," the narrator tells us, suggesting that many readers might view Della and Jim as foolish, with both their sacrifices and new gifts rendered useless. However, the narrator quickly adds, "Let me speak a last word to the wise of these days: Of all who give gifts, these two were the most wise. Of all who give and receive gifts, such as they are the most wise." The moral of the story is that the true gift that both Della and Jim give each other is the sacrifice of something personally valuable in order to bring happiness to the other. Furthermore, Della optimistically tells Jim, "My hair grows so fast," and Jim "smiled" at seeing her gift. Rather than criticizing each other or mourning the loss of their treasures, both characters recognize the value of each other's sacrifice and are content. This knowledge and understanding makes them wisest of gift-givers, and, therefore, they are considered to be like the magi.
https://americanenglish.state.gov/files/ae/resource_files/1-the_gift_of_the_magi_0.pdf

Would the message of the poem change if it were writen in free verse?

Phillis Wheatley's poem "On Being Brought from Africa to America" would have the same message if it were written in free verse, but the tone might change and the central idea may be more threatening without the rhyme scheme. 
The poem's rhyme scheme is aa bb cc dd, which is a very typical and basic rhyme using couplets. The rhyme scheme gives the poem a sing-song quality similar to children's nursery rhymes. The poem is reproduced here:

'Twas mercy brought me from my Pagan land,
Taught my benighted soul to understand
That there's a God, that there's a Saviour too:
Once I redemption neither sought nor knew.
Some view our sable race with scornful eye,
"Their colour is a diabolic die."
Remember, Christians, Negros, black as Cain,
May be refin'd, and join th' angelic train.

If you read the poem aloud, you can hear the lyrical but simple quality of the rhymes. This rhyme scheme works to lessen the intensity of the subject matter. 
 
Wheatley begins by saying that she was blessed to be brought to America from Africa, as she has become Christian and has repented her "Pagan[ism]." She implies that learning about God and Christ have had a positive impact on her and that she was, figuratively, in the dark about the error of her ways. 
 
In the next four lines, however, Wheately's message becomes more pointed as she tackles racism and inequality. She refers to "some" who think African Americans are inferior and who associate black people with the devil. She says that "Negros, black as Cain" can also be redeemed through Christianity. The subtle undertone of these lines is that Wheately believes African Americans are not inferior and certainly do not fit the stereotypes white Americans have placed upon them. She uses the common belief in Christianity to make her message more appealing to her white readers. However, the idea that, in this early period of American history, white citizens would accept black citizens as their equals would have been controversial. Using the aa bb cc dd rhyme scheme makes the message softer and gives it a less extreme tone. Free verse (no rhyme scheme) may have come across as more aggressive or straightforward. 

What does the story reveal about a clash of values?

Isaac Bashevis Singer's short story "The Son From America" tells of a son's return home, from America, after forty years. The son has returned with great wealth, hoping to improve the lives of his parents and the villagers. Upon arriving, the son, Samuel, greets his parents and offers to help his mother prepare Sabbath dinner. Overwhelmed by his sudden return, his mother wept, as "women will always be women." Later, as father and son attend synagogue, Samuel asks his father what he did with the money he had sent him. The father replies that he never spent any of it, and it is in a boot at his home.
The son is confused that the money has not been spent. His father simply tells him that they have everything they need—they have a garden, cow, goats, and chickens, which provide them with everything they need. Samuel goes on to question what his father plans on doing with the money. His father states that he is giving it back to his son. The son continues to try to come up with things the money could be spent on to better the lives of his family and even the community. He suggests building a bigger synagogue or a "home for old people." His father insists that there is nothing the money needs to be spent upon. Everyone, including the villagers, has everything they need.
At the end of the story, Samuel is seen touching his checkbook and "letters of credit." He thinks about the "big plans" he had for his parents and the village. He not only brought his own money—he also "brought funds from the Lentshin Society." Yet, "the village needed nothing."
Over the course of the story, one message is clear regarding the clash of values. Money does not mean the same thing to everyone. Samuel comes home with the hope that his fortunes will be able to better the lives of his parents and the villagers. Instead, the villagers and his family do not need his help. They are completely happy with everything that they already have; they need nothing more. Therefore, the clash of values lies in Samuel's idea that money is the one thing which will solve the perceived problems the village possesses. Unfortunately for him, in fact, the village has no problems, let alone those which could be solved by money. There are no robbers, and no one is homeless. The synagogue is plenty large, and his parents need for nothing.
Therefore, the clash of values exists because of the different way the father and son see success and happiness. The son seems to measure success and happiness by what money can buy. The father measures success and happiness by not needing any more than one needs. It seems that the only thing the father needs is the son's presence, not his money.

Who was unwelcoming at Calpurnia's church?

Harper Lee's "To Kill A Mockingbird" follows the plight of a white attorney, Atticus Finch, fighting to prove the innocence of a black man accused of rape. The story is told through the eyes of Atticus's daughter, Scout, a smart and resourceful tomboy type. The story deftly and boldly examines racial intolerance in both white and black communities.
In chapter 12, Atticus is forced away on business for two weeks and leaves his children under the care of Calpurnia, their black housekeeper. Calpurnia doesn't trust Scout and her brother, Jem, to attend church on their own because she heard they were engaging in shenanigans with other Sunday School classmates when they should have been in service.
Instead, Calpurnia decides to take them to her all-black church come Sunday. All of the congregants genuinely welcome the children except for one—a tall woman named Lula. (This is Lula's only appearance in the story.) She demands to know why Calpurnia would bring white children with her, and as a result, a confrontation begins to escalate. However, just when it looks as though things might truly get ugly, Reverend Sykes and his congregants step in and drive Lula away prior to starting the service.
This moment emphasizes the fact that racial insensitivity exists in all sorts of places and among all types of people, even those who professed to live tolerant Christian lives, and shows that acceptance and understanding of others can ultimately win out over blind bigotry.

What is the setting (time & place)?

In part 1, we find out that this story is taking place in northern Alabama, in the deep South; more specifically, it takes place on a railroad bridge over a body of water called the Owl Creek. In part 2, the narrator tells us that the main character, Peyton Farquhar, owns a plantation and slaves and that he is "an original secessionist [who is] ardently devoted to the Southern cause." In other words, Farquhar very much supports the Confederacy and wants to maintain the practice of slavery. This tells us that the story is taking place sometime during 1861 and 1865, the years of the Civil War. Farquhar is being hanged for attempting to burn down the Owl Creek bridge in order to disrupt the Northern war effort. The reason for burning down the bridge indicates that the war is still going on, and so we can narrow down the timing to those four years.

A car is driving at 64.2 miles per hour. How many seconds does it take to drive 14.8 miles?

I was taught that problems involving distance, time, and speed can be solved by using the "DiRT" equation. "Distance is Rate times Time." Distance = Rate x Time. Rate is the same thing as speed. The question being asked here is not a distance question—it's a question of time—but the formula can be rearranged to solve the problem. The new formula is Time = Distance/Rate.
Time = 14.8 miles/64.2 mph
Time = .23 hours.
The next task is to convert the .23 hours to seconds. (This could be avoided if you first convert the speed from miles per hour to miles per second. Either method will work.) Below is how to convert the hours to minutes.
The following equation will convert the .23 hours to minutes.
0.23 hours = n minutes/60 minutes per hour
n = 0.23 hours x 60 minutes per hour
n = 13.8 minutes
13.8 minutes x 60 seconds per minute = 828 seconds

What are the characteristics of Edgar Allan Poe's works?

Poe is heavy on the symbolism, and he often repeats symbol use from one story to the next. For example, in "The Masque of the Red Death," when an ebony clock housed in a black and blood-red room strikes midnight, all the revelers at the masquerade stop and tremble in fear, as though they fear their own mortality. In "The Tell-Tale Heart," the narrator spies on the old man with whom he lives just at midnight every night for a week, waiting for the opportune moment to kill him. He even confesses to often being awake at that hour himself, listening to the deathwatch beetles ticking in the walls and groaning in "mortal terror." We soon learn that he, too, fears his own death and must rid himself of the old man because the old man is, himself, a reminder of the narrator's own mortality. In both stories, midnight, as the death of day, is symbolic of mortality, as is the clock and the color black from "Masque." This color symbolism resurfaces in Poe's poem "The Raven," because the raven is black and also signifies our mortality and the inevitability of death. You can see, even just from these few examples, that Poe also often takes mortality as a major theme of his writing.

Edgar Allen Poe is an old master of mystery, suspense, and horror, and his command of the literary Gothic style is well-known. His short stories often contain themes about death and decay, as well as mental instability and emotional crisis. Poe's settings are often creepy and intimidating and are all the more haunting for their isolation; characters who are in trouble in these settings are even more vulnerable for their distance from anyone who could help them. Also, many of Poe's characters are coping with the instability that comes with the death or near-death of someone else. The tone of Poe's stories are often morose and dark, and sometimes, supernatural elements enhance the mysteriousness of the setting and the suspensefulness of the narration.

In the story "The Miracle of the Birds," what is the author arguing?

I would suggest that Abado isn't putting forward a singular central argument in "The Miracle of The Birds." But there are undoubtedly a number of themes and familiar tropes that form an integral part of the literary tradition in which the author's work is best understood.
One theme is that of freedom. Ubaldo, the protagonist, is a poet and troubador who wanders from place to place. He plies his in-demand trade at weddings, funerals, and baptisms. His is a life of freedom: the freedom of the open road and air. He cannot truly settle down as he is also a notorious philanderer, and he is known to leave behind many a broken heart in his wake.
Yet Ubaldo is not truly free. For after sleeping with the Captain's wife he comes perilously close to being killed by her irate, gun-slinging husband. With freedom comes responsibility, we might say; Ubaldo's obvious lack of responsibility for his actions diminishes his freedom.
The birds he inadvertently frees from their cages show the way. They are truly free now that they have been allowed once more to reconnect with their nature as winged creatures. And perhaps by depositing Ubaldo in a convent, a place full of virgins, there is just the faintest suggestion from the author that Ubaldo too needs to get in touch with his true nature: one that doesn't involve seeing women simply as objects of sexual conquest. Rather, he needs to discover a nature which accepts that our freedom is ultimately dependent on respecting that of others.
This relates to the theme of the relationship between men and women in the story. At work here is the age-old trope of the virgin/whore dichotomy. Sabô, the Captain's wife, is presented as little more than a voluptuous, sexually avaricious tramp and the latest notch on Ubaldo's bedpost. The macho culture of which Ubaldo is an enthusiastic devotee is in evidence here. The nuns provide a complete contrast. Ubaldo's life is saved by virgins in an earthly, rather than heavenly, sense.
It is difficult to set forth a particular point of view here. On the one hand it would seem that Abado is unashamedly celebrating macho culture in his attempt to put before us a colorful, picaresque romp. On the other hand, perhaps he could be trying to show us that machismo does have negative consequences: whether it's the serial womanizing of Ubaldo, who ends up in a convent surrounded by nuns; or the Captain's penchant for armed violence, which ends with him turning into a tree.

How does Holden think differently than he acts? Use examples and a quote.

Holden Caulfield is one of literature's most celebrated unreliable narrators and continually displays his hypocritical, unreliable nature by saying one thing and doing the exact opposite. In chapter 3, Holden tells the reader that he reads often and that Ring Lardner is his favorite author after his brother. Holden also mentions that he was surprised to discover that Isak Dinesen's Out of Africa is actually a good book after he was forced to read it in class. Holden then illustrates his unreliable nature by commenting, "I’m quite illiterate, but I read a lot" (Salinger 11). This statement makes no sense and is completely contradictory.
Shortly after Holden's roommate Stradlater returns home from his date with Jane Gallagher, a girl Holden genuinely cares about, Holden takes a swing at Stradlater and says,

I was going down to the can or something, and then I tried to sock him, with all my might, right smack in the toothbrush, so it would split his goddam throat open (Salinger 26).

Holden's punch glances off Stradlater's head, and he ends up losing the fight. At the end of chapter 7, Holden once again illustrates the inconsistency between his thoughts and actions by saying,

I’m a pacifist, if you want to know the truth (Salinger 28).

There are numerous more examples of the inconsistency between Holden's thoughts and actions as the novel progresses, and he continues to prove that he is an unreliable narrator.

What were the roles of women in westward expansion?

The nineteenth century saw a massive migration of Americans from the east coast to the west coast. In many ways, women had a more inclusive role to play in western society than they did back east.
Let us look at some of their roles:
The most common role played by women as part of western expansion was their duty to the family as wife and mother. While women had this responsibility back east, as pioneers, this role took on a whole new meaning. Women often lived in remote places in the west. This meant that they had to be a lot more self-reliant when it came to maintaining a household than they would have in the east. Child-rearing was usually conducted without the help of the social structures and institutions that existed in the east.
Pioneering meant living on the edge, and all members of the family needed to contribute. In addition to child-rearing, most women needed to work on the homestead as farmers. Labor was scarce, and in many cases, women worked as hard as their husbands and sons tending to the fields and animals.
For those women who migrated to Mexican lands, they also could serve as landowners. American law at the time dictated that a woman's property became her husband's upon marriage. There were few opportunities for women in the eastern part of the continent to own property. However, the female pioneers who settled the Mexican lands of Texas, Arizona, Nevada, Utah, and California were entitled under Spanish law to retain ownership of all their property, even after marriage. Of course, after these lands were annexed by the United States, these laws changed. But for the early pioneers, unique legal privileges for women existed.
There were relatively few single women in the west during the nineteenth century. Those that did come west often found work in frontier towns. There were few economic opportunities for women in the 1800s, and prostitution, or work as an "upstairs girls" as it was colloquially known, was perhaps the most common career.
Women also found work as teachers. This was one of the only legitimate jobs available to single women. In fact, western territories were the only places in the United States at the time to offer equal pay to female teachers. Most towns, however, refused to employ married teachers, so many teachers only worked up until the time they married.
https://time.com/3662361/women-american-west/

Calculus of a Single Variable, Chapter 3, 3.3, Section 3.3, Problem 23

Given: f(x)=(x-1)^2(x+3)
Find the critical values by setting the first derivative equal to zero and solving for the x value(s).
f'(x)=(x-1)^2(1)+(x+3)(2(x-1))=0
x^2-2x+1+(x+3)(2x-2)=0
x^2-2x+1+2x^2-2x+6x-6=0
3x^2+2x-5=0
(3x+5)(x-1)=0
x=-5/3, x=1
The critical numbers are x=-5/3 and x=1.
If f'(x)>0 the function increases in the interval.
If f'(x)<0 the function decreases in the interval.
Choose an x value less than -5/3.
f'(-2)=3 Since f'(-2)>0 the function increases in the interval (-oo,-5/3).
Choose an x value between -5/3 and 1.
f'(-1)=-4 Since f'(-1)<0 the function decreases in the interval (-5/3, 1).
Choose an x value greater than 1.
f'(2)=11 Since f'(2)>0 The function increases in the interval (1, oo).
Because the direction of the function changed from increasing to decreasing a relative maximum will exist at x=-5/3. The relative maximum is the point
(-5/3, 9.4815).
Because the direction of the function changed from decreasing to increasing a relative minimum will exist at x=1. The relative minimum is the point (1, 0).

How does Doyle present Sherlock's genius in the opening of "The Adventure of the Speckled Band"?

"The Adventure of the Speckled Band" is written from the perspective of Dr. John Watson, Holmes's close friend and avid admirer, and through his eyes Doyle presents a picture of Sherlock Holmes as a genius whose "rapid deductions, as swift as intuitions," are a joy to observe. Watson allows himself to be hauled out of bed at seven-thirty in the morning in order to assist his friend, stating that he had "no keener pleasure" than in assisting him, observing the deductions which were "always founded on a logical basis with which he unravelled the problems" brought to him by his clients. Evidently, Holmes has a singular genius, and one which his companion, an educated medical man, finds singular among anyone he has ever met.
Subsequently, Watson presents an example of this deductive skill, which he has alluded to in the description of how Holmes explains to his visitor how he knows she has come in by train this morning. Helen Stoner's reaction to Holmes's reasoning—she "gave a violent start and stared in bewilderment"—demonstrates how shocking Holmes's deductive skill can appear to those who are unfamiliar with either it or him, a further indication that Holmes's is an uncommon genius.

What are two metaphors in A Christmas Carol by Charles Dickens?

Dickens uses lots of metaphors in this story. To find some examples, take a look at stave 1. First of all, Dickens uses a metaphor when describing Scrooge's character to the reader. Specifically, Dickens compares Scrooge's coldhearted miserliness to cold or frost, as shown in the following lines:

He carried his own low temperature always about with him; he iced his office in the dog-days; and didn't thaw it one degree at Christmas.

This metaphor is effective in emphasizing the negative aspects of Scrooge's character. By portraying him as being so coldhearted that it affects his body temperature, Dickens really highlights this particular character trait.
For another example of a metaphor, take a look at the description of the London streets. Dickens compares the houses, for instance, to "phantoms." By doing this, he emphasizes the impact of the fog. The fog is so thick that it has transformed the appearance of the houses, making them look like ghosts. This metaphor also foreshadows the arrival of the three spirits later in the story.

What is the relationship between Valentine and Angelica in Love for Love by William Congreve?

In the play, Valentine and Angelica are in love with each other; one can say that they are romantically inclined towards each other. For his part, Valentine is a libertine who enjoys a lavish lifestyle. However, his opulent lifestyle is supported by extreme debt, and he's constantly beset by creditors.
In order to extricate himself from his predicament, Valentine has to consider signing over his inheritance to his younger brother, Ben. In exchange for doing so, Valentine has been promised four thousand pounds by his father, Sir Sampson Legend, in order to pay off his delinquent debts.
Yet, Valentine isn't too enamored with the idea of signing over his inheritance to Ben. He tries to maneuver circumstances to get Sir Sampson to change his mind, but the older man is adamant about the matter. Valentine even tries to pretend that all this pressure has caused him to lose part of his mental faculties. For his part, Sir Sampson thinks that Valentine is playing a trick on him in order to escape signing the deed of conveyance. Sir Sampson is unconvinced about the validity of Valentine's plea of insanity.
In the meantime, Angelica, who is in love with Valentine, tries to maneuver matters to test Valentine's love for her. She pretends to flirt with Sir Sampson and finally agrees to marry him. When Valentine hears of the impending marriage (though a sham), he admits to Sir Sampson that he was never mad. He confesses that it was only a ploy to avenge himself for what he considered his father's duplicity towards him.
Valentine then agrees to sign the deed of conveyance because, apart from the deed, he's lost all hope of pleasing the woman he loves. He tells both Angelica and Sir Sampson that he's never "valued fortune but as it was subservient" to his pleasure and that his only pleasure in life was to please Angelica. He reasons that, if signing over his inheritance (which will in effect ruin him) will please Angelica (since she's marrying Sir Sampson), he will do so. Upon hearing this, Angelica is so overwhelmed by Valentine's generosity of heart that she tears up the bond.
This, of course, shocks Sir Sampson and he demands an explanation of her actions. Angelica responds that she's always loved Valentine, and upon trying them both, she's come to see their true natures for what they are. She then chides Sir Sampson for his "unforgiving nature" and resolves to marry Valentine. The play ends with Scandal, Valentine's friend, congratulating Angelica upon performing an "exemplary justice" in "punishing an inhumane father and rewarding a faithful lover." Based on the text, it is presumed that Angelica will eventually become Valentine's wife.

What do Isabel and America have in common in the book Chains?

Your question is about the similarities between Isabel, the main character in Chains, and America, the country.
Isabel and America have several similarities, including youth, betrayal, the desire for freedom, and the struggle to achieve it.
When Chains opens, the United States of America doesn't exist yet, as such. The story plays out against the backdrop of the Revolutionary War. In the beginning of Isabel's personal story, she's only 13.
The betrayal of Isabel by the people around her mirrors the struggles of Revolutionary America. Again and again, she's cast down and kept from getting what she's promised. Her original owner's sibling refuses to free her. Her new owners abuse her. The Colonel she spies for doesn't help her when her sister is sold away from her.
In comparison, a major issue in Revolutionary America was the restriction of the freedom of movement. The Proclamation of 1763 kept colonists from moving to new territory and was very unpopular. In the same way, Isabel was kept from going where she chose. Tax laws put a burden on the colonists, the same way her abusive master's demands were a weight on Isabel. There was physical violence in both cases, too.
The desire for freedom is illustrated by Isabel's thoughts throughout the novel, her decision to pursue reading, and her willingness to turn to the British side of the war if they'll free her—even though that is prevented and she continues spying for the Americans.
Isabel and America both have to struggle to get what they deserve. Isabel spies for the Americans, fights her abusive owners, and steals a pass that declares her freedom. America's fight is illustrated in the battles of the Revolution, which are entwined with her own.
Anderson uses primary source documents like Common Sense and letters from the founding fathers both to set the scene and illustrate the parallels between Isabel and the USA. There are excerpts at the beginning of each chapter.
http://courses.missouristate.edu/ftmiller/proclamationof1763.htm

https://www.historycentral.com/Revolt/causes.html

Readers can see several parallels that exist between Isabel and America. 
First, Isabel is a slave. She has masters that are ruling over her. When the book begins, America is also being ruled over by a master. That master is Britain and its king. The book begins in May of 1776, and the United States didn't declare independence until July of 1776.
Second, Isabel is trying to gain her freedom throughout the book. She attempts to get her freedom in a variety of ways, and she succeeds by taking matters into her own hands. America did the same thing. The colonies attempted to gain independence through all kinds of legal channels, but only succeeded in gaining independence by taking the initiative and forcing it to happen.
Third, Isabel is a young character. America is a newly formed (young) country.  
Fourth, Isabel is abused by her master. America is abused by Britain. For example, "taxation without representation" was a major sticking point for the founding fathers.
Fifth, Isabel receives help from Curzon in her efforts to attain freedom. America eventually gets help from the French in order to secure independence.

What is the similarity between refraction and diffraction?

The similarity between refraction and diffraction is that both of these phenomena involve the ability of a wave to change the direction of its propagation. In case of refraction, a wave changes direction as it crosses the boundary between two media. The diffraction is defined as "bending" of a wave around an obstacle that blocks its path of propagation.
Waves of any nature—mechanical, such as waves on the water surface, or electromagnetic, such as light—can undergo both refraction and diffraction.
One can observe refraction by putting a straw or a pencil in a glass half-filled with water. If one looks at the straw through a side of the glass, it will appear broken at the surface of the water. This is because the light changes direction as it enters the water from the air and vice versa.
A rainbow is another natural example of refraction of visible light. When light enters and exits water droplets in the air, the light waves of different frequency (different colors) come out at different angles with the original direction. Therefore, observers on the ground see the light separated into a spectrum of several colors.
The diffraction of light is hard to observe in everyday life because the visible light has a very short wavelength (400 to 700 nanometers). However, we often experience the diffraction of sound—a mechanical wave, created by variations in air pressure. We can hear someone speaking from around the corner because sound can bend around the wall, which functions as the barrier to its propagation. We can also observe how the waves created on the surface of a pond or a lake diffract around the rocks or other objects in the water.
Please see attached reference link for the further discussion and illustration of refraction and diffraction.
https://www.physicsclassroom.com/class/waves/Lesson-3/Reflection,-Refraction,-and-Diffraction

Which factors encouraged more immigrants to settle in Northern states than Southern states during the mid-nineteenth century?

The primary factor in this situation was economic. Rapid industrialization in the North created manufacturing centers throughout New England and the Northern colonies. This, in turn, provided more employment opportunities than that of the South. The Southern colonies were much more agrarian and relied on slave labor during pre-Civil War immigration. Upon landing in America, immigrants were desperate for a job and extremely poor. Most took the first jobs they could find and those were often times near their ports of entry.
The Northern ports also served as a logistical reason for their settlement in the North. Nearly 70% of all immigrants traveled through the New York port in the 19th century. Imagine yourself as an immigrant, traveling to a new country with essentially no belongings. You'd likely try to find a job quickly, which meant not traveling too far inland. As more immigrants settled in towns across the North, word spread back home of the promise of America. This brought on waves of new immigrants who settled near those of similar culture who had already made the trip.

The North was considerably more industrialized than the South. Its economy was also more advanced, more modern, better financed, and could draw upon substantial reserves of capital for business investment. The Southern economy was based primarily on agriculture, most especially cotton. Slave labor formed a major part of the workforce, so there were relatively few opportunities available for immigrants to come and work in the Southern states.
Up north, however, large-scale factories and other manufacturing operations were springing up in towns and cities on a growing basis, providing numerous job opportunities for many, including immigrants. The relatively sudden availability of new jobs was the biggest single pull factor in encouraging immigrants to settle in the North. The mid-nineteenth century was a period of rapid economic development in the Northern states, and to many escaping poverty in Europe, it seemed like the United States—at least in the North—was genuinely a land of opportunity that could provide immigrants with a chance to improve their lives.

What is the Prince’s importance in Romeo and Juliet?

Prince Escalus in Romeo and Juliet is the voice of law, authority, and reason. His role is important in the play because we need to have someone who stands above all the endless turmoil, conflict, and passion engendered by the feud between the Montagues and the Capulets. The character of the Prince alerts us to just how dangerous and out of control this feud has become, how much instability and disruption it has caused to the city of Verona.
It says something about the nature of the feud that even a powerful authority figure cannot stop it, despite his best efforts. There's something almost primal about this conflict, something that taps into the innermost depths of the soul. The Prince is the law in Verona, but even he cannot control custom and its manifestations, and feuding is a social custom that goes back centuries, as old as law itself, if not older. It has a life of its own, and no amount of interventions by the sovereign power is going to make any difference; in the face of tradition, the law is practically impotent. In Verona, honor and blood are more important than formal legal power. It will take a tragedy to bring this feud to a close, and so it does.

what types of genetic abnormabilities are associated with sickle cell anemia

Sickle cell anemia is an autosomal recessive condition carried on chromosome 11. This means that in order to inherit the disease, a person needs to inherit both of the recessive genes for the disorder. Two parents that do not have the disease but carry the trait have a 25% chance of producing offspring with the sickle cell anemia disorder. Phenotypically, a person with the disorder has atypical hemoglobin molecules that cause red blood cells to become distorted into a sickle/crescent shape. The disease can cause periodic episodes of pain and is also characterized by a lower number of red blood cells. Because there are fewer red blood cells, and/or because they break down too early, the disease can lead to anemia. Other signs and symptoms are fatigue, shortness of breath, yellowing of the eyes and skin, high blood pressure, and possible organ damage.
https://ghr.nlm.nih.gov/art/large/autorecessive.jpeg

https://ghr.nlm.nih.gov/condition/sickle-cell-disease

https://www.genome.gov/Genetic-Disorders/Sickle-Cell-Disease

Does it make sense to speak of Jane Austen’s characters being true to their own selves?

To a large extent, most of the characters in Pride and Prejudice act according to the social mores of their time. This is a rigidly structured society in which everyone knows their place and must strictly adhere to certain standards of conduct. In acting out their social roles, people are required to put on a mask which they show to the outside world, but which hides their true selves. Only very occasionally does the mask slip.
Lydia Bennet is a rare exception; with her, what you see is what you get—a flirtatious, vivacious young lady with an insatiable zest for life. She has personality to spare, and asserts it forcefully at every available opportunity. This has its risks, though, as can be seen in her sudden decision to elope with Mr. Wickham. Yet say what you like about Lydia, but at least she's always true to her self, and that's more than can be said of most.
The character of Mr. Collins is interesting in that his true self neatly corresponds with the role allotted to him by society. He plays the role of an oily, ingratiating curate, obsessed with the niceties of social rank and position. But this is not just an act; this is exactly what he is behind the mask of the respectable country parson. Whereas the existing social system forcibly discourages the dissolute behavior of young ladies like Lydia, it reinforces the rampant snobbery and shameless social-climbing of Mr. Collins and his ilk.

Calculus of a Single Variable, Chapter 9, 9.9, Section 9.9, Problem 6

To determine the power series centered at c, we may apply the formula for Taylor series:
f(x) = sum_(n=0)^oo (f^n(c))/(n!) (x-c)^n
or
f(x) =f(c)+f'(c)(x-c) +(f''(c))/(2!)(x-c)^2 +(f^3(c))/(3!)(x-c)^3 +(f'^4(c))/(4!)(x-c)^4 +...
To list the f^n(x) for the given function f(x)=2/(6-x) centered at c=-2 , we may apply Law of Exponent: 1/x^n = x^-n and Power rule for derivative: d/(dx) x^n= n *x^(n-1) .
f(x) =2/(6-x)
=2(6-x)^(-1)
Let u =6-x then (du)/(dx) = -1
d/(dx) c*(6-x)^n = c *d/(dx) (6-x)^n
= c *(n* (6-x)^(n-1)*(-1)
= -cn(6-x)^(n-1)
f'(x) =d/(dx)2(6-x)^(-1)
=-2*(-1)(6-x)^(-1-1)
=2(6-x)^(-2) or 2/(6-x)^2
f^2(x) =d/(dx) 2(6-x)^(-2)
=-2(-2)(6-x)^(-2-1)
=4(6-x)^(-3) or 4/(6-x)^3
f^3(x) =d/(dx)4(6-x)^(-3)
=-4(-3)(6-x)^(-3-1)
=12(6-x)^(-4) or 12/(6-x)^4
f^4(x) =d/(dx)12(6-x)^(-4)
=-12(-4)(6-x)^(-4-1)
=48(6-x)^(-5) or 48/(6-x)^5
Plug-in x=-2 for each f^n(x) , we get:
f(-2)=2/(6-(-2))
=2/ 8
=1/4
f'(-2)=2/(6-(-2))^2
=2/8^2
= 1/32
f^2(-2)=4/(6-(-2))^3
=4/8^3
=1/128
f^3(-2)=12/(6-(-2))^4
=12/8^4
= 3/1024
f^4(-2)=48/(6-(-2))^5
=48/8^5
= 3/2048
Plug-in the values on the formula for Taylor series, we get:
2/(6-x) = sum_(n=0)^oo (f^n(-2))/(n!) (x-(-2))^n
= sum_(n=0)^oo (f^n(-2))/(n!) (x+2)^n
=1/4+1/32(x+2) +(1/128)/(2!)(x+2)^2 +(3/1024)/(3!)(x+2)^3 +(3/2048)/(4!)(x+2)^4 +...
=1/4+1/32(x+2) +(1/128)/2(x+2)^2 +(3/1024)/6(x+2)^3 +(3/2048)/24(x+2)^4 +...
=1/4+1/32(x+2) + 1/256(x+2)^2 +1/2048(x+2)^3 + 1/16384(x+2)^4 +...
=1/2^2+1/2^5(x+2) + 1/2^8(x+2)^2 +1/2^11(x+2)^3 + 1/2^14(x+2)^4 +...
=sum_(n=1)^oo (x+2)^(n-1)/2^(3n-1)
=sum_(n=1)^oo( (x+2)^n*(x+2)^(-1))/(2^(3n)2^(-1))
=sum_(n=1)^oo (2(x+2)^n)/(2^(3n)(x+2))
=sum_(n=1)^oo (2/(x+2))((x+2)/2^3)^n
=sum_(n=1)^oo (2/(x+2))((x+2)/8)^n
Note: Exponents of 2 as 2,5,8,11,14,... follows arithmetic sequence a_n=a_0+(n-1)d.
a_n = 2 +(n-1)3
=2+3n-3
=3n-1
To determine the interval of convergence, we may apply geometric series test wherein the series sum_(n=0)^oo a*r^n is convergent if |r|lt1 or -1 ltrlt 1 . If |r|gt=1 then the geometric series diverges.
By comparing sum_(n=1)^oo (2/(x+2))((x+2)/8)^n with sum_(n=0)^oo a*r^n , we determine: r = (x+2)/8.
Apply the condition for convergence of geometric series: |r|lt1 .
|((x+2)/8)|lt1
-1lt(x+2)/8lt1
Multiply each sides by 8:
-1*8lt(x+2)/8*8lt1*8
-8ltx+2lt8
Subtract 2 from each sides:
-8-2ltx+2-2lt8-2
-10ltxlt6
Thus, the power series of the function f(x) = 2/(6-x) centered at c=-2 is sum_(n=1)^oo (x+2)^(n-1)/2^(3n-1) with an interval of convergence: -10ltxlt6 .