In Hoot, how does the setting in each chapter impact the plot?

The book Hoot is fairly simple in terms of setting.  The story takes place in a small Florida town, and within that town a few locations become repeated setting locations.  Those locations are Roy's home, school, the school bus, and the construction site for the new pancake house.  

Chapter 1 takes place on the school bus.  It's an effective location to introduce readers to Roy and Dana.  It also allows the author to have Dana smash Roy's face against a window and see a strange running boy.  

Chapter 2 begins on the bus.  Readers get a repeat of Dana's bullying, but this time Roy punches Dana in the face in order to chase after the boy.  The chase moves onto a golf course, and Roy is hit in the head with a golf ball. The story picks up at school.  The return to school is important because readers are introduced to Beatrice Leap, who is strangely protective of the mysterious running boy.  

Chapter 3 has two settings.  The first is Roy's house. All this does is introduce readers to his parents.  The second location is the construction site.  It will become a key location as the story continues.  In this chapter, it only introduces readers to the fact that there is ongoing vandalism there.

Chapter 4 is mainly at the construction site.  Delinko falls asleep in his squad car, which is important because it allows his car to be vandalized.  

Chapter 5's setting is near the construction site.  The impact on plot at this location is that Roy finally gets to meet the mysterious boy.  His name is Mullet Fingers.  

Chapter 6 is all over the place.  Parts of it are at Roy's home.  Other parts at the police station, Roy's school, the golf course, and the construction site area.  In terms of plot, not much actually happens during this chapter.  The police station is important because Delinko is confined to desk duty for a month.  The construction site is important because Roy is attempting to bring Mullet Fingers some shoes, but instead his bike gets stolen by Beatrice.

Chapter 7's key location is a junkyard.  It's important to the plot because it gives Beatrice the privacy to tell Roy that Mullet Fingers is her brother and that's why she is so protective of him.

Chapter 8 returns to the construction site because readers are told that Curly is trying to secure the site against further vandalism.  He does this by bringing in four Rottweilers.  

Chapter 9 is basically a straight continuation of chapter 8.  Most of the action takes place at the construction site.  All of the dogs have run off because snakes have been found on the property.  The plot result is that Chuck is further enraged and orders bulldozing to begin immediately.  

Chapter 10's setting is en route to the construction site.  Along the way, Beatrice tells Roy a bit more about Mullet Fingers and her family situation.  Once at the construction site, an important plot detail is finally revealed.  Mullet Fingers is trying to stop construction in order to protect some owls.  

Chapter 11 continues at the construction site.  In terms of plot, the most important thing that happens here during this chapter is that Mullet Fingers is not doing well after getting bit by one of the dogs.  He's in such bad shape that Roy and Beatrice are forced to take him to the hospital.  

Chapter 12 is at a new location for the story.  It takes place at the hospital.  Mullet Fingers tells the hospital that he is Roy, and Roy's parents are contacted and come to the hospital.  This forces Mullet Fingers to flee, and Roy is left trying to explain his way out of the situation.  

Chapter 13 is back at Roy's house.  The most important plot point for this chapter is that Roy explains almost the entire situation to his dad.  His dad says that he'll help look into the situation, but readers aren't sure anything will actually come of it.  

Chapter 14 takes place at an old shipwrecked stone-crab boat.  This again is one of those chapters where not much actually happens, but it’s a critical chapter in terms of character development.  Roy and Mullet Fingers spend most of the time talking to each other about the construction and the owls, and the result is that the two boys bond and become closer friends.

Chapter 15 is a chase sequence.  It begins at Dana’s house and ends at the construction site.  Roy successfully lures Dana to the site, and Dana winds up getting arrested and accused of being the vandal.  This removes the Dana conflict for the remainder of the book.

The bulk of chapter 16 takes place at Roy’s house.  He hears about Dana’s arrest.  His father gives him some advice on where to look for legal documentation that can stop the construction project.  It appears that Roy’s father has been giving the matter some serious thought, and it looks like Roy just might wind up being successful in trying to stop the construction.  

Chapter 17 has two key locations.  The first is the police station.  This location is important to the plot because it shows readers that Delinko doesn’t believe that Dana is the vandal.  The other location is the construction site. Curly is told by Chuck that the groundbreaking ceremony will begin on Wednesday.  This will force Beatrice, Roy, and Mullet Fingers to do some fast thinking and acting.  

Chapter 18 begins at the construction site.  The importance of the location is that Delinko finally realizes that there are owls present.  The chapter then moves to school, and readers are told that Roy brainstorms a way to stop the construction.  Finally, back at the junkyard, Mullet Fingers listens to Roy’s plan.  It isn’t clear if Mullet Fingers will work the plan or not.  

Chapter 19 is mostly at the construction site.  Nothing happens other than Chuck and the other important construction people showing up for the groundbreaking ceremony.  

Chapter 20 is at the construction site.  This is the climax of the plot.  The owl evidence is presented.  Chuck is enraged, and the crowd begins to support the heroic efforts of Roy, Beatrice, and Mullet Fingers.  

Chapter 21 is the falling action and takes place at Roy’s house.  It’s during this chapter that Roy gives a reporter the legal documentation that proves that the construction company intentionally overlooked the presence of the owls.  This leads to the conclusion: Chuck is forced to resign and the pancake company attempts to clean up their image by donating a bunch of money.  Roy is glad to be in Florida and readers are presented with a nice tidy wrap-up to the story. 

How does the development of case law (court decisions) define the speech rights of public employees?

People who work for the government do not lose their rights because they work for the government. For example, public employees still have free speech rights in certain situations. The Supreme Court has reinforced this.

The Supreme Court has ruled that public employees have free speech rights on issues that deal with “public concern.” The Supreme Court, however, has not allowed unlimited freedom of speech for public employees. The case of Pickering v Board of...

People who work for the government do not lose their rights because they work for the government. For example, public employees still have free speech rights in certain situations. The Supreme Court has reinforced this.

The Supreme Court has ruled that public employees have free speech rights on issues that deal with “public concern.” The Supreme Court, however, has not allowed unlimited freedom of speech for public employees. The case of Pickering v Board of Education set this concept in motion. If a public employee is speaking on a matter of public concern, the employee can’t be disciplined or fired for doing this. The Supreme Court believes that public employees are often in the best position to point out issues that may exist in the government organization in which that person works. Examples of public concern include speaking about the use of school district funds, testifying before the state legislature, and criticizing government inefficiency and waste. If, however, a public employee complained about the salary and benefits associated with a specific government job, this is not considered to be a matter of public concern and wouldn't be protected by the First Amendment.

Court decisions provide guidelines for what is protected regarding the First Amendment rights of public employees.

What are some social issues present in Balzac and the Little Chinese Seamstress? How do these connect to the real world and what's going on right...

One of the social issues in Balzac and the Little Chinese Seamstressis the attempt by governments to force their people to believe certain ideologies by banning any work that opposes this ideology. In the book, Luo and the narrator live in a remote town near a mountain called Phoenix of the Sky to which they are banished during the Cultural Revolution in China. All Western music, such as Mozart, has been banned. Western literature...

One of the social issues in Balzac and the Little Chinese Seamstress is the attempt by governments to force their people to believe certain ideologies by banning any work that opposes this ideology. In the book, Luo and the narrator live in a remote town near a mountain called Phoenix of the Sky to which they are banished during the Cultural Revolution in China. All Western music, such as Mozart, has been banned. Western literature has also been banned. The irony is that by banning the works, the government only makes them more powerful. For example, when the Little Seamstress hears Balzac (a French writer), she is taken by the power of his words. As Luo says, "This fellow Balzac is a wizard . . . He touched the head of this mountain girl with an invisible finger, and she was transformed, carried away in a dream" (page 65). Works that are not officially allowed become more magical and more meaningful to people, who know on some level that the government has banned them because they are powerful.

Many countries today still practice censorship, including China, North Korea, and others. In addition, some school districts in the United States ban books and do not allow their students to read certain titles, often for political or cultural reasons. In many countries that practice censorship, people find a way to read banned texts, and these texts and their ideas still circulate. Therefore what the author describes happening during the Cultural Revolution is still present today.

How does the theme of the American Dream in Death Of A Salesman and The Great Gatsby compare?

Throughout both works, Miller and Fitzgerald examine the theme of the vain pursuit of the American Dream. The American Dream is the idea that an individual can attain financial security and increase their social status through good fortune and hard work. The protagonists in both works pursue the American Dream, only to live unsatisfying lives as they become corrupted by money or the vain pursuit of financial success.

In the play Death of a Salesman, Willy Loman believes that he can become financially successful simply through being charismatic and well-liked. Willy also puts an extreme amount of pressure on his sons, Biff and Happy, to become successful without instilling the qualities of a good work ethic and dedication in them. Willy puts so much emphasis on attaining the American Dream that he fails to appreciate the love and support from his family. His decision to commit suicide in order to provide his family with financial security demonstrates the emptiness of pursuing the American Dream.

Similarly, Jay Gatsby's decision to enter the illegal bootlegging business to attain financial success does not manifest as personal happiness. Despite attaining the American Dream by becoming extremely wealthy and entering the upper class, Jay Gatsby becomes corrupted by wealth and is not able to provide stability for Daisy. Although his love for Daisy is genuine, Gatsby has become corrupted by wealth and believes that money can buy him happiness. Unfortunately, Gatsby's wealth is not able to purchase Daisy's love, and he dies a lonely, unhappy man.

Both Gatsby and Willy Loman neglect or fail to develop meaningful relationships because of their pursuit of the American Dream. While Willy's pursuit of the American Dream is futile, Gatsby's financial success and upper-class status is also empty because he fails to attain personal happiness.

The divorce rate is rising with at least 45% of American marriages ending in divorce. What advice would you give to couples considering marriage?...

The difficult fact is that those who are in love are typically likely to choose marriage without considering the odds of success and it is challenging to talk reality with people who have stars in their eyes. That said, it would be important for each person to consider what is known about the other person. What does the person say? How does the person act? Are the two reasonably congruent? If not, what is going...

The difficult fact is that those who are in love are typically likely to choose marriage without considering the odds of success and it is challenging to talk reality with people who have stars in their eyes. That said, it would be important for each person to consider what is known about the other person. What does the person say? How does the person act? Are the two reasonably congruent? If not, what is going on? How does this person show love? How selfish is this person? Are there financial issues going into the marriage because one person has not managed money well? Have there been failed relationships in the past for either person? What has been the cause of failure? Does one person have the goal of changing the other person? 

Divorce is potentially devastating for children because of the way in which children think. A child thinks he or she is to blame because the parents are divorcing and that one or the other parent doesn't love him/her well enough to stay. Children especially suffer when there is a protracted, cantankerous custody battle and they are pushed to choose sides. 

The only time divorce is somewhat less devastating is if the children have witnessed domestic violence between partners and that carries its own emotional baggage for children. 

Divorce profoundly affects all who are involved and it would behoove the potentially-married to consider all these things and work to change them before the vows are said. 

What was the Second Bill of Rights? Did the bill become law? Where? Would you have supported them? Why?

In 1944, just after the Great Depression and just one year before the end of World War II, President Franklin Delano Roosevelt proposed the Economic Bill of Rights, also called the Second Bill of Rights, in his State of the Union address. Looking at the causes of World War II, such as severe depression in Germany, President Roosevelt declared society has "come to a clear realization of the fact that true individual freedom cannot...

In 1944, just after the Great Depression and just one year before the end of World War II, President Franklin Delano Roosevelt proposed the Economic Bill of Rights, also called the Second Bill of Rights, in his State of the Union address. Looking at the causes of World War II, such as severe depression in Germany, President Roosevelt declared society has "come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence"; he further proclaims that the "people who are hungry and out of a job are the stuff of which dictatorships are made" ("State of the Union Message to Congress," Franklin D. Roosevelt Presidential Library and Museum). That being the case, President Roosevelt laid out 10 knew rights to secure the original rights of freedom and the pursuit of happiness. In Roosevelt's view, freedom and the pursuit of happiness cannot be preserved without the right to jobs; the right to living wages; the right for farmers to sell at a decent profit; the right for businessmen to sell without having to face "unfair competition"; the right to have a "decent home"; the right to medical care and good health; the right to "protection from the economic fears of old age, sickness, accident, and unemployment"; and the "right to good education" ("State of the Union").

Though President Roosevelt's Second Bill of Rights was never added to the Constitution, Roosevelt, well before giving this address, had already initiated programs under the New Deal to uphold the rights to security he expressed in his address. For example, as part of the New Deal, President Roosevelt signed the Social Security Act of 1935 to provide financial security to the elderly and disabled. He also signed the Fair Labor Standards Act of 1938 in which he established the national minimum wage, set the national maximum workweek at 44, and enacted other labor-related laws.

President Barack Obama has also taken steps to uphold Roosevelt's Second Bill of Rights. One step he took was creating the Affordable Care Act, called Obamacare, to uphold the right to medical care and good health. He also expanded the earned income tax credit and adjusted unemployment insurance to help the working poor and those who are unemployed. He also initiated the Race to the Top Program to help eliminate some education disparities (Sunstein, C., "Obama, FDR and the Second Bill of Rights," Bloomberg).

What is the physical description of Count Dracula?

The novel Dracula, written by Bram Stoker in 1897, initially begins with journal entries written by Jonathan Harker. The novel begins in Transylvania on the third of May. Jonathan Harker is there on business. He discovers that his client lives in a vast, ruined castle. When the great door of the castle swings back, we read the first physical description of Count Dracula:

Within, stood a tall old man, clean shaven save for...

The novel Dracula, written by Bram Stoker in 1897, initially begins with journal entries written by Jonathan Harker. The novel begins in Transylvania on the third of May. Jonathan Harker is there on business. He discovers that his client lives in a vast, ruined castle. When the great door of the castle swings back, we read the first physical description of Count Dracula:

Within, stood a tall old man, clean shaven save for a long white moustache, and clad in black from head to foot, without a single speck of colour about him anywhere.

Dracula then welcomes Harker into his house and carries Harker's bags. The Count shows Harker to a great bedroom and invites him to supper. After Harker finishes his supper, the Count offeres him a cigar, and Harker again notes Dracula's physical characteristics:

His face was a strong, a very strong, aquiline, with high bridge of the thin nose and peculiarly arched nostrils, with lofty domed forehead, and hair growing scantily round the temples but profusely elsewhere. His eyebrows were very massive, almost meeting over the nose, and with bushy hair that seemed to curl in its own profusion. The mouth, so far as I could see it under the heavy moustache, was fixed and rather cruel-looking, with peculiarly sharp white teeth. These protruded over the lips, whose remarkable ruddiness showed astonishing vitality in a man of his years. For the rest, his ears were pale, and at the tops extremely pointed. The chin was broad and strong, and the cheeks firm though thin. The general effect was one of extraordinary pallor.

This description paints a picture of a cruel-looking man with unusual features: he has pointed teeth and pointed ears, strong eyebrows, and very pale skin. Bram Stoker's description here became the archetype for a number of vampire tales that followed in its wake. 

What was the most important thing Abraham Lincoln accomplished?

This question obviously requires an answer that is opinion-based.  While it is tempting to say that Lincoln's most important contribution to the nation was the Emancipation Proclamation, I think his work in preserving the Union is his most important accomplishment.  The Emancipation Proclamation actually only freed the slaves in the Confederate states and did not affect the border states or the states that remained in the Union.  The Thirteen, Fourteenth, and Fifteenth Amendments, all of...

This question obviously requires an answer that is opinion-based.  While it is tempting to say that Lincoln's most important contribution to the nation was the Emancipation Proclamation, I think his work in preserving the Union is his most important accomplishment.  The Emancipation Proclamation actually only freed the slaves in the Confederate states and did not affect the border states or the states that remained in the Union.  The Thirteen, Fourteenth, and Fifteenth Amendments, all of which were passed after Lincoln's death, were the real laws that granted African-Americans their legal freedom.  Lincoln, who felt that the secession of the Southern states was illegal, rallied the Northern states and the Democratic party behind the epic fight that was the American Civil War.  His leadership during this conflict is recognized as an important factor in the Union's victory.  Lincoln's tireless effort to preserve the United States was his most important accomplishment.

What are the themes of Sam Patch, the Famous Jumper?

There are several critical themes articulated in Paul Johnson's Sam Patch, the Famous Jumper. 

Johnson relates how Sam Patch grew up in the mill town of Pawtucket, Rhode Island, exploring his early start spinning cotton in a mill as a child laborer. Patch's father (Mayo Greenleaf Patch) lost his business as an artisanal shoemaker. These events emphasize several reoccurring themes: the rise of wage labor and the demise of land-holding, as well as the...

There are several critical themes articulated in Paul Johnson's Sam Patch, the Famous Jumper. 

Johnson relates how Sam Patch grew up in the mill town of Pawtucket, Rhode Island, exploring his early start spinning cotton in a mill as a child laborer. Patch's father (Mayo Greenleaf Patch) lost his business as an artisanal shoemaker. These events emphasize several reoccurring themes: the rise of wage labor and the demise of land-holding, as well as the ways in which masculinity and patriarchy were changing and being undermined because of these changes. These matters, of course, were all a product of the larger historical context/theme at hand: the rapid industrialization of America.

Patch's jumps themselves are a reflection of theme of recreation for the working class, as he repurposed the waterfalls he jumped off of for his own entertainment. This, of course, is only what Patch could afford to do as a member of the working class; the middle class viewed this type of behavior as distasteful and a violation of the natural sublime and their place of leisure. 

We also cannot deny that there is a thematic element of the self-made celebrity here, with Patch serving as the first true American daredevil who operated off constant self-promotion.

a) I need help to solve the initial value problem given by x' = 10y, y' = -10x, x(0) = 3 and y(0) = 4, by converting the system into a...

(a)  

We have to solve the initial value problem given by:

`x'=10y`

`y'=-10x`

with initial conditions:

`x(0)=3`

`y(0)=4`

Now we can write the above problem in matrix form as shown:

`[[x'],[y']]=[[0,10],[-10,0]][[x],[y]]`

So let `A=[[0,10],[-10,0]]`

Now let us write the characteristic equation i.e.

`|A-lambda I |=0`

`|[-lambda,10],[-10,-lambda]|=0`

`lambda^2+100=0`

`rArr lambda = +-10i`

Now we have to find the eigen vectors corresponding to the one of the eigen values  obtained above.

For `lambda_1=10i`

We have,

`[[-10i,10],[-10,-10i]][[v_1],[v_2]]=[[0],[0]]`

i.e.

...

(a)  

We have to solve the initial value problem given by:

`x'=10y`

`y'=-10x`

with initial conditions:

`x(0)=3`

`y(0)=4`

Now we can write the above problem in matrix form as shown:

`[[x'],[y']]=[[0,10],[-10,0]][[x],[y]]`

So let `A=[[0,10],[-10,0]]`

Now let us write the characteristic equation i.e.

`|A-lambda I |=0`

`|[-lambda,10],[-10,-lambda]|=0`

`lambda^2+100=0`

`rArr lambda = +-10i`

Now we have to find the eigen vectors corresponding to the one of the eigen values  obtained above.

For `lambda_1=10i`

We have,

`[[-10i,10],[-10,-10i]][[v_1],[v_2]]=[[0],[0]]`

i.e.

`-10i v_1+10v_2=0`

`-iv_1+v_2=0 rArr v_2=iv_1`

or,

`-10v_1-10iv_2=0`

`v_1+iv_2=0`

i.e. `-iv_1+v_2=0 rArr v_2=iv_1`

So we have the eigen vector as:

`eta_1=[[v_1],[v_2]]=[[1],[i]]` `=[[1],[0]]+[[0],[1]]i`

when `v_1=1`

So now we can write the solution as:

Since we have complex conjugate eigen values of the form `mu+-lambda i` and suppose `eta = a+bi ` is the eigen vector,

our solution will be of the form:

`[[x],[y]]=C_1 e^{mu t}(a cos(lambda t)-bsin( lambda t))+C_2e^{mu t}(asin(lambda t)+bcos(lambda t))`

i.e.  `[[x],[y]]=C_1e^{0 t}([[1],[0]]cos(10 t)-[[0],[1]]sin(10t))+C_2e^{0 t}([[1],[0]]sin(10 t)+[[0],[1]]cos(10 t))`

           `=C_1[[cos(10t)],[-sin(10t)]]+C_2[[sin(10t)],[cos(10t)]]`

Now applying the initial conditions we have,

`[[x(0)],[y(0)]]=[[3],[4]]=C_1[[1],[0]]+C_2[[0],[1]]`

i.e.

`C_1=3` and  `C_2=4`

Hence we have the final solution as:

`[[x(t)],[y(t)]]=3[[cos(10t)],[-sin(10t)]]+4[[sin(10t)],[cos(10t)]]`

i.e.

`x(t)=3cos(10t)+4sin(10t)`  and,

`y(t)=-3sin(10t)+4cos(10t)`

(b) 

Now we will sketch the graphs of the parametric equations x(t) and y(t)

The graph is of the shape of a circle with radius 5.

Location of initial conditions are also shown.

Summarize the article "Rethinking Proportionality Under The Cruel and Unusual Punishments Clause" at...

The article proposes that proportionality reviews are crucial in efforts to correctly interpret the Cruel and Unusual Punishments Clause. Additionally, proportionality highlights a retributive rather than a restorative concept of justice. Thus, to quantify excessiveness, one would need to consult prevailing moral standards rather than popular, shifting definitions of cruelty.

This article proposes that new approaches to proportionality would allow the Supreme Court to nullify death penalty verdicts for non-homicidal cases and to restrict life-without-parole...

The article proposes that proportionality reviews are crucial in efforts to correctly interpret the Cruel and Unusual Punishments Clause. Additionally, proportionality highlights a retributive rather than a restorative concept of justice. Thus, to quantify excessiveness, one would need to consult prevailing moral standards rather than popular, shifting definitions of cruelty.

This article proposes that new approaches to proportionality would allow the Supreme Court to nullify death penalty verdicts for non-homicidal cases and to restrict life-without-parole sentences for juvenile offenders. The article states that a proportionality review is critical because the Supreme Court has failed to furnish a rational definition of proportionality and to employ concrete solutions that ensure proportionality.

In the past, the Supreme Court often rejected death penalties or life sentences even when there was no clear societal consensus against them. In these instances, the Court relied on a fictionalized consensus to justify its own arbitrary verdicts. At other times, the Court relied on its own independent judgment to define cruel and unusual punishment. In short, the Court lacked a definitive standard for measuring excessiveness.

As history shows, the original Framers interpreted the Eighth amendment in light of prior practice. Later, nineteenth-century law experts supported the notion that the Punishment Clauses rejected both excessive and barbaric retribution. However, they based this support on entrenched definitions of excessiveness. Basically, the Court needs a clear standard for defining "cruel and unusual punishment," a standard that must not be influenced by shifting public opinion, the Court's independent judgment, or the machinations of legislators.

What influence does an individual teacher have, apart from what the school does?

Each school has its own set of governing rules and educational philosophy that to some extent dictate what happens in your classroom. Some districts even provide curriculum programs to be followed. Yet as an educator, you have a great deal of individual influence in your own classroom, as long as you tap into the right resources. Even the little things you do can make a big difference, such as creating a physical atmosphere in your room that welcomes students and stimulates their minds and imaginations.

The rules you set for academic and behavioral management give your students a safe, structured routine, allowing them to learn more comfortably. An important tool to developing a positive influence is the formulation of your own teaching philosophy, which will evolve with your years of experience and your continuing education. Apply your philosophy statement as a litmus test to all you do, in order to create the best experience for your students. This can include creative touches to lessons in order to differentiate for individual students, or even whole groups of kids from one year to another, according to their needs.

Along this same line, the social and academic feedback you give your students comes from you alone, and is one of the most important influences you have on your students, especially when it is coupled with positive relationships. Kids will strive for knowledge and success when they are encouraged by someone who clearly cares about them. Make it happen.

Even outside of our classrooms, teachers have a good deal of influence on our school and community. One small but critical step is communicating openly and often with parents, and not just for the “trouble” students. Take time to call or sent positive messages to parents, and you’ll be creating positive vibes about your class and your school. Every school and district has committees designed to make the system better, from academics to behavior management to community relations. Join one. Let your positive voice and creative ideas be heard. Or sign up to interact with kids after school through an extracurricular activity, which will, by its very nature, promote positive community interaction for you and your school.

Finally (and one of the healthiest influences on yourself, as well), form friendly, effective relationships with your fellow teachers, administrators, paraprofessionals, office staff, and maintenance. Your positive attitude makes a difference in your school every day, sometimes in ways you’ll never know directly but that you’ll feel in the atmosphere of your school.

`f(x)=cosx ` Prove that the Maclaurin series for the function converges to the function for all x

Maclaurin series is a special case of Taylor series which is centered at `c=0` . We follow the formula:

`f(x)=sum_(n=0)^oo (f^n(0))/(n!)x^n`

or

`f(x) = f(0)+ f'(0)x +(f^2(0))/(2!)x^2 +(f^3(0))/(3!)x^3 +(f^4(0))/(4!)x^4 +...`

To list the `f^n(x)` , we may apply derivative formula for trigonometric functions: 

`d/(dx) sin(x) = cos(x)` and `d/(dx)cos(x) = -sin(x).`

`f(x)=cos(x)`

`f'(x)=d/(dx)cos(x) = -sin(x)`

`f^2(x)=d/(dx) -sin(x) = -cos(x)`

`f^3(x)=d/(dx) -cos(x)= - (-sin(x))= sin(x)`

`f^4(x)=d/(dx)d/(dx) sin(x) = cos(x)`

Plug-in ` x=0` , we get:

`f(0)=cos(0) =1`

...

Maclaurin series is a special case of Taylor series which is centered at `c=0` . We follow the formula:

`f(x)=sum_(n=0)^oo (f^n(0))/(n!)x^n`

or

`f(x) = f(0)+ f'(0)x +(f^2(0))/(2!)x^2 +(f^3(0))/(3!)x^3 +(f^4(0))/(4!)x^4 +...`

To list the `f^n(x)` , we may apply derivative formula for trigonometric functions: 

`d/(dx) sin(x) = cos(x)` and `d/(dx)cos(x) = -sin(x).`

`f(x)=cos(x)`

`f'(x)=d/(dx)cos(x) = -sin(x)`

`f^2(x)=d/(dx) -sin(x) = -cos(x)`

`f^3(x)=d/(dx) -cos(x)= - (-sin(x))= sin(x)`

`f^4(x)=d/(dx)d/(dx) sin(x) = cos(x)`

Plug-in ` x=0` , we get:

`f(0)=cos(0) =1`

`f'(0) = -sin(0)=0`

`f^2(0) = -cos(0)=-1`

`f^3(0)=sin(0)=0`

`f^4(0)= cos(0) =1`

Note: `cos(0)= 1` and `sin(0)=0` .

Plug-in the` f^n(0)` values on the formula for Maclaurin series, we get:

`cos(x) =sum_(n=0)^oo (f^n(0))/(n!)x^n`

              `=1 +0*x+(-1)/(2!)x^2+(0)/(3!)x^3+(1)/(4!)x^4+...`

               `=1 +0-1/2x^2+0/6x^3 +1/24x^4+...`

              `=1 +0-1/2x^2+0 +1/24x^4+...`

               `=1 -1/2x^2 +1/24x^4+...`

                `= sum_(n=0)^oo ((-1)^n x^(2n))/((2n)!)`

To determine the interval of convergence, we apply Ratio test.

In ratio test, we determine a limit as `lim_(n-gtoo)| a_(n+1)/a_n| =L` where `a_n!=0` for all `ngt=N` .

The series `sum a_n` is a convergent series when `L lt1` .

From the Maclaurin series of cos(x) as `sum_(n=0)^oo ((-1)^n x^(2n))/((2n)!)` , we have:

`a_n= ((-1)^n x^(2n))/((2n)!)` then `1/a_n=((2n)!) /((-1)^n x^(2n))`

Then, `a_(n+1) =(-1)^(n+1) x^(2(n+1))/((2(n+1))!)`

                      `=(-1)^(n+1) x^(2n+2)/((2n+2)!)`

                      ` =(-1)^n*(-1)^1 (x^(2n)*x^2)/((2n+2)(2n+1)(2n)!)`

                      ` = ((-1)^n*(-1)x^(2n)*x^2)/((2n+2)(2n+1)(2n)!)`

We set up the limit `lim_(n-gtoo)| a_(n+1)/a_n|` as:

`lim_(n-gtoo) |a_(n+1)/a_n| =lim_(n-gtoo) |a_(n+1) * 1/a_n |`

` =lim_(n-gtoo) |((-1)^n*(-1)^1* x^(2n)*x^2)/((2n+2)(2n+1)(2n)!)*((2n)!) /((-1)^n x^(2n))|`

Cancel out common factors: `(-1)^n, (2n)!, and x^(2n)` , the limit becomes;

`lim_(n-gtoo) |(-x^2)/((2n+2)(2n+1))|`

Evaluate the limit.

`lim_(n-gtoo) |- x^2/((2n+2)(2n+1))|=|-x^2/2| lim_(n-gtoo) 1/((2n+2)(2n+1))`

                                           `=|-x^2/2|*1/ oo `

                                           `=|-x^2/2|*0 `

                                            `=0`

The `L=0` satisfy the `Llt1` for every `x` .

Therefore, Maclaurin series of `cos(x)` as `sum_(n=0)^oo (-1)^n x^(2n)/((2n)!)` converges for all x.

Interval of convergence:` -ooltxltoo` .

Do you capitalize certain types of nouns?

"Noun" is the designation for a grammatical concept, a type of word. A noun is generally described as a "person, place, or thing," but it also includes ideas, such as democracy. Verbs designate action words but nouns are the entities that do the actions or have the actions done to them. 

There are two types of nouns: common nouns and proper nouns. Common nouns are the kinds of nouns that are in the sentences of...

"Noun" is the designation for a grammatical concept, a type of word. A noun is generally described as a "person, place, or thing," but it also includes ideas, such as democracy. Verbs designate action words but nouns are the entities that do the actions or have the actions done to them. 

There are two types of nouns: common nouns and proper nouns. Common nouns are the kinds of nouns that are in the sentences of this answer, e.g., words such as "noun," "concept," "type," and "word." These are generic. There are many nouns, many concepts, many types of things, and very many words!

Proper nouns, in contrast, designate specific things or ideas. You can have a city (common noun) or you can have "New York," which is a specific city and a proper noun. There can be a person, or you can have "Barak Obama," as a specific person and also a proper noun. 

Proper nouns, as can be seen from the examples above, are the type of nouns that are capitalized always. 

I’m doing an essay on King Lear, and the prompt is as follows: “Christianity teaches us that those who live virtuous lives will rewarded for...

You're off to a great start with this question on Shakespeare's King Lear. You already have a good idea of which characters to choose; I'd go with Edgar for this one, as opposed to Gloucester, as the latter is an adulterer and is therefore difficult to describe as "virtuous." And it sounds like you already know the ways in which each of these three characters suffers, so let's skip over that and go straight to the heart of the matter: what purpose is served and/or what is gained from the suffering or hardship of these virtuous characters?

It's important to point out that the "gain" is often not for the characters themselves. As the very premise of the question suggests, the virtuous characters don't thrive in this narrative: it's not like one of these characters is going to be rewarded with a pile of gold coins just because they suffered a hardship. The gain or purpose, in the case of this play, is symbolic. A purpose is served in that the reader, and the community around these fictional characters, understands something essential through the experience of suffering that Cordelia, Kent, and Edgar endure.

That idea will be easier to understand as we proceed. Let's go through each of these three characters one at a time.

Cordelia: King Lear's daughter. This character is a paragon of virtue. Unlike her sisters, she loves her father in a pure and authentic way. But she is banished because she refuses to participate in a contest between the siblings about who loves their father best.

What's the point of this suffering? It shows King Lear's poor judgment and overemphasis on showmanship and outward appearance, and it reveals the personalities of Cordelia's manipulative sisters. Cordelia's integrity proves to be a sharp contrast to the values of the other members of her family. There's a moment of reunion between King Lear and Cordelia late in the play, when her authentic love for her father seems to override the pettiness of earlier events, but it's a passing moment.

Earl of Kent: a nobleman. Kent's key virtue is loyalty. He's loyal to King Lear, to his own detriment: after being banished, he pretends to be a peasant—and is treated accordingly—so that he doesn't have to abandon the king.

So what's the purpose of this? As with Cordelia and her siblings, Kent serves as a foil to other characters in the play. He's willing to risk his life for the king. His humility serves as a strong contrast to other characters who will flatter the king to win his favor or abandon him if it's not in their own interests.

Edgar: son/heir of the Earl of Gloucester. Edgar is honest and empathetic, especially when considered in comparison to his opportunistic younger brother, Edmund. What's the purpose of this? His behavior shows how terrible his brother is. Not that he realizes it: he assumes that Edmund is virtuous, too, as when he's speaking to him here:

The gods are just and of our pleasant vices / make instruments to plague us. 

And it propels him forward to the throne. But we don't know if the last lines of the play portend Edgar's ascension or  death. Shakespeare's words leave the resolution of the play ambiguous.

In my view, the important thing to highlight here is not how the characters will gain from their own virtues but how we, as readers, will find purpose or understanding in their display of virtue.

Is the unemployment rate an accurate depiction of the number of people who are NOT working in our society? Explain.

The unemployment rate does not count all jobless individuals. To be classified as unemployed, a person must be jobless, looking for a job, and available for work. People without jobs who do not fit one of these criteria are classified as not in the labor force. Thus, these people are not working but not included in unemployment figures.

United States unemployment figures are announced early each month by the Bureau of Labor Statistics. This information...

The unemployment rate does not count all jobless individuals. To be classified as unemployed, a person must be jobless, looking for a job, and available for work. People without jobs who do not fit one of these criteria are classified as not in the labor force. Thus, these people are not working but not included in unemployment figures.

United States unemployment figures are announced early each month by the Bureau of Labor Statistics. This information is calculated using the Current Population Survey (CPS). About 60,000 eligible households are interviewed—approximately 110,000 individuals each month—and several measures are taken to ensure a representative sampling. The survey excludes people living in institutions (such as correctional facilities, residential nursing care, or mental health facilities), so individuals in these situations who are not working are not represented in unemployment numbers, either.

There are other situations in which someone may not be working but is still considered employed, such as vacation, illness, family/ medical leave, childcare problems, labor disputes, and weather. A small group of people are classified as employed unpaid family workers, people working without pay for 15 hours or more per week in a business operated by a family member with whom they live.

People considered not in the labor force have various circumstances, including students and retirees. Often, family responsibilities keep people out of the labor force. Individuals are considered unemployed if they did not have a job at all during the survey reference week, made at least one specific active effort to find a job during the prior 4 weeks, and were available for work (unless temporarily ill). Also, people not working and waiting to be called back to a job from which they had been laid off are considered unemployed.

Discuss the idea that Othello's downfall is a result of his weaknesses and other circumstances, rather than Iago's deception.

A lot of critical interpretations of Shakespeare's Othello focus on the single-minded evil of Iago's deception and the ways in which it brings about Othello's downfall. However, while this fascinating and disturbing aspect of the play certainly deserves attention, it's important to consider whether some of Othello's characteristics are to blame. For instance, it seems impossible that Othello would experience such a tragic downfall if he didn't harbor some inherent weaknesses, such as a tendency...

A lot of critical interpretations of Shakespeare's Othello focus on the single-minded evil of Iago's deception and the ways in which it brings about Othello's downfall. However, while this fascinating and disturbing aspect of the play certainly deserves attention, it's important to consider whether some of Othello's characteristics are to blame. For instance, it seems impossible that Othello would experience such a tragic downfall if he didn't harbor some inherent weaknesses, such as a tendency for jealousy. Indeed, Othello's jealousy can be seen as one of the driving forces that causes him to see imagined infidelity and assume that Desdemona is having an affair with Cassio. In this way, it's possible to argue that Othello's weakness for jealousy causes his downfall. 

However, in considering this plausible claim, it's important to remember that, if it weren't for Iago's web of lies, Othello probably wouldn't have succumbed to jealousy in the first place. As such, we cannot entirely blame an inherent weakness or other circumstances for Othello's downfall. Rather, it would be more accurate to say that Iago uses deception to encourage Othello's tendency to be jealous, thus bringing about the protagonist's demise. As such, though Othello's weakness for jealousy certainly is partly responsible for the tragedy that ensues, Iago's deception is still a vital component to the heart-wrenching results of the play's plot. 

Write and solve the differential equation that models the verbal statement. Evaluate the solution at the specified value of the independent...

The rate of change of N is the derivative of N with respect to t, or `(dN)/(dt)` . If the rate of change of N is proportional to N, then

`(dN)/(dt) = kN` , where k is the proportionality constant. This is the differential equation we need to solve.

To solve it, separate the variables:

`(dN)/N = kdt`

Integrating both sides results in

`lnN = kt + C` , where C is another constant. This can...

The rate of change of N is the derivative of N with respect to t, or `(dN)/(dt)` . If the rate of change of N is proportional to N, then

`(dN)/(dt) = kN` , where k is the proportionality constant. This is the differential equation we need to solve.

To solve it, separate the variables:

`(dN)/N = kdt`

Integrating both sides results in

`lnN = kt + C` , where C is another constant. This can be rewritten in exponential form as

`N = e^(kt + C) = N_0e^(kt)` . Here, `N_0 = e^C` and it equals N(t) when t = 0.

When t = 0, N = 250, so

`N(0) = N_0 = 250` and `N(t) = 250e^(kt)` is the solution of the differential equation above with the initial condition N(0) = 250.

To find k, we can use that when t = 1, N = 400:

`N(1) = 250e^(k*1) = 400`

`e^k = 400/250 = 8/5 = 1.6`

k = ln(1.6)

Plugging this back into N(t), we get

`N(t) = 250e^(t*ln(1.6)) = 250*1.6^t` .

Then, for t = 4, `N(4) = 250*1.6^4 =1638.4 `

So, the solution of the equation modeling the given verbal statement is

`N(t) = 250*1.6^t` and for t = 4, N = 1638.4.

Does Neoclassicism still influence modern architecture?

Neoclassicism does still influence architecture and will continue to influence the design and understanding of buildings still to come. Neoclassicism harkens back to the Classical periods of Greek and Rome, and buildings of this style feature characteristics like columns and geometric forms. This style of architecture grew out of a reaction or distaste for the excess of Rococo design, which was rich in detail. In turn, many architectural styles have developed as interpretations of or...

Neoclassicism does still influence architecture and will continue to influence the design and understanding of buildings still to come. Neoclassicism harkens back to the Classical periods of Greek and Rome, and buildings of this style feature characteristics like columns and geometric forms. This style of architecture grew out of a reaction or distaste for the excess of Rococo design, which was rich in detail. In turn, many architectural styles have developed as interpretations of or reactions to Neoclassical style. 

As an example, let's consider a building which might be considered a reaction or rejection of Neoclassical style— Fallingwater. Neoclassical architecture is very upright, with a sturdy base, strong columns, and typically a triangular roof or the appearance thereof. This mimics the iconic temples of Greece, and government buildings all over the West bear this style. Homes built in the Neoclassical style also bear a very upright appearance, with all elements of the home contained in a neat, four-sided space. In contrast, Frank Lloyd Wright's Fallingwater has elements which seemingly jut out at odd angles. What's more, Fallingwater was built to interact and co-exist with the surrounding environment, rather than dominate it as a Neoclassical structure might. I cannot say with any certainty that Frank Lloyd Wright had this rejection clear in his mind when he designed the structure, but his knowledge of architecture is built upon the thousands of years of design which preceded him.

In a more explicit sense, many buildings today (especially governmental) are built in the Neoclassical style in order to emulate Classical societies and their values. 

I need an analysis of this painting. In approximately what time-period was this work created (years are acceptable) What is the subject matter...

Having never seen this painting before, I will first offer my own initial impressions, and then we’ll look up the artist and the history. Your own prior knowledge and experience can tell you a lot about the meaning of any artistic work, even if you don’t know anything about it.

I see two Native Americans, one in traditional dress, and the other in vintage European garb. I’m guessing this scene is set during the American...

Having never seen this painting before, I will first offer my own initial impressions, and then we’ll look up the artist and the history. Your own prior knowledge and experience can tell you a lot about the meaning of any artistic work, even if you don’t know anything about it.

I see two Native Americans, one in traditional dress, and the other in vintage European garb. I’m guessing this scene is set during the American western expansion, which I know took place in the 1800s. Some of the Natives held on to their ancient traditions, while others adapted (or were forced to adapt) to the new ideas that the European immigrants brought with them.

The character on the left is wearing a traditional feathered headdress and holds a peace pipe (both highly spiritual symbols), while the one on the right wears a top hat with one bright feather and smokes a cigarette. He seems, to me, to be more interested in the meaningless shallow finery of the Europeans than in his tribe’s spiritual heritage.

The two Natives are facing away from each other, and I wonder if they are really supposed to be two separate people, or if this is a metaphor for the internal struggle of an individual who’s trying to decide whether to stay true to his family and tribal values or emulate the European customs.

Using Google’s reverse image search, I learned that this peace is called Wi-jún-jon, Pigeon's Egg Head (The Light) Going To and Returning From Washington. It was painted by George Caitlin in 1839. This painting does indeed depict two sides of one person: it’s a “before and after” shot of an Assiniboine Chief who went to visit Washington and returned to his tribe with all kinds of new clothes, accessories and ideas (1).

I don’t feel like the artist is biased one way or another, but it does seem like he’s trying show us something important about individual identity vs. group identity and how our personality can actually change a lot depending on the company we keep. This is as true today as is was at the time of the painting (and throughout all of history). No matter how close and connected you may feel to your family and your oldest friends, there are always new people and new ideas to explore. Identity, personality, and values are malleable, and sometimes new situations will change you a lot more than you’d expect.

Work Cited:
(1) "Wi-jún-jon, Pigeon's Egg Head (The Light) Going To and Returning From Washington." Smithsonian American Art Museum, n.d. https://americanart.si.edu/artwork/wi-jun-jon-pigeons-egg-head-light-going-and-returning-washington-4317. Accessed 16 December, 2017.

How did George Washington help shape a new nation?

George Washington rose through the ranks in the military. He served in various engagements and managed to lead his troops to victory or successful retreats.  His leadership skills and resilience made him stand out, leading him to assume the position of the first President of the United States of America. Washington actively participated in the Revolutionary War and played an important role in its success.

Washington stood firm against the divisive party politics that marred...

George Washington rose through the ranks in the military. He served in various engagements and managed to lead his troops to victory or successful retreats.  His leadership skills and resilience made him stand out, leading him to assume the position of the first President of the United States of America. Washington actively participated in the Revolutionary War and played an important role in its success.

Washington stood firm against the divisive party politics that marred the country post-revolution. He emphasized his role as a benevolent president for all citizens. He supported the authority of the federal government and sought to support it as an institution. He emphasized the United States’ neutrality in the face of diplomatic issues between France and England. His strategy was informed by the need to shape the country as a nation focused on its own interests. His decisive but peaceable nature helped shape and stabilize the young nation that at the time faced considerable challenges associated with inherent public differences.

`int (x^2+12x+12)/(x^3-4x) dx` Use partial fractions to find the indefinite integral

`int (x^2+12x+12)/(x^3-4x)dx `

To solve using partial fraction method, the denominator of the integrand should be factored.

`(x^2+12x+12)/(x^3-4x) =(x^2+12x+12)/(x(x-2)(x+2))`

Then, express it as sum of fractions.

`(x^2+12x+12)/(x(x-2)(x+2)) = A/x + B/(x-2) + C/(x+2)`

To determine the values of A, B and C, multiply both sides by the LCD of the fractions present.

`x(x-2)(x+2)*(x^2+12x+12)/(x(x-2)(x+2)) = (A/x + B/(x-2) + C/(x+2))*x(x-2)(x+2)`

`x^2+12x+12=A(x-2)(x+2) +Bx(x+2)+Cx(x-2)`

Then, assign values to x in which either x, x-2 or x+2 will...

`int (x^2+12x+12)/(x^3-4x)dx `

To solve using partial fraction method, the denominator of the integrand should be factored.

`(x^2+12x+12)/(x^3-4x) =(x^2+12x+12)/(x(x-2)(x+2))`

Then, express it as sum of fractions.

`(x^2+12x+12)/(x(x-2)(x+2)) = A/x + B/(x-2) + C/(x+2)`

To determine the values of A, B and C, multiply both sides by the LCD of the fractions present.

`x(x-2)(x+2)*(x^2+12x+12)/(x(x-2)(x+2)) = (A/x + B/(x-2) + C/(x+2))*x(x-2)(x+2)`

`x^2+12x+12=A(x-2)(x+2) +Bx(x+2)+Cx(x-2)`

Then, assign values to x in which either x, x-2 or x+2 will become zero.

So, plug-in x=0 to get the value of A.

`0^2+12(0)+12=A(0-2)(0+2)+B(0)(0+2)+C(0)(0-2)`

`0+0+12=A(-4)+B(0)+C(0)`

`12=-4A`

`-3=A`

Also, plug-in x=2 to get the value of B.

`2^2+12(2)+12=A(2-2)(2+2)+B(2)(2+2)+C(2)(2-2)`

`4+24+12=A(0)+B(8)+C(0)`

`40=8B`

`5=B`

And subsitute x=-2 to get the value of C.

`(-2)^2 + 12(-2)+12=A(-2-2)(-2+2)+B(-2)(-2+2)+C(-2)(-2-2)`

`4-24+12=A(0)+B(0)+C(8)`

`-8=8C`

`-1=C`

So the partial fraction decomposition of the integral is

`int (x^2+12x+12)/(x^3-4x)dx`

`= int (x^2+12x+12)/(x(x-2)(x+2))dx`

`= int(-3/x +5/(x-2)-1/(x+2))dx`

Then, express it as three integrals.

`= int-3/xdx + int 5/(x-2)dx - int 1/(x+2)dx`

`= -3int 1/xdx + 5int 1/(x-2)dx - int 1/(x+2)dx`

To take the integral, apply the formula `int 1/u du =ln|u|+C` .

`=-3ln|x| + 5ln|x-2|-ln|x+2|+C`

Therefore,`int (x^2+12x+12)/(x^3-4x)dx=-3ln|x| + 5ln|x-2|-ln|x+2|+C`.

In 1987 Hedda Nusbaum, an editor of children’s books, called police to report that her daughter, Lisa Steinberg, had choked on food. Lisa was...

Insofar as "Battered Woman Syndrome" has a relatively long history within the U.S. judicial system, then a case can certainly made for the prosecution's decision in the case of Joel Steinberg and Hedda Nusbaum. Some may reject the notion that psychological phenomena like "Battered Woman Syndrome" (hereafter, BWS) and the hostage-related case of "Stockholm Syndrome" should not excuse criminal behavior, and it is a subjective matter. The legal history, however, clearly allows for a defense...

Insofar as "Battered Woman Syndrome" has a relatively long history within the U.S. judicial system, then a case can certainly made for the prosecution's decision in the case of Joel Steinberg and Hedda Nusbaum. Some may reject the notion that psychological phenomena like "Battered Woman Syndrome" (hereafter, BWS) and the hostage-related case of "Stockholm Syndrome" should not excuse criminal behavior, and it is a subjective matter. The legal history, however, clearly allows for a defense based upon application of BWS. A link provided below includes relevant case studies that established the legal precedent for acquittal on the basis of BWS. Suffice to say that the American legal system has established BWS as the basis for a criminal defense.

Whether the legal precedent can be extended to the notion of moral culpability, however, is another matter. As noted, determinations of morality are highly subjective, no matter how egregious the act leading an individual into the judicial system. Legally, the prosecutors in the case of Hedda Nusbaum acted appropriately. There was an established history of physical injury that could logically be attributed to abuse at the hands of another human being, in this case, Joel Steinberg. The history of gender relations also accounts for dependency relationships that advantage the male and disadvantage the female. Sadly, thousands of women have been subjected to physical and emotional abuse by their partners or husbands, yet remain with those partners or husbands out of a psychological dependency that can best be explained in the article on BWS as a legal defense linked below. Many women cannot take the necessary "next" step and terminate a relationship out of fear and an ingrained sense of insecurity about being left alone. That emboldens certain men to abuse and exploit the women in question.

Specific to the death of Lisa Steinberg, a case can definitely be made to excuse the mother because of her record of victimhood at the hands of Joel Steinberg. The physical and emotional trauma sustained by Hedda almost certainly played a role in her failure to protect her daughter. Plus, prosecutors in all matter of criminal trials cajole or threaten culpable parties to testify against other parties in exchange for leniency in sentencing or, as in the case of Hedda Nusbaum, in exchange for a decision not to prosecute. That is how the American legal system works. That is why organized crime figures who have carried out murders have nevertheless been allowed to serve reduced sentences or been rewarded with preferential treatment in exchange for their agreement to testify against other criminals. Joel Steinberg's actions warranted a lengthy prison sentence. In order to ensure such an outcome, Hedda's testimony, as a "friendly" witness (for the prosecution) helped ensure that outcome. The prosecutor's decision to not prosecute Hedda, then, was correct both legally and morally.

What incentives does a company have to deliver high quality services or products?

There are three primary motivations for developing a business model that includes the delivery of high quality goods and services: market reputation, customer loyalty and retention, and customer satisfaction. These three benefits can contribute to a business model that is both sustainable and profitable.Customer SatisfactionA customer who is satisfied is beneficial in that the satisfied customer is unlikely to seek to return the product or receive a refund for unsatisfactory...

There are three primary motivations for developing a business model that includes the delivery of high quality goods and services: market reputation, customer loyalty and retention, and customer satisfaction. These three benefits can contribute to a business model that is both sustainable and profitable.

Customer Satisfaction
A customer who is satisfied is beneficial in that the satisfied customer is unlikely to seek to return the product or receive a refund for unsatisfactory services. The customer then keeps the product and does not burden the company with customer service costs and in many cases inventory loss. Customer satisfaction is the starting point before the benefits of market reputation and customer loyalty/retention occur. If a customer is unsatisfied, the following two benefits will not occur.

Customer Retention and Loyalty
Customers who receive high quality products and services from a company are more likely to stay with or revisit that company. By providing excellent products, a company can ensure that when a customer has need of their product or services again, the customer will return to them and not a competitor. Low quality products, and even mid-quality products, are unlikely to encourage customer loyalty, as these options are often widely available from a variety of competing businesses. 

Market Reputation
With a continued history of delivering an excellent product, a company develops a reputation for excellence. That reputation translates into value because that company can comfortably maintain a price point that reflects the quality of the product or service. Additional value is added with the attraction of new customers. New customers can confidently interact with the business as a result of the reputation that precedes it. With a strong reputation for quality, a new customer can expect that the products will be good. In a time when customer reviews are widely available on the internet, reputation is increasingly important, as many new customers will not approach a company if it has a reputation for poor quality.

Ultimately, the goal of a business is to generate revenue. These three benefits of a quality-centric organizational model, when wielded prudently, can lead to profit and stability within a business.

In Plautus' A Pot of Gold, how is family portrayed? What is the nature of love?

Plautus' Pot of Gold (Latin: Aulularia) was first written around the 190s BCE. Plautus wrote his play in Latin for a Roman audience, but it was based on a Greek original. The names of the characters in the play are Greek and the play's setting is Athens.

Other than the household god who delivers the play's prologue, all of the other characters in the play are humans. Half are freeborn citizens and half are slaves. Most of the lines in the play are spoken by male characters. Of the ten human characters in the play who have a speaking part, seven are males.

These statistics hint at the male-dominated family relations in the play. Much of what happens in the play revolves around the marriage of Euclio's daughter Phaedria, but she never appears before the audience and only has one line in the play (an off-stage cry caused by her labor pains). As was common in ancient marriages in both Greece and Rome, the marriage of Euclio's daughter is an event whose details are worked out by men (Euclio, Megadorus, and Lyconides). Phaedria has no say in the matter. Lyconides' mother Eunomia, however, does apparently serve as her son's confidant (Lyconides, while drunk, had impregnated Phaedria nine months earlier) and also as an intermediary with his uncle Megadorus, who early in the play had arranged to marry Phaedria (much to Lyconides' dismay).

Thus, given the male-dominated and business-like nature of Phaedria's marriage, I would say that, at least from the perspective of the elder male citizens in the play (Euclio and Megadorus), the concept of love really does not enter into the equation. Indeed, Euclio is more worried about someone stealing his pot of gold than about his daughter who is about to give birth inside his house. Lyconides may truly love Phaedria (he tells Euclio that he does in a single line), but we are not given a clue as to her feelings about Lyconides or any other male in the play.

In the culture presented in this play, the two families are dominated by elder males and the families become linked through arrangements that must ultimately be "signed off on" by males.

What were Madison's and Jefferson’s main arguments against the Alien and Sedition Acts?

It is not surprising that both Madison and Jefferson were such staunch opponents of the Alien and Sedition Acts. In addition to both being Democratic-Republicans—and therefore naturally hostile to the Adams administration—they had been closely involved in devising the Bill of Rights. Jefferson provided the inspiration, whereas Madison was involved in the drafting.

Both men recognized that the Bill of Rights was inadequate to deal with this raft of authoritarian legislation. They could not get the Supreme Court to rule these laws as unconstitutional because the Court had not yet taken up the power of judicial review. It would not do so until the landmark case of Marbury v Madison five years later.

Thus, they hit upon the idea of the people themselves challenging unauthorized government action  through their state legislatures  The main arguments they used to support this move were a mixture of the practical and the ideal.

Practically speaking, this appeared the only way to challenge the Adams administration. With a Federalist-controlled Congress, it was impossible to repeal the hated legislation. Bringing the matter before state legislatures could allow them to get around this problem.

There was also principle involved. The Alien and Sedition Acts went against the spirit of republican liberty enshrined in the Declaration of Independence. Americans had shed blood on the battlefield fighting against a centralizing, tyrannical power. However, now it appeared that a new tyranny was rising, one built by Americans on American soil.

Jefferson and Madison's arguments were set out, respectively, in the Kentucky and Virginia Resolutions. The federal government had effectively broken its compact with the American people by violating the sacred trust placed in their hands to protect their fundamental rights and liberties. As the people had been party to the original compact which established the federal government in the first place, then it was only right and proper that they should decide when the terms of that agreement had been violated.

Jefferson's language was a good deal more strident than Madison's rhetoric. He openly declared that state legislatures had the right to declare acts of the federal government as null and void. As the Alien and Sedition Acts were unauthorized in his eyes, they effectively had no legal force.

Madison's response in the Virginia Resolution was more measured. Yes, the federal government had openly violated liberty, but Virginia would still retain its professed loyalty to the United States. Madison, in keeping with the principles he had already set out in the The Federalist, looked upon state government not as the ultimate repository of political sovereignty (as Jefferson believed), but as an important instrument for the mobilization of public opinion whenever the federal government exceeded its constitutional bounds.

Madison also spoke eloquently against restrictions placed by the Acts upon freedom of the press. For Madison, the government saw things the wrong way; it was not the government that censored the people, it was the people, exercising their right to free speech, who censored the government. Only in this way could the government ever be held responsible to the American people. This principle was a cornerstone of republican liberty. A free press was also a means by which the public opinion marshaled by the states could be given full expression, bringing the maximum amount of pressure to bear upon the federal government.

`(x-3)^2+y^2 =1 ` Find the volume of the torus generated by revolving the region bounded by the graph of the circle about the y-axis.

To find the volume of the torus generated by revolving the region bounded by the graph of circle about the y-axis, we may apply Washer method. In this method, rectangular strip representation that is perpendicular to the axis of rotation. We follow the formula  for Washer method: `V =pi int_a^b[(f(y))^2-(g(y))^2]dy` using a horizontal rectangular strip representation with thickness of `dy` .

The given equation: `(x-3)^2 +y^2=1` is in a form of` (x-R)^2+y^2=r^2` .

We set up the function of each radius based on the following formula:

inner radius: `f(y)= R -sqrt(r^2-y^2)`  

Then the function for the graph from x=3 to x=4 will be: `f(y)= 3-sqrt(1 -y^2)`

outer radius: `g(y)= R+sqrt(r^2-y)` 

Then the function for the graph from x=2 to x=3 will be: `g(y)= 3+sqrt(1-y^2)`

From the attached image, the boundary values of y are: `a= -1` and `b =1` .

Plug-in the values on the formula, we set up:

`V =pi int_(-1)^(1) [(3+sqrt(1-y^2))^2-(3-sqrt(1 -y^2))^2]dy`

`=pi int_(-1)^(1) [(3+6sqrt(1-y^2) +1-y^2)-(3-6sqrt(1 -y^2) +1 -y^2)]dy`

`=pi int_(-1)^(1) [ 3+6sqrt(1-y^2) +1-y^2 -3+6sqrt(1 -y^2) -1 +y^2]dy`

`=pi int_(-1)^(1) [12sqrt(1-y^2)]dy`

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

`V =12pi int_(-1)^(1) [sqrt(1-y^2)]dy`

From integration table, we may apply the integral formula for function with roots: 

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

Then,

`V =12pi int_(-1)^(1) [sqrt(1-y^2)]dy`

` = 12pi * [(y*sqrt(1-y^2))/2+1/2 arcsin(y/1)] |_(-1)^(1)`

`= 12pi * [(ysqrt(1-y^2))/2+ arcsin(y)/2] |_(-1)^(1)`

`=[6piysqrt(1-y^2)+ 6piarcsin(y)] |_(-1)^(1)`

Apply definite integral formula:  .

`V =[6piysqrt(1-y^2)+ 6piarcsin(y)] |_(-1)^(1)`

`=[6pi(1)sqrt(1-1^2)+ 6piarcsin(1)]-[6pi(-1)sqrt(1-(-1)^2)+ 6piarcsin(-1)]`

`=[6pisqrt(1-1)+ 6piarcsin(1)]-[-6pisqrt(1-1)+ 6piarcsin(-1)]`

`=[6pisqrt(0)+ 6piarcsin(1)]-[-6pisqrt(0)+ 6piarcsin(-1)]`

`=[6pi*0+ 6pi*(pi/2)]-[-6pi*0+ 6pi*(-pi/2))]`

`=[0+ 3pi^2]-[0+ (-3pi^2)]`

`= 3pi^2 -(-3pi^2)`

`=3pi^2 +3pi^2`

=`6pi^2`  or` 59.22` (approximated value)

Who is the cab driver?

Although the ending of “The Demon Lover” is somewhat ambiguous, the driver’s identity is linked to Kathleen Drover’s ex-fiancé. Twenty-five years after he was presumed dead, Kathleen discovers a note that reminds her of a promise that she made to him to meet him on a certain day at an hour that she can no longer remember. In fact, Kathleen realizes that she can remember very little about him and cannot even recall what his...

Although the ending of “The Demon Lover” is somewhat ambiguous, the driver’s identity is linked to Kathleen Drover’s ex-fiancé. Twenty-five years after he was presumed dead, Kathleen discovers a note that reminds her of a promise that she made to him to meet him on a certain day at an hour that she can no longer remember. In fact, Kathleen realizes that she can remember very little about him and cannot even recall what his face looked like.

As the story progresses, Kathleen becomes increasingly anxious and decides to flee her house and seek safety with a taxi. Her decision is ultimately ironic. When she enters into the taxi, she realizes that the driver starts leaving even before she provides a destination. Moments later, the cab stops, and the story ends with her face-to-face with the driver:

Mrs. Drover’s mouth hung open for some seconds before she could issue her first scream. After that she continued to scream freely and to beat with her gloved hands on the glass all round as the taxi, accelerating without mercy, made off with her into the hinterland of deserted streets.

Scholars disagree about who exactly the cab driver is, and it is certainly left to some interpretation. The title suggests that he might be some demonic form of her ex-lover, and some scholars have argued that he is a wartime hallucination brought on by the stress around her. Regardless of how you choose to interpret his identity, it is important to note that his return is historically symbolic: the lover was presumed dead after fighting in World War I, and he—or at least the idea of him—reappears during World War II. Her ex-lover is less of a person than a historical occurrence, and their time together was not romantic so much as it was transactional and lacking detail. In this way, the cab driver—whether it is her ex-lover or a hallucination—is about the return of the horrors of a world war.

What details in the story suggest that Mrs. Jones was a large woman?

There are certainly details in the story that suggest that Mrs. Jones was a large woman.

The first paragraph uses the word "large" to describe Mrs. Jones. The first sentence of the story tells us that Mrs. Jones is a "large woman with a large purse that had everything in it but hammer and nails." 

When a young boy tries to steal Mrs. Jones' purse, the text tells us that "the large woman simply turned...

There are certainly details in the story that suggest that Mrs. Jones was a large woman.

The first paragraph uses the word "large" to describe Mrs. Jones. The first sentence of the story tells us that Mrs. Jones is a "large woman with a large purse that had everything in it but hammer and nails." 

When a young boy tries to steal Mrs. Jones' purse, the text tells us that "the large woman simply turned around and kicked him right square in his blue-jeaned sitter."

During their conversation, Mrs. Jones remarks upon the boy's dirty face and asks whether there is anyone at home to tell him to wash his face. The boy answers “No’m,” which prompts Mrs. Jones to declare that she will wash it for him that evening. The text then tells us that the "large woman [started] up the street, dragging the frightened boy behind her."

At the end of the story, the text tells how the boy looks back "at the large woman in the door" as he leaves her house.

Dante “built” his version of Hell utilizing equal measures of Roman Catholic doctrine and his own personal perspective regarding the guilt or...

Ironically, Dante’s guide to Hell, the ancient Roman poet Virgil, resides in the first circle, called Limbo. Along with him Dante places other excellent ancient poets, such as Homer, Horace, Ovid and Lucan. Dante makes clear that these men lived virtuous lives, but because they lived before the time of Christ, they were unbaptized.  According to Catholic theology of the Middle Ages, the virtuous unbaptized were unable to obtain Heaven, but instead were relegated to Limbo, where there is no actual punishment but only an eternal sadness to be forever separated from God and Heaven.  The idea was that, even though through no fault of their own they were unbaptized and unaware of God and Christ, upon entering Hell they would receive full knowledge of these things, lending to their sorrow. Through Virgil, Dante is demonstrating a common Catholic belief of his time:

           My good master said to me, "You do not ask

                 what spirits these are.  Now,

                 I want you to know before you go farther

           that they did not sin, but having merit

                 was not enough, for they lacked baptism,

                 which is a portal to that faith you hold."

Dante’s response to Virgil’s speech suggests that he may have balked somewhat at this Catholic concept, as he writes, “Great grief gripped my heart when I heard this.”

However, other people that Dante writes into his Inferno seem to be there for reasons more personal to Dante.  A prime example would be Farinata degli Uberti, a soul he and Virgil speak with in the sixth circle, which is reserved for heretics who exclaimed against the immortality of the soul.  Although Farinata died a year before Dante’s birth, his family was a political enemy of Dante’s family.  In 1260 when Farinata’s party captured control of Florence, Dante’s family was driven out. In The Inferno, Dante describes Farinata as still plagued by twisted hatred, taunting Dante.  Farinata argues, feeling self-justified:

                "Tell me why the people are so fierce

                against my kindred in all their laws."

          Then [Dante] to him, "The slaughter and havoc

                which dyed the Arbia red

                cause such prayers to rise in our temple."

Farinata cannot let go of his bitter, eternal anger, which seems to be part of the souls’ punishments in The Inferno. Dante certainly seems to enjoy putting Farinata in his place, committing him and other heretics to spend eternity in flaming, torturous tombs.  Dante could certainly have created a fictitious figure to demonstrate the heretics, or a person well-recognized by the Church for heresy, but he chose to give an example personally meaningful to himself and his family.  A bit vindictive to mar the name of your enemy by immortalizing him in literary Hell? Quite so!

1) One of the main features of American history in the age of industrialization was the growing presence of the federal government in American...

It looks like there are three parts to your essay question. I will provide guidance on them below. 

1) Why the government began to aid the expansion of the market economy during the Civil War.

The main reason for the federal government's actions was to strengthen the North's newly industrialized economy. During the Civil War, the Southern states depended upon the cotton industry, one wholly supported by slave labor. The South lagged far behind the North in terms of manufacturing progress.

Due to the increased mechanization in factories in the Northern United States, states north of the Mason-Dixie line produced more firearms, railroad equipment, farm machinery, and textiles than those in the South. Most importantly, the North produced more and better weapons than the South, and this factor alone provided the North with a distinct advantage in its war against the South. The North also built its railroads faster than the South. Why? The North had access to a large labor population, from people moving into cities and foreign workers immigrating to the American North.

During the Civil War, Southern politicians elected to leave Congress to join the Confederacy. This led the federal government to push for westward expansion and to pass legislation to maintain the North's economic supremacy. Essentially, the federal government supported the emergence of a market economy so that it could strengthen its position against the South during the Civil War. In the next part, I'll address the Homestead and Pacific Railroad Acts.

Sources:

Industry and Economy During the Civil War.

The Economics of the Civil War.

How the Homestead and Pacific Railroad Acts passed by the federal government during this period helped lead to the defeat of the numerous Native American nations in the West.

The federal government planned to increase the North's economic power by exporting industrialization to the west. It projected that westward expansion was best supported by legislation such as the Homestead Act, the Morrill Act, and the Pacific Railroad Acts of 1862. For more details about these laws in your essay, please read about them at the link provided.

The transcontinental railroad basically linked the eastern and western United States, strengthening the North's position in its economic war against the South. The Homestead Act was especially significant because it allowed women and African Americans to claim land. The new pieces of legislation, however, led to the defeat of Native American tribes. Many tribes were displaced when Americans moved in to claim land in the Mid-West. The transcontinental railroad brought increased economic expansion to the west, but it also proved deleterious to many Indian tribes.

When Americans discovered that leather could be manufactured out of bison hide, the slaughter of herds of bison became commonplace. Now, Native American tribes were deprived of one of their main sources of food. Additionally, Indian warriors found themselves increasingly engaged in constant battle with the United States army; they always fared badly in these skirmishes. Read more here: American Indians and the Transcontinental Railroad.

Domestic factors (events and issues within the United States) that help explain why the United States government began to build a commercial overseas empire in the 1890s.

Two major factors may help explain why the United States government began to build a commercial overseas empire during the 1890s; these are the Panic of 1893 and the concept of Manifest Destiny.

The Panic of 1893 was the direct result of American manufacturing growth. Industrialization led to great economic growth within the United States, but the market was soon saturated. The United States made too many products, more than enough for its population.

Essentially, production exceeded consumption. The United States needed new markets to sell a glut of manufactured products. Outward expansion to foreign markets was thought to be the answer to this crisis.

The Panic of 1893 was also caused by the overexpansion of the railroad industry. Loans were made to firms that wanted to build more railroads, but many of these firms overextended themselves with huge loans. These firms eventually went bankrupt and laid off workers. People rushed to withdraw money from their banks, precipitating a panic.

The federal government stepped in to reassure the public, promising them access to more jobs. In order to keep its promise, foreign economic expansion was necessary. The recession was a major reason the United States began to build a commercial overseas empire in the 1890s.

3) For the third part of your question, I suggest referring to the link I provide below. Roosevelt basically changed the relationship between government and big business during the Progressive period. He sided with the workers against Big Business. When Congress refused to act, Roosevelt signed executive orders to tamp down on monopolistic practices by companies. He fervently believed that the federal government had the right to monitor Big Business.

The Great Regulator

what are the function and parts of the atmosphere?

The atmosphere is made up of 4 layers.

The lowest layer or the layer right above us is the troposphere. It is the zone of weather and where the clouds are formed. The temperature decreases with altitude here. At the top of the troposphere is the tropopause where the jet stream is found: this contains strong winds that blow eastwards.

The next layer is the stratosphere which contains the ozone layer responsible for protecting...

The atmosphere is made up of 4 layers.

The lowest layer or the layer right above us is the troposphere. It is the zone of weather and where the clouds are formed. The temperature decreases with altitude here. At the top of the troposphere is the tropopause where the jet stream is found: this contains strong winds that blow eastwards.

The next layer is the stratosphere which contains the ozone layer responsible for protecting us from the sun’s harmful ultraviolet radiation. The temperature increases with altitude in this layer.

In the mesosphere the temperature is decreasing with altitude. It is the coldest layer of the atmosphere and it protects us from meteoroids.

The outermost layer is the thermosphere; it is the hottest layer because UV radiation is turned into heat and is made up of two layers the ionosphere- used for radio communication- and the exosphere where satellites orbit the earth

How does Golden Boy by Abigail Tarttelin represent power as based around the ideal of being perceived as normal?

The title of the novel Golden Boyitself is referencing the stereotypical ideal of an American male teenager. In the story, Max comes from a wealthy, loving family, in a close-knit community that supports each of its members. However, the "golden boy" is on the verge of losing his status if the community finds out his secret—that he is intersex. His family wants to continue the idea that he and they are normal, and so...

The title of the novel Golden Boy itself is referencing the stereotypical ideal of an American male teenager. In the story, Max comes from a wealthy, loving family, in a close-knit community that supports each of its members. However, the "golden boy" is on the verge of losing his status if the community finds out his secret—that he is intersex. His family wants to continue the idea that he and they are normal, and so want to hide his diversion from "normalcy." Losing their normalcy would be equivalent to ruining their reputation and thus their power within the community. Max himself is struggling to come to terms with who he is as a person, knowing that his identity has more power and influence on his family than he ever intended or wanted it to. His choices may disrupt the community in a major way, despite their very personal nature. His power, his family's power, and the power of the community lie in sticking to the status quo and remaining "normal."

In the book You Are Not So Smart, are heuristics helpful or harmful or both?

Keep in mind that heuristics are methods or techniques that McRaney calls "mental shortcuts you use to solve common problems."  Also keep in mind that the full title of the book is as follows:  You are Not So Smart:  Why You Have Too Many Friends on Facebook, Why Your Memory is Mostly Fiction, and 46 Other Ways You're Deluding Yourself.  Understanding these two things clarifies the question a bit.  Your question is really about the techniques involved in our self-delusion.  

The three main subjects in this book are cognitive biases, heuristics, and logical fallacies.  These are components in your mind, like organs in your body, which under the best conditions serve you well.  Life, unfortunately, isn't always lived under the best conditions.  

This quotation contains the answer to your question.  McRaney admits here that heuristics do "serve you well," but only "under the best conditions."  Therefore, the answer to your question is that heuristics are both helpful and harmful.  

To clarify further, McRaney gives many examples.  As long as these human "self-deceptions" are "quantified by psychology" and known, then our techniques or heuristics are helpful because they "keep us sane."  However, when we continue to be self-deluded and believe our fantasies to be truth, they become harmful.  For example, these techniques or "mental shortcuts" can speed up the brain's processing (which is helpful), but sometimes make us "miss what is important" (which is harmful).  Arriving at any particular conclusion too fast is never good.  

McRaney gives a practical example about news stories featuring shark attacks.  If we see too many of these news stories, our "mental shortcuts" or heuristics tell us that evil sharks have become out of control and cannot be stopped.  This kind of fallacy is harmful.  However, if we can recognize that this is a self-deception, then we can realize that the only thing we really know is that the media is focusing more on sharks because this keeps their clientele interested.

What is the conflict in Andrew Clements' No Talking? How does Dave begin to resolve the conflict? How does he finally solve it?

In Andrew Clements' No Talking, Dave Packer feels inspired to try being silent when he learns while doing a report on Mahatma Ghandi that Ghandi took a day of silence each week as a way to quiet his mind and focus his thoughts. Dave, being an excessive talker, felt inspired by the idea and takes a vow of silence for a day himself. The conflict occurs when, while at lunch, he breaks his vow...

In Andrew Clements' No Talking, Dave Packer feels inspired to try being silent when he learns while doing a report on Mahatma Ghandi that Ghandi took a day of silence each week as a way to quiet his mind and focus his thoughts. Dave, being an excessive talker, felt inspired by the idea and takes a vow of silence for a day himself. The conflict occurs when, while at lunch, he breaks his vow of silence to yell at Lynsey.

At lunch that day, he overhears Lynsey telling a very long and useless story about someone in her school buying the sweater she had wanted to buy herself. When Dave gets fed up with her babbling, he yells, "If you had to shut up for five minutes I bet the whole top of your head would explode!" (p. 18). In response, Lynsey challenges him by pointing out that he's just as much of a babbler as she is. When, Dave responds, "And anyway, boys never talk as much as girls do, ever!," they both agree to a contest (p. 20). According to the contest, all fifth graders must take a vow of silence--boys against girls. The side that says the most illegal words loses. The conflict grows more intense when the fifth grader's silence draws forth a negative reaction from Mrs. Hiatt, their school principle. The conflict reaches its climax when Mrs. Hiatt shouts at Dave in front of the whole school during lunch, provoking him to shout back and remind her of his legal "right to remain silent!" (p. 108).

Dave begins to resolve the conflict by going to Mrs. Hiatt's office to apologize for yelling at her and is surprised when she turns the tables by apologizing to him. He then invites her to join in on their game, and she gets the whole school involved, except for the kindergartners, who are too young. In addition, Dave's moment of standing up to Mrs. Hiatt, who was acting like a bully, was so inspiring that Lynsey decided to throw the contest by matching the same number of illegal words Dave had used to stand up to Mrs. Hiatt in her own little speech praising and thanking the boys, creating an equal tie between the boys and the girls.

Why is Waverly good at chess in "Rules of the Game"?

At the beginning of the story, Waverly notes that she learned the art of "invisible strength" from her mother when she was six years old. If Waverly doesn't complain or ask for the salted plums, her mother will buy them. Her silence gives her an advantage.

Her mother compares this strength to the wind. As Waverly is learning chess strategies, she adds, "I discovered that for the whole game one must gather invisible strengths and see the...

At the beginning of the story, Waverly notes that she learned the art of "invisible strength" from her mother when she was six years old. If Waverly doesn't complain or ask for the salted plums, her mother will buy them. Her silence gives her an advantage.

Her mother compares this strength to the wind. As Waverly is learning chess strategies, she adds, "I discovered that for the whole game one must gather invisible strengths and see the endgame before the game begins." Knowing these strategies beforehand is a distinct advantage. To increase that advantage, it is best to remain "silent." In other words, Waverly must be patient and not let her opponent see her being anxious, worried, or uneasy. She must have a good temperament and a better poker face. The less her opponent knows, the better off she will be:

I also found out why I should never reveal "why" to others. A little knowledge withheld is a great advantage one should store for future use. That is the power of chess. It is a game of secrets in which one must show and never tell.

She loved devising and remembering these "secret" strategies. She would stare at the chess board and play out the moves in her mind. She continued to learn from an old man, Lau Po, by playing chess with him near the playground. Eventually, she became better than him. Waverly liked the idea that her invisible strength was like the wind: unseen by her opponents until it was too late. She begins to understand how invisible strength can be used in other aspects of her life. In the last line of the story, she even proposes to use this strength in dealing with her mother.

Waverly thrives on her success and wants to become even better because she is proud of her individual achievements. When her mother brags about her success, Waverly is embarrassed and feels like that success is somehow being taken away from her.

`10^(3x-10)=(1/100)^(6x-1)` Solve the equation.

To evaluate the given equation `10^(3x-10)=(1/100)^(6x-1)` , we may apply `100=10^2` . The equation becomes:

`10^(3x-10)=(1/10^2)^(6x-1)`

Apply Law of Exponents: `1/x^n = x^(-n)` .

`10^(3x-10)=(10^(-2))^(6x-1)`

Note:` 1/100= 10^(-2)`

Apply Law of Exponents: `(x^n)^m = x^(n*m)` .

`10^(3x-10)=10^((-2)*(6x-1))`

`10^(3x-10)=10^(-12x+2)`

Apply the theorem: If `b^x=b^y` then `x=y` , we get:

`3x-10=-12x+2`

Add `12x` on both sides of the equation.

`3x-10+12x=-12x+2+12x`

`15x-10=2`

Add `10` on both sides of the equation.

`15x-10+10=2+10`

`15x=12`

Divide both sides by `15` .

...

To evaluate the given equation `10^(3x-10)=(1/100)^(6x-1)` , we may apply `100=10^2` . The equation becomes:

`10^(3x-10)=(1/10^2)^(6x-1)`

Apply Law of Exponents: `1/x^n = x^(-n)` .

`10^(3x-10)=(10^(-2))^(6x-1)`

Note:` 1/100= 10^(-2)`

Apply Law of Exponents: `(x^n)^m = x^(n*m)` .

`10^(3x-10)=10^((-2)*(6x-1))`

`10^(3x-10)=10^(-12x+2)`

Apply the theorem: If `b^x=b^y` then `x=y` , we get:

`3x-10=-12x+2`

Add `12x` on both sides of the equation.

`3x-10+12x=-12x+2+12x`

`15x-10=2`

Add `10` on both sides of the equation.

`15x-10+10=2+10`

`15x=12`

Divide both sides by `15` .

`(15x)/15=12/15`

`x=12/15`

Simplify.

`x=4/5`

Checking: Plug-in `x=4/5` on `10^(3x-10)=(1/100)^(6x-1)` .

`10^(3*(4/5)-10)=?(1/100)^(6*(4/5)-1)`

`10^(12/5-10)=?(1/100)^(24/5-1)`

`10^(12/5-50/5)=?(1/100)^(24/5-5/5)`

`10^((-38)/5)=?(1/100)^(19/5)`

`10^((-38)/5)=?(10^(-2))^(19/5)`

`10^((-38)/5)=?10^((-2)*19/5)`

`10^((-38)/5)=10^((-38)/5) `   TRUE

Thus, the `x=4/5`  is the real exact solution of the equation `10^(3x-10)=(1/100)^(6x-1)` . 

What are some examples of social behavior and what is the definition of social behavior?

Researchers in many fields -- including animal behavior, anthropology, psychology, and sociology -- study social behavior. The term "social behavior" may be defined slightly differently depending on the field, but this definition (from biologist Terrence McGlynn) captures the main idea:

"Social behavior consists of a set of interactions among individuals of the same species."

This definition (from Biology Reference) is also helpful:

"Social behavior is defined as interactions among individuals, normally within the same species,...

Researchers in many fields -- including animal behavior, anthropology, psychology, and sociology -- study social behavior. The term "social behavior" may be defined slightly differently depending on the field, but this definition (from biologist Terrence McGlynn) captures the main idea:

"Social behavior consists of a set of interactions among individuals of the same species."

This definition (from Biology Reference) is also helpful:

"Social behavior is defined as interactions among individuals, normally within the same species, that are usually beneficial to one or more of the individuals."

But it's important not to conflate "social behavior," which is neutral with respect to the nature of the social interactions, with terms like "prosocial behavior," which specify behavior that is intended to help others.

Social behavior can be friendly and mutualistic, as when two monkeys groom each other. Both parties receive immediate benefits.

It can be altruistic, as when a vampire bat donates food to a hungry companion. The donor pays a cost to deliver a benefit to the recipient.

But it can also be mutually antagonistic, as when two male elephant seals fight for access to females. And of course social behavior can include one-sided displays of aggression, or assertions of dominance.

Examples of human social behavior include:

• shaking hands


• flirting


• conversation


• religious rituals


• snubbing or "putting down" another person


• exchanging nonverbal signals (like smiles or frowns)


• offering reassurance or consolation


• sharing a meal


• teaching


• disciplining a child


• singing or making music together


• any act of cooperation between individuals

What are three examples of figurative language used in Stave 1 of A Christmas Carol?

The first paragraph of the story uses several figures of speech. The paragraph runs:

Marley was dead: to begin with. There is no doubt whatever about that. The register of his burial was signed by the clergyman, the clerk, the undertaker, and the chief mourner. Scrooge signed it: and Scrooge’s name was good upon ’Change, for anything he chose to put his hand to. Old Marley was as dead as a door-nail.

The first and most...

The first paragraph of the story uses several figures of speech. The paragraph runs:

Marley was dead: to begin with. There is no doubt whatever about that. The register of his burial was signed by the clergyman, the clerk, the undertaker, and the chief mourner. Scrooge signed it: and Scrooge’s name was good upon ’Change, for anything he chose to put his hand to. Old Marley was as dead as a door-nail.

The first and most obvious figure we encounter here is amplification. A single piece of information—the death of Marley—is delivered to us in several sentences, each minor variations upon a single fact. The purpose of this figure is to emphasize the significance of his death and its importance to the people around Scrooge. 

The extended description of the certification and confirmation of Marley's death is an example of the rhetorical figure of enumeration (Latin: enumeratio), which explains a complex point or concept by breaking it down into simple steps or details and listing them. 

Finally, Dickens uses a simile in the phrase "dead as a door-nail," a phrase that compares a dead person to an inanimate object that never lived to emphasize absence of life.