What is the difference between genre and style?

This seems like a far more general question than one that is directed towards Romeo and Juliet, so I am going to address it more generally. A genre is a category of books, while a style is the manner in which the writer writes, rather than the content of the book.  

When I was in the eighth grade, in library class, we were taught to memorize a little passage on how books are categorized in the library. The first sentence stated that "Books are divided into fiction and non-fiction."  So, those are the two basic categories.  But there are so many sub-categories.  For example, in non-fiction, there are memoirs and biographies.  In fiction, there are science fiction and fantasy, mysteries, romances, historical novels, and so on.  Each of these is a genre, really, not all that different from how we categorize movies. 

Style is a combination of tone, word choices, syntax, and other means of expression on the part of the author that have little if anything to do with the content of the text.  Just as people have different speaking styles, some very informal and others very formal, some creating vivid imagery and some just providing the facts, writers have different writing styles that are often identifiable.

Why was it a mistake for Tom Robinson to say he feels sorry for Mayella? How will it affect the jury?

Basically, for Tom to say that he felt sorry for Mayella was to violate the unwritten racial etiquette of Maycomb and of the Jim Crow South more broadly. He was rising above his station by saying that he felt sorry for her. Though Mayella lived in grinding poverty and had a seemingly useless father, she was white, and that, in the eyes of many people, made her superior to Tom. Scout immediately perceives that Tom has erred in making this statement, and Gilmer, the prosecutor, immediately seizes upon it by sneering at the very idea that the accused man could feel pity for a white woman. Atticus tries to address it in his closing statement when he describes Tom as a "quiet, humble, respectable Negro who had the unmitigated temerity [nerve, or audacity] to 'feel sorry' for a white woman" (204). Atticus is mocking Gilmer's emphasis on this testimony from Tom, but Scout correctly recognizes that it will not help Tom's cause, and that it risked alienating the all-white jurors.

A person has a weight of 500 N. If he wants to lie on a bed of nails, the pressure must be less than 5N/cm2. Each nail has an area of 0.005cm2. How...

By definition, pressure is the force over the area on which it is uniformly distributed, and in our case, the force considered to be perpendicular to that area as well. 

Denote the number of nails as K, then their total area A will be `0.005*K cm^2.` The force F is known: it is 500 N. So the pressure `P = F / A = 500 / (0.005 * K) = 10^5 / K (N / (cm^2)).`

And by the conditions it must be less than `5 N / (cm^2).` This is an inequality and we can solve it for K.

`10^5 / K lt 5` is equivalent to `K gt 10^5 / 5 = 20,000.` This is the answer: the number of nails must be greater than 20,000. 

In the Declaration of Independence, by whose authority do the representatives declare independence from Britain?

The answer to this question can be found at the end of the Declaration of Independence.  It is at that point that the signers actually come around and say that they are breaking away from England.  Before that, the document had been giving reasons why the colonists would be justified in breaking away, but it never actually said that they were.  Towards the end, the signers explicitly state that they are breaking away and they say that they are doing so by the authority of the people of the American colonies.

In the Declaration of Independence, Thomas Jefferson (who did most of the work of writing the document) emphasizes the importance of democracy.  He says, among other things, that government can only have legitimate authority if the people consent to be ruled by that government.  If Jefferson is going to say that democracy is important, he needs to appeal to democracy when he says that the colonies are breaking away from England.  He has to say that the people approve of this step or else the step will not be democratic and will be illegitimate.  This is why Jefferson says that

We, therefore, … do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States…

Clearly, then, the representatives who signed the Declaration of Independence are claiming that the authority of the people of the colonies is what gives them the right to declare independence. 

What role does nature play in Helen's learning?

Helen Keller was a year old when she lost her eyesight and hearing due to an illness.  Before this, she was a baby who enjoyed nature.  Her mother noticed that as a baby Helen was "attracted by the flickering shadows of leaves that danced in the sunlight on the smooth floor" (The Story of My Life, Chapter I).  After she became deaf and blind, Helen continued to be drawn to nature.  She enjoyed spending time in the garden on her family's property:

What joy it was to lose myself in that garden of flowers, to wander happily from spot to spot, until, coming suddenly upon a beautiful vine, I recognized it by its leaves and blossoms, and knew it was the vine which covered the tumble-down summer-house at the farther end of the garden!  Here, also, were trailing clematis, drooping jessamine, and some rare sweet flowers called butterfly lilies, because their fragile petals resemble butterflies' wings.  But the roses–they were loveliest of all.

Nature comforted Helen in a time when her life was filled with darkness.  She was frequently frustrated because she could not communicate effectively.  Miss Sullivan arrived, and she taught Helen to communicate using the manual alphabet.  This changed Helen's life.  Miss Sullivan also taught Helen about nature:

... I had my first lessons in the beneficence of nature.  I learned how the sun and the rain make to grow out of the ground every tree that is pleasant to the sight and good for food, how birds build their nests and live and thrive from land to land, how the squirrel, the deer, the lion and every other creature finds food and shelter.  As my knowledge of things grew I felt more and more the delight of the world I was in.  Long before I learned to do a sum in arithmetic or describe the shape of the earth, Miss Sullivan had taught me to find beauty in the fragrant woods, in every blade of grass, and in the curves and dimples of my baby sister's hand (Chapter V).

Before her lessons about nature with Miss Sullivan, Helen had merely appreciate nature.  Her teacher taught her how to understand it and also to appreciate it on a deeper level.  Helen loved learning about nature.  Throughout her life, Helen appreciated nature and learned about it wherever she went.

What elements of his life with the gang seem to cause Ponyboy inner conflict in The Outsiders?

From the very first page of the novel, it is clear Ponyboy feels different from the other members of his gang, The Greasers. He explains he went to see a movie by himself because "When I see a movie with someone it's kind of uncomfortable, like having someone read your book over your shoulder. I'm different that way. . . nobody in our gang digs movies and books the way I do. For a while there, I thought I was the only person in the world that did." It appears that Ponyboy has always had a different way of thinking about things than other Greasers. He cares about school and likes to read and think deeply about the world around him.  

Most Greasers seem to have accepted life the way it is, but Ponyboy questions the world around him and wonders what life might be like if things were different. Ponyboy doesn't seem to hate the Socs as much as other Greasers. Instead, he wonders what the Soc girls are like, and "Why did the Socs hate us so much? We left them alone." His confusion is only exacerbated by his friendship with Cherry Valance. He was always taught to see all the Socs as enemies incapable of kindness or warmth, but Cherry does not seem to fit this mold.  

By the end of the novel, Ponyboy comes to understand the Socs are young people with lives and problems of their own, just like the Greasers.  

"It is erroneous to look at 19th century as a period of change and the pre-1800 period as one during which many East African societies were...

There's basically no such thing as a static period in history. Things are always changing; it's simply a matter of degree. Compared to the rapid change of today, almost any historical period is going to seem stagnant. Since the Industrial Revolution, the pace of technological, economic, and political change has increased, and continued to do so until it reached breakneck speed in the 20th century. (It may finally be slowing down in the 21st. Maybe.)

Unfortunately almost all the only good records we have from pre-1800 East Africa are from European sources, which were beyond biased. They depicted African people as violent savages, barely above animals. We know this isn't true, but unfortunately it's very difficult to know what life was like in African cultures during that time, as hardly anything was written down by indigenous populations.

So what we do know is as follows:

Starting around 1460, Portugal conquered territory in Africa and established the slave trade. During the period from 1600 to 1800, Portugal begins to lose its dominance as other European (mainly Dutch and British) colonists conquered territory in large swaths of Africa and dramatically expanded the slave trade, establishing the "triangular trade" network where goods from Europe (especially guns and alcohol) are brought to Africa, used to buy slaves, then brought to North America or the Caribbean to be sold for other products such as sugar cane and tobacco that are then brought back to Europe. The merchants made a profit at every stop along the way.

Also important especially during the earlier part of this period was Ethiopia, one of the first Christian cultures in Africa and for a time a significant world power. Around the 16th century they began to decline, and then once foreign powers from Europe and the Middle East started taking over they fell apart completely.

Over the 17th to 19th centuries, the kingdom of Rwanda became very powerful, conquering a number of smaller kingdoms in the region. In the 17th century the Luba kingdom also became very important, in what is now Tanzania.

But for all we do know about what was happening in East Africa during this time, the really striking thing is how much we don't know; we've tried to piece it together with archaeological findings and what few records we can find, but it's not easy. One reason why it might seem stagnant to our modern eyes is simply that anything seems stagnant if you don't know about all the changes going on.

Who is the current president of the United States?

The current president of the United States is Barack Hussein Obama, serving his second four-year term in office, which expires when a new president is sworn in in January.  American presidents serve a four-year term, renewable once; currently several candidates are campaigning to replace him in 2017, the main party candidates being Hillary Clinton (Democrat) and Donald J. Trump (Republican).  The president is chief executive of the Executive branch of the government, responsible for executing the duties of various government agencies, and for representing the country in international matters like treaties and trade agreements (the other two branches are the legislative branch, which is responsible for making laws and determining how government funds are spent, and the judicial branch, responsible for interpreting these laws and adhering to the U.S. Constitution.) The president is also commander-in-chief of the Armed Forces.

How would you describe Santiago's character in Ernest Hemingway's The Old Man and the Sea?

During the course of the short narrative of The Old Man and the Sea, Ernest Hemingway sets up Santiago as a dignified and humble individual who heroically strives against great odds. Though the story begins with Santiago's recent (and prolonged) failures as a fisherman, Hemingway's characterization doesn't evoke an overabundance of pity; instead, as we get to know Santiago, we begin to understand that he stands apart from either his successes or his failures in the professional realm. His dignity and stoic strength exist apart from catching (or failing to catch) fish, resting instead upon his bravery in the face of extreme toil and struggle. Furthermore, Santiago reveals himself as a man with great respect for nature, as his epic battle with the marlin causes the old fisherman to admire the fish and almost regret catching it. All in all, Santiago proves himself to be a man who possesses not only astounding inner fortitude and nobility, but also profound humility, as he shows he is not afraid to respect forces whose strengths are greater than his own.  

In the book The Mosquito Coast, what is the relationship between Allie Fox and his son Charlie Fox? How does it change throughout the book?

In Paul Theroux's The Mosquito Coast, characters face constant physical and psychological challenges and yet rather than grow from these experiences, they progressively devolve into smaller, more helpless versions of themselves.

Charlie Fox (the book's narrator) and his family are uprooted from where they live in small town Massachusetts to a remote area in Honduras by their father, the increasingly mad Allie Fox. Allie detests American culture and strongly believes that if man possesses a strong work ethic, man has no need for God; he can just depend on himself to achieve whatever he desires. Charlie wholeheartedly believes his father's rantings, even accepting the lie that America is in demise.

In Honduras, Allie creates a new Do-It-Yourself lifestyle for his family. However, in his struggle to preserve this lifestyle and enact the unbendable rules of his own making, Allie becomes increasingly mad to the point of physically and psychologically tormenting the family. In one example, he forces Charlie to sit on a boulder until the tide washes in to make Charlie prove his loyalty to him.

Charlie's view of his father changes throughout the book as he quickly realizes that Allie is far from the perfect self-made man he has claimed to be. After encountering a group of missionaries and learning that America is still intact and thriving, Charlie comes to abhor his father. He and his brother, Jerry, consider killing him. Charlie's relationship with Allie changes in that he become less and less fearful of him, turning the respect and devotion he once had for him into hatred. 

What are three specific changes that take place in Roaring Camp after the birth of Luck?

The changes to the camp emanated from Luck's arrival there. First, the town decided to spruce up the cabin where Luck lived: "It was kept scrupulously clean and whitewashed. Then it was boarded, clothed, and papered." When one place starts to look nicer, the surrounding places look worse, so people will naturally start to spruce up their places. As such, Tuttle's grocery installed some new carpet and mirrors.

The next change was in the personal hygiene of the campers. Because Roaring Camp was a mining camp and its inhabitants mostly men, personal hygiene was not of the utmost importance. But, because Luck was a baby, Stumpy (his guardian) would not allow anyone to hold him unless that man was clean. Kentuck, a man who on the outside would seem the least likely to care about a baby, would not allow his slovenly appearance to keep him from the baby, so "he thereafter appeared regularly every afternoon in a clean shirt, and face still shining from his ablutions."

Finally, because Luck was a baby, the camp needed to be quiet so he could sleep:

The shouting and yelling which had gained the camp its infelicitous title were not permitted within hearing distance of Stumpy’s. The men conversed in whispers, or smoked with Indian gravity. Profanity was tacitly given up in these sacred precincts, and throughout the camp a popular form of expletive, known as “D—n the luck!” and “Curse the luck!” was abandoned, as having a new personal bearing.

Music was still permitted, because it was thought to be lulling to the child, who would fall asleep to "Man 'o War Jack" singing him a sailor's song that soothed him to sleep.

The town was being changed, inside and out, because of the arrival of this one child.

When might the use of gestures help facilitate communication between a health care provider and a patient?

Physical gestures or body language can be helpful and even vital when a health care provider and a patient have a language barrier. In circumstances where the patient and health care provider do not at all speak the same language, gestures may be used to express information about symptoms, onset of injury or illness, and possible treatments, as well as for requesting and affirming consent to examination or treatment. Even when a patient and provider do speak the same language, sometimes there is a barrier in terms of specialized terminology. Doctors and nurses are trained to use a highly specific and technical form of language, and not every patient will be prepared to communicate this way. A patient who cannot describe very specific body parts or symptoms may use gestures to approximate the information a health care provider needs.

As much as the action of physical gestures can convey information, refraining from gesture may say just as much. People who suffer from long-term or chronic pain in a part of the body may come to "favor" this body part by trying to use it as little as possible. This restraint from movement may go on for so long that it is accepted by the patient as a normal part of life and they may not feel it needs addressing by a doctor. Even in cases of long-term, accepted or relatively ignored pain, attention should be given to the illness or injury by a health care provider. The ways in which we do not gesture where most people would can help a physician notice health problems a patient has not vocally expressed. 

Health care providers can learn as much from their patients' use or disuse of physical gestures as they can learn from verbal expression — sometimes more!

In 1984, what are some examples of peer pressure?

One of the earliest examples of peer pressure comes in Part One, Chapter One of 1984 when Winston and his colleagues take part in the Two Minutes Hate. In this daily ritual, Party members openly express their hatred towards Oceania's biggest enemy, Emmanuel Goldstein. Whether a Party member feels true hatred towards Goldstein is irrelevant (as in Winston's case). In fact, the Two Minutes Hate is more about fitting in with those around you so that, over time, this behavior becomes normal:

Of course he chanted with the rest: it was impossible to do otherwise. To dissemble your feelings, to control your face, to do what everyone else was doing, was an instinctive reaction.

Similarly, there is another example of peer pressure in the next chapter when Winston does some repairs for his neighbors, Mr. and Mrs. Parsons. Through the Parsons' children, Orwell creates a situation in which Mrs. Parsons is forced to behave in a specific (and extremely orthodox) way for fear of being exposed to the Party by her own children:

With those children, he thought, that wretched woman must lead a life of terror. Another year, two years, and they would be watching her night and day for symptoms of unorthodoxy.

My topic is which Greek god or goddess is strongest and I picked Athena. How would I put together a thesis statement?

Athena is one of the most interesting goddesses of the Greek pantheon. She is the patron goddess of the city of Athens, and is both a war goddess and goddess of wisdom. She is an expert in weaving and is often symbolized by an owl. She generally is associated with all forms of skill and craft, including innovations in agriculture and animal husbandry and the gift of olive cultivation to Athens. In Homer, she is the patron of Odysseus. 

Unlike most gods and mortals she was not born normally, but emerged full grown from the head of Zeus. Thus she had a virgin birth and was herself a virgin goddess; much of the iconography of Athena became assimilated to the Virgin Mary in the Christian era. 

For a thesis, you might focus on comparing Athena with Ares, emphasizing that she is actually more valuable in war because of her wisdom; rather than simply charging blindly ahead, she is a clever strategist. 

What does Brent consider at the end of Paul Fleischman's novel Whirligig?

At the end of the novel, Brent considers traveling before going home. With his whirligig project finished, Brent believes that he can confidently face his parents and Lea's mother again. He is also looking forward to starting at a new school in the fall.

Realizing that his bus pass does not expire for three weeks, Brent considers visiting New Hampshire and Vermont. He also thinks that he may enjoy camping on Lake George in New York state. After all, someone he had met at the contradance had just returned from a canoeing trip there. Brent also contemplates building more whirligigs; he imagines that he may make a lifetime project of it and perhaps even deposit a whirligig in all fifty states in America.

`h(t) = sin(arccos(t))` Find the derivative of the function

This function is a composite one, it may be expressed as `h(t) = u(v(t)),` where `v(t) = arccos(t)` and `u(y) = sin(y).` The chain rule is applicable here, `h'(t) = u'(v(t))*v'(t).`

This gives us  `h'(t) = -cos(arccos(t))*1/sqrt(1-t^2).`

Note that `cos(arccos(t)) = t` for all `t in [-1, 1],` and the final answer is

`h'(t) = -t/sqrt(1-t^2).`

We may obtain the same result if note that `sin(arccos(t)) = sqrt(1-t^2)` for all `t in [-1, 1]`  (`arccos(t)` is non-negative and therefore square root should be taken with plus sign only).

What literary technique is used in the sentence, "there were other ways of making people into ghosts" from To Kill a Mockingbird.

There were many rumors around Maycomb about Boo Radley.  Miss Stephanie, a notable gossip, said that Boo had been "locked in the courthouse basement" for a time.  According to her, Boo was eventually sent home and his father kept him out of sight from the neighbors.  No one ever saw Boo around the neighborhood or in town.  Jem's theory was "that Mr. Radley kept him chained to the bed most of the time."  Atticus disagreed with this outrageous idea.  He told his son that he disagreed with him, and "that there were other ways of making people into ghosts."

The phrase "making people into ghosts" is a metaphor.  Atticus was referring to the fact that Mr. Radley somehow kept his son inside the house.  No one ever saw him, so it was as if he were no longer living, like a ghost.  Mr. Radley made Boo into something like a ghost by keeping him away from neighbors and townspeople.

How might Shakespeare's relationship with King James I have influenced Macbeth?

King James I was a generous patron to Shakespeare, and his patronage resulted in Shakespeare's becoming quite wealthy. Because of this, Shakespeare tended to alter his source materials and insert references that flattered King James into many of his works.

The setting of the play and its use of medieval Scottish source material is connected to James' own Scottish heritage. Rather than treat, as the source material did, usurpation of a throne as a relatively ordinary occurrence of the period and Macbeth himself as a relatively decent ruler who killed his predecessor and was in turn murdered, Shakespeare emphasizes the legitimacy of Duncan's authority and the heinousness of Macbeth's rebellion against his rightful king. This emphasis on the legitimacy of kingship and the awful consequences of rebellion would obviously meet James' approval.

Finally, the play is deeply religious in focus, concerned witchcraft and filled with Biblical allusions, two key interests of King James. 

What are some ways the character Milberry is curious?

I'll list and discuss some quotes below that might be taken as indirect evidence for Berry's potential for curiosity, but to my mind, he's more of an observant person rather than someone who actively tries to find out what's going on. That is, he realizes what's happening around him; he picks up on little details that other people might not notice, but he never asks any questions or attempts any experiments. That's what we'd expect curious people to do; Berry doesn't.

1. "'Besides...the ways of white folks, I mean some white folks, is too much for me. I reckon they must be a few good ones, but most of 'em aint good--leastwise they don't treat me good.'"

Above, Berry is musing on the way in which he's treated by white people. You might say that he's curious about it because he notices that it doesn't quite make sense to him. He never did anything to offend these white people, so why are they treating him so poorly? This is what he wants to know. Consider, also, his statement about how there must be "a few good" white people around. But notice that he doesn't ask around about this or try to satisfy his curiosity, if he is indeed truly curious about it.

2. "But what really worried Milberry at this place was that he seemed to sense something wrong--something phoney about the whole house--except the little crippled kids there like himself because they couldn't help it."

Above, Berry is noticing that things are just not right about the way the summer home is run. He even notices how the landscape itself seems lonely, and how the staff is always cranky and complaining. Berry also observes how Mrs. Osborn's attitude changes whenever she's around Dr. Renfield. Further, he notices how the quality of food improves if and only if the staff members are trying to impress someone:

"Funny how the food ain't nearly so good 'cept when some ma or pa or some chil is visitin' here--then when they gone, it drops right back down again... Po' little children."

However, all of this is still Berry just noticing and not examining or questioning.

3. "Somehow, he thought he wouldn't even stay there and work it if wasn't for the kids... And he made up stories out of his own head just for them--po' little crippled-up things that they were--for Berry loved them, too."

Based on the quote above, you might say that Berry's intuition and creativity are characteristics we'd expect, also, from someone with curiosity. But this wouldn't help you prove that Berry is actually curious.

So what I'm getting at is that, even we read the text of the story very closely, all we'll really find is evidence of Berry's powers of observation, his intuition, and of course, his kindness. But if you're looking for evidence of his curiosity, you'd really have to stretch the existing meaning of the text.

What types of mood and atmosphere are found in the book Frankenstein?

I would say the primary mood/ atmosphere in Mary Shelley's Frankenstein is one of foreboding or dread. Consider, for instance, that we get most of Frankenstein's story after the events of the tale have occurred; in other words, Frankenstein is telling us his story retrospectively, allowing him to reflect on his story as he tells it. Thus, it's easy for him to infuse his tale with a strong feeling of dread and ominous foreboding, as he already knows what happens. Moreover, it's clear from the start that Frankenstein's experiments are a bad idea and will only result in something evil, and the monster's stalking of Frankenstein and those closest to him builds a sense of dread. All in all, the story has a mood of building terror, and we get the sense that we as readers are also being haunted by some monstrosity. That said, it's hard not to sympathize with the monster once we meet him. As such, the mood also involves a sense of melancholy, or even tragedy.

In Shakespeare's Romeo and Juliet, how long does it take for Romeo and Juliet to fall in love?

Romeo and Juliet literally fall in love at first sight. They encounter each other at the Capulet (Juliet's family) masque, or costume party, and they do not know each other when they meet. Romeo, upon viewing Juliet, is stricken by her beauty, saying:

Did my heart love till now? Forswear it, sight!
For I ne'er saw true beauty till this night.

Of course, he has been wailing over his unrequited love for Rosaline previous to this encounter, so the audience realizes that he has, in fact, loved before. But he is obviously smitten, and approaches her, and when she returns his kiss, it is equally obvious that she feels the same way. This is confirmed when she asks the Nurse for Romeo's name, saying that "if he be married / My grave is like to be my wedding bed." In other words, just seconds after meeting Romeo, she has resolved either to marry him or never marry at all. So it is clear that Romeo and Juliet have instantly fallen in love (even if we may ask at this point in the play whether theirs is a mature love or simply an impulse of youth).

How does a nucleus function like a mayor?

If we were to think of a cell as a city, we can think of various organelles as components of the city. In such a scenario, we can think of the cell's nucleus as the mayor of the city. A nucleus controls all the activities of the cell and can be thought of as the boss of the cell (since it regulates all the activities). Similarly, a mayor of a city controls all the activities of the city and regulates them, as and when needed. The nucleus uses DNA (deoxyribonucleic acid), which houses genetic information, to direct the protein synthesis and thus control cell's activities. Similarly, the mayor uses the city's blueprint to help him decide on what needs to be done.  

We can also think of other roles for cell's organelle; cell membrane can be thought of as the city limits or borders, ribosomes can be thought of as workers, DNA can be thought of as the city's blueprints, etc.

Hope this helps. 

What is so important about the ending scene in The Last Lecture?

The final scene of The Last Lecture is so important because it reveals Randy's real purpose.

Randy opens The Last Lecture by saying his work is "not about dying." Rather, the lecture is about how to live. Randy accentuates this with talking about his life experiences and the lessons he learned. Throughout the work, the feeling is that Randy is trying to give a primer to the audience as to how life should be lived and what should be done in it to make it more meaningful.

The final scene challenges this idea. It is so important because Randy tells us the real reason why he decided to give the talk: "The talk wasn’t just for those in the room. It was for my kids.” When Randy tells us the talk was intended for his children, we understand he truly is going to die. What we witnessed was a dying father's wish for his children because he will never get to see them grow up. The lecture is a way for Randy to transcend his own limitations and speak to his kids after he is unable to do so. When this revelation dawns on the reader in the final scene, it adds poignancy to a work that is replete with it.

In Behind the Beautiful Forevers, is there a chapter or section in the story that describes a wall separating two different worlds?

Katherine Boo describes a wall that separates the poor people who live in Annawadi slum from the wealthy people who drive past the slum on their way to and from the international airport. This is also the wall that gives the book its name. 

Boo describes the wall as follows: 

"The airport people had erected tall, gleaming aluminum fences on the side of the slum that most drivers passed before turning into the international terminal. Drivers approaching the terminal from the other direction would only see a concrete wall covered with sunshine-yellow advertisements. The ads were for Italianate floor tiles, and the corporate slogan ran the wall's length: "BEAUTIFUL FOREVER BEAUTIFUL FOREVER BEAUTIFUL FOREVER." (pg. 36-7)

The purpose of this wall is to hide the poverty of the slum from the rich people who come to Mumbai for business, diplomacy, or tourism, and it is successful in doing that: Boo writes that, with the wall built, "only the smoke plumes of Annawadi's cooking fires could now be seen." The rest of Annawadi is hidden.

The purpose of Boo's book is to make the struggles of the people living in Annawadi visible. That is why the book is called, Behind the Beautiful Forevers.

How would you compare and contrast the characters of Sidi and Baroka in The Lion and the Jewel?

Sidi is considered the "jewel" of Ilujinle and becomes famous after a foreign photographer publishes her pictures in a magazine. Although she is beautiful, Sidi is rather unintelligent and conceited. She brags about her physical appearance and mocks Baroka when she visits his home.

Baroka is the Bale of Ilujinle and a prestigious member the village. He is also outgoing and admired by others. In his youth, Baroka was known for his physical strength and masculinity, similar to the way Sidi is identified by her beauty and femininity. Although Baroka still possesses much of his strength, he is getting older and his perception throughout the village is beginning to change. Unlike Sidi, Baroka is very wise. He devises a plan to woo Sidi.

Baroka is also a supporter of traditional ways of life and opposes modernity. At the end of the play, Sidi decides to marry Baroka, demonstrating her affinity for traditional culture, which she shares with Baroka.

A water tank with a height of 3.6 meters and a diameter of 1.8m has a capacity of 2,000 liters. After a few days of rain the tank is halfway...

There is something missing from this question and it has not been setup correctly. 

Density is a ratio of mass to the volume of a substance. That is,

density = mass of the substance / volume of the substance

In this question, we are given the dimensions of a cylindrical tank and its capacity. We are not given the mass of water it can hold. All the given dimensions are for length and volume and not mass. In absence of that information, density cannot be calculated.

Also, the volume of the tank has some issues. For example, the volume of the tank, as per the given dimensions, is:

volume = `pi` r^2 h = `pi` (1.8 /2)^2  x 3.6 = 9.156 m^3 = 9,156 L

With the given dimensions, the volume of the tank is over 9000 l, yet the question states it can hold only 2000 l of water.

Also, the information about the half filled tank during rain is not useful.

Thus, in absence of information about mass and clarity with volumetric data, density cannot be calculated. 

If instead the question stated that the tank with the given dimensions can hold 2000 kg of water, then density could have been calculated as:

density = 2000 kg / 9156 l = 0.22 kg/l (which is very less compared to the actual density of water)

 Hope this helps. 

`y = ln(cosx) , [0,pi/3]` Find the arc length of the graph of the function over the indicated interval.

The arc length of a function of x, f(x), over an interval is determined by the formula below:

`L=int_a^bsqrt(1+((dy)/(dx))^2)dx`

So using the function given, let us first find `(dy)/(dx):`

`d/(dx)(ln(cos(x)))=(1/(cos(x)))*(-sin(x))=-(sin(x))/(cos(x))=-tan(x)`

We can now substitute this into our formula above:

`L=int_a^bsqrt(1+((dy)/(dx))^2)dx=L=int_0^(pi/3)sqrt(1+(-tan(x))^2)dx`

Which can then be simplified to:

`L=int_0^(pi/3)sqrt(1+tan^2(x))dx=int_0^(pi/3)sqrt(sec^2(x))dx=int_0^(pi/3)sec(x)dx`

Then you find the definite integral as you normally would.  (Using the method shown on the link below, you can find the integral of sec(x).)

`L=int_0^(pi/3)sec(x)dx=ln|sec(x)+tan(x)|_0^(pi/3)`

`L=ln(sec(pi/3)+tan(pi/3))-ln(sec(0)+tan(0))=ln(2+sqrt(3))-ln(1+0)`

`L=ln(2+sqrt(3))-ln(1)=ln(2+sqrt(3))~~1.32`

So the exact value of the arc length of the graph of the function over the given interval is `ln(2+sqrt(3))`

which is approximately 1.32.

What are Okeke's objections to his son's marriage in "Marriage is a Private Affair"?

In Chinua Achebe's short story "Marriage is a Private Affair" Nnaemeka, who is from the Ibo ethnic group, lives in the modern Nigerian city of Lagos where he is engaged to Nene, an Ibibio woman. In the opening of the story, Nnaemeka hasn't yet told his father, who lives in a rural village, about his upcoming marriage to Nene. He is hesitant to do so because he believes his father will object. In fact, his father, Okeke, has three major objections to Nnaemeka's choice of a wife. His biggest concern is that Nnaemeka has broken tradition by marrying outside their ethnic group. Okeke and the other village men claim that no man from their village has ever "married a woman who spoke a different tongue." The men also say that Nnaemeka must be sick and he needs to take an herbal remedy called Amalile. Secondly, Okeke is upset with his son for not marrying a village girl named Ugoye. It was typical of Ibo fathers to arrange the marriages of their offspring. In this way, Nnaemeka is also breaking tradition. Finally, when Okeke learns that Nene is a school teacher, he argues that the Bible prevents women from being teachers. He cites the letter of St. Paul to prove that women "should keep silence." The clash between father and son doesn't prevent Nnaemeka from marrying Nene.

Compare and contrast the politics, culture, customs, architecture, and economy that Kerbouchard finds in the cities of Cordova and Paris. Support...

Geography plays a significant role in The Walking Drum by author Louis L'Amour. This novel is set in the Middle Ages and takes place in multiple locations throughout Europe and the Middle East. Kerbouchard, the story's main character, is forced to flee his homeland in Brittany to escape a corrupt government official. He escapes to Spain and the city of Cordova, where he poses as a scholar. Kerbouchard himself notes the importance of setting in a person's life when he comments, "Up to a point a person’s life is shaped by environment, heredity, and changes in the world about them."

Kerbouchard's Time in Cordova

While living in Cordova, Kerbouchard moves inland and lives as a scholar. He soon discovers that the city is rife with the same political corruption he fled in Brittany. In this way, Cordova is far more similar to his homeland than he ever expected. The city features a blend of Spanish and Moorish culture, and Kerbouchard falls in love with a young Moorish girl named Aziza. The slavery that is prevalent in the area leads to culture shock for Kerbouchard. During his time in Spain, he finds the European style of government to be heavily oppressive and the politics to be all-consuming.

Kerbouchard describes Cordoba as exciting, boisterous and prosperous. The economy is thriving despite the political corruption, or perhaps on account of it. Unlike Brittany, reading is widely encouraged in Cordova and Kerbouchard is highly valued for his studious nature. This atmosphere of intellectual freedom is epitomized in the quote, "Reading without thinking is nothing, for a book is less important for what it says than for what it makes you think.”

Kerbouchard's Time in Paris

Kerbouchard finds Paris to be different from Cordova in the sense that it is less open to outsiders. He quickly offends a local teacher and finds himself on the outs in this close-knit society. Parisian architecture is much more gothic than the open halls and arched doorways he saw in Cordova. The book paints Paris as darker in general, both in aesthetic and in tone. Kerbouchard encounters many artists in Paris, including a troupe of acrobats and several caravans. He and his companions have far more hostile encounters in Paris than in Cordova. Much of Kerbouchard's time in France can be characterized in this passage, which is also the origin of the book's name: "We often sang as we marched, and there was always the sound of the walking drum, a sound I shall hear all my life, so deeply is it embedded in the fibers of my being..."

To summarize Kerbouchard's experience in both cities, Cordova is a thriving, open society with a robust economy and an appreciation for the intellectually gifted. Paris is a far more religious city with greater economic disparity and Kerbouchard is less welcomed as a scholar than he is as a warrior.

Three charges, -25 micro coulomb, +50 micro coulomb and -40 micro coulomb are placed at three coners A, B and C of a square of side 10 cm....

Hello!

The electric potential at the distance R from a point charge Q is equal to `1/(4 pi epsi_0) Q/R,` where `epsi_0` is the electric constant, its value is about `9*10^(-12) F/m.`  Also it is known that the potential of a system of point charges is additive (the total potential is the sum of the point potentials).

Note that the charge must be taken with the sign and in coulombs, not micro coulombs. The distance must be taken in meters. The unit for electric potential is Volt.

In this problem the three charges are given and the distances are easy to determine, `0.1 m,` `0.1 sqrt(2) m` and `0.1 m` respectively.

So the total potential is

`1/(4 pi epsi_0)*10^(-6)*(-25/0.1 + 50/(0.1 sqrt(2)) - 40/0.1) approx -1/(4 pi epsi_0)*10^(-6)*30 approx`

`approx -2.8*10^5 (Vol ts).` This is the numerical answer.

What lands does Gulliver visit in Gulliver's Travels?

Gulliver's Travels, written by Jonathan Swift, follows the protagonist Gulliver as he travels to four distinct locations.

Lilliput: His first stop is Lilliput, a tiny society filled with tiny people. He lands here after a shipwreck in which he is the only survivor. When he awakens, he finds himself tied down by tiny people who believe him to be their enemy. You see, to the Lilliputians, he is a giant capable of great feats. However, after Gulliver agrees to serve the Lilliputians, he is freed and allowed to meet their Emperor. During his time here, he protects the kingdom by destroying the ships of the Blefuscu, the Lilliputian's enemy, and learns about life at court, including the politics of the kingdom. The Emperor and court soon grow weary of Gulliver because he requires far too many resources to be fed, clothed, and taken care of. Eventually, after urinating on a fire, he is branded a traitor and sentenced to be blinded. Gulliver escapes and finds an English ship, which takes him back to England.

Brobdingnag: Gulliver's second stop is when he is abandoned while trying to fetch water for the ship's crew. In Brobdingnag, Gulliver finds a land of giants, in which he is just a tiny curiosity. Eventually, Gulliver is purchased as a gift to the King, whom he delights with stories of England. After some time of touring the kingdom while in a small box and other misadventures due to his small size, his box is carried off by an eagle and dropped in the sea, where he is picked up by another English ship and taken back to England.

Laputa: The third voyage finds Gulliver's ship overtaken by pirates, who abandon him at sea on a small boat. After some time, Gulliver arrives at the flying island of Laputa, a land of intellect where the people only care about abstract ideas and vague speculation. The people here seem to be only interested in mathematics, philosophy, and theory. While here, Gulliver visits the Academy of Laputa, where scholars work tirelessly at useless ideas. During this trip, Gulliver also visits Glubbdubdrib, an island of magicians, Luggnagg, a place where its inhabitants have eternal life though they continue to age, and then Japan. As before, Gulliver returns to England.

Houyhnhms: Gulliver's final destination is the land of Houyhnhms, a land of intelligent horses who use human-like creatures called Yahoos as their servants. The Houyhnhms are distressed by Gulliver's accounts of England and how Yahoos seem to be in control, though they are seen as only partially rational, so they decide to expel Gulliver and send him away. Gulliver makes a boat, goes off to sea, is picked up by a Portuguese ship, and returns safely to England, where he is a changed man, preferring the company of horses to the humans he now finds disgusting and uncivilized.

`h(x) = log_3(xsqrt(x-1)/2)` Find the derivative of the function

 The derivative of a function h with respect to x is denoted by `h'(x)` .

 To solve for `h'(x)` for given function `h(x) =log_3(x*sqrt(x-1)/2)` , we apply the derivative for logarithmic functions: `d/(dx) log_a(u)= ((du)/(dx))/(u*ln(a))` .

We may let `u =x*sqrt(x-1)/2` and `a = 3` .

In solving for the derivative of u: `(du)/(dx)` , we apply basic property: `d/(dx) (c* f(x)) = c * d/(dx) f(x)` .

`d/(dx) u = d/(dx)(x*sqrt(x-1)/2)`

`u' = (1/2) * d/(dx)(x*sqrt(x-1))`

Applying the Product Rule for derivative: `d/(dx)(f*g) = f'*g + f*g'` .

Let:

`f = x` then `f'= 1`

`g=sqrt(x-1)` then` g'=1/(2sqrt(x-1))`

Then following the formula: `d/(dx)(f*g) = f'*g + f*g'` , we set-up: 

`u' = (1/2) * d/(dx)(x*sqrt(x-1))`

`u' = (1/2) * [ 1 *(sqrt(x-1)+ (x)*(1/(2sqrt(x-1)))]`

Simplify:

`u'=(1/2) * [ 1 *(sqrt(x-1) *(2sqrt(x-1))/(2sqrt(x-1)) + x/(2sqrt(x-1))]`

    `=(1/2) * [(2(sqrt(x-1))^2)/(2sqrt(x-1)) + x/(2sqrt(x-1))]`

    `=(1/2) * [(2(x-1))/(2sqrt(x-1)) + x/(2sqrt(x-1))]`

   ` =(1/2) * [(2x-2)/(2sqrt(x-1)) + x/(2sqrt(x-1))]`

    `=(1/2) * [(2x-2+x)/(2sqrt(x-1))]`

    `=(1/2) * [(3x-2)/(2sqrt(x-1))]`

  `= (3x-2)/(4sqrt(x-1))`

Applying `u = x*sqrt(x-1)/2` , `a=3` , and `(du)/(dx) or u' =(3x-2)/(4sqrt(x-1))`

with the derivative formula: `d/(dx) log_a(u)= ((du)/(dx))/(u*ln(a))` , we get:

`d/(dx) (log_3(x*sqrt(x-1)/2)) =((3x-2)/(4sqrt(x-1)))/(xsqrt(x-1)/2ln(3))`

This is also the same as:

`h'(x) =(3x-2)/(4sqrt(x-1)) * 1/((xsqrt(x-1)ln(3))/2)`

Flip the `xsqrt(x-1)ln(3))/2` to proceed to multiplication:

`h'(x) =(3x-2)/(4sqrt(x-1)) * ( 1* 2/(xsqrt(x-1)/ln(3)))`

Multiply across:

`h'(x) = (2(3x-2))/(4x(sqrt(x-1))^2ln(3))`

Simplify by applying: `2/4 =1/2 ` and `(sqrt(x-1))^2 = x-1` .

FINAL ANSWER: 

`h'(x)=(3x-2)/(2x(x-1)ln(3))`

What is the theme of Ray Bradbury's story "The Skeleton"?

If you reconsider the basic outlines of the plot, I think you will start to detect the theme of self-destructive obsession and fear of mortality that runs through Bradbury's story "The Skeleton."

Mr. Harris becomes obsessed with his skeleton, a symbol of death in cultures throughout the world. He regards his skeleton as separate from his true self, and it horrifies him:

"It's vulgar, it's terrible, it's frightening. Skeletons are horrors; they clink and tinkle and rattle in old castles, hung from oaken beams…"

Mr. Harris can't or won't internalize the reassurances of his wife and other people who lack his obsession. He eventually comes to believe that his skeleton is trying to kill him. He thinks it wants to free itself from Mr. Harris's flesh and Mr. Harris's control.

So Mr. Harris entrusts himself to a mysterious and self-proclaimed "bone specialist" -- a sinister little man who helped encourage Mr. Harris's obsession in the first place -- and this man responds by feeding on Mr. Harris's bones.

When Mr. Harris's wife comes home, she discovers her husband lying on the floor -- a human "jellyfish."

Did Mr. Harris get what he wanted? Obviously, existence without a skeleton is far more horrifying than existence with a skeleton -- even if you associate skeletons with death and gothic horror tales. If you strip away the surface details, and look at the underlying conflicts, you see a man who destroys himself because he can't reconcile himself to his vulnerable, animal, biological nature. If he had seen reason, and come to terms with the fact that bones are essential, he could have saved himself from ruin. But he was too much in the grip of his fear and horror, driven by his revulsion towards skeletons as terrifying, repulsive reminders of death and decay.

You can develop your own articulation of this theme by looking over the people Mr. Harris interacts with. Why don't other characters share Mr. Harris's obsession? His wife is clearly aware of the biological frailties of the human body. Note his conversations with her, and the fact that she works, or volunteers for, the Red Cross. Mr. Harris regards the fat man as someone who has successfully asserted control over his skeleton. What advice does the fat man give Mr. Harris, and how might Mr. Harris have benefited from it?

Remember that Bradbury could have made other choices, e.g., he could have given Mrs. Harris a different occupation. If you ask yourself why Bradbury made the choices he did, you will find more evidence to help you develop your own account of the theme.

If someone asked the question, "Is this answer not right?" would you answer, "Yes, it is not right", or "No, it is not right"?

The problem raised by the question, “Is this answer not right?” highlights one tension between a rule-based understanding of English and a tendency based understanding of the language. Specifically, it reveals an issue with the proscription against double negatives in English, a rule largely imposed on the language rather than one reflecting the tendencies of the language.                           

While the answer, “Yes, it is not right,” satisfies the prohibition against double negatives and is understandable, for most speakers it would not be as preferable as, “No, it is not right,” which on the surface violates the double negative proscription. The reason for this is that in actual speech in English, this use of two negatives does not constitute a positive or cause confusion. Rather, the first negative intensifies the second, emphasizing that the response is an affirmation that the answer being discussed was not right. Using multiple negatives to emphasize the negative information in an utterance is a tendency in English when the use of the multiple negatives does not lead to confusion whether the utterance is negative or positive.

Interestingly, the use of the negative to emphasize does not work in all instances. Let’s consider another way to phrase the questions:

Is this answer incorrect?

Here, the response should be, “Yes, it is incorrect.” If one were to respond, “No, it is incorrect,” the use of the negative at the beginning of the sentence would create a true double negative situation that would cause confusion.

When and where was Helen born?

Helen Keller was born in the town of Tuscumbia, Alabama, on the 27th of June, 1880. Helen was born with the capability to see and hear, but at nineteen months old, she contracted a terrible illness and the fever left her sight and hearing damaged. Helen remained in her hometown until the age of eight, when she went to Massachusetts to study at the Perkins School for the Blind. Anne Sullivan, her good friend and teacher for the past year, went with her and continued to accompany Helen to the many schools she attended. 

After graduating from Radcliffe College, Helen did not return to Tuscumbia but instead wrote, traveled, and advocated for people with hearing and visual impairments. She eventually settled in Connecticut and spent her final years there.

How much did the Dutch purchase Manhattan for back in the Exploration Era?

The Dutch purchased Manhattan Island from the Lenape in exchange for goods equal to 60 guilders, which was Dutch currency at that time.  Adjusted for inflation, that amount would be close to $1,000 in US dollars today.

Fort Manhattan was built on the island by the Dutch.  The Dutch West India Company traded furs along the Hudson River, and the fort was one stop along the way.  Fur was an important trade commodity for the Dutch.  The fort served as a headquarters for the Dutch.  The fort was the beginning of a vast, sprawling settlement that was eventually built on Manhattan Island.  

The Dutch traders often bartered with the local Native Americans.  Manhattan Island became an important port for loading goods onto ships.  Gradually, a larger variety of goods were traded and shipped.

How many people are accidentally killed by woodchippers annually worldwide?

This is an interesting if somewhat macabre question, but it is relevant beyond the movie Fargo. The Centers for Disease Control and Prevention (CDC) studied work-related injuries in the US from 1992 to 2002. Their research found that there were 31 fatal injuries delivered by mobile wood chippers over that ten year period. Quick division gives us 3.1 wood chipper deaths per year in the United States. Extrapolating this number to worldwide results would be a somewhat difficult enterprise. The US is an exceptional country in global economic terms; it is the wealthiest nation in the world. Professional wood chippers, of a size large enough to engulf an entire human, are extremely expensive machines; the asking price for used models can be upwards of $20,000. Thus, the number of deaths related to wood chipper accidents could be higher than normal in the US because it is a country where more of these machines could be purchased and used. In nations with smaller economies than the US these machines would be much rarer and thus the deaths would be fewer. My thinking is that there are probably no more than 20 deaths per year worldwide from wood chippers. 

`dy/dx = 6 - y` Solve the differential equation

Apply direct integration both sides: `intN(y) dy= int M(x) dx` to solve for the  general solution of a differential equation.

 For the given first order ODE: `(dy)/(dx)=6-y`  it can be rearrange by cross-multiplication into:

`(dy)/(6-y)=dx`

Apply direct integration on both sides: `int(dy)/(6-y)=int dx`

 For the left side, we consider u-substitution by letting:

`u=6-y ` then ` du = -dy`    or   `-du=dy`

The integral becomes: `int(dy)/(6-y)=int(-du)/(u)`

 Applying basic integration formula for logarithm:

`int(-du)/(u)= -ln|u|`

 Plug-in `u = 6-y` on  ` -ln|u|` , we get:

`int(dy)/(6-y)=-ln|6-y|`

For the right side, we apply the basic integration: `int dx= x+C`

Combing the results from both sides, we get the general solution of the differential equation as:

`-ln|6-y|= x+C`

`y =6-e^((-x-C))`

 or 

`y = 6-Ce^(-x)

Why does The Chrysalids begin and end with the vision of the great city?

Without being able to ask author John Wyndham, I can only give you a few ideas that I have.  I would also like to point out that the story starts with a dream/vision of the Sealand city, but the story ends with David actually seeing the city.  I have three possible reasons for why the story might begin and end this way.  

1. By beginning and ending the story with the Sealand city, the story is nicely held together by a set of "bookends."  The ending reminds the reader of how the story began, and it gives readers a sense that the story has ended with David "returning" home.  The beginning and the end sandwich the middle.  

2.  David's dream/vision of the future fits with David's character.  He is a telepath throughout the story, but that doesn't mean it is his only special mental ability.  His powers emerge and grow through the story, so it is possible that glimpses into the future are also a part of his abilities.  David's vision at the beginning of the story might be a sign to readers that David has or will eventually have a "glimpse" ability. 

3.  The opening dream/vision is the author's way of foreshadowing the Sealand people and their great city to readers.  The book has some tense moments, but deep down readers know that David's dream is likely to come true, because the opening paragraphs of the book point toward that outcome. 

What are some new healthcare technologies and how can healthcare communications be changed as a result of such technologies?

Many of the new advances in technology provide an opportunity to transform healthcare in radical ways through changing the models for medical data communication.

One type of advance generally falls under what is termed the "internet of things," or the ability to embed wireless communication abilities into a variety of very small objects with minimal power requirements. This means medical devices such as pacemakers or glucose monitors can send real-time information to patients' phones, which can relay that information to doctors or computers running diagnostic software, allowing treatment of many chronic diseases to be managed continuously. This monitoring results in better outcomes. Remote monitoring systems combined with phone applications that sense whether someone has taken medications can increase patient compliance and may help the elderly who might be suffering mild dementia to live independently longer. 

Next, a combination of digital imaging, video conferencing, and wireless-enabled diagnostic machinery can allow expert doctors to consult with physicians in remote areas. While many rural areas cannot support medical specialists such as cardiologists or neurologists, remote diagnostic facilities allow such specialists to diagnose patients and prescribe treatment remotely.

Finally, drones are increasingly being used to deliver medications, including vaccines, to remote ares in sub-Saharan Africa, where road access is limited. Drones also allow humanitarian organizations to deliver medications in conflict zones. Combining remote consulting and prescribing with drone delivery and cloud-based expert systems allows medical treatment to reach many people who would otherwise lack access to it. 

How is there a play of opposites in the poem "Stopping by the woods on a snowy evening"?

In the first stanza, the speaker says, "Whose woods these are I think I know. / His house is in the village though; / He will not see me stopping here / To watch his woods fill up with snow" (lines 1-4). This stanza juxtaposes the opposing places of the woods and the village.  The speaker is here, alone in the woods, in nature, enjoying the beautiful scene that goes unappreciated by the man who actually owns this land.  The owner is away, in the peopled village, surrounded by society and incapable of enjoying the scene.  Thus, these lines present several opposites: wood and village, solitariness and being surrounded by others, appreciation and lack of appreciation for nature.

In the second stanza, he says, "My little horse must think it queer / To stop without a farmhouse near / Between the woods and frozen lake / The darkest evening of the year" (5-8).  The speaker references the darkness here, darkness made possible, in part, because there is no house, no other person, nearby.  Alone, he draws attention to how different it would be if he weren't alone.  In darkness, he draws attention to how different it would be if there were light to interrupt it.  The darkness and solitude contributes to the poem's peaceful mood.

In the third stanza, sound opposites are explored when the speaker says, "He gives his harness bells a shake / To ask if there is some mistake. / The only other sound’s the sweep / Of easy wind and downy flake" (9-12).  All is silent around him except for the one jingle of his horse's bells.  The silence of the scene feels all the more palpable when juxtaposed with the one bright sound that he hears.

Finally, in the last stanza, the speaker says, "The woods are lovely, dark and deep, / But I have promises to keep, / And miles to go before I sleep, / And miles to go before I sleep" (13-16).  He would very much like to remain, to stay in these woods, but he must continue: to stop or to go.  His obligations force him to choose one opposite when he would much rather pick the other.

`dy/dx = 1/((x-1)sqrt(-4x^2+8x-1))` Solve the differential equation

 The given problem` (dy)/(dx) =1/((x-1)sqrt(-4x^2+8x+1)) ` is in form of a first order ordinary differential equation. To evaluate this, we may follow the variable separable differential equation: `N(y) dy= M(x)dx` .

`dy=1/((x-1)sqrt(-4x^2+8x+1)) dx`

Apply direct integration on both sides:

`int dy=int 1/((x-1)sqrt(-4x^2+8x+1)) dx`

For the left side, we apply basic integration property: `int (dy)=y.`

For the right side, we apply several substitutions to simplify it.

 Let `u =(x-1)` then `x=u+1` and `du=dx` . The integral becomes:

`int 1/((u)sqrt(-4x^2+8x+1)) dx =int 1/(usqrt(-4(u+1)^2+8(u+1)+1)) du`

`=int 1/(usqrt(-4(u^2+2u+1)+8u+8+1)) du`

`=int 1/(usqrt(-4u^2-8u-4+8u+8+1)) du`

`=int 1/(usqrt(-4u^2+5)) du`

Let `v = u^2` then `dv = 2u du` or `(dv)/(2u)=du` . The integral becomes:

`int 1/(usqrt(-4u^2+5)) du=int 1/(usqrt(-4v+5)) *(dv)/(2u)`

`=int (dv)/(2u^2sqrt(-4v+5))`

`=int (dv)/(2vsqrt(-4v+5))`

Apply the basic integration property: `int c*f(x)dx= c int f(x) dx` .

`int (dv)/(2vsqrt(-4v+5)) =(1/2)int (dv)/(vsqrt(-4v+5))`

Let `w= sqrt(-4v+5)` then `v= (5-w^2)/4` and `dw=-2/sqrt(-4v+5)dv` or

`(dw)/(-2)=1/sqrt(-4v+5)dv`

The integral becomes:

`(1/2)int (dv)/(vsqrt(-4v+5)) =(1/2)int 1/v*(dv)/sqrt(-4v+5)`

`=(1/2)int 1/((5-w^2)/4)*(dw)/(-2)`

`=(1/2)int 1*4/(5-w^2)*(dw)/(-2)`

`=(1/2)int -2/(5-w^2)dw`

`=(1/2)*-2 int 1/(5-w^2)dw`

`=(-1) int 1/(5-w^2)dw`

Apply basic integration formula for inverse hyperbolic tangent function:

`int (du)/(a^2-u^2)=(1/a)arctanh(u/a)+C`

Then, with corresponding values as: `a^2=5` and  `u^2=u^2` , we get: `a=sqrt(5)` and `u=w`  

`(-1) int 1/(5-w^2)dw = -1/sqrt(5) arctanh(w/sqrt(5))+C`

Recall `w=sqrt(-4v+5)`  and `v=u^2` then `w =sqrt(-4u^2+5).`

Plug-in `u=(x-1)` on `w =sqrt(-4u^2+5)` , we get:

`w =sqrt(-4(x-1)^2+5)`

`w=sqrt(-4(x^2-2x+1)+5)`

`w=sqrt(-4x^2+8x-4+5)`

`w=sqrt(-4x^2+8x+1)`

Plug-in `w=sqrt(-4x^2+8x+1)` on `-1/sqrt(5) arctanh(w/sqrt(5))+C` , we get:

`int 1/((x-1)sqrt(-4x^2+8x+1)) dx=1/sqrt(5)arctanh(sqrt(-4x^2+8x+1)/sqrt(5))+C`

`=-1/sqrt(5) arctanh(sqrt(-4x^2+8x+1)/5)+C`

Combining the results from both sides, we get the general solution of the differential equation as:

`y=-1/sqrt(5) arctanh(sqrt(-4x^2+8x+1)/5)+C`

In the book Holes by Louis Sachar, who stole Mr. Sir's sunflower seeds?

Mr. Sir gave up smoking and replaced it with eating sunflower seeds.  He carries his bag around with him daily, snacking on sunflower seeds.  

Magnet steals Mr. Sir's sunflower seeds one day.  Magnet offers them to the others in their group.  Everyone wants some except for Stanley.  Magnet tries to pressure Stanley into taking some seeds, and tosses the pack.  Stanley does not catch it, and the seeds spill inside his hole.  Worried about the seeds being found in his hole, Stanley attempts to cover them.  Mr. Sir arrives, determined to find out who took his seeds.  Some of the seeds in Stanley's hole are still visible despite his attempts to hide them.  Stanley then takes the blame for what Magnet actually did.  Even though Stanley pretends to be the thief, Mr. Sir does not think he was the one who took the seeds.

Does Professor Higgins love Eliza? How do we know?

Great question! Professor Higgins never acknowledges any deep feelings for Eliza in the play. What he does admit is that he has grown accustomed to Eliza's voice and appearance and that he rather likes the lady Eliza has become. However, he does not declare his love for her despite his admission that he will miss her if she decides to leave.

Professor Higgins asserts that he has his own 'soul,' his own 'spark of divine fire.' In short, he is adverse to displaying any sort of vulnerability; his independent and stubborn nature will simply never allow it. Professor Higgins only admits that he has become fond of Eliza but unfortunately, not fond enough to propose marriage to her. When Eliza accuses him of not caring for her, Professor Higgins argues that he cares about life and humanity. He is genuinely surprised that this isn't enough for Eliza.

What Eliza is getting at is that she needs a good reason to stay with Professor Higgins. She brings up the fact that Freddy Hill loves her. Upon hearing this, the professor becomes furious. He strongly maintains that Freddy is beneath Eliza. Here, Professor Higgins fails to discern the nature of the problem. Eliza asserts that 'every girl has a right to be loved' and if not loved, at least regarded with consideration and mutual affection by those she respects.

For his part, Professor Higgins fails to see why this is necessary. He sees his relationship with Eliza as a sort of platonic partnership that can be mutually beneficial. As long as both benefit from such an arrangement, he sees no reason to change his brusque and abrupt ways. He is adamant that Eliza must learn to appreciate what she has in him instead of wanting more. Eliza, on the other hand, is not satisfied with the professor's stance.

So, does Professor Higgins love Eliza? Perhaps not in the romantic sense. However, he does admit being fond of her, which is certainly not the same as love.

In "Sinners in the Hands of an Angry God," what is the writer's main purpose?

Jonathan Edwards’s main goal in writing and delivering his sermon “Sinners in the Hands of an Angry God” was to persuade people to love God and give their hearts to him.  If they do this, Edwards believes they can be saved.

Before the Great Awakening (of which Edwards was a part), many religious Americans believed in predestination. They believed God had already decided whether they were going to Heaven or Hell and that there was nothing they could do to change their fate. Preachers of the Great Awakening disagreed. They believed people deserved to be damned but could save themselves by accepting God’s love and loving God in return. 

The main purpose of Edwards’s sermon is to convince the people who are listening that this is true. He warns them about how they are in danger of going to Hell, and claims they would completely deserve that fate. He says, there is an opportunity for them, though; they can accept God and improve their chances for salvation. Edwards tells his listeners that God has given them

an extraordinary opportunity, a day wherein Christ has flung the door of mercy wide open, and stands in the door calling and crying with a loud voice to poor sinners.

He tells them that many other people have already accepted God’s love and that their

hearts [are] filled with love to him that has loved them and washed them from their sins in his own blood, and rejoicing in hope of the glory of God.

He urges them to do the same so they might be saved as well and be able to live with God in Heaven. His main goal in this sermon is to get people to accept God’s love and to love him back so they can be saved from damnation.

Why did feudalism end in Europe?

First, one must describe feudalism:  this was a practice where nobles would give the king labor and military loyalty in return for land and favor.  This was a very stratified society with the king at the top, with lords, followed by knights, and then peasants and laborers.  It did not end uniformly in Europe, and Russia continued to use a form of feudalism until the 1800s with serfdom.  

Now that we have discussed the practice, we can look at what ended it.  The Black Death killed over a third of Europe and killed even more in localized places like Marseilles and Venice.  This destroyed the local labor force and made the peasants demand higher prices--there was now more land than there was people to work it.  The Peasant Revolt also demonstrated how fragile the system was.  The economies moved to a cash base instead of a land base--this meant that monarchs improved their taxation systems and economies moved to market economies.  Armies grew larger and gunpowder technology meant that armies did not need extensive training--this was the time that military science became a subject for generals to study.  The Crusades also created more trade opportunities, thus opening up other revenue streams other than land for monarchs.  

What is a summary of the poem "Be a Friend" by Edgar A. Guest?

This poem is a short, simple, lighthearted one: the kind you'd write in a greeting card, or the kind you'd put on a poster.

Here's a quick summary: In Edgar A. Guest's poem "Be a Friend," the speaker encourages us to show compassion to others and to be both helpful and kind; in return for this effort, we'll experience the "wealth" that comes with having many friends.

Here's a more detailed summary:

In the first stanza, the speaker explains that it doesn't cost any money to be a good friend. We just have to have a cheerful, helpful, generous attitude and be willing to reach out to others.

The second stanza lists some of the "duties" of friendship: we should forgive our friends' little mistakes, encourage them in whatever they're trying to do, and share in their sadness.

Lastly, the third stanza points out that although smart people who only work for their own benefit do earn a lot of money, we can earn a more valuable kind of wealth by being friendly. That is, all of our neighbors will be our friends; that makes us richer than royalty.

"Indeed everything that could hum, or buzz, or sing, or bloom, had a part in my education." What did Helen Keller mean by this sentence?

In this passage from The Story of My Life, Helen Keller is describing the delightful way in which her teacher, Anne Sullivan, taught her to read and instructed her in science. To make the lessons enjoyable and tangible to Keller, her teacher brought her outdoors. As Keller writes, "The loveliness of things taught me their use." Things that she could touch, such as crickets or frogs, dogwood blossoms and wildflowers, were put into Keller's hands so that she could learn what they were through touching them and then learn what they were called. In this way, Sullivan taught Keller science in a way that was thoroughly enjoyable. Sullivan had had extensive experience teaching the blind, and she knew how to make Keller's lessons real and lasting by making them educational but enjoyable. Keller says that she associates her early educational experiences with Sullivan with a sense of delight, unlike the memories of many children who attend mainstream types of schools and have to plod through subjects that seem boring and irrelevant. 

What does the Radley tree symbolize in the novel To Kill a Mockingbird by Harper Lee?

Throughout the novel, the reclusive Boo Radley gives Jem and Scout small gifts via the knothole in the oak tree which is located in his yard. The oak tree could symbolize friendship, compassion, and communication. Boo uses the oak tree as a means to communicate with the outside world and demonstrates his compassion for the children by giving them gifts in the knothole of the tree. Boo Radley's gifts are tokens of his friendship, and the tree symbolizes his affection for Jem and Scout. Unfortunately, Boo's brother, Nathan, fills the knothole in with cement and lies to Jem by telling him that the tree is dying. Nathan does not want Boo communicating with the children, which is why he chose to close the hole. Filling the knothole with cement ends their communication and impedes their indirect friendship. For this reason, the tree can also symbolize the cruel nature of the Radley family and the negative effects of psychological abuse. 

Does the President have too much power, or is there another branch more powerful than the President ?

There are three branches of government in our political system. The writers of the Constitution established a system of separation of powers and checks and balances. The purpose of these ideas was to prevent any branch or any person from becoming too powerful.

The legislative branch makes the laws. This is a significant power. The executive branch, led by the President, carries out the laws. This also is an important power. The judicial branch interprets the laws. The courts determine if laws are constitutional or unconstitutional. This is a very powerful role.

There is enough evidence to support the statement that no branch has too much power. Since each branch can control the others, no branch should be too powerful. The President can veto laws.  Congress can override a veto. The President can fill vacancies on the Supreme Court. The Senate has to approve a President’s nomination for a Supreme Court judge. We can see how that power is being checked today. In March, the President nominated Merrick Garland to fill an opening on the Supreme Court. The Senate has yet to act on that nomination. The courts can declare a law or an executive order unconstitutional. However, Congress can impeach a judge if the judge abuses his or her power or breaks the law.

Many times when people say the President has too much power, it is nothing more than partisan politics. The Republicans will say a Democratic President is doing too much and vice versa. If each branch uses its powers as written in the Constitution, no branch should have more power than another branch, especially with the ability of each branch to control the other branches.

`int t / sqrt(1-t^4) dt` Find the indefinite integral

Indefinite integral are written in the form of int `f(x) dx = F(x) +C`

 where: f(x) as the integrand

           F(x) as the anti-derivative function 

           C  as the arbitrary constant known as constant of integration

In the given problem: `int t/sqrt(1-t^4)dt` , we follow:` int f(t)dt =F(t) +C.`

The problem can be rewritten as:

`int (t *dt)/sqrt(1^2-(t^2)^2)`

This resembles the basic integration formula for inverse sine function:

`int (du)/sqrt(a^2-u^2) = arcsin(u/a) +C`

Using u-substitution, we let `u = t^2` then `du = 2t*dt or (du)/2= t*dt` .

Note: `a^2 = 1` then` a = 1`

The indefinite integral will be:

`int (t *dt)/sqrt(1^2-(t^2)^2)=int ((du)/2)/sqrt(1^2-(u)^2)`

Applying the basic property of integration: `int c*f(x)dx = c int f(x) dx` , we get:

`(1/2) int (du)/sqrt(1^2-u^2)`

Applying the basic integral formula for inverse sine function:

`(1/2) int (du)/sqrt(1^2-u^2)=1/2arcsin(u/1) +C`

                                    ` =1/2arcsin(u)+C`

Plug-in ` u=t^2 ` in `1/2arcsin(u) +C` to express the indefinite intergral in terms of  `int f(t)dt=F(t)+C` :

`int t/sqrt(1-t^4)dt =1/2arcsin(t^2) +C`

What are two pieces of evidence from the end of "The Necklace" that show Mathilde is still not a completely mature person?

Despite the turn in her fortunes, Mathilde still dreams of a life of ease and wealth. She remembers how admired she was at the ball years ago, and still yearns for the adoration and regard of others. Essentially, Mathilde still pines for "universal homage and admiration."

But sometimes, when her husband was at the office, she sat down by the window and thought of that evening long ago, of the ball at which she had been so beautiful and so much admired.

Although unhappy with her circumstances, Mathilde shows no regret for the life of penury into which she plunged her husband, a man who "mortgaged the whole remaining years of his existence, risked his signature without even knowing if he could honor it" and who for love of his wife has endured "the prospect of every possible physical privation and moral torture."

The second piece of evidence showing Mathilde has not changed can be found toward the end of the story, when she meets Madame Forestier again after many years.

It was Madame Forestier, still young, still beautiful, still attractive. Madame Loisel was conscious of some emotion. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. Why not?

When Mathilde recognizes Madame Forestier, she is "conscious of some emotion." Although the narrator doesn't identify this emotion, we can speculate Mathilde may feel a combination of jealousy and envy. First, Madame Forestier is still young and attractive, while Mathilde no longer is. Second, Madame Forestier is wealthy, while Mathilde's fortunes have taken a turn for the worse.

Notions of class and status are still important to Mathilde, and just like before, she is wary about telling Madame Forestier the truth. She fears how the truth will affect her former friend's impression of her. This time, however, Mathilde believes her pride can finally allow her to unburden herself to Madame Forestier. After all, she feels she acquitted herself well; through seemingly insurmountable odds, she and her husband managed to pay off the balance on the diamond necklace. Here, it can be argued Mathilde has not changed in this aspect of her character; she is still absorbed in superficial notions of refinement and class.

On what page of Lord of the Flies did Jack put a pig's head on a wooden post?

Jack and his hunters have finally found success when they kill the sow. In order to try and satisfy the beast, they’ve decided that they will leave some of their kill for the beast in order to satisfy it. So Jack tells them to sharpen a stick on both ends so they can stick one end in the ground and the other end into the head.

In my version of the book, this occurs on page 196. Jack is the one who does the honors, finding a good place where the stick is supported by rocks. He then jams the soft throat on the other end of the stick and the head stays there. Of course Simon stumbles across the head later in the story when he has his vision of the beast.

Why would it be much worse for the community to release Jonas instead of let him run away in Lois Lowry's The Giver?

If Jonas was released, the memories would all immediately flow back into the community. When he runs away, the memories trickle in as he gets farther away. We can tell this because Jonas has increasing difficulty accessing memories the farther he gets from the community. 

The Giver explains to Jonas that the memories a Receiver has will return to the community if the Receiver is lost. 

The Giver was quiet for a moment, obviously thinking. "You know," he said, finally, "if they lost you, with all the training you've had now, they'd have all those memories again themselves" (Chapter 18).

When Rosemary committed suicide, the community had to receive her memories. They were almost all positive, but it was still a very confusing and difficult time for them. The Giver was there to help them through it, though, because Rosemary was only in training. The Giver tells Jonas that he has many more memories, so things would be much more difficult for the community if he was to die. This is why the Giver tells Jonas to stay away from the river. 

After Jonas finds out what release means from watching the video of his father release the newborn twin, he and The Giver make a plan for Jonas to escape and for The Giver to help the community with the memories they will receive. 

If I go with you, and together we take away all their protection from the memories, Jonas, the community will be left with no one to help them. They'll be thrown into chaos. They'll destroy themselves (Chapter 20). 

Jonas and The Giver develop a complicated plan for Jonas to escape on Ceremony Day, when no one will look as hard for him. By the time Jonas is away, The Giver will be able to address the entire community and help them “change and become whole.” 

Their attention would turn to the overwhelming task of bearing the memories themselves. The Giver would help them (Chapter 20). 

Jonas has to flee early when he finds out Gabe is about to be released. He takes Gabe with him and leaves without saying good-bye. He knows if he is found he will have broken enough rules to be released, so it is very important that they make it away from the community. 

Since Jonas has to leave unexpectedly, he did not get all the memories of strength from The Giver. Also, the farther he gets from the community, the less he can rely on the memories he has because they are being returned to the community. 

Sometimes, urging the memories into Gabriel, Jonas felt that they were more shallow, a little weaker than they had been. It was what he had hoped, and what he and The Giver had planned: that as he moved away from the community, he would shed the memories and leave them behind for the people (Chapter 21).

The escape is successful in that Jonas and Gabe get away.  They have to go through rougher and rougher terrain, and finally reach Elsewhere. Since the ending of the book is ambiguous, it is unclear whether they pass out and die or are rescued. Either way, they are no longer in the community and the memories are back with the people.

What is the mass of 5.3x10^9 atoms of Ne? Answer in grams.

You need the following information to solve this problem:

1. The molar mass of neon is 20.18 grams per mole. (From the Periodic Table.)

2. One mole of a substance contains 6.02 x 10^23 particles.

You can find the mass of a given number of neon atoms by multiplying it by conversion factors expressing the above relationships. The conversion factors we will use are:

1 mole/6.02 x 10^23 atoms

and

20.18 grams/1 mole

When the correct conversion factors are used all units cancel out except those that express the answer. In this case atoms and moles cancel out leaving units of grams:

(5. x10^9 atoms)(1 mole/6.02x10^23 atoms)(20.18 grams/1 mole)

= 1.8x10^-13 grams

Alternatively, you could break this down into two problems by finding the number of moles and then the mass:

(5.3x10^9 atoms)(1 mole/6.02x10^23 atoms) = 8.9 x 10^-15 moles

(8.9x10-^15 moles)(20.18 grams/mole) = 1.8x10^-13 grams

What is an allusion from Act I, Scene 4 of Romeo and Juliet?

Act I, Scene 4 of Shakespeare's Romeo and Juliet is noteworthy because of Mercutio's outlandish Queen Mab speech in which he is basically teasing Romeo about his unrequited love for Rosaline. The most important allusion in this speech is that of Mab. Although the origin of this name is not clear, it is most likely of Celtic origin. According to Daniel Augustus Beaufort's Antient Topography of Ireland, Mab was the chief of the Irish fairies. Shakespeare may have been the first to call Mab "Queen," but the title also appears in contemporary works such as Ben Jonson's "masque" (a little-used genre of performance which included speech, dancing, and spectacle) The Satyr. Mab is a "fairies mid-wife" because she delivers the dreams of sleeping men and women. Queen Mab has often been used in literary works after Romeo and Juliet, especially in Shelley's long poem Queen Mab; A Philosophical Poem; With Notes. Numerous other allusions are contained in the speech, including the "small gray-coated gnat," referring to the "gray fly" of Milton's Lycidas and the "tithe pig's tail" which alludes to the practice of giving a priest a pig as part of the payment of tithing (contributing ten percent of one's income to the church).

In Julius Caesar, why does the letter convince Brutus to join the conspirators?

Brutus found the letter Cassius had Cinna leave for him, and assumed the people of Rome were pleading with him to act against Caesar. The letter convinced him there was popular support for his joining the conspiracy. He pondered it before his guests, the other conspirators, arrived.

'Speak, strike, redress!' Am I entreated
To speak and strike? O Rome, I make thee promise:
If the redress will follow, thou receivest
Thy full petition at the hand of Brutus! (Act II, Scene 1)

Brutus cared deeply about public opinion and his reputation. This was why he was easily persuaded to join the conspiracy. Cassius arranging the letters just made it easier for him to believe he was important, and people were talking about him as a leader. Brutus already had an exaggerated idea of his own importance. The letter played on that idea and convinced him to take the plunge.

Once Brutus joins the conspiracy, he does so at full-tilt. He takes complete control, not allowing Cassius any say in how things happen and not taking any advice from him. Brutus is convinced he is the one the people want, and he knows best.