How are setting and history significant in Therese Raquin?

A a realist, specifically, a naturalist, Emile Zola aims to bring to the reader a highly-defined visual of how life really is. Think of it as the 19th century "HD filter" of literature. That was the whole purpose of it. The language and choice of words used for works such as Thérèse Raquin are specifically designed to instill clear, vibrant, realistic, and fluff-free imagery of the story. Still, Zola uses the "naturalist" filter, which focuses on the negative aspects of reality. These ugly, clearly depicted images will be more salient in the novel than anything else. They will be the focus of the description, and there is a good reason for this: the story itself is quite crude and gruesome. No need for a pretty setting to tell a story that ends so tragically.
The setting of Thérèse Raquin is described right at the beginning of the novel. You will notice that Zola seems to go on and on about the details, but it is important that he does this. We can make many conclusions about the characters and their lifestyles with those pieces of information. We can even predict how everything might turn out, after all, what sort of events could possibly take place in the shadiest alleyways of Paris? This latter question is a great point of conversation regarding the setting of the novel and should be asked prior to starting the actual reading.

At the end of the rue Guénégaud, if you follow it away from the river, you find the Passage du Pont-Neuf, a sort of dark narrow corridor linking the Rue Mazarine to the Rue de Seine.

Notice how Zola speaks to the reader, preparing the narrative as if he were about to tell a piece of saucy gossip. He even uses real places that do exist, such as Pont-Neuf. This adds a dimension of reality to the narrative, which is why it matters.

This passageway is, at most, thirty paces long and two wide, paved with yellowish worn stones which have come loose and constantly give off an acrid dampness. The glass roof, sloping at a right angle, is black with grime.

This fragment is typical Zola. Just when you start getting comfortably into the narrative, he shakes things up with an added detail directed straight to the senses. The black grime will be followed by further descriptions of filthy panes, miserable views, foul winters, and slimy paving. The "eek" factor is definitely intended to cause disgust and dislike for the place. Yet, this the nest where our characters will develop and tell their stories. We can only imagine what sort of stories they will be.
Knowing that the setting is the ugly side of 19th Paris, let's look into the historical context. Some hear the words "19th century" and "Paris" together, and get false imagery of beauty and sophistication. That imagery quickly comes to an end by just taking a look at the work of Charles Marville, a world-class 19th century photographer of all things "Paris." In his Paris project, Marville photographed in clear detail every aspect of Parisian society during the historical time period in which Thérèse Raquinis set.
A few aspects of society at that time truly stand out. First, the sewage system was almost non existent in Paris. Second, urinals had been introduced in the streets and were widely used, so you can make your own conclusions as to the smell of the place. Essentially, what Marville did in photographs, Zola did with words. Both artists render a no-nonsese description of how things, nay, how truly horribly things were for some sectors of society.
Conclusively, the distasteful setting develops within an equally awful time period. Deep within, at the core of it, will be other gruesome things developing: the tragic fates of each of the characters of the novel. One could argue that the setting and the historical period work together against the characters, for misery permeates the atmosphere at all times.

What role did religion play in helping enslaved peoples address the inhumanity of their captivity?

Many slaves used stories from the Bible to understand their situation and to hope for freedom. For example, the story of the Israelites' enslavement by the Egyptians in the book of Exodus in the Bible became a part of slaves' spirituals and helped signify their hope for release from slavery with God's help.
Over time, the abolitionist movement also used religion to further their cause. For example, Frederick Douglass, in his autobiography, made a distinction between the true Christianity practiced by abolitionists and slaves and the hypocritical, false Christianity practiced by slaveowners. He wrote that religious revivals in the slaveholding south made the masters and overseers even crueler because they felt falsely justified in holding and abusing slaves. He also documented the ways in which slave masters prevented slaves from attending Sunday school, showing that slave owners were obstructing rather than furthering Christianity and that the masters' religion was antithetical to true Christianity.
Many other abolitionists used religion to argue against slavery. For example, Harriet Beecher Stowe, the author of Uncle Tom's Cabin, also believed that Christianity would result in the abolition of slavery, and her novel was an attempt to show the ways in which slavery was antithetical to Christianity. Though Stowe was white and was not enslaved, her argument—and that of Douglass, who became an abolitionist orator—used religion to argue against slavery and to convince white northerners to free the slaves. In addition, religion and its indictment of slavery helped slaves combat their situation and hope and fight for freedom.

What city in Germany is Bruno’s family based in before his fsther Ralf gets promoted?

Bruno and his family live in Berlin, then as now the capital city of Germany. Berlin is the epicenter of government in the Third Reich, and anyone who is anyone lives there. Bruno's father, Ralf, is a rising star in the SS; he's fiercely ambitious and great things are expected of them. One night, none other than the Fuhrer, Adolf Hitler, comes to dinner and personally gives Bruno's father a promotion. Although Bruno is too young to understand quite what his father's new position entails, he subsequently discovers that he'll be taking over as commandant of the notorious Auschwitz death camp. Yet even after his family has moved, Bruno still doesn't fully comprehend the true nature of Ralf's new job, as his numerous interactions with Shmuel illustrate.

Calculus: Early Transcendentals, Chapter 6, 6.2, Section 6.2, Problem 12

You need to find the volume of the solid obtained by rotating the region enclosed by the curves y = e^(-x), y = 1, x = 2 , about y = 2, using washer method:
V = pi*int_a^b (f^2(x) - g^2(x))dx, f(x)>g(x)
You need to find the endpoints by solving the equation:
e^(-x)= 1 => 1/(e^x) = 1 => e^x = 1 => e^x = e^0 => x = 0
V = pi*int_0^2((e^(-x) - 2)^2 - (1 - 2)^2)dx
V = pi*int_0^2 (e^(-2x) - 4e^(-2x) + 4 - 1)dx
V = pi*int_0^2 (e^(-2x) - 4e^(-2x) + 3)dx
V = pi*(-(e^(-2x))/2 + 2e^(-2x) + 3x)|_0^2
V = pi*(-(e^(-4))/2 + 2e^(-4) + 6 + 1/2 - 2 + 0)
V = pi*(-1/(2e^4) + 2/(e^4)+ 4 + 1/2)
V = pi*(-1 + 4 + 9e^4)/(2e^4)
V = pi*(3 + 9e^4)/(2e^4)
Hence, evaluating the volume of the solid obtained by rotating the region enclosed by the curves y = e^(-x), y = 1, x = 2 , about y = 2, using washer method, yields V = pi*(3 + 9e^4)/(2e^4).

What impact did industrialization have on the lives of Americans in the late 1800s and early 1900s?

In the time period that you ask about, industrialization affected different Americans in different ways.  Industrialization made life difficult for some Americans, particularly the working class people who staffed the factories.  On the other hand, industrialization helped many Americans by making more products available to them.
When we think about the impacts of industrialization, we generally think about people working in factories in very poor conditions.  We think about poor immigrants like those portrayed in The Jungle, by Upton Sinclair.  These people did suffer because of industrialization.  They worked long hours in factories that were often dangerous.  They did not get paid well and received few benefits.  Because the pool of labor was so large, these workers had little leverage and therefore led rather difficult lives.  Industrialization did give them jobs, but it affected them by ensuring that those jobs were unpleasant and often dangerous.
While industrialization hurt these people, it also brought benefits for many Americans.  Before industrialization, there were fewer consumer goods available and not as many Americans could afford them.  As the country became more industrialized, factory-made consumer goods got cheaper and cheaper.  People could afford to buy more things and could even get them delivered (as when they would buy from Sears Roebuck) using the extensive train system that industrialization made possible.  Without industrialization, these people would have been living as they did in the 1840s or 1850s, with very few consumer goods and a generally lower standard of living.
In these ways, industrialization in this time (like globalization today) affected different people in different ways.
http://gorhistory.com/hist111/industrial.html

Is As I Lay Dying a tragedy or a comedy?

As I Lay Dying blends elements of tragedy and comedy. Tragically, the Bundren children are reared by their lazy and selfish father (Anse) and by their mother Addie. Addie loves only her son Jewel, who was not Anse’s child. When Addie dies, the young Vardaman must cope with his grief alone. Darl also suffers a mental breakdown as the family travels across the county to bury their mother’s decaying corpse. Most of the comic elements involve Anse. When Addie dies, for example, Anse declares, "God's will be done. Now I can get them teeth." Eventually, readers discover that Anse has engineered the grueling trip primarily as a way to get to town to acquire new teeth and a new wife.

I would say that As I Lay Dying by William Faulkner is a tragicomedy; in fact, it contains both elements of comedy and tragedy and sometimes it's not very easy to distinguish between the two. We could also define the novel as black humor. Faulkner uses tragic irony and a very dark sense of humor, incorporating a variety of grotesque situations into the plot. 
An example of a grotesque, morbid situation is, for example, when Cash's mother witnesses Cash building her coffin right outside her window! To the readers, this is ironic and humorous but also repellent and rather absurd.
A variety of situations throughout the novel are often portrayed as awkwardly funny, leaving the reader appalled and humored at the same time. The tragedy recounted in the novel is, in any case, absurd to the point of becoming funny. The absurdity and confusion present in the novel are made even stronger due to the fact that there are many narrators in the novel and therefore perspective shifts continuously, giving a sense of discontinuity and further insanity. 
 

What Amendment created Prohibition?

The 18th Amendment to the United States Constitution was ratified on January 16, 1919, prohibiting the manufacture, sale, and distribution of "intoxicating liquors," or any form of potable alcohol. The period of time that followed, during which alcohol was illegal and not readily accessible, is known as Prohibition. The banning of liquor was quite unpopular with the general public, and the illegal manufacture, sale, and distribution of alcohol became a profitable financial venture for those willing to take the risk. Organized crime grew as a result of the lucrative business opportunities present during this ban, and literary works and movies representing this unusual time period remain popular today.The 21st Amendment was ratified on December 5, 1933 with the specific purpose of repealing the 18th Amendment, the only US Constitutional Amendment to have ever been repealed.
https://www.loc.gov/rr/program/bib/ourdocs/18thamendment.html

Comment on the use of symbolism in the poem "To The Evening Star."

In his poem "To the Evening Star," the speaker is addressing a personified evening star as "thou fair-hair'd angel of the evening." The personified star, then, symbolizes a protective presence, carrying a "bright torch of love" and wearing a "radiant crown." Thus crowned in light and spreading her love over the sleeping world, this star/angel seems to signify a Biblical angelic presence. We see this confirmed later in the poem as, towards the end, the poet describes how "the wolf rages wide" and "the lion glares" when the light is taken away. Meanwhile, "the fleeces of our flocks are cover'd with thy sacred dew," which will protect them. Language such as "flocks" recalls the "flocks" of The Shepherd—that is, Jesus Christ. The star, then, symbolizes faith or benevolence protecting the faithful from figurative wild animals, which seem to represent evil or disillusionment.

helen's life was full of struggle and hardships. comment

Rendered blind and deaf from an illness during her infancy, Helen Keller had to overcome many obstacles on her journey to become an author, activist, and advocate for the disabled. One might argue that two of the most important obstacles she first had to overcome were her own emotions and her family’s reaction to her disabilities.
Since she was only about a year old when disease robbed her of two of her senses, Helen could not communicate the way a normal infant does. Her lack of hearing, which made it impossible for her to learn to speak, caused her a great deal of anger and frustration. Having no other way to make her needs known, Helen resorted to acting out at home. Although her parents loved her, they also found it difficult to communicate effectively with her and as such, were reluctant to discipline her. Their decision to overlook her frequent outbursts out of pity only made matters worse. Through Anne Sullivan’s intervention, Helen’s family was persuaded to treat her differently, and then Helen was eventually able to cultivate the discipline she needed to begin the long process of learning to read, write, and eventually, speak.
Helen also had to overcome the pervasive public attitude towards people with disabilities. Remember, she was born in 1880, during a time when people with mental or physical defects were frequently institutionalized. Few schools existed exclusively for the blind and deaf at this time. Viewed as incapable of being educated or trained in any vocation, many with disabilities were simply locked away in asylums and received no rehabilitative treatment. Helen helped change that view by receiving an education and eventually earning a degree from Radcliffe.

What was Borachio and Margaret's Relationship in Much Ado About Nothing?

Borachio and Margaret have an affair in Much Ado About Nothing. Borachio purposely times having sex with Margaret in view of a window as a part of Don John's plan to trick Claudio and Don Pedro into thinking that Hero has given her virginity to someone else while being engaged to Claudio. 
Margaret is Hero's servant, and the two are supposed to look somewhat similar, at least as much so that from behind and in the dark, you might think that Margaret is Hero. When Don John takes Don Pedro and Claudio to where Borachio and Margaret are, Borachio calls out Hero's name loud enough for them to hear. Thus, Claudio and Don Pedro think that Hero is the one having an affair with Borachio.
Margaret was not in on the scheme, so she is also tricked by Borachio. She is devastated when she finds out about her inadvertent involvement in Don John's plot. 
We do not really know if the two have feelings for each other, so you could say that they have a sexual relationship (if that is too blunt for you, you can just say they are having an affair). 

Why is it significant that the town is named Greenwood and that the other briefcase comes from Shad Whitmore's shop?

The significance of these names is open to interpretation.
Both are mentioned in the Battle Royal scene in the novel's first chapter, which is sometimes extracted from Invisible Man and read as a short story. Greenwood is the town that the narrator comes from. The MC announces him as "the smartest boy we've got out there in Greenwood." The most obvious reference is to the bustling black community of Tulsa called Greenwood, nicknamed "Black Wall Street," which had been destroyed by white people. Ellison was a native of Oklahoma City, so he would have known about the community and its destruction in riots. The Battle Royal scene reflects the white supremacy that destroyed Tulsa—a power that could cause black people to try to destroy each other, as in the scene, or one that could wreak destruction, as was the case in Greenwood.
Shad Whitmore is the name of a local tanner, or someone who makes animal hides. The MC hands the narrator a briefcase that comes from Whitmore's shop. The briefcase is made of calfskin. The condition of the narrator could be interpreted as akin to that of the sacrificed calf. He, like the calf, is very young and is forced to turn his body into an object for someone else's gratification. He is reduced to an animal state and nearly killed.
The name could also be a play on the ironic phrase "shade white more." By participating in the event, the narrator commits an act to make himself more palatable to whites, further conforming to their expectations, as his grandfather had. The contrast between "shade" and "white" parallels the symbol of Optic White paint later in the novel—a shade of bright white paint mixed with a drop of black paint. This could be read as both a comment on racial admixture, which existed despite notions of white purity, or as an understanding that whiteness depends on blackness as an idea to counter itself against.

What is the difference between management and administration and how they work?

The question is to define the difference between Management and Administration, both conceptually and in their daily functioning. Conceptually, the difference is between decision making and problem solving on the one hand (management) and execution of pre-defined processes or procedures on the other (administration). Management tends to be people focused and creative in the sense that it looks to determine the solution to problems, define goals, provide direction, motivate and ultimately hold people accountable for results. Administration tends to be information focused, recording, reporting and processing information according to pre-determined procedures.
In past ages, administration was often accused of “paper shuffling”, moving paper about without contributing actual value to the organization. In reality, management and administration go hand in hand. As management develops work practices, motivational and accountability processes to address business needs, it turns these practices into defined procedures (standard operating procedures, or SOP’s). These need to be monitored and implemented, which are generally administrative tasks. Management generally leads while administration follows.
https://www.merriam-webster.com/dictionary/management

What does "Joining" look like/mean when working with a family using "Structural Family Therapy"? How would "Joining" apply to the family of Kel, Hal, Sierra, Mat, and Kile?

In "Structural Family Therapy," developed by Minuchin, a therapist uses "joining" to understand the dynamics of the family and to disrupt its unhealthy functioning to create a healthier dynamic among family members. The therapist is a force for change within the family system. The underlying idea of Structural Family Therapy is to understand the subsystems in the family and how they affect individuals in the family.
In this case, there are many subsystems that the therapist could join. For example, he or she could join the subsystem comprised of the dad and his biological children (Mat, Kel, and Hal) and their missing biological mother. Using roleplay and other tools, the therapist could help them understand the role of their missing mother and the effect she continues to have on the family, even as an absence in the family. The therapist can also "join" the unit of Sierra and Kile and examine the role that Sierra's abandonment of Kile years ago plays in their relationship and in the life of the larger family. The therapist might join these subsystems before joining in the larger family and examining their functioning, including the role that Mat's economic pressure and depression plays in the family and the role that each of the siblings plays. Can you think of other subsystems in which the therapist could "join" the family?

How did communism impact Europe?

Communism had a generally adverse effect on Europe. It was not so much the communism so much as the way it was administered. The Soviet Union left puppet governments in its wake as it pulled out of Eastern Europe gradually after World War II ended in May 1945. These puppet states were often just as repressive as the Soviet Union. Under communism, the state punished religious groups, forcing many churches to practice in secret. Also, it became illegal to speak out against the government, even though government-produced goods and services were often shoddy or nonexistent. The nations of Eastern Europe joined the Warsaw Pact in order to combat the presence of NATO. These nations also did not receive funds from the Marshall Plan, meaning that it took longer for them to heal financially after World War II. This is especially sad since Eastern Europe saw some of the heaviest fighting in World War II. While the Warsaw Pact no longer exists, many of these nations still lag behind Western Europe in terms of economic production, due to being under communism for half the twentieth century.

What is the deeper meaning of Animal Farm and how does it critique the flaws of humanity?

Animal Farm is meant as a commentary on how humans act in society. Its deeper meaning is to alert ordinary people to how hard-hearted and unscrupulous leaders can take advantage of an entire population. One of the chief ways the pigs, who are in leadership, gain power over the other animals is through the misuse of language.
The pigs, for example, always have an excuse, even if a lame one, for violating the Seven Commandments. They alway pretend that what they are doing for their own pleasure, like taking all the extra apples or living in the farmhouse, is for the benefit of the other animals when, in reality, it is not. Ultimately, they reduce the Seven Commandments to one: All animals are equal, but some are more equal than others. This is a prime example of misusing language: nobody, in reality, can be "more equal" than somebody else. However, if the pigs can convince the other animals that they are "more equal," they can grab more privileges for themselves.
Orwell's underlying message is that we should push back hard against and stand up to leaders who misuse language. He is pointing out that two flaws in human nature are the desire for power over others and the tendency to want to deceive others for one's own advantage. We should be aware that almost all people have these flaws and refuse to be too trusting. If something being said over and over doesn't feel right, we should speak up. We shouldn't let more foolish people in society silence us, as the sheep silence wiser voices. Otherwise, everyone suffers.

What are the short-term and long-term consequences of the transatlantic slave trade?

There were obviously countless consequences from the transatlantic slave trade throughout history. To list them all would be nearly impossible, but we'll look at several of the biggest ones.
One of the immediate consequences was the transplanting of millions of Africans to the Americas and Europe as part of the slave trade. This depleted nations in Africa of able bodied men and women as well as intelligent thinkers who could have helped the nations prosper, while also endangering the lives of those individuals and putting them in an unfamiliar and dangerous situation.
Additionally, it created and propped up a system of mercantilism that led to monopolies and conflicts, including the oppression and taxation of the colonies of Great Britain that led to the American Revolution.
In the long term, it created a system of racism and oppression in the Americas by identifying people of African descent with slavery and manual labor, leading to their undervaluing and oppression that lasts to this day in the Americas.
In Africa, the depletion of the able bodied men and women who could have contributed to those nations set them back decades if not centuries in terms of development and labor, leading to them becoming "third-world countries" in modernity, when historically they weren't much different from the rest of the world in terms of technology and government.

The consequences of the slave trade, both short term and long term, are vast and complex. One perspective that I would add to the answers below is its effects on the Africans themselves.
In the short term, the slave trade had a hugely disruptive effect on the societies of Africa, particularly in West Africa. Local rulers in the coastal areas grew wealthy in this trade and there was a limited trickledown of wealth in the region. European goods and firearms were also introduced to the area. Overall though, the slave trade was a catastrophe. It led to wars with the peoples of the interior that resulted in countless deaths. Because men were more sought after as slaves, a huge gender imbalance also occurred. The resulting population drain created an imbalance in population stability that led to famine, political instability, and economic disasters. In many ways, the region has yet to completely recover.
A significant long term effect is the African diaspora. There are hundreds of millions of people of African descent in the Americas as the result of the slave trade. In many places, such as Brazil and the Caribbean, a creole culture has developed combining African cultures and traditions with indigenous and European ones. In the United States, the legacy of the slave trade lives on in a large African American population which is still struggling for equal status in a nation in which their ancestors were once enslaved.
https://oldwayspt.org/traditional-diets/african-heritage-diet/african-diaspora-cultures

In the short-term, the slave trade brought death, disaster, and unimaginable suffering to those Africans dragged from their villages and transported across the Atlantic in chains. In the long-term, thriving civilizations which had lasted for thousands of years were fatally undermined, as the delicate balance within indigenous societies was disrupted by the unwelcome incursions of European slave-traders. Over the course of many centuries, slavery gradually sapped the strength of native populations, making them ever more vulnerable to colonial exploitation.
As for white Europeans, in both the short and the long-term, the slave trade proved immensely profitable. Slaves were seen as commodities, rather than human beings, and could therefore be exploited at will to serve the economic interests of colonial powers. Whole industries such as sugar refinement, tobacco, cocoa, and cotton were dependent on a regular supply of slave labor.
In the long-term, however, an over-reliance on slave labor prevented the development of modern industry in places such as the Southern United States. Lacking the requisite economic strength necessary to wage a modern conflict, the South was badly placed to defeat the North in the Civil War, which ironically, was caused by slavery in the first place.

The first major short-term consequence was the uprooting of millions of Africans, against their will, to work as chattel slaves in the New World. These people were sold by chiefs who had captured them in war and thought little of selling slaves; slavery did not carry the same connotation in Africa as it did in the New World and, in many cases, was a temporary condition. The Africans were packed into slave ships and treated inhumanely, before arrival in the New World, after which they were sold. Slaves were often worked to death on plantations; after all, there was always a new supply of slaves to be found on the next shipment.
Long-term, the slave trade weakened the major kingdoms of Africa and made the continent easier for Europeans to subdue and colonize, thus bringing more poverty. Africa still lags behind much of the developed world in economic and health terms. The slave trade also fueled the sugar industry. Sugar, the key ingredient in rum, was part of the Triangle Trade, a trading system between the New World, Africa, and Europe. This allowed the colonists in the New World to obtain manufactured goods. The slave trade also fueled the South's cotton kingdom, even after the United States prohibited the slave trade in 1808. The descendants of these Africans were instrumental in working the plantations that produced cotton. This cotton powered textile mills in the Northeast and in industrial cities in Europe. Slavery would also be the key cause of the Civil War.

Intermediate Algebra, Chapter 2, Test, Section Test, Problem 4

Evaluate the given equations below then tell whether the equation is a conditional equation, an identity or a contradiction.
a.) $3x - (2 - x) + 4x + 2 = 8x + 3$
b.) $\displaystyle \frac{x}{3} + 7 = \frac{5x}{6} - 2 - \frac{x}{2} + 9$
c.) $-4(2x - 6) = 5x + 24 - 7x$


$
\begin{equation}
\begin{aligned}
\text{a.) } 3x - 2 + x + 4x + 2 &= 8x + 3
&& \text{Apply Distributive Property}\\
\\
8x &= 8x + 3
&& \text{Combine like terms}\\
\\
0 &\neq 3
\end{aligned}
\end{equation}
$


The system has no solution. Thus, the equation is a contradiction.

$
\begin{equation}
\begin{aligned}
\text{b.) } 2x + 42 &= 5x - 12 - 3x + 54
&& \text{Multiply each side by the LCD } 6 \\
\\
2x + 42 &= 2x + 42
&& \text{Combine like terms}\\
\\
0 &= 0
\end{aligned}
\end{equation}
$


The system has infinitely many solution. Thus, the equation is an identity.


$
\begin{equation}
\begin{aligned}
\text{c.) } -8x + 24 &= 5x + 24 - 7x
&& \text{Apply Distributive Property}\\
\\
-8x + 24 &= -2x + 24
&& \text{Combine like terms}\\
\\
-8x +2x &= 24 - 24
&& \text{Solve for } x\\
\\
-6x &= 0 \\
\\
x &= 0
\end{aligned}
\end{equation}
$


The equation has a solution. Thus, the equation is a conditional.

What was Darwin's basic argument in the Descent of Man?

Although Origin of Species (1859) is his best-known work, and he first lays out his theory of natural selection in that text, the influence of Darwin's The Descent of Man is perhaps even greater. In it, he explores the consequences of his ideas about evolution and natural selection in human development and society. It is these thoughts that become misinterpreted and warped into the doctrines of social Darwinism, although one can see how his ideas can be seen in this light.
Essentially he argues that civilized society, in seeking to protect everyone equally, heal the sick, and support the weaker members of the species, has curbed and even countered the basic evolutionary forces of "survival of the fittest." This idea comes to be used to justify elements of social Darwinism and eugenics, which involves encouraging the fertility of the fit and sterilization of the unfit.
He also looks at human cultures in evolutionary terms and places them into a hierarchy, from primitive to advanced. And yet this view is deeply skewed by his own cultural framework and biases.
In regards to human evolution and the development of the human species, he suggests that sexual selection is highly dependent on the female and creates a situation where men compete strenuously for females. In this respect he uses various examples of other species, like the Peacock, whose elaborate tail feathers really only serve the purpose of impressing the female peahen.

What steps in the control process will be important as Starbucks tries to reduce the number of paper cups it uses? How can Starbucks maintain its commitment to reducing waste as it keeps sending paper cups to landfills? What benefits does Starbucks gain by controlling this outcome?

There are any number of actions Starbucks could take, but out of the control process, the customer validation and testing step will likely be the most important. In any situation, verifying the voice of the customer is necessary.
When Starbucks attempts to reduce its carbon footprint by removing paper cups from stores, it would do best to phase them out. So as not to alienate customers who aren’t ready for the switch, it could consider increasing its discount for using reusable cups or perhaps offering a more recyclable alternative. This would give it more time to transition away from paper cups while also making a concerted effort to reduce the number it currently uses, all the while maintaining its current customer base.
In the end, there may be a financial benefit for the company, especially if it transitions to primarily reusable cups. By doing this, it would not only help the environment but also no longer need to purchase millions of paper cups annually. Additionally, there would also be a morality benefit for the company itself, which would give it credit and appreciation in the eyes of environmentally conscious customers.

While Starbucks attempts to reduce the number of paper cups it sends to the landfill, there are some vital intermediate steps to ensure they don't crash their own system in the process. First, it needs to implement options other than paper cups, and promote their use—for instance, offering a discount for customers who bring their own reusable mug or tumbler, as many small coffee shops do. Or, it could offer biodegradable or recyclable plastic cups at a small discount as well. This would encourage customers to use better materials while also offering an option that they can integrate into their supply chain.
While it does this, the company must maintain its commitment to reducing waste by showing a preference toward reusable materials and by guiding customers towards better decisions. The benefit to Starbucks is the publicity and public image of being a forward-thinking, "green" company.

The control process has four parts (some experts combine the statement of steps two and three):
Establish standard performance measurements.
Measure performance.
Compare performance to standards.
Take corrective action.
Assume the Starbucks vision and mission statements, strategic plan, and organizational objectives—the bedrock of performance control and corrective action—are up-to-date and reflect current sustainability, non-toxic materials, and green practices standards. The steps in the control process that will be important as Starbucks reduces paper cup use are to establish standards for what is an eco-friendly and sustainable number of paper cups to use; measure actual performance in paper cup use; compare that measured quantity to the established standards; and develop and take corrective action.
Since steps one, two, and three are in part or wholly matters of research and leadership discussion, step four will prove the most challenging. In exploring corrective action plans, Starbucks will have to investigate what potential solutions already exist in the marketplace for reducing plastic-lined paper cup use. For instance, if it is determined that reusable glass containers should replace paper cups, in part or wholly, that corrective action employs an already existing solution: glass bottles and cups. Barring a readily implemented, currently available marketplace solution, Starbucks may determine corrective action requires innovating a presently unknown solution. Consequently, the fourth step of taking corrective action may be the most important—and challenging—of the four needed steps.
https://sloanreview.mit.edu/article/the-control-function-of-management/

What are some important theories in International Relations?

Important theories in the field of international relations include the following:

Realism: this theory posits that in a dangerous world, states have one goal--self-preservation through enhancing their own power. Moral behavior is not rewarded, and cooperation between states is futile. Instead, states must look out for themselves. During the Cold War, the United States and the Soviet Union followed this policy. 

Liberalism: this theory developed in the 1970s in reaction to realism. This theory posits that military power can result in mutually assured destruction, so states can preserve themselves through cooperation and means other than military power. In an age of globalization, states are increasingly reliant on each other. In addition, rather than relying on military power, states can use economic power to achieve their objectives. While this theory recognizes that the world can be threatening, it advocates the use of forces other than military power to survive. Western countries used this type of response to force South Africa to eventually dissolve its policy of Apartheid (or racial segregation) in the 1980s and early 1990s.

Idealism: this theory posits that moral actions are the correct course of action in international relations. Idealism is often associated with U.S. President Woodrow Wilson and his hope to make the world safe for democracy through the League of Nations following World War I. 

Compare the way Miss Caroline treats Scout on her first day of school with the way the town treats Mayella Ewell.

Scout is treated unfairly by Miss Caroline for already being able to read and write by the time she turns up for her first day at school. Miss Caroline is a young, inexperienced teacher, working to a strict, unimaginative curriculum. So when one of her pupils turns up for class already functionally literate, she lacks either the imagination or the experience to deal with something new and unexpected.
To a certain extent, Mayella Ewell is treated unfairly by the townsfolk of Maycomb. To most people, she is considered little more than a "tramp" or as "white trash." She comes from a notorious family that people tend to avoid like the plague, so to speak. In that sense, Mayella, unlike Scout, is being judged not for her actions but on the strength of her family's bad name.
However, there are similarities in their respective cases. Scout's unpleasant run-in with Miss Caroline, as with the townsfolk's treatment of Mayella, shows how Maycomb society adheres to certain rules, both formal and informal, that put people into inflexible categories and determine how they are to be treated.

In what way does Vonnegut's "Harrison Bergeron" contradict the idea of human equality as the basis of democracy in the United States?

Seemingly, in "Harrison Bergeron," Vonnegut is critical of the idea of equality by showing what would happen if all people in a society were handicapped such that no one's capabilities could rise above those of another.  The consequences, of course, are ludicrous.  Intelligence, physical prowess, and beauty are not permitted. This is meant to be the opposite of Lake Woebegone, "where all the women are strong, all the men are good-looking, and all the children are above average" (Keillor).  Such a society is easy to rule, since no one's intelligence or strength can question or oppose a dictator.  
However, while it is easy to poke fun at this form of equality, the fact is that this is not the kind of equality that is meant to exist in the democracy of the United States.  Equality of opportunity and equal treatment under the law are the forms of equality that are meant to be valued in our democracy.  Some people are more intelligent than others. Some people are stronger than others. Some people are more attractive than others. We anticipate that the outcomes for people will be different, and aspire to nurture the possibilities that lie in those differences.  What we intend to provide is a setting in which any child can hope to succeed with education and hard work and in which every citizen can expect to be treated equally by the government. 
The problem is that Vonnegut is half correct in his satire because we actually do hobble entire groups of people in the United States.  For example, there really is not any difference between subjecting a child to a homeless and hungry infancy and making someone carry an extra fifty pounds while someone yells in his or her ear all the time.  We choose to decline to hire people of a particular race or ethnic group.  We incarcerate people who have the metaphorical equivalent of a sack of bird shot around their necks.  We call it race.
So, for me, Vonnegut's little story is half a failure and half a success.  Equality is not the same as equal opportunity, and it is important that a reader understands this important distinction. But there is no doubt that in the United States and other democracies, too, I'm sure, we really do subject a significant part of our citizenry to crippling forces, and this provides a permanent underclass that we can then "rule."  

Which of these figures (Gilgamesh, Odysseus, Oedipus, Jesus, Laval, Beowulf, Sir Gawain) would you consider to be contemporary heroes? Why or why not? Also, how do the concepts of fate differ in the stories of these figures?

Of the characters listed, only Laval is a contemporary figure, occurring in the Legends of Chima, a contemporary television series. Jesus is not a "hero" per se but a religious figure. Gilgamesh, Odysseus, and Beowulf are epic heroes whose narratives are found within oral traditions, while Oedipus is a tragic hero encountered in several ancient Greek tragedies. Sir Gawain is a heroic protagonist of Arthurian Christian romance. All of the figures mentioned (other than Laval) are found in works dated between approximately 3000 BCE and 1400 CE and thus are not contemporary.
Fate is an important concept in Greek tragedy. Oedipus is unable to avoid his fate because of an ancestral curse. No matter how much Laius and Oedipus try to evade the consequences of the curse, their fates are inevitable. Fate plays some role in the epics, often with the death of a hero resulting from a fate that either could not be avoided or could only be avoided at a cost that would be unacceptably great. Often someone is fated to be a hero or to die a certain type of unavoidable death, but fate is not absolute. In Beowulf, for example, wyrd or destiny is an important concept, but courage can allow someone to successfully face down wyrd on occasion, although the existence of the concept allows a level of acceptance of death that is less common in contemporary writing. 

int (sec^2x)/(tan^2x+5tanx+6) dx Use substitution and partial fractions to find the indefinite integral

int(sec^2(x))/(tan^2(x)+5tan(x)+6)dx
Let's apply integral substitution:u=tan(x)
=>du=sec^2(x)dx
=int1/(u^2+5u+6)du
Now we have to write down integrand as sum of partial fraction function, but first we will have to factor the denominator,
1/(u^2+5u+6)=1/(u^2+2u+3u+6)
=1/(u(u+2)+3(u+2))
=1/((u+2)(u+3))
Now let's create partial fraction template,
1/((u+2)(u+3))=A/(u+2)+B/(u+3)  
Multiply the above equation by the denominator,
=>1=A(u+3)+B(u+2)
1=Au+3A+Bu+2B
1=(A+B)u+3A+2B
Equating the coefficients of the like terms,
A+B=0      -----------------(1)
3A+2B=1  -----------------(2)
From equation 1:A=-B
Substitute A in equation 2,
3(-B)+2B=1
-3B+2B=1
=>B=-1
Plug in the values in the partial fraction template,
1/((u+2)(u+3))=1/(u+2)-1/(u+3)
int1/(u^2+5u+6)du=int(1/(u+2)-1/(u+3))du
Apply the sum rule,
=int1/(u+2)du-int1/(u+3)du
Use the common integral:int1/xdx=ln|x|
=ln|u+2|-ln|u+3|
Substitute back u=tan(x)
and add a constant C to the solution,
=ln|tan(x)+2|-ln|tan(x)+3|+C
 

Single Variable Calculus, Chapter 5, 5.2, Section 5.2, Problem 22

Evaluate $\displaystyle \int^4_1 \left( x^2 + 2x - 5 \right) dx$ using the form of the definition of the intergral $\displaystyle \int^b_a f(x) dx = \lim_{n \to \infty} \sum\limits_{i = 1}^n f(x_i) \Delta x$

$
\begin{equation}
\begin{aligned}
\Delta x &= \frac{b-a}{n} \\
\\
\Delta x &= \frac{4-1}{n} \\
\\
\Delta x &= \frac{3}{n}\\
\\
x_i &= a+ i \Delta x\\
\\
x_i &= 1 + \frac{3i}{n}
\end{aligned}
\end{equation}
$


$
\begin{equation}
\begin{aligned}
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n f \left( 1 + \frac{3i}{n} \right) \left( \frac{3}{n} \right)\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \left[ \left( 1 + \frac{3i}{n}\right)^2 + 2\left( 1 + \frac{3i}{n}\right) - 5 \right] \left( \frac{3}{n} \right)\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \left( 1 + \frac{6i}{n} + \frac{9i^2}{n^2} + 2 + \frac{6i}{n} - 5 \right) \left( \frac{3}{n} \right)\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \left( \frac{9i^2}{n^2} + \frac{12i}{n} - 2 \right) \left( \frac{3}{n} \right)\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \left( \frac{27i^2}{n^3} + \frac{36i}{n^2} - \frac{6}{n} \right)
\end{aligned}
\end{equation}
$


Evaluate the summation

$
\begin{equation}
\begin{aligned}
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{27i^2}{n^3} + \sum\limits_{i = 1}^n \frac{36 i }{n^2} - \sum\limits_{i = 1}^n \frac{6}{n}\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{27}{n^3} \sum\limits_{i = 1}^n + \frac{36}{n^2} \sum\limits_{i = 1}^n i - \frac{1}{n} \sum\limits_{i = 1}^n 6\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{27}{n^3} \left( \frac{n(n+1)(2n+1)}{6} \right) + \frac{36}{n^2} \left( \frac{n(n+1)}{2} \right) - \frac{1}{n} (6n)\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{9(n+1)(2n+1)}{2n^2} + \frac{18(n+1)}{n} - 6 \\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{18n^2 + 27 n + 9}{2n^2} + \frac{18n + 18}{n} -6 \\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{18n^2 + 27n + 9 + 36n^2 + 36n - 12n^2}{2n^2}\\
\\
\sum\limits_{i = 1}^n f(x_i) \Delta x &= \sum\limits_{i = 1}^n \frac{42n^2 + 63n + 9}{2n^2}
\end{aligned}
\end{equation}
$

Evaluating the limit


$
\begin{equation}
\begin{aligned}
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \lim_{n \to \infty} \sum\limits_{i = 1}^n f(x_i) \Delta x\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \lim_{n \to \infty} \left( \frac{42n^2 + 63n + 9}{2n^2} \right)\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \lim_{n \to \infty} \left( \frac{\frac{42\cancel{n^2}}{\cancel{n^2}} + \frac{63n}{n^2} + \frac{9}{n^2}}{\frac{2\cancel{n^2}}{\cancel{n^2}}} \right)\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \lim_{n \to \infty} \left( \frac{42 + \frac{63}{n} + \frac{9}{n^2} }{2} \right)\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \frac{42 + \lim\limits_{n \to \infty}\frac{63}{n} + \lim\limits_{n \to \infty} \frac{9}{n^2} }{2}\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \frac{42+0+0}{2}\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= \frac{42}{2}\\
\\
\int^4_1 \left( x^2 + 2x - 5 \right) dx &= 21
\end{aligned}
\end{equation}
$

Calculus: Early Transcendentals, Chapter 7, Chapter Review, Section Review, Problem 22

Let us first rewrite the integral a bit.
int te^sqrt t dt=int(sqrt t ^3 e^sqrt t)/(sqrt t)dt=
Now we use substitution x=sqrt t,\ dx=dt/(2sqrt t)
2int x^3e^x dx=
Now we use partial integration |[u=x^3,dv=e^xdx],[du=3x^2dx,v=e^x]|
2(x^3e^x-3int x^2e^x dx)=
Again we use partial integration |[u=x^2,dv=e^xdx],[du=2xdx,v=e^x]|
2x^3e^x-6(x^2e^x-2int xe^xdx)=
Partial integration once more |[u=x,dv=e^xdx],[du=dx,v=e^x]|
2x^3e^x-6x^2e^x+12(xe^x-int e^xdx)=
2x^3e^x-6x^2e^x+12xe^x-12e^x+C=
Now we return the substitution.
2sqrt t ^3e^sqrt t-6te^sqrt t+12sqrt t e^sqrt t-12e^sqrt t+C=
e^sqrt t(2sqrt t^3-6t+12sqrt t-12)+C

Describe feudalism in Medieval society including the code of chivalry.

Feudalism was a very rigid and stratified economic and social class system that existed in medieval Europe.  Essentially it was a system where land ownership was the currency.  A manor lord would grant fiefs, or tracts of land, to a nobleman in exchange for military service.  This nobleman was titled as a knight.  The majority of the population was bound to agricultural service to the land as a serf.  Everybody was expected to swear allegiance to the king.  As time went on, the tracts of land were divided up among noblemen to the extent that a very confusing system of allegiances developed in Europe.  The practice of feudalism discouraged trade and nation building.  Within this system, knights were to swear an oath of chivalry.  This oath was focused on loyalty to the king and the Roman Catholic Church.  It was a way of ensuring that the knights, who were known to be brilliant warriors, also acted with discretion and morality.  
http://www.medieval-spell.com/Medieval-Code-of-Chivalry.html

https://web.cn.edu/kwheeler/feudalism.html

What is the problem with Piggy and Ralph's plan to build the fire on the beach?

For one thing, it's in the wrong place. A signal fire's not much use on a beach. It would be far too difficult for any approaching ships to spot. It would've been much better to have built the fire in a more strategically important location such as up on the mountainside. But that would've risked turning over this vital task to Jack and his gang, who consider building fires to be their exclusive responsibility.
A formal split has occurred among the boys and now that Jack has taken off to the other side of the island with his own merry band of savages, Ralph and Piggy figure that they should take the opportunity to start a fire in his absence. Unfortunately, as they haven't really thought things through, they haven't figured out the consequences of what building a fire on the beach will entail. Apart from anything else, they've greatly underestimated Jack and his capacity for causing trouble. Just because he's left the beach to head off to the other side of the island doesn't mean that he's no longer a threat. And as Ralph and Piggy's fire is in such a strategically vulnerable position, they've made it all too easy for Jack and his gang to steal logs whenever they feel like it.

There are several problems with Piggy and Ralph's plan to build the fire on the beach. This decision essentially symbolizes the boys’ surrender to the mysterious nature of the island and the complete fracture of the relationship of all the boys. The beach is not a good strategic location; it would have been smarter to stay on top of the mountain where the wood was drier and accessible enough to make a big fire. This would have attracted more attention from potential rescuers (as originally planned). When the fire is moved to the beach, the boys need to walk great distances to gather wood, which leaves it to be maintained by too few boys. This ultimately leaves it unprotected and a much easier target for others; this is realized when Jack easily steals burning logs from Ralph’s fire.

Evaluate the effects of Franklin D. Roosevelt’s Good Neighbor Policy in the Americas.

Franklin D. Roosevelt initiated the Good Neighbor Policy when he began his first term as president in 1933. His intention was to foster better relations with the countries of the Western Hemisphere in Central and South America. He alluded to the policy in his inaugural address on March 4, 1933:

In the field of world policy I would dedicate this nation to the policy of the good neighbor—the neighbor who resolutely respects himself and, because he does so, respects the rights of others—the neighbor who respects his obligations and respects the sanctity of his agreements in and with a world of neighbors.

At a conference of American states in Montevideo, Uruguay, in December 1933, Roosevelt's secretary of state, Cordell Hull, said: "No country has the right to intervene in the internal or external affairs of another." With this doctrine in mind, the United States withdrew from its occupation of Haiti and Nicaragua. It also annulled an agreement that authorized intervention in Cuba and resolved a dispute with Mexico over compensation for oil assets. The United States Maritime Commission worked with Moore-McCormack Lines to operate a fleet of ocean liners and cargo ships for regular runs to major ports in South America.
Besides these efforts, FDR worked on improving relations with people of Latin American descent within the United States. He appointed Nelson Rockefeller as head of the Office of the Coordinator of Inter-American Affairs. This organization's purpose was to eliminate existing stereotypes of Latin Americans. One of the ways it sought to do this was through Hollywood films. It encouraged film companies to hire Latin Americans and present Latin America favorably in movies. Hollywood luminaries that the organization sent to Latin America as goodwill ambassadors included Walt Disney, Bing Crosby, Rita Hayworth, and Orson Welles.
The Good Neighbor Policy lasted until the end of World War II and the beginning of the Cold War, when the United States began to intervene once again in the governments of Latin America.
http://fdrfoundation.org/good-neighbor-policy/

https://history.state.gov/milestones/1921-1936/good-neighbor

https://www.whitehouse.gov/about-the-white-house/presidents/franklin-d-roosevelt/

Roosevelt's Good Neighbor Policy was successful because it accomplished its short-term goals with respect to military power and national security. By fostering cooperation and goodwill with Latin America, the United States could count on Latin American support in the Second World War once the United States entered the fray. Latin American nations supported the American war effort in a variety of ways. They furnished locations for American military bases. They provided resources and supplies, and they cracked down on Axis supporters between their own borders.
Looking past World War II, however, the Good Neighbor Policy ultimately faltered. While the Roosevelt administration had hoped that the Good Neighbor Policy would lead to increased trade with Latin America, any hopes for economic growth were thwarted by Latin America's growing mistrust of the United States due to the latter's anti-communist stance. As the Cold War began, the United States once again began meddling in other countries' business—including interventions in Cuba, Guatemala, Chile, and Nicaragua—effectively ending the Good Neighbor Policy.
https://history.state.gov/milestones/1921-1936/good-neighbor

What debates surrounded the ratification of the Constitution, and how were they resolved?

There were several issues that had to be resolved in order for the Constitution to be ratified. One issue dealt with representation in Congress. Large states wanted unequal representation in Congress while small states wanted equal representation. They agreed to have two houses of Congress. In the House of Representatives, representation would be unequal as it was based on the population of the state. In the Senate, each state would have two senators, regardless of the size of the state.
Another issue dealt with trade. The North wanted Congress to control foreign trade. The South was against this. They agreed that Congress would control foreign trade, but only imports would be taxed.
Another issue that had to be resolved was if there would be one person who would run the government. People were afraid that one person would have too much power and might start acting like a king. They agreed to have a president head the executive branch, but the president could be impeached if laws were broken or if the president acted improperly.
A fourth issue dealt with how slaves would be counted when determining a state’s population, which was used to determine the number of representatives a state would have in the House of Representatives. The North did not want the slaves to count at all while the South wanted to count every slave. They agreed that every five slaves would count as three people.
There was a concern that the Constitution did not protect people’s freedoms or rights. Several states said they would not vote to ratify the Constitution unless these rights would be protected. An agreement was made to add a Bill of Rights to the Constitution, which became the first ten amendments to the Constitution. The Bill of Rights guarantees some of our basic freedoms, such as freedom of speech and religion as well as the right to bear arms.
Several compromises were reached when developing and ratifying the Constitution.
https://www.ushistory.org/us/15d.asp

Why did the defense have Ms. Moore testify?

Mr. Asa Briggs, Mr. James King’s attorney, calls Mrs. Dorothy Moore to testify on behalf of the defense as an alibi witness for Mr. King. When Mrs. Moore is asked to testify, she states that Mr. King came over to her house the afternoon of the robbery at three-thirty. Mr. Briggs uses this testimony to confirm that Mr. King could not have committed the robbery and murder because he would have been at Mrs. Moore’s house at the time. Therefore, Mrs. Moore is Mr. King’s alibi. However, Mrs. Sandra Petrocelli, the prosecutor, cross-examines Mrs. Moore to pick apart her testimony and prove that she is lying. First, Mrs. Petrocelli asks, “how often does Mr. King come to your house?” (206), to which Mrs. Moore replies that he comes twice a month because “he’s my cousin” (207). Mrs. Moore supports her story, responding that the purpose of his visit was to drop by as well as to bring her a lamp “he thought I might like” (207). Mrs. Petrocelli follows up this story by asking if Mr. King had a job at the time—which he did not, according to Mrs. Moore. Therefore, Mrs. Petrocelli points out that Mr. King must have been being “nice” (208), in which case Mrs. Moore must “like him a lot” (208). Essentially, Mrs. Petrocelli tries to suggest that Mrs. Moore is lying to protect Mr. King because he is her cousin. Mrs. Petrocelli even goes on to prove that Mrs. Moore does not “know a lot about your cousin” (209) and no longer has the lamp as proof (because it broke), suggesting that Mrs. Moore may not have told the truth about the situation. Despite Mrs. Petrocelli’s cross-examination, Mrs. Moore’s testimony is readdressed in Mr. Brigg’s closing argument as he attempts to prove that jurors should believe Mrs. Moore, “who has never committed a crime in her life,” over the testimony of the prosecution’s witnesses, who are admitted criminals. Overall, Mrs. Moore’s purpose in the defense’s case is to provide a law-abiding citizen as the alibi for Mr. King.

During the trial, Asa Briggs uses Dorthy Moore as a witness to testify that James King was at her house during the robbery. She tells Briggs that James was at her home around three thirty. When Petrocelli cross-examines Moore, Dorthy mentions that she is James' cousin. Dorthy also says that James visited her about twice a month and was simply dropping off a lamp which happened to be a Christmas present. Petrocelli then asks her the cost of the lamp and if she remembered whether James was working at the time. Dorthy Moore cannot recall the price of the lamp or if James was employed. However,  Dorthy insists that she isn't lying but continues to struggle when she is asked questions about James' life. Petrocelli then asks Dorthy if she still has the lamp, and Moore says that she does not have it because it broke. Asa Briggs uses Moore's testimony as an alibi that James King was not near the store during the crime. 

How are The Crucible and The Scarlet Letter related?

The Crucible, written by Arthur Miller, was published in 1953. However, it is set in 1692 in Salem, Massachusetts, which was part of the Massachusetts Bay Colony. The Scarlet Letter, written by Nathaniel Hawthorne, was published in 1850. Its plot takes place in the 1600s in the Massachusetts Bay Colony (in Boston).
Notice that both Nathaniel Hawthorne and Arthur Miller place their stories in historic times and places. However, both had messages that continue to impact our modern world today.
Both stories take place within Puritan New England; the Puritans were a group of people with very high ideals. They preached that humans were innately sinful and imperfect, but they set very high moral standards with many rules for religious and social interaction in their society. They considered themselves a city on the hill, as they read in the Bible, and they wanted to radiate truth and goodness into the world.
While their goals were pure and good, their implementation of strict laws and expectations caused some people to be (or feel) ostracized from the Puritan community when their imperfections and mistakes were exposed to the community. Rather than showing grace and mercy, the Puritans were known for their harsh justice and judgment for wrongdoing.
The strict rules and standards led the community to continually watch for the errors of others. Because the Puritans were so focused on purifying and cleansing their society, they saw every bit of the world outside of their colony (including the woods and other settlements) as impure and antagonistic to them. They viewed themselves as a people sent by God, and they believed they had a great enemy, Satan, that was waging war against them.
Several of the main characters in both The Crucible and The Scarlet Letter break the moral standards of their society and are caught in their crimes. For instance, in The Crucible, a married farmer named John Proctor has an affair with a teenaged girl named Abigail Williams, who once worked in his house as a household servant. His wife is the only one, at least at the start of the story, who knows of the affair. The three individuals (Elizabeth Proctor, John Proctor, and Abigail Williams) all initially keep the affair a secret. After all, if the society found out about it, great consequences and judgment could happen. Through this, we see the theme of reputation that occurs throughout the story; John Proctor is greatly ashamed of his affair, but rather than immediately confessing, he internalizes his sin to protect his reputation (as well as his family's reputation and Abigail's reputation).
Similarly, The Scarlet Letter also focuses on an affair. It tells the story of Hester Prynne, a young married woman who is sent to America ahead of her husband. She is left alone in a new land for many months, and she ends up pregnant. Hester cannot hide the signs of her act: her pregnancy shows everyone that she is an adulterer. The father, however, is not immediately known. Hester refuses to give his name. Soon after, readers discover that the well-known and respected town preacher, Reverend Dimmesdale, is the father. Dimmesdale, though suffering from horrendous guilt, keeps his secret so that he can continue to serve his community as their minister. (It is unlikely that he would be allowed to maintain his position if the town knew what he had done.) Once more, we see the theme of reputation; Dimmesdale tries to maintain his reputation, though he feels little respect for himself because of his affair.
Both The Crucible and The Scarlet Letter focus on extramarital affairs. Both John Proctor and Reverend Dimmesdale initially keep their affairs secret. Both characters initially seek to preserve their reputations because they want to protect their own interests and because they believe it is in the best interest of others. Because of this, both characters are left feeling alone and ashamed when compared to others in their communities.

How does Jack lead?

Jack leads by example; however, that is not his first inclination.  When readers first meet Jack Ryan, he is an intelligence analyst through and through.  He's extremely intelligent, but he's quiet and isn't likely to command a room like Greer.  Ryan is perfectly content sitting behind a desk and analyzing reports for his boss.  Of course Ryan begins to change as events of the novel push him toward taking a more active role in bringing Ramius and the the Red October safely into the United States.  Ryan may give people orders and/or advice in the novel, but that's not how he leads, and that's not why people follow him.  People are led by Ryan because they are following his lead. He's willing to go out and meet Ramius on the submarine.  Ryan is willing to take the risks upon himself instead of putting those risks on somebody else.  That garners Ryan a lot of respect from many characters in the book, and it garners him a lot of respect from the military characters.  Ryan leads from the front despite his aversion to being in the spotlight.  

In the book To Kill a Mockingbird, how does the character of Boo Radley contribute to Scout's coming of age?

I think you are asking how Boo Radley's character contributes to Scout's coming of age in To Kill a Mockingbird. The novel, which Scout narrates, begins when she is almost six years old and ends when she is almost nine; thus she naturally matures as the story unfolds. In addition to the age factor, Scout's maturity is impacted by the events she witnesses in Maycomb, including Tom Robinson's trial, the behavior of the lynch mob at the jail, and all of the children's dealings with Boo Radley.
Although she is frightened by Boo (and by the mere idea of him) at the beginning of the story, Scout becomes more accepting of him after receiving the gifts he leaves in the tree, which leads to a sort of friendship between Boo and the Finch children. Boo ultimately saves Scout and Jem from Bob Ewell's attack later in the novel, putting their theoretical friendship into action. The deepening relationship between Scout and Boo contributes to her maturity by encouraging her to cultivate empathy, compassion, and courage in an unjust world.

From your answer to my previous question, it seems that I did not make myself clear concerning the issues of The Spectator that I am interested in obtaining copies of. It is my understanding that 635 issues were published during the period from March 1, 1711 through December 1714. These issues were subsequently collected in 8 volumes containing the complete Spectator covered by this time period. Are these volumes available for viewing or purchase?

These early issues of The Spectator are indeed available for purchase. It may be that you are also able to find copies of them in your local library. These issues were most recently republished by the Adamant Media Corporation in 2001 and are still available for purchase on Amazon and other reputable online bookstores.
Between 1711 and 1712, The Spectator was published six days a week, which is why such a huge number of issues were amassed over such a seemingly short period. The issues of The Spectator published between 1711 and 1714 covered social issues and politics with an emphasis upon high society and high wit. This 1711–1714 run of The Spectator is actually completely distinct from the modern magazine known as The Spectator, although the modern namesake has written a number of articles referring to its association, or non-association, with the former.
There are eight volumes still in print containing the editions of The Spectator published between 1711 and 1714. You can find them on Amazon through a search for "The Spectator 1711–1714, Steele and Addison," or via this link.

How did the Battle of Bunker Hill affect American history?

The Battle of Bunker Hill in 1775 ended in defeat for the American Revolutionary forces. Yet, in time, it came to take on the appearance of a Pyrrhic victory for the British. Despite losing the battle, the Americans were nonetheless able to inflict quite serious losses upon the British. Strategically, Bunker Hill was undoubtedly a setback for the colonists, but it showed that their method of fighting could potentially cause huge damage to British troops and their morale. The mood of the British in the aftermath of the battle was succinctly summed up by one of their generals named Henry Clinton:

A few more such victories would have shortly put an end to British dominion in America.

It was now abundantly clear to both sides that the war would be long, bloody, and hard. The British soldiers were paid to fight and had no connection with this strange and distant land. The Americans, however, were fighting on home soil for a cause in which they passionately believed. Nearly two decades before the French Revolutionary Army achieved a stunning victory at Valmy, the Americans had already harnessed the power of revolutionary fervor in the heat of battle. They were not successful this time, but the genie of revolutionary consciousness was now out of the bottle. There was very little that the British could do to put it back in again.
https://www.history.com/topics/american-revolution/battle-of-bunker-hill

How did other children bully Margot?

The children in Margot’s class bully her because they are envious of her knowledge and memory of the sun. All the children are nine years old. The sun last appeared on their planet, Venus, about seven years ago, when most of them were only two years old. Thus, most of them cannot remember much about how the sun really looks or feels like. Margot, however, has been at Venus for only five years. Before that, she was living on Earth where she enjoyed the warmth of the sun to the fullest. Indeed, for the other children, her “biggest crime” is the fact that she remembers many things about the sun from while she was living in Ohio five years ago. The other children are angered by her descriptions of the sun. They refute her assertions that the sun looks “like a penny” or “a fire in the stove.”
Thus, the children bully her by shunning her presence in the circles. When they stand by the windows, waiting for the rain to stop so that the sun can come out as per the prediction of the scientists, Margot is found standing separate from them. During classroom discussions, when Margot presents her views on the sun, the other children dispute her stories as lies. The shove her and refuse to look at her. Finally, on the day when everybody is waiting for the sun to shine out, they lock her up in a closet so that she totally misses this epic moment.

Why does Jess think that his life is like a dandelion?

The answer to this question can be found in the final paragraph of chapter seven.

Sometimes it seemed to him that his life was delicate as a dandelion. One little puff from any direction, and it was blown to bits.

The reason that Jess thinks this is because, moments before, his sister May Belle tells him that she knows where he and Leslie sneak off to all of the time. May Belle doesn't exactly know about Terabithia, but she knows the location of the secret area.

Jess, I know where you and Leslie go to hide.

Jess is upset by this news because Terabithia is his special place with Leslie. He feels comfortable around her in ways that he has never felt before, and they share great adventures together. Leslie feels the same way about it as well. Earlier in the chapter she admits that Jess is her only true friend, and Jess feels it is a great honor to be Leslie's "whole" friend.

There in their secret place, his feelings bubbled inside him like a stew on the back of the stove—some sad for her in her lonesomeness, but chunks of happiness, too. To be able to be Leslie's one whole friend in the world as she was his—he couldn't help being satisfied about that.

At that point in the chapter, Jess is feeling an emotional high. Then May Belle announces her discovery, and Jess feels like his euphoric special place with Leslie is being threatened. With one simple announcement, May Belle has completely flipped Jess's emotional state. That's why his life is like a delicate dandelion. In one moment, he is content and completely together, but in the next moment his safe and secure life has been completely blown apart.

What are two passages in Great Expectations that illustrate the lack of warmth and personality of Mr. Jaggers?

Two instances that illustrate the lack of warmth and personableness of Mr. Jagger occur in the First Stage of Great Expectations when Pip first encounters him, and with Pip's meeting with him in Mr. Jaggers's office in the Second Stage.
1. In Chapter XI, as Pip returns to Satis House after six days according to Miss Havisham's instructions, he again follows Estella, who holds a candle, up the dark stairs. This time, he encounters a gentleman, who is groping his way down in the darkness. This is Mr. Jaggers:

He took my chin in his large hand and turned up my face to have a look at me in the light of the candle."Boy of the neighborhood? Hey?" said he."Yes, sir...""How do you come here?"

When Pip explains that he has been sent for, Mr. Jaggers responds in a very negative manner, prejudging Pip as a miscreant.

"Well! Behave yourself. I have a pretty large experience of boys, and you're a bad set of fellows. Now mind!. . . You behave yourself!" 

2. In Chapter XX, after Pip arrives in London, he goes to Jaggers's office in Little Britain. There he meets Mr. Wemmick, who informs Pip that Mr. Jaggers has left word for Pip to wait "in his room." Pip is escorted to an inner chamber, where he is struck by its dismal quality. When Mr. Jaggers arrives, he eats his lunch without offering Pip anything, and he informs Pip coldly of his allowance—"a very liberal one"—while handing Pip the cards of various tradesmen with whom he should deal for clothes and other items that he might need. Mr. Jaggers then adds with no warmth,

You will find your credit good, Mr. Pip. . . but I shall by this means be able to check your bills, and to pull you up if I find you outrunning the constable. Of course, you'll go wrong somehow, but that no fault of mine.

Pip narrates with irony, "I pondered a little over this encouraging sentiment."

What is the significance of the Fall of Singapore in 1942 to Australia's role in World War 2?

The Fall of Singapore was described by Winston Churchill as perhaps the greatest defeat British forces had ever suffered, but it was also a significant disaster for Australia. Australia would then change their strategic approach, both in World War II and in the future. Australia, as a relatively late-settled British colony with a very high expatriate British (white) population, had been very closely tied to Britain for 150 years and relied upon Britain for its military support and foreign policy. Thus, when the so-called Eastern Gibraltar, Singapore, came under threat from the Japanese, Australians joined the British in great numbers to defend it. The British-Australian naval base in Singapore had been very important to both Britain and Australia for over two decades and was a means of protecting their mutual interests in the area, so it was important to both nations to protect it.
When the Japanese landed in Singapore in 1941, they were heavily outnumbered, but, despite this, they made swift inroads into the Allies' rather poorly handled and mismanaged defense. The Allied air strategy was also very poor, with the result that Singapore's cities were being bombed without the Allied troops having any capacity to stop them. Eventually 130,000 Allied troops were taken prisoner, of whom 15,000 were Australian. Some of these Australian troops were murdered before they ever reached the prison camps. Meanwhile, the Australian commander, Major General Bennett, received strong criticism for escaping from Singapore unharmed, increasing the sense that Australia was not managing its troops according to its best interests.
The main result of the defeat in Singapore for Australia was that they were forced to revisit their century-old ideas about what was best for the country in terms of foreign policy. Set in the Pacific region, Australia had been concerned for several decades that Japan was a stronger power in the area than far-away Britain—which had, indeed, caused the Singapore Strategy to be put in place in the 1920s, strengthening defenses in that area. Now, however, Australians began to debate the importance of having an ally who was geographically closer to their most serious threat. In 1942, the Australian Prime Minister announced that they would now be shaping a plan in conjunction with the United States, who had a more similar attitude toward the threat from Japan, having been subject to Japanese attacks on their mainland. Australia from this point on felt that their interests would be best aligned with those of the United States.
https://www.nma.gov.au/defining-moments/resources/fall-of-singapore

During World War II, Singapore served as a major British naval base. Because they were British colonies, both Australia and India supplied troops to the British army, and many of them served in the Pacific and were stationed in Singapore. At this stage of the war, Japan had recently attacked Pearl Harbor (December 1941) and was steadily fighting its way through the Pacific toward Singapore. A combined fighting force of British, Australian, and Indian troops guarded the island and prepared for an attack from the south. Instead, Japanese forces attacked from the north, surprising the British defenses and taking the island in a matter of days while proving that European and Western armies were not invincible. 700 Australians were killed, and another 15,000 were taken prisoner. Stories of the atrocities and brutalities suffered by Australian prisoners of war became a legacy of Australia's role in World War II. The loss remains one of the worst British battle losses in history. Additionally, the United States, under General Douglas MacArthur, largely took over the Allied fighting in the Pacific. As a result, Australia developed closer political and diplomatic ties with the US, signaling an important foreign policy shift for Australia. For the remainder of the war and in the years following, Australia would continue to develop close ties with the US while moving away from its ties with Britain.

What made the ghost's soul roam restlessly?

To answer this question, take a look at the conversation between Sir Simon, the ghost, and Virginia in chapter 5. As they get to know each other better, the ghost reveals the reason why his soul has roamed restlessly for the last three hundred years.
What he tells Virginia is that he must receive forgiveness for the great sin he committed when he was alive. That is the sin of murdering his wife. In order to receive this forgiveness, he needs somebody to pray with him and to cry for him (because he has no tears of his own).
Once he has forgiveness, his soul will no longer roam. He will be able to sleep in the Garden of Death and will never bother the residents of Canterville Chase again.
Fortunately, Virginia Otis is kind enough to help Sir Simon in this great task. She agrees to pray with him and cry for him, proving that she really is the "golden girl" mentioned in the prophecy on the library window.

The ghost, Sir Simon, had murdered his wife more than 300 years before. Because of doing such a terrible deed, and having no faith with which to repent, Sir Simon is forced to haunt Canterville Hall. He is living in a ghostly limbo as punishment—remaining neither alive nor dead. He longs for the peace that death would bring. He longs to forget life, yet he is unable to die.
According to the prophecy in the tapestry room window, it will take the tears and the prayer of a "golden girl" to bring Sir Simon to his final rest. When he finally is at rest, then peace will come to Canterville Hall.
That girl is Virginia, who is pure and loving. Virginia agrees to intercede on the ghost's behalf. She prays that he be released to death.

What does Cherry help Ponyboy realize about Socs and Greasers?

I think the end result of Cherry's lessons to Ponyboy is that Ponyboy realizes that the Greasers and Socs are a lot more similar to each other than they are different from each other. We see this really clearly when Randy is leaving Ponyboy's house, and Two-Bit makes a Soc crack about Randy.

"What'd he want?" Two-Bit asked. "What'd Mr. Super-Soc have to say?"
"He ain't a Soc," I said, "he's just a guy. He just wanted to talk."

Instead of laughing at Two-Bit's little jab, Ponyboy essentially defends Randy. Ponyboy doesn't label Randy as anything other than just another guy like all the rest of them. By this point in the story, Ponyboy has really come to learn exactly what Cherry meant when she told him that things were "rough all over." Cherry explained to Ponyboy that life wasn't slick, clean, and easy for a Soc either. They have problems too. The problems might be different, but those problems still cause just as much mental and emotional trouble regardless of whether or not the person is a Greaser or a Soc.

Cherry Valance is a Soc cheerleader, who meets Ponyboy and Johnny at the drive-in movie theater after Dally begins to annoy them. Initially, Ponyboy is surprised at Cherry's tolerant, friendly demeanor and even shares with her the story about Johnny's traumatic experience when five Socs jumped him. When Cherry tells Ponyboy that all Socs are not stuck-up, callous individuals who enjoy jumping Greasers, Pony responds by saying "Sure." Cherry then proceeds to tell Ponyboy that he would be wrong for thinking that all Socs have it made and mentions that Ponyboy should not believe that their lives are perfect. Cherry goes on to teach Ponyboy a lesson on perspective by telling him that Socs have numerous issues. Cherry then tells Ponyboy, "Things are rough all over" (Hinton, 31). Overall, Cherry Valance humanizes the members of the Soc gang and helps Ponyboy view them in a different light. After speaking to Cherry, Pony learns that Socs also have issues and struggle in different areas of life.

Calculus: Early Transcendentals, Chapter 7, 7.1, Section 7.1, Problem 35

int_1^2x^4(ln(x))^2dx
If f(x) and g(x) are differentiable functions, then
intf(x)g'(x)dx=f(x)g(x)-intf'(x)g(x)dx
If we write f(x)=u and g'(x)=v, then
intuvdx=uintvdx-int(u'intvdx)dx
Using the above method of integration by parts,
intx^4(ln(x))^2dx=(ln(x))^2intx^4dx-int(d/dx(ln(x)^2)intx^4dx)dx
=(ln(x))^2*x^5/5-int(2ln(x)*1/x(x^5/5))dx
=(ln(x))^2x^5/5-2/5intx^4ln(x)dx
again applying integration by parts,
=x^5/5(ln(x))^2-2/5(ln(x)intx^4dx-int(d/dx(ln(x))intx^4dx)dx)
=x^5/5(ln(x))^2-2/5(ln(x)x^5/5-int(1/x*x^5/5)dx)
=x^5/5(ln(x))^2-2/25x^5ln(x)+2/25intx^4dx
=x^5/5(ln(x))^2-2/25x^5ln(x)+2/25*x^5/5
adding constant to the solution,
=x^5/5(ln(x))^2-2/25x^5ln(x)+2/125x^5+C
Now evaluate the definite integral,
int_1^2x^4(ln(x))^2dx=[x^5/5(ln(x))^2-2/25x^5ln(x)+2/125x^5]_1^2
=[2^5/5(ln(2))^2-2/25*2^5ln(2)+2/125(2^5)]-[1^5/5(ln(1))^2-2/25(1)^5ln(1)+2/125(1^5)]
=[32/5(ln(2))^2-64/25ln(2)+64/125]-[2/125]
=32/5(ln(2))^2-64/25ln(2)+62/125

What are the five continents that Jared Diamond refers to in Guns, Germs, and Steel and what were the settlement patterns of each?

The five continents to which Jared Diamond refers in Guns, Germs, and Steel are Eurasia, Australia, Africa, North America, and South America. The settlement patterns include humans first appearing in Africa, then expanding to the other continents. Humans went from Africa to Eurasia and Australia, and then to North and South America.
The settlement by humans of the continents resulted in the societies that we now have. Diamond argues in Guns, Germs, and Steel that these geographic trends resulted in variations in terms of which societies proved more technologically advanced than others. For example, he argues that European terrain favored the development of writing and agriculture.

Most books that set out to recount world history concentrate on histories of literate Eurasian and North African societies. Native societies of other parts of the world—sub-Saharan Africa, the Americas, Island Southeast Asia, Australia, New Guinea, the Pacific Islands—receive only brief treatment, namely as concerns what happened to them very late in their history, after they were discovered and subjugated by western Europeans.

The main thrust of Guns, Germs, and Steel is the argument that geography, rather than inherent human traits such as intelligence, determined why European and Asian societies conquered other societies, such as those of Africa. According to this argument, factors outside of humans, such as infectious germs, can take more responsibility for social outcomes than humans themselves.

When analyzing the settlement patterns of human populations, Diamond references the continents of Eurasia, Africa, Australia/Oceania, North America, and South America. Diamond concludes that there are clear factors which determined why humans migrated and settled in some environments more than others, mainly the availability of resources/materials (such as water, minerals, land, plants, and animals) and conditions (such as weather, geographic positioning, location relative to other lands, and threat potentials). Favorable conditions allowed for larger states and greater technology to develop.
Diamond explains that the shape, size, and location of continents affected the migration and sustainability of human groups. He claims that isolation thwarts innovation and modernization, limiting settlement; therefore, the settlement of Australia/Oceania took longer due to the isolation of the continent. He also argues that the continent of Eurasia allowed for greater success in settling, due to east–west, travel than the continents of North and South America, where people faced north–south travel with drastic climate changes. Human groups situated along the same latitudinal axis shared similar seasons and climates and, thus, easier travel; this allowed for the exchange of more ideas, trade, resources, and technology. Settlements and cultures thrive in sustainable, advantageous conditions. Thus, cultural diffusion occurred more readily throughout Eurasia and into the northern coast of Africa, due to close proximity.

Diamond‘s five continents are the ones with human life: North and South America, Africa, Australia, and Eurasia. Antartica is not discussed since it has never independently supported human life. Diamond’s thesis is deceptively simple: human civilization developed and spread according to the geographic orientation of land masses. That is, civilization spread most easily from east to west (or west to east); this is because climate tends to stay the same on similar latitudes. It was easier for domesticated grains to spread to areas with similar climates and growing seasons than to spread to places that were much colder or hotter. In this way, agriculture could easily spread from the Fertile Crescent west toward the the Mediterranean but not as easily north to Northern Europe. Another factor that influenced the spread of technology and agriculture, according to Diamond, was geographic isolation; Australia, for example, was never able to develop agriculture on its own, despite being ahead of other regions in other ways (for instance, in the development of water craft).

Most geographers assume that the world can be divided into six continents, corresponding to the six major landmasses of Africa, Antarctica, Eurasia, Australia/Oceania, North America, and South America. Diamond discusses five of these. The single exception is Antarctica, as it has no indigenous human life and is therefore not relevant to his work.
In terms of settlement patterns, Diamond emphasizes that the land mass of Eurasia is laid out to make east-west trade and travel relatively easy, so that civilizations could exchange resources and ideas, something that facilitated the development of advanced civilizations. Africa and the Americas, by contrast, are laid out primarily on north-south axes, with many barriers to trade. Australia and Oceania are surrounded by oceans, limiting cultural cross-fertilization. 
Diamond also discusses how favorable conditions for agriculture led to early dense settlements in Eurasia, something that also fostered the development of advanced civilizations.

I'm writing an analysis essay on James Hogg's The Brownie of Bodsbeck. I've received feedback suggesting I connect how the nationalistic and ideological struggles coincide with the fight for gender equality through Nanny. It has also been suggested that I show that Hogg’s depiction of Nanny’s nationalistic pride directly fuels her fervor for feminine agency. How can I show this? "Through his depiction of Nanny and Katherine, Hogg shows that the fight for ideological freedom and the fight for gender equality need not be mutually exclusive." What does this mean?

From the information given in this question, it sounds as if your editor would like to see a further demonstration in your essay of the two female characters and how their struggles mirror the larger national issues in the story. The Brownie of Bodsbeck is known for Hogg's unconventional female characters, who do not conform to stereotypical female roles. Katherine's importance to the nation, despite the fact that she is unmarried and denies courtship with the "Highland hero," gives Scotland a new kind of heroine that is set apart from earlier symbolic Scottish figures. Other characters are male but are lower-class in Scottish standards, yet play a vital part in helping their country. Hogg is showing how two non-traditional types of national hero are nonetheless hugely important to their nation. Many characters deny Katharine's usefulness and are even frightened of her, but Nanny is one of the few that can see through the former "ideals" to the new revolution that is coming true in reality. The feedback from your instructor implies that he/she would like you to juxtapose these two characters and their femininity with the larger picture of Scottish politics and freedom.

How does Virginia's goodness win over Simon's evilness?

I don't know if I would go so far as to say that Sir Simon is evil. I'd describe his ghostly activities more as "naughty;" however, in life, he did kill his wife for being too plain. That is quite evil. If a reader views this story as a battle of good versus evil, then Sir Simon is the story's evil bad guy, and the Otis family would be the heroic good guys. Virginia is the member that ultimately vanquishes evil from the Canterville Chase. The key difference from a typical good versus evil battle, though, is that Virginia's goodness doesn't defeat Sir Simon's evilness in any kind of pitched battle. She accidentally comes across the ghost late in the story, and she kindly asks him to stop pestering her family.

"I am so sorry for you," she said, "but my brothers are going back to Eton to-morrow, and then, if you behave yourself, no one will annoy you."

From this point forward, Virginia and Sir Simon have a cordial conversation with each other, and she learns what happened in his past and why he is haunting the house. As the conversation continues, Virginia learns that Sir Simon is actually quite tired of the haunting. He wants it all to be over.

"Please don't go, Miss Virginia," he cried; "I am so lonely and so unhappy, and I really don't know what to do. I want to go to sleep and I cannot."

He cannot enter his eternal rest unless he has Virginia's help. She must escort him to the Garden of Death. He will be granted access because he is with the pure and innocent Virginia. She agrees to do this, and Sir Simon is released from his haunting. Virginia's purity, innocence, and goodness is ultimately what allows Sir Simon to finally move on. Her goodness doesn't so much as overcome his evilness as it does guide him to eternal rest.

Single Variable Calculus, Chapter 4, 4.3, Section 4.3, Problem 12

Suppose that $\displaystyle f(x) = \frac{x^2}{x^2 + 3}$

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

If $\displaystyle f(x) = \frac{x^2}{x^2 + 3}$, then

By using Quotient Rule,


$
\begin{equation}
\begin{aligned}

f'(x) =& \frac{(x^2 + 3)(2x) - x^2 (2x)}{(x^2 + 3)^2}
\\
\\
f'(x) =& \frac{6x}{(x^2 + 3)^2}

\end{aligned}
\end{equation}
$


Again, by using Quotient Rule


$
\begin{equation}
\begin{aligned}

f''(x) =& \frac{(x^2 + 3)^2 (6) - 6x (2 (x + 3) (2x))}{((x^2 + 3)^2)}
\\
\\
f''(x) =& \frac{6 (x^2 + 3) [(x^2 + 3) - 4x^2]}{(x^2 + 3)^4}
\\
\\
f''(x) =& \frac{6x^2 + 18 - 24x^2}{(x^2 + 3)^3}
\\
\\
f''(x) =& \frac{-18x^2 + 18}{(x^2 + 3)^3}

\end{aligned}
\end{equation}
$


To find the critical numbers, we set $f'(x)$, so..


$
\begin{equation}
\begin{aligned}

0 =& \frac{6x}{(x^2 + 3)^2}
\\
\\
0 =& 6x

\end{aligned}
\end{equation}
$


The critical number is $x = 0$

Hence, we can divide the interval by

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f'(x) & f \\
\hline\\
x < 0 & - & \text{decreasing on} (- \infty, 0) \\
\hline\\
x > 0 & + & \text{increasing on} (0, \infty)\\
\hline
\end{array}
$

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

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

We will use the Second Derivative Test to evaluate $f''(x)$ with the critical number:

So when $x = 0$,


$
\begin{equation}
\begin{aligned}

f''(0) =& \frac{-18(0)^2 + 18}{(0^2 + 3)^3}
\\
\\
f''(0) =& \frac{2}{3}

\end{aligned}
\end{equation}
$



Since $f'(0)$ and $f''(0) > 0, f(0) = 0$ is a local minimum.

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

We set $f''(x) = 0$ to determine the point of inflection, so..


$
\begin{equation}
\begin{aligned}

f''(x) = 0 =& \frac{-18x^2 + 18}{(x^2 + 3)^3}
\\
\\
0 =& -18x^2 + 18
\\
\\
18x^2 =& 18

\end{aligned}
\end{equation}
$


The points of inflection are $x \pm 1$

Let's divide the interval to determine the concavity

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

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

Explicate the poem "Names" by Robert Hayden.

This poem by Robert Hayden partly describes his own life and the realization that the name he was raised with is not the name of his birth parents. However, some African American readers have also taken this poem as representative of their own feelings upon realizing that the names used by their families are, ultimately, names taken from slave owners, not their original names. This feeling has been famously expressed by Malcolm X.
At the beginning of the poem, the speaker is a bookish child who is called names such as "Four Eyes" because he wears glasses. This causes him to retreat into books, "Tom Swift and Kubla Khan."
When he reaches his "fourth decade," the speaker discovers that the name he had always believed was his own—as opposed to the false names people called him—was, in fact, a false name too. This makes him feel disoriented, but he ultimately realizes that it does not matter—those who lied to him "are dead," "like the life my mother fled." Whatever has happened to him in the past does not really matter, and yet, he cannot help pausing to consider what might have been, "the life I might have led." Knowing how he has been lied to, the speaker cannot help but feel that he is in some way "a ghost, an alter ego" of the self he perhaps should have been.

"Names" is a semi-autobiographical poem. The first stanza details the taunting that Hayden endured as a child due to his "extreme nearsightedness":

Once they were sticks and stones I feared would break my bones: Four Eyes. And worse. Old Four Eyes fled to safety in the danger zones Tom Swift and Kubla Khan traversed

The "safety" appears to be the young Hayden's retreat into fiction ("Tom Swift") and poetry ("Kubla Khan"). For Hayden, whose home life was also a place of anger and violence, the books may have offered the only safety that he could find.
The second stanza seems to address his newly discovered knowledge of the fact that he had been raised by "foster parents" after his birth parents left him:

When my fourth decade came, I learned my name was not my name. I felt deserted, mocked. Why had the old ones lied? No matter. They were dead.

The "old ones" refer to the foster parents who raised him. Now, his real name—the one he thought was "real" due to blood ties—becomes another source of mockery, another indirect way of being made to feel inadequate and unwanted.
In the third stanza, "the name on the books" has a possible double meaning. It could refer to the names of the authors or historical figures that Hayden read in his youth or his legal name, which has no standing because he is not "on the books." His loss of a name leads him to question his overall identity. Who is he, if not Robert Hayden? Does he really exist, or is he existing as a version of another self he will never know?
https://www.poetryfoundation.org/poets/robert-hayden

What different attitudes do the two waiters express about the old man?

Even though the two waiters understand that the old man is lonely and has recently attempted suicide, the younger waiter remains unsympathetic. He himself, he says, would not want to be that old; an old man "is a nasty thing," he says, even though the older waiter points out how clean the old man is. The younger waiter is impatient because the old man is the last customer and is keeping him from going home to his wife.
The older waiter, on the other hand, is more understanding of the old man's loneliness. As he says to the younger waiter,

I am of those who like to stay late at the café . . . With all those who do not want to go to bed. With all those who need a light for the night.

Unlike the younger waiter, who has "youth, confidence, and a job," the older waiter understands the nothingness the old man faces— the sense of uselessness or used-upness that perhaps led him to attempt suicide and that causes him to stay late at the café . The older waiter understands the appeal of a "clean and pleasant" place with good light and no music.
It's not clear what the root cause of the old man's troubles might be, but the specifics of his situation are unimportant. What matters is that the older waiter is sensitive to the same sort of emotional void the old man feels. At the end of the story, for lack of a better term, the older waiter labels that void as "insomnia."

The younger waiter finds the old man burdensome, and he is unsympathetic about his suicide attempt, saying to the deaf man, "you should have killed yourself last week." He acknowledges to the other waiter that he knows the old man is lonely, but he still wants him to leave so that they can close the cafe and go home. He tells the other waiter that he wouldn't want to be old like the man, asserting "an old man is a nasty thing."
The "unhurried," older waiter seems to know more about the old man, such as that his niece was the one who cut him down during his suicide attempt by hanging. He defends the old man, telling the other waiter that the old man needs a "clean and pleasant" "well-lighted" cafe in which to drink at night. He does not see the old man as a burden and believes that staying open another hour will be a kindness that the old man deserves. The older waiter expresses empathy for the old man, while the younger waiter expresses only impatience.

What is the theme of freedom and loss of innocence in Lord of the Flies?

The book is about a group of boys who end up stranded on a deserted island in the middle of a war when their plane crashes.  They have no adults, since the only adults die in the plane crash and no one knows where they are.  The theme of freedom and loss of innocence is explored by the boys’ reaction to their situation. 
The boys have to set up a little society on their island.  They begin by electing a leader.  They choose Ralph because he found a conch shell and blew it, bringing them all together.  This symbolic leadership is all they have.  

They obeyed the summons of the conch, partly because Ralph blew it, and he was big enough to be a link with the adult world of authority; and partly because they enjoyed the entertainment of the assemblies. But otherwise they seldom bothered with the biguns and their passionately emotional and corporate life was their own. (Ch. 4) 

Ralph has trouble keeping everyone in line. He can’t get things accomplished.  He wants to get a signal fire going and tended.  He wants to get shelters built.  He wants to keep the boys together and organized.  Unfortunately, it is sort of like herding cats.  The older ones are uncooperative and the younger ones are ditzy. 
The other complication in the boys’ efforts to enjoy their freedom, and directly related to their loss of innocence, is the contrasting personalities of Jack and Ralph.  Ralph wants order and democracy.  Jack wants adventure and control.  Ralph tries to placate him by assigning him the leader of the hunters, but this is the beginning of the end for the boys. 
The descent into anarchy and loss of innocence the boys experience is a direct result of their inability to compromise.  Jack and Ralph cannot agree, and Ralph has no leadership skills to speak of.  The hunts for the pig become more and more violent.  The boys begin celebrating with pig dances.

Then Maurice pretended to be the pig and ran squealing into the center, and the hunters, circling still, pretended to beat him. As they danced, they sang.
“Kill the pig. Cut her throat. Bash her in.”
Ralph watched them, envious and resentful. (Ch. 4) 

Especially as war paint gets involved, the pig hunts become symbolic of the lifestyle the boys are turning to.  It is less about democracy and maintaining order, and more about the fun of the hunt, the taste of the meat, and the pull of the savagery.  The first time the dance gets out of hand, the boys kill Simon imagining he is the Beastie.
After the death of Simon, the schism is complete and Ralph knows he has lost.  Any connection to the civilized world, and the innocent nature of the boys' past, is gone.  By the time Piggy is killed, it is not much of a shock to the reader.