When you travel to South America, you encounter countries that have a vast amount of natural resources and very large labor forces. However, despite an abundance of these resources, you also see a lot of poverty. Can you provide an economic explanation of why poverty exists?

Despite having a vast amount of resources, South America and most of the countries that exist in the region suffer extreme levels of poverty brought about by wide-ranging factors, including an aspect of the economy that sustains the problem.
Resources and the main factors of production are controlled by a few members of the populace in most, if not all, countries in the region. These individuals are driven by self-interest and the need for self-preservation. Thus, they use their control of the factors of production to maintain authority and power. The few wealthy individuals exploit the majority through poor labor practices that keep the masses in abject poverty.
International interference from powerful countries and other institutions such as the IMF and World Bank have also ensured that the poverty levels continue rising. Powerful countries have managed to secure deals with most South American governments, leading to unfavorable consequences for the region. The powerful countries have managed to siphon resources from South America at unfair rates, and the investments find their way to the wealthy minority.
Policies by bodies such as the IMF have also sustained the issue. The IMF has imposed stringent policies on countries in the region that borrowed funds from the entity. These policies have sought to reduce public spending, which has forced governments to cut back on services such as healthcare, security, and education. The situation has resulted in higher levels of unemployment and retrenchments among the general population. Additionally, access to the public services has become too expensive for the people to afford.
http://www.cadtm.org/Colombia-and-the-IMF-Policies-that

https://www.weforum.org/agenda/2016/01/inequality-is-getting-worse-in-latin-america-here-s-how-to-fix-it/

In one sense, it seems obvious that an abundant supply of natural resources and an abundant workforce should boost economic growth. The actual way in which both of these affect a country's economy are somewhat more complex. You might also note that although many people in Latin America may appear poor from the perspective of a middle class North American, in fact, especially when compared to Asia and Africa, Latin America actually has been relatively successful in reducing extreme poverty, with the percentage of people living in extreme poverty dropping by nearly 15 percent over the past few decades, with programs such as the Brazilian Bolsa Família being notable successes. 
In terms of workforce, economists talk about a "demographic transition", in which industrializing countries are just in the process of moving from the typically high birthrates of underdeveloped agricultural economies to the lower birthrate typical of developed countries. This is a one off occurrence and can bring a massive "demographic dividend" over a 20-30 year period to the transitioning economy in which there is a large number of working age people compared to a small number of children and elderly outside the workforce. However, for a country to exploit a demographic dividend it needs a solid educational system that can train these workers to be productive, a solid infrastructure to support productivity, political stability, and a rule of law. Gender equality also helps, as in highly unequal societies women have low rates of labor force participation. In much of Latin America, poor infrastructure, weak education systems, and drug cartels can be a drag on development.
For natural resources, there is no direct correlation of them to poverty reduction. Although some countries such as Australia and Norway have successfully used natural resources to improve national wealth and infrastructure, the story in many places is more mixed. When the Spaniards looted, pillaged, and exploited Latin America's natural resources, this caused rather than alleviated poverty in the native populations. Even after independence, for many countries, natural resources only benefit a wealthy elite and encourage rent-seeking behavior. Income inequality remains high, meaning that the wealth derived from natural resources benefits only a limited number of wealthy people rather than lifting all people out of poverty. 
https://www.economist.com/americas-view/2014/01/02/the-yes-but-syndrome

How did the development of cities impact the growth of slums, rising crime statistics, and sanitation and health?

In the early part of US history, a majority of citizens lived in rural areas. Jobs were predominantly agriculture related. Beginning in the mid 1800s, industrialization caused cities to grow. The 19th and 20th centuries marked the Industrial Revolution. During this time, people moved to cities in multitudes. Cities offered many available jobs in factories, warehouses, and docks. The prospect of obtaining a higher standard of living (largely due to technological advancements) drew many people to urban areas.
The upper- and middle-class citizens began moving to the outskirts of cities away from all the factories in the center. This opened up opportunities for immigrants and newcomers to move in. Landlords took advantage of their desire to work in businesses nearby and offered low-rent apartments that were usually unsanitary and ill maintained.
The rapid growth of cities proved too much for local governments to keep up with. In poorer areas, clean water, sewage systems, and garbage collection were often neglected or overlooked. These overcrowded slums had miserable living conditions.
Large populations in concentrated areas allowed for the rapid spread of bacteria and disease. Since many slums lacked running water, toilets, and appropriate ventilation, personal hygiene was difficult to maintain. Infection and disease spread quickly from person to person.
With the growth in population, crime rates also increased. Crimes such as murder, robbery, theft, and prostitution became increasingly common in cities. Government officials and offices sometimes became corrupt, sometimes taking bribes.
http://ushistoryscene.com/article/immigrants-cities-disease/

What type of motion is exhibited by our earth?

The two main types of motion exhibited by our Earth are rotation and revolution. The Earth rotates, or spins. The rotation is not random, but to a first approximation always has the same orientation. To describe it we say the earth rotates about its axis. The axis is an imaginary line through the north and south poles, around which the earth spins in a west-to-east direction.
The Earth also orbits the Sun. This motion is Earth's revolution. Strictly speaking, the Earth and Sun both orbit their center of mass, called the barycenter, but because the Sun is much, much more massive than the Earth, the barycenter is close to the Sun, and so it is a close approximation to say the Earth orbits the Sun. The Earth's motion around the sun is in the shape of an ellipse. The Sun is actually at one focus of the ellipse. A consequence of this is that the Earth is sometimes closer to the Sun (this occurs during the Northern Hemisphere's winter) and sometimes farther (the farthest point, or aphelion, occurs during the Northern Hemisphere's summer).
The axis of the Earth's rotation is currently tilted about 23.5 degrees from what would be "vertical" relative to the plane of its motion around the Sun. Thus it is rotating, or spinning, at an angle to its larger orbital motion or revolution. This tilt causes variation in the intensity of solar radiation striking the hemispheres during different parts of the year, giving rise to our seasons.
There are other motions. The entire solar system is orbiting the Milky Way galaxy, and in addition, the direction of the Earth's axis undergoes slow changes called precession and nutation. The elliptical shape of the Earth's orbit changes, too. These motions are involved in the cycles of Ice Ages and interglacial periods in Earth's history.

College Algebra, Chapter 4, 4.3, Section 4.3, Problem 62

Find a polynomial of degree $5$ that has zeros $-2, -1, 0, 1, 2$.

By the factor theorem $x - (-2), x - (-1), x - 0, x - 1$ and $x - 2$ must all be factors of the desired polynomial, so let


$
\begin{equation}
\begin{aligned}

P(x) =& (x + 2)(x + 1) (x - 0)(x - 1)(x - 2)
\\
\\
P(x) =& (x^2 - 4) (x^2 - 1)(x)
\\
\\
P(x) =& (x^4 - x^2 - 4x^2 + 4)(x)
\\
\\
P(x) =& (x^4 - 5x^2 + 4)(x)
\\
\\
P(x) =& x^5 - 5x^3 + 4x

\end{aligned}
\end{equation}
$


Since $P(x)$ is of degree $5$, it is a solution of the problem.

Choose a figurative comparison from any of Heine's "Lorelei" and unpack it, looking for the target domain, the source domain, and any entailments you can think of. How does this help you interpret the poem?

On the most basic level, Heine's "Lorelei" presents a picture of a beautiful mermaid-like girl who sits on a rock overlooking the river Rhine and, through her singing, causes a boat captain to become so enraptured that he crashes his vessel against the rocks. This watery setting with the mermaid would thus be the source domain, the thing literally shown to us. The target domain, the deeper abstract meaning, could be a number of ideas. The point might be that human beings tend to be blinded by superficial beauty, and that this leads to their destruction. Or, it could be that in life in general, physical and aural beauty, represented by the Lorelei, the girl on the rocks in both her appearance and her song, are often simply a facade, a cover for something ugly and destructive. One entailment—a fact or conclusion necessitated by a statement—could be that the Lorelei knows her song is hypnotic and is thus deliberately bringing the boatman to his death.
A deeper overall meaning to the poem can be suggested. Heine tells the story as a kind of re-creation of a legend, saying it is "a fairy-tale from olden time that I cannot get out of my mind" ("ein Märchen aus alten Zeiten/Das kommt mir nicht aus dem Sinn"). Romantic poetry often concerns itself with the legendary past and takes the form of a fairy-tale for grown-up people. Keats's "La Belle Dame sans Merci," almost exactly contemporaneous with Heine's poem, is similar in theme and treatment. Heine used this olden-time atmosphere (which on this higher level can be considered a source domain) in order to project the abstract meaning—the target domain—that the significance of legendary and mythical concepts is perpetual, and that these primal ideas apply to modern life as well. The target domain can also be seen as a message of pessimism in the abstract. The speaker almost resignedly concludes by saying "I think the waves devour the boatman and his boat at the end" ("Ich glaube, die Wellen verschlingen / Am Ende Schiffer und Kahn"), as if he is merely reporting an old tale which is depressing in being so revelatory of man's misfortune.

In regards to the novel Things Fall Apart, do you agree with the following statement? "The obsession with with proving and preserving his manliness dominates Okonkwo's public and private life."

I would agree with this statement. Okonkwo's  masculinity is the defining aspect of his character. His son's "failure" to demonstrate his overt masculinity drives Nwoye and Okonkwo apart-- thus, his obsession with masculinity has great effect on his private life. Publicly, Okonkwo's need to be seen as masculine leads him to kill Ikemefuma, an action which also affects his reputation among his peers.

Yes, I agree with this statement. Okonkwo's obsession with being masculine negatively affects both his public and private life. Okonkwo is known and respected throughout his village for being the best wrestler and becomes one of the village leaders at a relatively young age. However, Okonkwo's masculinity often times alienates him from the other villagers. When Okonkwo calls Osugo a woman because he has no titles, he is chastised by the other elders. Okonkwo also wishes to fight against the white men when his tribe chooses to maintain an amiable relationship. Okonkwo's obsession with being viewed as masculine at all times negatively affects his relationship with his family. Okonkwo rejects Nwoye because he is not an athlete or fighter, and refuses to express his love towards Ezinma or Ikemefuna. Okonkwo also chooses to kill Ikemefuna because he does not want to be viewed as weak or feminine. Okonkwo's masculine approach to life results in an unhealthy relationship with his children and alienates him from the rest of his tribe.

What does this quote mean? "Who hoarded from the spring branches the desires falling across their bodies like blossoms"

Stephen Spender's poem "The Truly Great" celebrates people whose lives might not make it into the history books as great people. They are not statesmen or generals or titans of industry. Instead, they are people who lived in harmony with their own souls and with nature, and who drank in and enjoyed life's simple pleasures.
The line that the great are those "who hoarded from the Spring branches / The desires falling across their bodies like blossoms" appears at the end of the first stanza. In this stanza, Spender lauds those ordinary people who sang or told or lived a beautiful story of light and sun in tune with the "Spirit" of the world. They enjoyed and sang of the bright and ecstatic side of life. The "Spring branches" they hoarded is a metaphor or comparison to the pleasures and desires of youth. These great people enjoyed physical, sensual pleasures. They were not puritanical and did not rigidly or grimly deny themselves the good things—they harvested the "blossoms" of life.
Spender's poem reframes greatness as living close to nature and the spiritual life.

Your quotation comes from English poet Stephen Spender's 1928 poem "The Truly Great."  
The speaker begins the first stanza speaking of "the truly great," who were the ones who passed down knowledge of the spirit.  They, the truly great, are the ones "who hoarded from the Spring branches/The desires falling across their bodies like blossoms."  The speaker observes that the truly great were completely in tune with nature.
The speaker goes on to pay further homage to the truly great, suggesting that their lives were short but burned vividly and that they are worthy of remembrance. Nature, in fact, remembers them and celebrates them with winds, waving grasses, and clouds that move through the sky. What makes the truly great worthy of remembrance is that they fully engaged in life and metaphorically had fire in their hearts.  They exemplified the human spirit and left a legacy for succeeding generations. 
 
 

What is the author's purpose in this essay?

The 1950 work by Riesman, Glazer, and Denney was an attempt to predict what effects post-war industrialization and automation would have on the American character. They posited that since the end of World War II, there has been a shift from the once-dominant “inner-directed” to the “other-directed” type of individual. As the term suggests, those who are “inner-directed” tend to let their personal beliefs and experiences shape their decisions and behavior, while “other-directed” individuals tend to base their behavior and performance on established norms––in other words, they do what they believe authority and other figures expect of them. The Lonely Crowd’s main focus, then, is the way in which these two individual types will influence and shape the American character. It, along with Goodman’s, Growing Up Absurd, and Mill’s, The Power Elite, is considered an important piece of sociological analysis.

Why does Odysseus call Nausicaa a sapling?

Nausicaa is the daughter of King Alcinous, the king of the Phaeacians. Odysseus winds up on their island on his journey home to Ithaca. Nausicaa is a maiden and of an age to be married.
Nausicaa early on gets the idea that Odysseus would make a good husband for her. Here is what she says to her handmaidens:

“Listen, white-armed maidens, that I may say somewhat. [240] Not without the will of all the gods who hold Olympus does this man come among the godlike Phaeacians. Before he seemed to me uncouth, but now he is like the gods, who hold broad heaven. Would that a man such as he might be called my husband, [245] dwelling here, and that it might please him here to remain. But come, my maidens; give to the stranger food and drink.”

To defuse the sexual tension, Odysseus calls Nausicaa a sapling. This is likely for two reasons. One, in Greek culture, brides and grooms were often described using plant imagery. The groom was often described as a sturdy sapling or young tree, while the bride was described as a grapevine or a flower—imagery that would have been subservient to the groom. In calling Nausicaa a sapling, Odysseus is attributing strength to her, which will serve him well if she turns out to be Artemis in disguise!
Secondly, he calls her a sapling to put himself in a fatherly position to her. If she is a sapling, youthful and new in the world, he is an oak—sturdy and weather-worn. He is highlighting the age difference between them and respectfully pointing out that he is not a suitable choice of husband for her.

How did Amir's relationship with his father influence his treatment of Hassan?

When Amir was growing up, he struggled to gain his father's attention and often felt unloved. Although Baba cared for Amir, he was battling his own demons, in particular, the fact that he had an illegitimate Hazara son, Hassan. Baba also viewed Amir as weak and feminine because he enjoyed reading and writing instead of masculine activities. Amir was also not athletic which upset Baba who seemed ashamed of his son. Furthermore, Baba seemed to favor Hassan more than his son and was always sure to include Hassan during activities with Amir. Amir's desire to gain his father's affection adversely affected his relationship with Hassan. Amir began to resent the fact that his father favored Hassan and began to take his anger out on Hassan. Since Hassan could not read, Amir fooled with him by telling Hassan that he was an imbecile and saying that it meant he was intelligent. Amir would often lie to Hassan and play tricks on him. Ultimately, Amir's desire for his father's approval was one of the reasons he neglected to help Hassan while he was being raped. Afterward, Amir could not live with the guilt and his decision to not help Hassan ruined their friendship.

What problems did American workers face in the Industrial Revolution?

American workers faced many problems during the Industrial Revolution. Many issues centered on the factories where the employees worked. It was very common for workers to spend twelve to fourteen hours a day working. The working conditions were very poor, with many workers suffering injuries on the job or working in poorly ventilated areas, leading to workers breathing dirty or contaminated air. When workers got hurt, they received no compensation, which often forced children to work to help the family meet the expenses they had to pay. Workers often received very low pay since many people often performed jobs that required few skills.
Another issue workers faced was the overpopulation that existed in the cities. So many people were moving to the cities, either from other countries or from rural areas, to work these factory jobs. As a result, city populations grew quickly, which city governments were often unable to successfully handle. As a result, workers lived in crowded apartments called tenements. Disease, pollution, and crime were some of the issues that these workers faced living in these conditions.
The United States government did little to help workers. The government believed in a laissez-faire policy, which meant the government didn’t get too involved in business practices or in the economy. When workers went on strike, the government usually supported the business owners, causing the strikes to fail. There were virtually no laws passed to protect the workers until the Progressive movement began in the early 1900s.
http://www.socialstudieshelp.com/USRA__Workers_Lives.htm

https://firstindustrialrevolution.weebly.com/working-and-living-conditions.html

What are some examples of satire Twain uses during Huck and Jim's journey together?

Satire can be defined as the use of humor, irony, exaggeration, or ridicule to expose or criticize vice and hypocrisy among groups or individuals. There are numerous examples of satire in The Adventures of Huckleberry Finn, especially during Jim and Huck's epic journey down the Mississippi.
First, we have religion. Jim cannot understand why King Solomon was regarded as such a wise man. After all, what's the use of half a child? Jim's reasoning shows us the dangers of placing too much faith in a rigid, legalistic approach to religion, one all-too common, both then and now. Twain appears to be suggesting here that experience, whether it relates to religion or anything else, is more important than received knowledge.
Which leads us onto education. Formal education, as illustrated in the story, is rather rigid and narrow, based upon an unimaginative system of rote learning. This method applies equally to interpreting Scripture. Huck has had little in the way of formal education, but what knowledge he appears to have is largely second-hand. This accounts for why he's unable to defend his point on the wisdom of Solomon; as he's simply repeating what he's heard he hasn't really thought about it, and he hasn't really thought about it, he's incapable of justifying his argument. So much for the formal education of the time.
In both these examples, we can see in the figure of Jim the importance of experience in defining who and what we are as opposed to race and class. Jim is regarded as inferior by society simply on account of the color of his skin. However, his many and varied experiences have given him a greater degree of insight into matters of importance than many educated or so-called respectable members of white society. Arguably, this is the most important satirical point to be derived from Jim and Huck's numerous adventures.

y= 1/2x^2 , y=0, x=2 Find the x and y moments of inertia and center of mass for the laminas of uniform density p bounded by the graphs of the equations.

The center of Mass is:
(x_(cm),y_(cm))=(M_y/M, M_x/M)
Where the moments of mass are defined as:
M_x=int int_A rho(x,y)*y dy dx
M_y=int int_A rho(x,y)*x dy dx
The total mass is defined as:
M=int int_A rho(x,y)dy dx
First, lets find the total mass.
M=int^2_0 [int^(1/2x^2)_0 rho dy] dx
M=rho int^2_0 [y|^(1/2x^2)_0] dx
M=rho int^2_0 1/2x^2 dx
M=rho/2 (1/3)x^3|^2_0
M=rho/2 (1/3)2^3
M=4/3 rho
Now lets find the x moment of mass.
M_x=int^2_0 [int^(1/2x^2)_0 rho*y dy] dx
M_x=rho int^2_0 [(1/2)y^2|^(1/2x^2)_0] dx
M_x=rho int^2_0 [(1/2)(1/2x^2)^2] dx
M_x=rho int^2_0 (1/8)x^4 dx
M_x=(rho/8)(1/5)x^5|^2_0
M_x=rho/40*2^5=32/40 rho=4/5 rho
Now the y moment of mass.
M_y=int^2_0 [int^(1/2x^2)_0 rho*x dy] dx
M_y=rho int^2_0 x[int^(1/2x^2)_0 dy] dx
M_y=rho int^2_0 x[y|^(1/2x^2)_0] dx
M_y=rho int^2_0 x[1/2x^2] dx
M_y=rho/2 int^2_0 x^3 dx
M_y=rho/2 (1/4)x^4|^2_0
M_y=rho/2 (1/4)2^4=2rho
Therefore the center of mass is:
(x_(cm),y_(cm))=(M_y/M, M_x/M)=((2rho)/(4/3 rho),(4/5 rho)/(4/3 rho))=(3/2,3/5)
The moments of inerita or the second moments of the lamina are:
I_x=int int_A rho(x,y)*y^2 dy dx
I_y=int int_A rho(x,y)*x^2 dy dx
I won't solve these integrals step by step since they are very similar to the others, but you will find that:
I_x=16/21 rho
I_y=16/5 rho

What is a Renaissance and did the Carolingians have one?

Renaissance translates literally as a "re-birth" ("naissance" in French means "birth"). The Renaissance in 15th century Europe represented a "re-birth" of classical knowledge. It was a return to the ideas and thoughts of classical Greece and Rome and the rediscovery of pagan art, culture, and philosophy posed a challenge to the dominance of Church doctrine.
The Carolingian Renaissance was not really similar. This term refers to the time of the Empire of Charlemagne, who was the greatest king in Europe in the Middle Ages. Charlemagne unified the Frankish tribes and brought most of Europe (except Spain, which was occupied by the Muslims) under his control. He was crowned Holy Roman Emperor in 800 CE.
Charlemagne's Renaissance was a return to some of the culture of Rome. There was a restoration, briefly, of the Pax Romana. He also emphasized education. But the bulk of this rebirth was Christian. He forced those he conquered to convert at the point of a sword, and there were many barbarisms in his realm.
Regardless, by sponsoring scribes, learning to read and write, and emphasizing knowledge to some degree, Charlemagne "revived" a cultural civility in the so-called "Dark Ages".

Single Variable Calculus, Chapter 5, 5.5, Section 5.5, Problem 58

Suppose that $f$ is continuous and $\displaystyle \int^a_0 f(x) dx = 4$, find $\displaystyle \int^3_0 x f(x^2) dx$.

Let $u = x^2$, then $du = 2x dx$, so $\displaystyle xdx = \frac{du}{2}$. When $x = 0, u = 0$ and when $x = 3, u = 9$. Thus,



$
\begin{equation}
\begin{aligned}

\int^3_0 x f(x) dx =& \int^9_0 f(u) \frac{du}{2}
\\
\\
\int^3_0 x f(x) dx =& \frac{1}{2} \int^9_0 f(u) du

\end{aligned}
\end{equation}
$



We know that $\displaystyle \int^9_0 f(x) dx = 4$ or $\displaystyle \int^9_0 f(u) du = 4$, so



$
\begin{equation}
\begin{aligned}

\int^3_0 x f(x) dx =& \frac{1}{2} (4)
\\
\\
\int^3_0 x f(x) dx =& 2

\end{aligned}
\end{equation}
$

Single Variable Calculus, Chapter 3, 3.8, Section 3.8, Problem 28

How fast is the angle between the string and the horizontal decreasing when 200ft of string has been let out?

Given:

$\qquad $ height of the kite = $100 ft$

$\qquad $ horizontal speed of the kite = $8 ft/s$

$\qquad \displaystyle \frac{dx}{dt} = 3 cm/s $

Required: The angle between the string and the horizontal when $200 ft$ of string has been let out.

Solution:







We use the sine function to get the unknown

$\displaystyle \sin \theta = \frac{100}{s};$ when $s = 200, \theta = \sin^{-1} = 30^0$

We also use the tan function to solve the required answer

$\displaystyle \tan \theta = \frac{100}{x}; x = \frac{100}{\tan (30)} = 173.21 ft$

Taking the derivative with respect to time,


$
\begin{equation}
\begin{aligned}

\sec ^2 \theta \frac{d \theta}{dt} =& \frac{\displaystyle -100 \frac{dx}{dt}}{x^2}
&& \text{Solving for $\large \frac{d \theta}{dt}$}
\\
\\
\frac{d \theta}{dt} =& \frac{\displaystyle -100 \cos ^2 \theta \frac{dx}{dt}}{x^2}; \qquad \cos \theta = \frac{ 1 }{\sec \theta}
&&
\\
\\
\frac{d \theta}{dt} =& \frac{-100 [\cos (30)]^2 (8)}{(173.21)^2} = \frac{-0.02^0}{s}
&& \text{negative value for decreasing rate}

\end{aligned}
\end{equation}
$


The final answer is $\displaystyle \frac{d \theta}{dt} = \frac{0.02^0}{s}$ because we are asked to find the decreasing rate of the angle.

In Lee's To Kill a Mockingbird, what superstitions do the children have in connection with the Radley house?

In Lee's To Kill a Mockingbird, the children have superstitions about the Radley house because of the spooky stories that exist about those who live there. For example, the school children won't eat the nuts in the schoolyard that fall from the Radleys' trees because they believe they'll die (9). Also, Jem demonstrates his own beliefs in this superstition when Scout finds a couple of pieces of gum in a knothole of an oak tree in the Radleys' yard and starts chewing it immediately. Jem yells the following:

"Spit it out right now! . . . Don't you know you're not supposed to even touch the trees over there? You'll get killed if you do!" (33).

The house is dilapidated and unapproachable, too, but the superstitions mostly come from the Radleys' family drama revolving around the son named Arthur--nicknamed Boo. In chapter 5, Scout asks Miss Maudie if Boo Radley may have died and been stuffed up the chimney without anyone knowing. She gets this idea from Jem, who like Miss Stephanie Crawford, loves to make up stories about the poor man and spread them around town. (Jem mostly does it to scare Scout, though.) Fortunately, Miss Maudie sets Scout straight by saying, "I know he's alive, Jean Louise, because I haven't seen him carried out yet" (43).
Finally, the behavior of the town influences the children's fears and superstitions about the Radleys' house. For instance, Scout describes what she knows of the house as follows:

"Once the town was terrorized by a series of morbid nocturnal events. . . although the culprit was Crazy Addie . . . people still looked at the Radley Placer, unwilling to discard their initial suspicions. A Negro would not pass the Radley Place at night, he would cut across to the sidewalk opposite and whistle as he walked" (9).

The behavior of the town influences the children to be scared of Boo Radley and the house. Superstition plays a significant role in the novel because it is one part of the reason that people are prejudiced in Maycomb. Eventually, the children learn not to believe everything they hear or see.

Why did Jefferson oppose Hamilton's economic plan?

Jefferson's Republican political ideal entailed an America whose wealth was founded on the ownership of land. As a substantial landowner himself, Jefferson necessarily gravitated to those of a similar economic status. For Jefferson and the Republicans the economic policies of Alexander Hamilton represented a clear threat to their interests. They regarded Hamilton as someone in lock-step with East Coast banking and commercial interests. Hamilton wanted to see the United States as a trading nation, a leading player in international finance, an economic powerhouse that would take its rightful place in the world economy. To this end, Hamilton proposed the establishment of a federal bank that would pay off the country's enormous war debts and lend money to businesses to help them grow and expand.
Jefferson bitterly opposed Hamilton and his vision of America's economic future. For one thing, he believed that Hamilton's plan vested way too much power in the federal government. This represented a clear threat to the tradition of republican liberty which Jefferson so deeply venerated, a tradition enshrined in the ultimate political sovereignty of the states.
On a more purely economic level, Jefferson opposed Hamilton as he felt that the interests of the commercial elite would come to take precedence over American agriculture, especially in the South. Hamilton was a visionary who understood that America's future was as an industrial power. Jefferson, on the other hand, foresaw a number of serious long-term problems on the horizon. A move from an overwhelmingly agricultural economy to an industrial one would undoubtedly lead to American farmers and landowners having less of a say in how the country was run. Aside from the serious political consequences of such a development, Jefferson feared that increased trade with the rest of the world would lead to the United States being deluged by cheap foreign imports, against which the American agricultural sector would be unable to compete.

Why does Ralph feel that his indefinable connection between himself and Jack mean that Jack will never stop searching for him?

Ralph and Jack have become bitter rivals on the island. As a head choirboy, Jack is used to leading others, so he is rather put out when Ralph initially assumes leadership over the boys. This sets in motion a series of increasingly disturbing events in which Jack becomes more savage and unhinged. Destroying Ralph becomes almost an obsession for Jack. So long as Ralph lives, he will always represent a serious threat to Jack's power and authority, and Jack simply cannot, and will not, allow that threat to go unchallenged.
Jack has become obsessed with blood and power in fairly equal measure. This is a toxic combination indeed. They say that absolute power corrupts absolutely, and that is certainly the case here. Jack will be damned if he is going to give up his power to Ralph or anyone else. That is why he will never let Ralph be; that is also why, so long as Ralph lives, Jack will never stop searching for him.

Calculus of a Single Variable, Chapter 9, 9.9, Section 9.9, Problem 5

To determine the power series centered at c, we may apply the formula for Taylor series:
f(x) = sum_(n=0)^oo (f^n(c))/(n!) (x-c)^n
or
f(x) =f(c)+f'(c)(x-c) +(f''(c))/(2!)(x-c)^2 +(f^3(c))/(3!)(x-c)^3 +(f'^4(c))/(4!)(x-c)^4 +...
To list the f^n(x) for the given function f(x)=1/(3-x) centered at c=1 , we may apply Law of Exponent: 1/x^n = x^-n and Power rule for derivative: d/(dx) x^n= n *x^(n-1) .
f(x) =1/(3-x)
= (3-x)^(-1)
Let u =3-x then (du)/(dx) = -1
d/(dx) c*(3-x)^n = c *d/(dx) (3-x)^n
= c *(n* (3-x)^(n-1)*(-1)
= -cn(3-x)^(n-1)
f'(x) =d/(dx) (3-x)^(-1)
=-(-1)(3-x)^(-1-1)
=(3-x)^(-2) or 1/(3-x)^2
f^2(x) =d/(dx) (3-x)^(-2)
=-(-2)(3-x)^(-2-1)
=2(3-x)^(-3) or 2/(3-x)^3
f^3(x) =d/(dx)2(3-x)^(-3)
=-2(-3)(3-x)^(-3-1)
=6(3-x)^(-4) or 6/(3-x)^4
f^4(x) =d/(dx)6(3-x)^(-4)
=-6(-4)(3-x)^(-4-1)
=24(3-x)^(-5) or 24/(3-x)^5
Plug-in x=1 for each f^n(x) , we get:
f(1)=1/(3-1) =1/2
f'(1)=1/(3-1)^2 = 1/4
f^2(1)=2/(3-1)^3 =1/4
f^3(1)=6/(3-1)^4 = 3/8
f^4(1)=24/(3-1)^5 = 3/4
Plug-in the values on the formula for Taylor series, we get:
1/(3-x) = sum_(n=0)^oo (f^n(1))/(n!) (x-1)^n
=f(1)+f'(1)(x-1) +(f^2(1))/(2!)(x-1)^2 +(f^3(1))/(3!)(x-1)^3 +(f^4(1))/(4!)(x-1)^4 +...

=1/2+1/4(x-1) +(1/4)/(2!)(x-1)^2 +(3/8)/(3!)(x-1)^3 +(3/4)/(4!)(x-1)^4 +...
=1/2+1/4(x-1) +(1/4)/2(x-1)^2 +(3/8)/6(x-1)^3 +(3/4)/24(x-1)^4 +...
=1/2+1/4(x-1) + 1/8(x-1)^2 +1/16(x-1)^3 +1/32(x-1)^4 +...
=sum_(n=1)^oo ((x-1)/2)^n
To determine the interval of convergence, we may apply geometric series test wherein the series sum_(n=0)^oo a*r^n is convergent if |r|lt1 or -1 ltrlt 1 . If |r|gt=1 then the geometric series diverges.
By comparing sum_(n=0)^oo ((x-1)/2)^n or sum_(n=0)^oo 1*((x-1)/2)^n with sum_(n=0)^oo a*r^n , we determine: r = (x-1)/2 .
Apply the condition for convergence of geometric series: |r|lt1 .
|(x-1)/2|lt1
-1lt(x-1)/2lt1
Multiply each sides by 2:
-1*2lt(x-1)/2*2lt1*2
-2ltx-1lt2
Add 1 on each sides:
-2+1ltx-1+1lt2+1
-1ltxlt3
Thus, the power series of the function f(x) = 1/(3-x) centered at c=1 is sum_(n=1)^oo ((x-1)/2)^n with an interval of convergence: -1ltxlt3 .

What does the cat symbolize?

The cat symbolizes the fear of the unknown. In the final story, Yoyo finds kittens that have been separated from their mother. A stranger tells Yoyo to not take a kitten. However, after she hears shooting, the mother cat appears as Yoyo attempts to take one of her kittens. Although Yoyo eventually returns the kitten, she doesn’t know what happens after. The cat occasionally appears in her dreams, a mystery that she can’t solve.
There’s a sense of guilt that still plagues Yoyo, even as an adult. Maybe she should have heeded the stranger’s warning to not separate the kitten from her mother. Yoyo made a seemingly harmless mistake that could have been avoided if she didn’t give in to her own curiosity. Therefore, the cat acts as a confirmation of Yoyo’s fear and curiosity about the alternate possibilities that life offers.

Calculus of a Single Variable, Chapter 9, 9.4, Section 9.4, Problem 22

Limit comparison test is applicable when suma_n and sumb_n are series with positive terms. If lim_(n->oo)a_n/b_n=L where L is a finite number and L>0 , then either both series converge or both diverge.
Given series is sum_(n=1)^oosin(1/n)
Let the comparison series be sum_(n=1)^oo(1/n)
The comparison series sum_(n=1)^oo1/n is a p-series of the form sum_(n=1)^oo1/n^p with p=1.
p-series test states that sum_(n=1)^oo1/n^p is convergent if p>1 and divergent if 0So ,the comparison series is a divergent series.
Now let's use the limit comparison test with:a_n=sin(1/n)
and b_n=1/n
a_n/b_n=sin(1/n)/(1/n)
lim_(n->oo)a_n/b_n=lim_(n->oo)sin(1/n)/(1/n)
Let's apply L'Hopital's rule to evaluate the limit.
Test L'Hopital's condition: 0/0
=lim_(n->oo)(d/(dn)(sin(1/n)))/(d/(dn)(1/n))
=lim_(n->oo)(cos(1/n)(-1/n^2))/(-1/n^2)
=lim_(n->oo)cos(1/n)
lim_(n->oo)1/n=0
lim_(u->0)cos(u)=1
=1>0
Since the comparison series sum_(n=1)^oo1/n diverges,so the series sum_(n=1)^oosin(1/n) as well ,diverges by the limit comparison test.

Why did the Spanish American war start?

The Spanish American War resulted in part due to the sphere of influence that existed between the US and Cuba. The two had become linked economically; the US investing in Cuba's sugar plantations, mines and railroads.
Cuba and Puerto Rico were Spain's last held colonies in the Western Hemisphere. Cuban rebels had tried unsuccessfully in the past to revolt against Spanish rule. Jose Marti, one such rebel, fled to the US and was influential in gaining US support of Cuban independence from Spain. Many equated the Cubans' desire to those of the US colonists who sought independence from Great Britain.
President Cleveland wished for the US to remain neutral, but pressure to become more involved was growing by the time President McKinley came into office. 3 factors came into play:
1. Yellow Journalism: Sensationalized reporting in which writers often exaggerate and make up stories to influence readers. The New York Journal and the New York World both printed horrific stories of the Cubans suffering under Spanish rule. American sympathy grew.
2. The De Lome Letter: De Lome was a Spanish ambassador to the US. He wrote a letter to Spanish officials describing US President McKinley as weak. The letter was published in the New York Journal. Even Americans who did not support their president were angered that outsiders would insult their leader - so support for going to war increased.
3. The Maine: Less than a week after the De Lome letter was printed, The Maine was sunk in Havana, Cuba. This was a ship that President McKinley had sent to the region a month earlier to be available for an American evacuation if needed. 258 Americans were killed, and "Remember the Maine", became an additional rallying cry for war against Spain.
Congress authorized President McKinley to spend 50 million dollars for war preparations. The US would go on to begin and win what became a two-front war; defeating Spain in both Cuba in the Caribbean Sea, and in the Philippines in the Pacific Ocean.

The Spanish American War started in large part as a response to the Cuban struggle for independence, which began in 1895. The United States had large business investments in Cuba which garnered over $100 million a year. The revolution was vastly destructive to these investments. Furthermore, the Spanish reprisals against the Cuban populace garnered a lot of sympathy in the US. The maltreatment of the Cuban people was sensationally documented in several American newspapers. Popular demand for US intervention in Cuba was supported by the majority of Congress but opposed first by President Grover Cleveland and then later by James McKinley.
As riots broke out in Havana, the US sent the battleship Maine to Cuba to protect its citizens and their property there. On February 15, 1898, an explosion sunk the Maine in Havana Harbor, killing 260 American sailors. Spain was quickly blamed for the incident, and an outcry for action ensued with the slogan "Remember the Maine."
With American support for intervention in Cuba at an all-time high, and Spain's inability to end the revolution, President McKinley issued an ultimatum declaring that Spain must end its maltreatment of the Cuban people or face war with America. Separately, McKinley informed Spain that they must relinquish control of Cuba entirely.
In April, McKinley asked Congress for the power to use the military "to secure a full and final termination of hostilities between the government of Spain and the people of Cuba," to which Congress enthusiastically agreed. The US Navy then set up a blockade of Cuba. Spain rejected the ultimatum and responded by declaring war on the United States on April 22.
https://history.state.gov/milestones/1866-1898/spanish-american-war

Jem tried very hard to live up to Atticus’s standards of being a gentleman. How did Mrs. Dubose provoke Jem into cutting the tops of her camellia bushes and breaking Scout’s baton?

Mrs. Dubose threw some of her typical accusations at Jem and Scout when they walked by on a Saturday morning. She falsely accused Jem of breaking down Miss Maudie's scuppernong arbor that morning. She criticized Scout for wearing overalls and warned that Scout would end up as a waitress at the O.K. Cafe. All of this was annoying, but what Jem got angry about was Mrs. Dubose insulting Atticus. She accused Atticus of being no better than the blacks and the "trash" he was defending.
The children went into town and bought their toys, which included Scout's baton. When they got to Mrs. Dubose's house, Scout thought Jem had gone crazy because of the way he took the tops off of all the camellias with the baton. Jem later told Atticus it was because of the way Mrs. Dubose insulted him:

Jem said softly, “She said you lawed for niggers and trash.”

In chapter 11, Jem and Scout are walking to the store to spend Jem's birthday money when they pass their racist, ornery neighbor, Mrs. Dubose. Mrs. Dubose makes several derogatory remarks towards Jem and Scout before ridiculing Atticus. Mrs. Dubose tells the children,

Your father’s no better than the niggers and trash he works for! (Lee, 105)

Scout mentions that Jem turns scarlet after Mrs. Dubose verbally attacks Atticus. Scout also mentions that Jem scowls the entire time he is in the store and remains visibly upset. On their walk back home, Jem can no longer contain his rage and takes Scout's new baton from her. He then proceeds to destroy Mrs. Dubose's entire camellia bush and breaks Scout's baton over his knee. The reason Jem is not able to control his temper is because Mrs. Dubose directly insulted his father. Jem is protective of Atticus and loves his father dearly. He could not stand listening to someone insult Atticus, which is why he retaliates by destroying Mrs. Dubose's camellia bush.

What is the history behind the blood-stain in "The Canterville Ghost" by Oscar Wilde?

The blood stain has been on the floor near the fireplace in the sitting room of Canterville Hall since the murder of Lady Eleanore de Canterville in 1575. Lady Eleanore was killed by her husband, Sir Simon de Canterville, who disappeared soon after and was never seen again. His ghost now haunts the Canterville estate. According to the elderly housekeeper, Mrs. Umney, the stain has become an "admired" tourist attraction that "can't be removed."
At this point, the vigorous and modern American Otises, who have rented Canterville Hall, challenge the centuries old tradition of not disturbing the stain. The eldest son, Washington, immediately scrubs it off with Pinkerton's Champion Stain Remover and Paragon Detergent.  
In this story, which is an unexpected twist on the traditional ghost tale, a tussle then ensues between the practical Otises, who are no respecters of tradition, and the ghost, who promptly puts the stain back in place.  
 
 

In "The Canterville Ghost," the blood-stain in the library has a long history. According to the housekeeper, Mrs Umney, the blood-stain has existed since 1575 when the then-Lord Canterville, Sir Simon, murdered his wife, Lady Eleanore, on that exact spot in the library. In Chapter Five, during a conversation with Virginia Otis, he reveals his reasons for committing this heinous crime:

My wife was very plain, never had my ruffs properly starched, and knew nothing about cookery.

Moreover, it is one of Sir Simon's numerous responsibilities as a ghost to ensure that the blood-stain is always present. When the Otis family move in, this becomes problematic because they are constantly trying to remove it. Washington Otis removes it on several occasions, for example, using Pinkerton's Stain Remover. This forces Sir Simon to steal Virginia's paints so that he can touch up the stain every night. It is only with his death, at the end of Chapter Five, that the stain disappears forever, along with all traces of the Canterville ghost. 

What challenges did Rosa Parks go through?

The biggest challenge that Rosa Parks faced was segregation. At that time in the South, all aspects of life were divided along strictly racial lines. As well as being denied their civil rights, African Americans were restricted to using facilities inferior to those enjoyed by white people. Restaurants, beaches, trains, even water fountains were subject to segregation, and it was highly dangerous for anyone to cross the color line imposed by the Jim Crow laws.
In Montgomery, Alabama,—Rosa Parks's hometown—buses were segregated as they were right across the South. White people sat near the front; black people near the back. The symbolism was clear: society considered white people superior to African Americans. Black folks could sit in the middle section of the bus but were forced to give up their seats if any white person needed them.
Rosa Parks had been actively involved in the civil rights movement for years before her famous act of defiance. Yet it wasn't until 1955 that she opted to break the law, in order to expose its inherent injustice. One evening, on her way home from work, Rosa sat in the middle row of seats. As the bus filled up with white passengers, the driver requested the black passengers to move to the back of the bus. However, Rosa refused, and she was arrested.
Brought before the court on a trumped-up charge of public disorder, Rosa Parks was punished with a fine. But as the Montgomery Bus Boycott got under way, she faced additional challenges in her life. Due to her "criminal record" and her high profile as a civil rights campaigner, Rosa lost her job and struggled financially. Things got so bad that she was eventually forced to move out of Alabama altogether. So, although Rosa had achieved a moral victory in standing up to racism and segregation, she was effectively hounded out of state by the very same forces she'd so bravely defied.

In Shakespeare's Romeo and Juliet, how old are Juliet's parents, Capulet and Lady Capulet?

No specific mention is made of how old Juliet's parents are in Romeo and Juliet.  However, when Juliet and Lady Capulet are talking in Act I, Scene III, Lady Capulet does say "By my count / I was your mother much upon these years / That you are now a maid," meaning that Lady Capulet had already given birth to Juliet at age thirteen, the age that Juliet currently is (77-79).  This would make Lady Capulet roughly twenty-six years old.Figuring out Capulet's age is a little more difficult.  It is clear that he is considerably older than his wife, but as with Lady Capulet, there is no specific mention of his exact age.  The best scene to use in trying to figure out his age is Act I, Scene V.  As the family prepares for the masquerade party, Capulet says "I have seen the day / That I have worn a visor and could tell / A whispering tale in a fair lady's ear, / Such as would please.  'Tis gone, 'tis gone, 'tis gone," meaning that he is no longer of the age to flirt with or court the young ladies at the party (25-28).  Shortly afterward, he tells his cousin that they should sit, stating "[f]or you and I are past our dancing days" (36).  Immediately following, he asks his cousin how long it has been since they wore masks at a party, and his cousin replies that it has been "thirty years" (39).  This shocks Capulet, and they argue about it.  Capulet claims they both wore masks at Lucentio's wedding, which was twenty-five years before, but his cousin replies that Lucentio's son is already thirty years old (41, 45).  In other words, it has been at least thirty years.  If the normal age for wearing masks/courting is late teens through late twenties, as is the case with Romeo and Paris, then this would make Capulet between about forty-eight and fifty-eight.  

How has Aibileen's character changed throughout Kathryn Stockett's The Help?

Aiblieen is a frightened woman at the beginning of the novel. She is subservient to the white family she works for, as the cultural norms of the time dictated (the novel takes place in the early 1960s), and she is very reluctant to work with Miss Skeeter on her book project for fear of the ramifications. In chapter seven, when Miss Skeeter first introduces Aibileen to the idea of her book, Aibileen responds with fear:

I look around. We out here in the wide open. Don't she know how dangerous this could be, talking about this while the whole world can see us?

When Skeeter tries to convince her that the interviews would be secret, Aibileen cites the incident of a black boy who was beaten with a tire iron that very morning simply for using a white bathroom. She refuses to even think about the offer at that time.
Aibileen changes her mind after Hilly's bathroom initiative, in which she wanted all maids to have their own bathroom in the houses they worked in so that white families wouldn't be subject to "their diseases." Hilly also accuses maids of stealing, and this is enough to inspire Aibileen to cooperate with Skeeter at the end of chapter thirteen, though she is still fearful about when/where they will meet and whether or not she can trust Skeeter. In addition to her fear, Aibileen is still in deep mourning for her son Treelore, who died three years earlier.
By the end of Stockett's novel, Aibileen is growing in internal strength. She is anticipating the release of the book, which has been picked up by a publisher. They've been warned to keep their expectations of the book's sales low, but Aibileen is proud of her part in the book and anxious to see her work in print.

The next day at work, all I can think of is how stores is putting my book on the shelves.

Aibileen's pride grows when her church recognizes her contributions to the book and agrees to support her in any way they can. With the money coming in from book sales, Aibileen grows more and more confident. She is strong for Minny and advises her to leave her abusive husband. At the end of the novel, Hilly Holbrook convinces Elizabeth Leefolt to fire Aibileen, and Aibileen has the courage to confront her. She gives back every threat Hilly hands her, standing up to Hilly (or any white woman) for the first time. She has found her voice. She is a dynamic character who changes from a frightened, subservient, grieving mother to a strong and courageous woman who knows and demonstrates her own worth.

At the beginning of the novel, Aibileen is a bitter woman. Her only son has died in a workplace accident at a lumber mill. (In the movie version of this story, his accident has a more clearly-defined race-related element.) She acquiesces enough to the cultural divide in Jackson to get a job as a maid for the Leefolt household. She maintains a respectable distance when dealing with her white employers however, even though she would love to tell Elizabeth what she thinks of her parenting skills – and lack of them. She’s very fond of baby Mae Mobley, and she’s very devoted to her church. Aibileen writes her prayers every night in her journal.
When Skeeter needs help writing the Miss Myrna column for the local newspaper, she asks Aibileen for advice to answer the housekeeping questions. They begin to meet – first at the Leefolt house, and then at Aibileen’s house. She had never had a white person in her home before. She eventually begins to get comfortable confiding in Skeeter, as they expand their meetings to include working on a book about the black maids of Jackson. Aibileen is very pleased with the results of the book that they compile and get published. By the last chapter in the book, Aibileen feels confident enough to tell off Hilly Holbrook to her face. She vows to keep on writing, even though she has now lost her job because of Hilly’s undue influence on Elizabeth. Aibileen has grown in terms of respect, confidence, and feelings of self-worth.

What figurative language is shown in chapter 6 of Bud, Not Buddy?

Figurative language is a very broad set of literary devices. In general, figurative language is language that uses various figures of speech to be more effective and/or impactful. It could include imagery, metaphor, simile, hyperbole, personification, onomatopoeia, and so on.
Chapter 6 begins with Bud trying to get a meal, but he is actually being physically removed from the line until a family decides to be his fake parents so that he can get a meal. They stand and stand in line for a long time, but they finally get within sight of the door. Once the group is within sight of the door, they all begin talking freely and happily. A really great simile is used here to explain how the flood of talking begins.

When we finally got around the last corner and could see the door and folks going in it seemed like a bubble busted and people started laughing and talking.

Once Bud gets into the place, he sits down for an actual meal. There is a paragraph at this point that gives readers a great deal of auditory imagery about the sounds going on in the big dining hall.

The only sound you could hear was when someone scraped a spoon across the bottom of their bowl or pulled a chair in or put one back or when the people in front of you dragged their feet on the floor moving up to where they were spooning out the food.

In Part 4 of Sir Gawain and the Green Knight, the Green Knight and Gawain agree that all their problems can be blamed on women. Do you think we’re meant to take the “woman blaming” ending seriously or to question it, and therefore (perhaps) to question the entire misogynist tradition to which Gawain alludes?

This is a great question, as it wrestles with a fundamental problem in the text. In the fourth part of Sir Gawain and the Green Knight, the Green Knight spares Gawain's life, although he chooses to cut Gawain's neck lightly with his sword to punish him for taking a magical belt/ girdle that, supposedly, would protect Gawain from harm. Originally, it was the Green Knight's wife, also known as Lady Bertilak, who convinced Gawain to take the magical belt (after also trying to seduce him to sleep with her on multiple occasions), so much of the blame for Gawain's failing falls onto her. In fact, when Gawain muses on Lady Bertilak's seductions, he basically blames the downfall of great men on women in general, thus supporting the sexist idea that women should be blamed for men's failings. As an example of this idea, take a look at this excerpt:

But if a dullard should dote, deem it no wonder,
And through the wiles of a woman be wooed into sorrow,
For so was Adam by one, when the world began,
And Solomon by many more, and Samson the mighty —
Delilah was his doom, and David thereafter
Was beguiled by Bathsheba, and bore much distress (2414-2419).

In this passage, Gawain claims that great Biblical heroes were all led astray by seductive women. By doing so, Gawain not only proposes the misogynistic suggestion that women are the cause of men's failings, but also uses this "precedent" to shift the blame of his mistake to Lady Bertilak.
If we're thinking about the poet's intentions here, I do think we're meant to take them seriously in the context of the poem. Take, for instance, the whole seduction sequence in Part 3; Gawain gallantly refuses Lady Bertilak's advances, until she craftily offers him the magical belt, at which point he falls for her "scheme." Thus, in the poem, Lady Bertilak is presented as a seductive, manipulative woman whose major objective (as we learn later) is to test Gawain to see if he fails. Therefore, I do think the poet wants us to see women in the poem as manipulative seducers of men. This viewpoint was not uncommon in literature from the period in which Gawain was written, as the supposedly seductive powers of women were often blamed for men's failings. This idea often came from the justification that Eve caused Adam to eat the apple and sin, which is a notion Gawain himself touches on.
That said, I also think that any modern reader should question this idea. It's important to remember that the text was written a long time ago (many scholars estimate it being written around 1375-1400). As such, it is a product of its time, and this time included a lot of misogynistic ideas about women. Thus, the writer of Gawain would have been espousing ideas that were not considered misogynistic at the time, even if they most certainly are misogynistic. Just because the poet means us to take these ideas seriously, however, doesn't mean we have to; indeed, I think any deep reading of the poem should question and critique its misogyny, as the poem's portrayals of women are problematic on many levels. In that case, the poem becomes valuable not only for its formal brilliance (it really is one of the finest texts from the period that we have available to us today), but also because it gives us a chance to critique and question the misogynistic traditions to which it responds. Even more importantly, the text's sexism gives us a chance to consider misogyny in the modern world and think about how far we've progressed, and what we still need to improve.

How does Scout’s limited understanding of the events in chapter 15 affect the reader?

Scout's limited understanding of the events in Chapter 15 inspires our awe at the depth of a child's trust.
It never occurs to Scout that the men at the jail could possibly hurt her. As we read of the encounter between the men and Atticus, we also discover that Scout initially makes a miscalculation. She thinks that she recognizes the men congregated around her father, but she soon realizes that she has never seen any of them before.
Not surprisingly, Jem enters into the fray. He stands his ground and refuses to leave. When one of the men grab Jem roughly, Scout kicks him. Since she makes another miscalculation and kicks higher than the man's shins, the latter falls back in pain. Now, Scout's actions highlight the immediacy of a child's emotions.
She kicks the man because he's hurting Jem. It never occurs to Scout that she could be hurt badly in return. Additionally, Scout doesn't realize that Jem actually has an inkling of the danger all of them are in. In her characteristic innocence, Scout addresses Mr. Cunningham in order to defuse the situation.
Here, Scout doesn't realize that Mr. Cunningham is part of the informal posse to lynch Tom Robinson. She talks to Mr. Cunningham with respect and kind regard, the way Atticus would want her to.
Scout's kindness inspires Mr. Cunningham (and the men) to recognize their common humanity. Her trusting behavior disarms the men, and the poisonous atmosphere of hatred dissipates as a result. So, Scout's limited understanding of the events inspires us with awe at the power of childlike innocence, trust, and dignity.

Given the fact that Scout narrates the story in retrospect, the reader perceives events, characters, and situations from her naive point of view. In chapter 15, Scout runs into the middle of a lynch mob that intends to harm her father in order to murder Tom Robinson. Once Scout enters the group of men, she searches for a familiar face and attempts to have a casual conversation with Walter Cunningham. Scout is unaware of the dangerous situation she has entered and does not grasp the gravity of the situation.
Scout's limited understanding of the situation emphasizes her naive point of view and childish innocence. Her perspective gives the reader a rare look at how a child would perceive such a menacing, dangerous circumstance. Scout's innocent reaction also creates sympathy for Atticus. The reader is aware of Scout's age and innocence and sympathizes with Atticus's difficult position. At this dramatic, intense moment in the novel, Atticus's primary concern is Scout, Jem, and Dill's well-being. Overall, the reader sympathizes with Scout and her father when she decides to run into the middle of a lynch mob in chapter 15.

Where does the Author acknowledge opposing arguments?

Geoffrey Canada acknowledges opposing arguments to his own in a number of places including the Preface and chapter One. A significant reason for his illustrative stories and personal anecdotes is to underline the need and logic for the opposing arguments he presents. These are arguments such as:
even discussion of nonviolence is grounded in "might makes right."
complacency about social violence belies the reality of our historic times, which are "one of the most dangerous periods in our history since the Civil War."
inner-city violence offers "not even the hope of getting out" resulting in lifelong violence and trauma: he suggests "continuing traumatic stress syndrome."
violence in cities is not new but has changed to guns from "the fist, stick, and knife."
guns undermine the "code of conduct" of courage that is part of learning to live "by the law of the jungle."
parents teach their children, as he did, that fighting and hitting is wrong, until the violence is brought home--like it was to his brothers and his daughter and millions of other children--which is when parents teach their children to fight back and not to be victims, not to be fawns "amongst lion cubs."
To enlarge on his presentation of opposing arguments with one example, in laying the premise of his discussion of social violence, Canada discusses the idea that "some think violence is new." His apologetic assertion, "I'm sorry America," is that while the social rhetoric may be anti-violence, American history has been founded on violence. He uses the life's work of Martin Luther King, Jr. to show that even when we talk about nonviolence, the conversation is about violence: King was violently shot to death in the heart of an American city for protesting against anti-black violence.

I'm sorry America, but once you get past the rhetoric what we really learn is that might does make right. Poor people have just never had any might. But they want it. Oh, how they want it.

How does the conflict intensify in "The Tell-Tale Heart"?

The narrator's internal conflict grows more and more tense as he begins to believe that the police officers who have arrived at his door and sit, unknowingly, atop the body of the murdered old man are actually somehow aware of his crime.  He thinks he hears the sound of the old man's heart beating beneath the floorboards and that they can hear it, too; however, it is really only his own heart he hears.  Nonetheless, the narrator grows more and more anxious, and more upset -- his voice "heighten[s]," and he speaks "more vehemently."  He imagines that he rises and speaks in a "high key and with violent gesticulations."  He believes, all the while, that the old man's heart beat gets louder and louder and that the officers are only pretending not to hear. 
He says, "I foamed -- I raved -- I swore!  I swung the chair upon which I had been sitting," and all this time, "the men chatted pleasantly."  It seems then, that the narrator isn't actually doing any of these things, but only imagining what it would be like if he did.  It is unlikely that the officers would continue to sit and chat pleasantly if the narrator were actually swinging chairs and screaming.  All of this tension intensifies the narrator's internal conflict -- to confess or not to confess -- until he finally breaks down and tells the officers what he did.

The critic Sven Birkerts says that the novel is about "disillusionment and hope." Who do you think illustrates both of these qualities in The Great Gatsby? What insight about life do you see illustrated through this person's actions?

Jay Gatsby most fittingly demonstrates the qualities of disillusionment and hope throughout the novel. Jay Gatsby was born into a lower-class family and had a brief relationship with the wealthy Daisy Fay as a young man before he left America to fight in the war overseas. When Gatsby returned home from the war, he became business partners with Meyer Wolfsheim and entered the illegal bootlegging industry. Gatsby was able to amass an extraordinary amount of wealth and purchased a mansion directly across from Daisy's home in the East Egg.
Gatsby holds on to the hope that after being away for five years he can win Daisy back and convince her to divorce her husband, Tom Buchanan. Despite the improbability of Daisy disregarding her marriage and leaving her secure life, Gatsby has hope and faith that he will be able to win her back. Nick Carraway also mentions that Gatsby has an "extraordinary gift for hope" and is a romantic at heart. Unfortunately, Jay Gatsby also experiences disillusion once he finally meets Daisy after five years. He discovers that Daisy's voice is "full of money" and is disappointed to learn that she has a meaningful history with Tom Buchanan. The fact that Daisy has a child and is only concerned about being financially secure is disappointing to Jay Gatsby, who desperately believes that he could recreate the past.
Through Gatsby's actions and discoveries, the audience gains insight into the futility of trying to recreate the past. Rather than accepting reality and not viewing the past with such nostalgia, Gatsby obsesses about Daisy, only considered her positive qualities and failing to accurately perceive her true nature. In the end, Gatsby fails to accept the fact that Daisy will not leave Tom and continues to hold onto the false hope that Gatsby will spend the rest of his life with her.

How does the careful attention to detail affect the narrative pace of part 1, "The Tallis Estate"? Does it serve any purpose? How do things begin to "speed up" as part 1 comes to an end?

In the first section of Atonement (Ian McEwan), we see Briony Tallis as an inquisitive young girl who loves to write. One of the very first scenes involves the reader listening to Briony convincing her cousins to perform the play that she has written. The narrative pace is set by Briony, as we later discover that Briony herself is writing the novel as an old woman to atone for her past mistakes.
Part of the reason the novel moves slowly through part one is to properly set up the events that lead to Robbie's imprisonment. The reader learns that Briony comes from a wealthy, educated family and that she has a crush on Robbie, who, in return, shows interest in her older sister, Cecilia. Because the entire novel revolves around Briony's accusation of Robbie at the end of part one, it is necessary that the reader understand the complications of that accusation. We learn that Briony loves to make up stories but that her innocent scheming causes real damage.
As the reader understands Briony's world, the novel can begin to pick up speed. Things happen quickly: the search for the twins, Briony stumbling upon her cousin Lola being raped, Briony's accusation of Robbie, and Robbie being taken away by the police. Part two leaps forward several years to World War II, where Robbie is now a solider reminiscing about Cecilia. Without such a strong foundation to set the novel up, Robbie's memories might not carry as much meaning.
Another reason that the narrative pace in part one pays such close attention to detail could relate back to Briony's character development. It's clear that Briony observes everything around her, and by having her do so in the book, McEwan shows the reader how Briony acts rather than simply telling us that she is observant.

What is meant by "we're the odd minority crying in the wilderness"

The words you quoted are spoken by Granger to Montag at the end of the story. The "odd minority" refers to Granger's fellow intellectuals. They are said to be a "minority crying in the wilderness."
The phrase "crying in the wilderness" originates from the Bible. It is first referenced in Isaiah 40:3.

The voice of him that crieth in the wilderness, Prepare ye the way of the LORD, make straight in the desert a highway for our God.

The phrase later resurfaces in John 1:23.

He said, I am the voice of one crying in the wilderness, Make straight the way of the Lord, as said the prophet Esaias.

Here, John is the lone voice preparing the way for Jesus Christ's ministry on earth. So, the phrase "crying in the wilderness" has two implications. The first is that it usually references a lone or minority voice/voices. The second is that the voice always prepares the way for a person, development, or movement of import. 
In Fahrenheit 451, Granger and his fellow intellectuals are the "minority crying in the wilderness." Just like the disciple John, this group of intellectuals is ignored by the majority population. This is why Granger asserts that his group has little control over the events transpiring in the world. So, the small group of nonconformists hide themselves and spend the majority of their time memorizing whole books about every conceivable world philosophy, religion, political thought, and scientific topic.
Like the apostle John, Granger's group sequesters itself and waits to emerge from hiding at the right time, ready to share the knowledge it has gleaned (and protected) for the benefit of mankind.
 

In The Outsiders, what does Ponyboy mean when he says the Socs are “reeling pickled” on page 54?

"Reeling pickled," as used in The Outsiders, is a slang phrase for describing extreme drunkenness. Reeling is a term that is generally used to describe someone who is off-balance or otherwise having difficulty maintaining a solid footing. It is usually used now in an emotional sense—i.e., a big surprise that left someone reeling. However, it can also describe an individual who is having difficulty maintaining their balance or composure. Someone who is stumbling and acting wildly emotional could be described as reeling.
The term "pickled" was more common at the time the book is set, but it has fallen out of favor lately. It generally refers to someone who is very intoxicated and is meant to illustrate the idea that the individual has consumed enough alcohol to actually pickle himself. Being pickled does not necessarily equate with stumbling or aggression, as an individual could be described as pickled shortly after passing out or if he were intoxicated due to depression. It could also describe a exuberantly drunken person.
Together, these words seek to describe the Socs as not only very intoxicated, but intoxicated in a manner that has left them stumbling, uncoordinated, and wildly emotional. This helps identify the danger that Ponyboy and Johnny are in as individuals in this state will be unlikely to control their actions.

In chapter 4, Ponyboy runs away from home and meets up with Johnny at the park. While they are hanging out at the park, a group of Socs arrive in a blue Mustang and get out of the car. As the Socs approach Pony and Johnny, Pony sees that they are staggering and figures that they are "reeling pickled." According to the Merriam-Webster online dictionary, the word "reeling" means to stagger and lurch violently. The term "pickled" is an idiom used to describe someone extremely intoxicated. Essentially, Ponyboy is saying that the five Socs approaching them are completely drunk. Bob Sheldon proceeds to hold Ponyboy's head underneath the water in the park's fountain, and Johnny stabs Bob in self-defense. Johnny ends up killing Bob Sheldon, and they are forced to skip town in order to avoid being arrested.

What are some similarities between the Colonial times and now?

Some of the most pressing concerns in modern society existed in colonial times. Economic inequality, the relationship between people and government, debates about trade, and nearly constant warfare are issues in the twenty-first century, and they were major issues in colonial times, as well. Of course, colonial society was over 90% agrarian, which is perhaps the most fundamental difference, but similarities existed as well. For example, in some colonies, elites, and even ordinary people, worried about the effects of immigration, and politicians rather cynically used it for political advantage. Benjamin Franklin, for example, very famously decried German, Scots-Irish, and Swedish influence in Pennsylvania, writing:

Why should Pennsylvania, founded by the English, become a Colony of Aliens, who will shortly be so numerous as to Germanize us instead of our Anglifying them, and will never adopt our Language or Customs any more than they can acquire our Complexion?

So xenophobia, an unfortunate aspect of today's political discourse, existed in colonial times as well. Colonial people also had to worry about the effects of their actions on the environment. In North and South Carolina, for example, hunters nearly exterminated whitetail deer by the late eighteenth century, a development that eliminated what had been a significant part of the economy. Like today, older colonists worried about what they perceived as dangerous social change. In New England, for instance, the founding generation of Puritans feared that material comfort and territorial expansion compromised the religious fervor that led to the colony's founding. So in many ways, people who lived in colonial society, although it was a vastly different world than our own, would have recognized some aspects of modern life, for better or for worse.
http://www.columbia.edu/~lmg21/ash3002y/earlyac99/documents/observations.html

The Colonial era in the United States is usually referring to the early 1600s until 1776.  Jamestown was first settled in 1607, which marks the beginning of the Colonial era.  The Thirteen Colonies declared themselves independent from England in 1776, which marks the end of the period.
The most striking similarity between the Colonial period and now is the political unrest.  In the years leading up the the American Revolution, most people were divided into two ways of thinking.  Loyalists were loyal to England and King George III.  They wanted the Thirteen Colonies to remain under British rule.  Patriots wanted to separate themselves from Britain.  Some Patriots wanted to remain part of Britain, but they wished for the colonies to have more freedoms and choices.
Similar to those days, today in America most people belong to one of two political parties.  Democrats prefer a liberal way of thinking, while Republicans choose a conservative way of thinking.  
In the Colonial days, people were also upset about new taxes.  They disagreed with some of the new taxes imposed on them by the British Crown.  Today, people still disagree about taxes and tax reform.
Freedom was something that was valued in the Colonial era and it is something that is still valued today.  North America was a new frontier, and it was seen as a land of opportunity.  The United States is still seen as a land of opportunity for many people.

What was the importance of writing in the development of civilization?

Writing was very important in the development of civilization.  Civilization is, of course, possible without writing, but writing makes it much easier.  It does so because it allows people to keep records and it allows them to transmit and store information relatively easily.
Once a civilization reaches any really decent size, it needs a government.  In order to function, governments need to tax the people they govern.  Writing is very helpful for taxation purposes.  If you know how to write, you can write down who has how much property and how much tax they have paid.  You can have these records that allow you to make sure you collect all the taxes that are due.  You can also write down laws so that people can easily remember what they are from generation to generation.  Thus, writing is very helpful to governments, and governments are necessary for civilization.
Writing also helps develop civilization in other ways.  Businesses can benefit from writing.  They can keep records of who they have bought from and how much they have paid.  They can keep records of who they have sold to and how much, if any, money is owed to them.  Businesses, and people in general, can benefit from writing because writing can help them transmit and store information.  Imagine that one business owner wants to make a deal with another.  He can write a note to the other owner outlining the deal so the other owner can look it over and think about it.  When the two of them agree, they can write out a contract.  This contract stores the knowledge of what the deal was so they can both refer back to it and know exactly what they agreed to.  People can also write other things down.  They can write down ideas that they have had about science and technology.  They can write out their religious scriptures.  By doing these things, they make sure that they do not forget ideas that they have already had.  This allows them to build their civilization as well.
In these ways, we can see that writing is very helpful in the development of a truly complex society.  It helps allow government to exist and it makes it easier for people to do business and to pass down their laws, religious beliefs, and other ideas, thus helping to build their society.
https://www.livescience.com/2283-writing-changed-world.html

When Juliet find out Romeo's last name?

Juliet discovers that Romeo is a Montague in act 1, scene 5. She has just had a conversation with him and is infatuated. After their talk, she asks the nurse to find out his name and says something remarkably prophetic:

Go ask his name: if he be married.My grave is like to be my wedding bed.

Her words foreshadow the tragic events which are to follow later in the play.
Juliet is shocked when the nurse tells her that Romeo is a Montague, and she cries out in despair:

My only love sprung from my only hate!Too early seen unknown, and known too late!Prodigious birth of love it is to me,That I must love a loathed enemy.

Her statement refers to the age-old feud between the Capulets and the Montagues. The two families are lifelong enemies, and Juliet realizes that she has fallen in love with a member of a despised family. She grasps what the situation implies and the complications thereof. In her distress, she remarks that it is a pity that she has fallen for Romeo before actually knowing who he is. Her love will now be tarnished by the insidious presence of the two families' hatred for each other. It is in this sense, then, that her newfound passion has had a momentous birth.
Juliet's remark also makes it apparent that although she realizes that her love for Romeo may be an immense mistake, she will still love him. She states that she "must love a loathed enemy." It is as if she is destined to love him and has no choice in the matter.
It is this belief which informs Juliet's actions from this moment on and eventually culminates in great tragedy.

What is the significance of the Appomattox court house?

I assume you mean Appomattox Court House in Appomattox, VA, where Gen. Robert E. Lee finally surrendered to Union Army Gen. Ulysses S. Grant. This event, which took place on April 9, 1865, essentially marked the end of the U.S. Civil War, a conflict between the slave-owning South, which had become a Confederacy and seceded from the nation, and the Union in the North.
The U.S. Civil War lasted from 1861 to 1865 and was the deadliest war America ever fought. More Americans died in this conflict than in World War I and World War II combined. It shaped American History for years to come and is one of the country's defining events.
Lee's surrender at Appomattox followed on the heels of a last ditch battle that same morning—the Battle of Appomattox Courthouse. Lee was trying to move what was left of his army south to rejoin Confederate forces in North Carolina. His force was intercepted by the Union Army and almost destroyed. As such, he had no choice but to surrender. The Confederacy was already in dire straits by this point. Gen. Sherman had already gone on his famous march to Atlanta, destroying the southern railroads and burning towns and other infrastructure. There was little left of southern resistance by the spring of 1865.

greetings I need to write a comparative essay on Harry Potter and Huckleberry Finn on the theme "slavery" or social injustice focusing on similarities and differences between the two and applying a literary theory and I was thinking of applying Marxism on both. would that work? and how do I do that?

I think this would work very well. Assuming you are referring to the whole Harry Potter canon, there are several different elements you could bring in when applying a Marxist perspective to your criticism of the text, especially if we are taking into account both slavery and social injustice.
The best way to apply the Marxist perspective to a text is to interrogate it on the basis of how it presents class structures and systems of oppression. We can do this by literally asking questions about a text—for example: what social issues does this work present, and how do these impact the characters? How far do issues of politics, social structures, and economic difference affect the lives of the characters in the novels?
In Huckleberry Finn, we see literal slavery presented in the character of Jim, a black slave who has fled his owners. Alongside him, we have Huckleberry Finn himself, who has also been subject to a different kind of prejudice because of his status in the town as the son of a drunk who is looked down upon by others. Both Huck and Jim are from the lower echelons of society and are looked down upon for different reasons. They each have their own struggles, but at certain points, these struggles converge. Both suffer from economic deprivation.
In the Harry Potter novels, we have literal slavery presented in the form of the House Elves, whom Hermione attempts to free, but, critically, the vast majority of them do not want their own independence. How could we compare Dobby, for example, who does want his own independence, to Jim? What about the fact that Winky is freed against her will and becomes an alcoholic because of her inability to cope? There is certainly a parallel to be drawn between this and the difficulties faced by slaves in the South who, left unsupported after emancipation, did not know how to approach free life.
We can also consider the fact that society in the Harry Potter novels is split between wizards and Muggles; but, within this, there are gradations of prejudice. Hermione, a Muggle-born witch, is termed "Mudblood" by the pureblood Draco Malfoy. Pureblood wizards who marry outside of magical circles, like Andromeda Black, are exiled from their families. How does this interact with the fact that Ron, as a pureblood, is also economically disadvantaged because his family is both extremely large and extremely poor? We could argue that Ron has one form of political privilege, but that this works alongside another form of disadvantage. Meanwhile, Harry, as a wealthy pureblood, has privileges he feels he did not earn, and yet was forced to live in a cupboard in the Muggle world, treated as little better than a household servant. What could Rowling be trying to say in showing how Harry moves, apparently arbitrarily, between these two positions, depending upon the structure of the society in which he finds himself?
I hope this provides you with a helpful starting point. You can find more information about how to apply the Marxist perspective at the link below.
https://infogram.com/the-marxist-perspective-of-literary-analysis-1gg4qpzlr98521y

Provide a close reading of the following paragraph and how it relates to the novel theme of postmodernism. "And as for coincidences in books—there is something cheap and sentimental about the device; it can’t help always seeming aesthetically gimcrack. That troubadour who passes by just in time to rescue the girl from a hedgerow scuffle; the sudden but convenient Dickensian benefactors; the neat shipwreck on a foreign shore which reunites siblings and lovers. I once disparaged this lazy stratagem to a poet I met, a man presumably skilled in the coincidences of rhyme. 'Perhaps,' he replied, with a genial loftiness, 'you have too prosaic a mind?' 'But surely,' I came back, rather pleased with myself, 'a prosaic mind is the best judge of prose?' I’d ban coincidences, if I were a dictator of fictions. Well, perhaps not entirely. Coincidences would be permitted in the picaresque; that’s where they belong. . . . One way of legitimizing coincidences, of course, is to call them ironies. That’s what smart people do. Irony is, after all, the modern mode, a drinking companion for resonance and wit. Who could be against it? And yet sometimes I wonder if the wittiest, most resonant irony isn’t just a well-brushed, well-educated coincidence."

This passage is about the way in which art is artificial and cannot capture the reality of life, which is messy, does not follow a neat pattern, and cannot be organized by the devices used in literature. As the narrator, Geoffrey Braithwaite, says, "Words came easily to Flaubert, but he also saw the underlying inadequacy of the Word" (page 19). Postmodernism involves questioning the reality of art and recognizing its artifice.
In this passage, the narrator says that literary devices and coincidences in novels are "artificially gimcrack," which refers to something that is just for show and that is essentially contrived and fake. He refers to several examples of fake conventions in literature, including the troubadour who rescues a girl, the saviors that surface suddenly in Dickens, and a shipwreck that unites people. He mentions speaking to a poet about these falsities in literature, and the poet responds that the narrator might have a prosaic mind, meaning one that is dull and pedestrian. In a play on words, the narrator asks if a prosaic mind is best for understanding prose (writing that is not poetry). In other words, novels are best understood by people schooled in the messiness and disorder of real life. The narrator says that coincidences only belong in picaresque fiction, an early form of fiction that is exaggerated in its plot and characters. He says that the literati justify coincidences by utilizing irony, but they still amount to novelistic tricks.
This passage relates to the narrator's attempt to find order in real life that can only be found in fiction. Just as the narrator cannot figure out which parrot really belonged to Flaubert, neither can he really understand his deceased wife. He rails against the neatness of fiction and the way it deals with the complexities of life. In the end, he finds literature and art deceptively simple and artificial in many ways.

Calculus of a Single Variable, Chapter 9, 9.2, Section 9.2, Problem 8

Recall that an infinite series converges to a single finite value S if the limit of the partial sum S_n as n approaches oo converges to S . We follow it in a formula:
lim_(n-gtoo) S_n=sum_(n=1)^oo a_n = S .
The given infinite series sum_(n=0)^oo 4(-1.05)^n resembles the form of geometric series with an index shift: sum_(n=0)^oo a*r^n .
By comparing "4(-1.05)^n " with "a*r^n ", we determine the corresponding values: a = 4 and r =-1.05 .
The convergence test for the geometric series follows the conditions:
a) If |r|lt1 or -1 ltrlt1 then the geometric series converges to sum_(n=0)^oo a*r^n = a/(1-r) .
b) If |r|gt=1 then the geometric series diverges.
The r=-1.05 from the given infinite series falls within the condition |r|gt=1 since |-1.05|gt=1 . Therefore, we may conclude that infinite series sum_(n=0)^oo 4(-1.05)^n is a divergent series.

What are the main motifs or themes in Coming Through Slaughter by Ondaatje? What was Ondaatje's purpose in writing from such confusing viewpoints?

The novel tells the story of a renowned but neglected jazz musician in New Orleans, Buddy Bolden. Themes include the harsh demands of the creative life, and the hazy, sometimes vanishing line between creativity and sanity. The motif of jazz helps hold the story together.
A cornet player who contributed heavily to the innovative Dixieland style, Bolden nonetheless did not enjoy the fruits of fame during his lifetime. In fact, he abruptly disappeared from his normal life for a period of time, and the search for him provides much of the novel’s suspense. Furthermore, after he was located, he suffered from numerous problems, including alcoholism. Although he felt satisfied, even elated at some of the music he produced in that time, he later suffered a complete mental collapse. Bolden was committed and remained in the institution for more than twenty years, until his death.
While using numerous viewpoints may confuse the reader, this approach is consistent with the multiple characters who were involved in Bolden‘s life and times, including a detective and a photographer. Also, because he was a jazz musician, Ondaatje likely intended the pattern of the book to approximate the sometimes discordant, sometimes harmonious rhythms, or syncopation, of jazz.

Motifs and Themes
The main motifs and themes in Coming Through Slaughter by author Michael Ondaatje include the senses, creativity, sanity, and self-destruction. As an artist, Bolden sees the world in shades of color, in sounds and smells. The story's early setting is a pleasant sensory contrast to the horrors Bolden experiences in the underbelly of the New Orleans Red-Light District. Creativity is a theme that runs throughout Bolden's story as a musician and an artist, and it is creativity that leads him into madness.
When Bolden finally returns and joins a jazz band for one last performance, he reaches the peak of his musical career. In his mind, that performance is the culmination of all he has worked for and he will never get better than he is in that moment. He sees a strange girl who somehow anticipates his improvisations through her dance and Ondaatje suggests that this experience is what pushed him beyond the limits of his sanity. In this sense, creativity is both Bolden's reason for existing and the vehicle of his self-destruction.
Structure and Points of View
While confusing at times, the shifting points of view used throughout Coming Through Slaughter serve the purpose of introducing elements of the story through different perspectives. There are many events in the story after Bolden's disappearance that must be told through Webb's perspective. This enhances the suspense in the story, which is, at its core, a mystery. The early part of the story is told through Bolden's point of view in order to set up his character and introduce ideas and facts the reader can use to explain his disappearance through the detective's eyes. When Bolden finally returns, the reader is left to wonder what happened to him to cause such a significant behavioral change. Without the shifting perspectives, Bolden's story would lack such suspense and mystery.
The shifting viewpoints also mirror Bolden's descent into insanity. As the story progresses, his thoughts become more disorganized. Fragmented sentences such as "swimming toward the sound of madness" echo this theme on a smaller scale.

Who are the first three women Salzman describes?

In the story, Leo Finkle (a soon-to-be graduate of a rabbinical school) is looking for a wife. He enlists the help of Pinye Salzman, a marriage broker. For his part, Salzman shows Finkle the photographs of three women.
1) Sophie P. is twenty-four years old and childless. She has been a widow for a year; her husband died after about four months of marriage. Salzman insists that Sophie would be a good wife. She comes from a stable family, and her father has a thriving wholesale business. Sophie's father promises that she will have eight thousand dollars for a dowry. Leo passes on Sophie, insisting that he has never envisioned marrying a widow.
2) Lily H. is a high school teacher, with her own savings and a new Dodge car. She once lived in Paris for a year. Her father has been a practicing dentist for 35 years. Salzman states that Lily is pretty, intelligent, and multi-lingual. However, Leo passes Lily up because she is thirty-two years old, five years his senior.
3) Ruth K. is nineteen years old and an honor student. Her father is a stomach specialist and promises a thirteen thousand dollar dowry to the right bridegroom. Leo also passes up Ruth after Salzman reveals that she is lame on her right foot.

What do his actions in paragraph 3 say about him? What happens as a result?

In the third paragraph of the story, the sniper faces a dilemma. On the one hand, he wants to smoke a cigarette but, on the other, he knows that lighting the cigarette might give away his position to the enemy sniper. After thinking it over, the sniper goes ahead and smokes a cigarette.
This action reveals two key points about the sniper's character. Firstly, that he is prepared to take risks. Although he knows that he may give away his position, he is brave enough to face the consequences.
Secondly, the fact that he understands the consequences of lighting a cigarette shows that he is well-experienced in this role. He has a military background and has carried out this task before.
When the sniper lights the cigarette, his fear is confirmed. It reveals his position to the enemy sniper, causing the enemy sniper to fire a shot in his direction. Luckily, the shot misses the sniper but this near-miss forces him to develop a new plan to get safely off the roof.

What is the purpose of Dill in the story

In Harper Lee's To Kill a Mockingbird, Dill serves as the close friend and part-time neighbor of the protagonist, Scout Finch, and her brother, Jem. Dill offers much needed outside perspective on the town of Maycomb since he spends only summers there. His innocence brings to light the town's racism and the flawed nature of the judicial system (particularly in the actions and words of the prosecutor) during the trial of Tom Robinson. Dill is also a potential romantic interest, albeit a naive one, for Scout, with whom he discusses having a future with and even proposes to. 
Additionally, Dill gets both Jem and Scout interested in the mysterious Boo Radley, who they wish to see emerge from his house and shed his reclusive nature. It is Dill who first gives the children the idea of making Boo "come out."

How does Jonas feel when he is skipped at the Ceremony of Assignments? Why do you think he is skipped?

In The Giver, when he is skipped over at the Ceremony of Assignments, Jonas is "stunned." He wonders if he has not heard correctly.
However, when a sudden hush falls over the crowd, Jonas knows that everyone in the community realizes that the Chief Elder has moved from the group of Eighteens to Twenty, leaving a noticeable omission. For a moment, Jonas speculates that the Chief Elder has made a mistake, but he quickly dismisses this idea because the Chief Elder does not make mistakes, especially at the Ceremony of Twelve.
Now dizzy and unable to pay attention, Jonas does not hear the assignment the next boy receives, nor is he very aware of the applause as the boy returns to his place, wearing his new badge. Then, the next number is called, and this continues until the ceremony is near its end.

But she had skipped him. He saw the others in his group glance at him, embarrassed, and then avert their eyes quickly. He saw a worried look on the face of his group leader (Chapter 7).

Jonas tries to shrink from the view of others. He is afraid to turn and see his parents in the crowd while wondering "What had he done wrong?" (Ch.7). Soon, however, the Chief Elder apologizes to the crowd and especially to Jonas for causing him anxiety because she knows that they think she has made a mistake. Then, she calls Jonas to the stage and announces that "Jonas has been selected." These words imply that Jonas has been chosen to be the Receiver-in-training for the community.

Hamlet has a hard time being heroic. In fact, he has a hard time making up his mind about anything. It has been said by some critics that Hamlet is the first "modern" hero because he's so conflicted. In your estimate, is Hamlet a hero?

Whether Hamlet should be considered a "hero" is a matter of how you define the term "hero." In literary criticism, the term originates in Aristotle's Poetics. Aristotle is trying to define what makes an ideal protagonist for a tragedy. The hero, according to Aristotle, must be a figure who is greater and more noble than the average person. We must sympathize with them but also recognize that they have a character flaw that leads to their own downfall. The element of sympathy is required to evoke fear and pity at the character's reversal of fortune.
As Hamlet is a prince, braver and more intelligent than most, who suffers a reversal of fortune and with whom we sympathize, he fits the general profile of a legitimate tragic hero. There is nothing in the Aristotelian definition that requires immediate and unconflicted action. In fact, a genuine tragic hero is often faced with genuine and sometimes unsolvable dilemmas. Hamlet's wanting to be sure that Claudius is guilty before he kills him seems like good moral judgement rather than a sign of weakness. His treatment of Ophelia is more morally problematic, displaying a certain ruthless quality.

What comparison can you make between Macbeth's and Achilles's death?

Achilles’s death is not actually part of Homer’s Iliad, but the commonly accepted version of the story is that Paris shot an arrow into Achilles’s heel, the undefeated warrior’s only physical weakness. However, Achilles’s death is mentioned in Book 22 of the Iliad—right as Achilles has mortally wounded Troy’s fiercest fighter and Paris’s brother, Hector.
Hector asks that his body be delivered back to Troy so that he might have a proper burial. When Achilles refuses Hector’s dying request, Hector replies:

I know you truly now, and see your fate, nor was it mine to sway you. The heart in your breast is iron indeed. But think, lest the gods, remembering me, turn their wrath on you, that day by the Scaean Gate when, brave as you are, Paris kills you, with Apollo’s help (Book 22, A.S. Kline translation 2009).

Hector essentially predicts Achilles’s fate, but in order to compare Achilles’s death with Macbeth’s, you have to understand the reason behind Achilles’s demise.
It could be argued that Achilles’s desire for revenge on Hector for killing his friend Patroclus caused him to violate sacred rules about the proper treatment of an enemy’s corpse. In fact, Achilles even says he wishes he were angry enough to cannibalize Hector’s body—which Achilles says to Hector as he lies on the ground dying. This shows that Achilles was in the wrong for what he did to Hector’s corpse.
In addition, Achilles’s hubris causes him to ignore Hector’s warning. His prowess as a warrior coupled with his lust for revenge blind him to the possibility that he will die at Troy.
As for Macbeth, he possesses a similar hubris. His thirst for power, and willingness to do whatever it takes to keep it, causes him to overlook the witches’ prophecies in act 4, scene 1.
The first spirit that appears to Macbeth from the witches’ cauldron warns him to fear Macduff. However, the second spirit tells him not to fear “for none of woman born / Shall harm Macbeth” (4.1.83-84). The third spirit says that no man can hurt Macbeth “until Great Birnam Wood to high Dunsinane Hill / Shall come against him” (4.1.96-98).
Macbeth immediately deems the first prophecy irrelevant because he thinks the second and third are impossible. Therefore, he disregards Macduff as a threat.
In act 5, scene 4, Malcolm and his army are at Birnam Wood and decide to use branches from the trees to conceal their numbers as they approach Macbeth’s castle. Also in act 5, the reader learns that Macduff was born via caesarean section (“from his mother’s womb / Untimely ripped”). Both revelations show that Macbeth should have carefully considered the possibility of the prophecies coming true.
Ultimately, Macbeth is killed on the battlefield by an inferior fighter—just like Achilles by Paris—because he did not entertain the possibility of defeat.
Achilles and Macbeth were warned of the circumstances surrounding their deaths, but neither heeded those warnings. Therefore, their pride costs them their lives.

Precalculus, Chapter 9, 9.2, Section 9.2, Problem 36

a_4=16
a_10=46
To determine the first five terms of this arithmetic sequence, consider its nth term formula which is:
a_n=a_1+(n-1)d
To apply this, plug-in the given nth terms.
Plugging in a_4=16, the formula becomes:
16=a_1 + (4-1)d
16=a_1+3d (Let this be EQ1.)
Also, substituting a_10=46, the formula becomes:
46=a_1+(10-1)d
46=a_1+9d (Let this be EQ2.)
Then, use these two equations to solve for the values of a_1 and d. To do so, isolate a_1 in the first equation.
16=a_1+3d
16-3d=a_1
Plug-in this to the second equation.
46=a_1+9d
46=16-3d+9d
46=16+6d
30=6d
5=d
Then, solve for a_1. To do so, plug-in d=5 to the first equation.
16=a_1 + 3d
16=a_1+3(5)
16=a_1+15
1=a_1
Then, plug-in these two values a_1=1 and d=5 to the formula of nth terms of arithmetic sequence.
a_n=a_1+(n-1)d
a_n=1+(n-1)(5)
a_n=1+5n-5
a_n=5n-4
Now that the formula of a_n is known, use this to solve for the values of a_2, a_3 and a_5. (Take note that the values of a_1 and a_4 are already known.)
1st term: a_1=1
2nd term: a_2=5(2)-4=6
3rd term: a_3=5(3)-4=11
4th term: a_4=16
5th term: a_5=5(5)-4=21
Therefore, the first five terms of the arithmetic sequence are {1, 6, 11, 16, 21,...}.

What did the Great Society programs indicate about the federal government's changing role?

President Johnson’s Great Society program reflected the change in how people viewed the government’s role in our society. Beginning with the Great Depression, people began to expect the federal government to help people during difficult times. There were many programs that were part of the Great Society that reflected this belief.
Two programs dealt with health insurance. Both Medicare and Medicaid provide health insurance. Medicare provides health care for the elderly, while Medicaid provides health care for the poor. These programs act as a safety net for people who are in need.
President Johnson wanted to provide educational opportunities to help people increase their chances for success. The Head Start program allowed disadvantaged kids a chance to start school early. The Elementary and Secondary Education Act provided federal money for our nation’s public schools. This money was used to buy textbooks and library materials. It also helped fund special education programs.
President Johnson also wanted to help people get jobs. The Economic Opportunity Act created programs that helped people get jobs. The Neighborhood Youth Corps provided work-study opportunities for young, underprivileged people so they could a high school diploma and/or a college degree. The Job Corps was created to help unemployed people get work. The VISTA program was created to help people in underdeveloped regions of the United States. Volunteers would work to help people get better educational opportunities.
There were several civil rights laws that were also passed. The Voting Rights Act of 1965 made poll taxes and literacy tests illegal. These had been used to deny African Americans the right to vote. The Civil Rights Act of 1964 banned segregation in public places.
President Johnson’s Great Society program reflected the belief that the federal government should help those in need.
https://www.asu.edu/lib/archives/goddard/governor8.htm

https://www.nationalservice.gov/programs/americorps/americorps-programs/americorps-vista

https://www.ushistory.org/us/56e.asp