In The Old Man and the Sea, different readers may place the climax at different points. Where do you think the climax is in this novel? Defend...

The climactic action of The Old Man and the Sea involves Santiago's ability to successfully pull in the great marlin and tie him to his boat, as well as his brave battle against the sharks who would deprive him of his success.

Because an enduring work such as Hemingway's tale lends itself to extended interpretations and broader meanings, the climax of the narrative is sometimes interpreted as other than the point at which Santiago finally conquers the marlin by impaling it with his harpoon. Some interpretations of this work extend the climax to include Santiago's heroic struggle against the sharks who would deprive him of the great fish. 

With the definition of the hero as,

A man who lives correctly, following the ideals of honor, courage, and endurance in a world that is sometimes chaotic, often stressful, and always painful, 

it seems that the climax should include Santiago's enduring struggle against the marlin and the sharks. He never gives up in his effort to bring back the marlin. Although he loses the marlin's meat to the sharks, Santiago finds the inner strength to continue to endure his greatest struggle. There is an extended climax because the high emotion remains as Santiago fights against the sharks for the same reason that he fights for the marlin. This reason for Santiago's fighting is what one critic calls "the intangibles that can redeem his individual life."

 At one point in his struggles, the old man tells himself,

You did not kill the fish only to keep alive and to sell for food, he thought. You killed him for pride and because you are a fisherman.

It is because of his pride as a fisherman that Santiago continues his battle by fighting the sharks. He repeats to himself, "Fight them. . . I'll fight them until I die." This statement also indicates that the narrative is still at a point of high emotion, a climactic point. 

The falling action occurs when Santiago returns to the little harbor, and he carries his mast over his shoulder up the hill. He is so exhausted by his fight that he must rest five times. Nevertheless, Santiago arrives home, lies on his bed, and falls asleep. As he sleeps, the old fisherman can dream since he has met all the challenges presented to him. Because of his endurance against both the marlin and the sharks, along with his perseverance during these climactic moments, Santiago can retain his pride and know that he is still a man. 

What are the historical significance, background, and evolution of the words to the song Maple Leaf Rag by Scott Joplin?

When examining the lyrics to Scott Joplin's classic ragtime composition Maple Leaf Rag, it is important to keep in mind that the lyrics were written some time after the 1899 publication of Joplin's original music, and not by Joplin. Rather, the lyrics were penned by Sydney Brown. Brown's lyrics, which were added with or without--probably the latter--Joplin's consent by his first publisher, John Stark, who had acquired the rights to Maple Leaf Rag and with whom Joplin had an ongoing feud, were noticeably racist and perpetuated negative stereotypes of African Americans. 

Ragtime was a product of late-nineteenth-century America and, more specifically, of the American South. As with blues and jazz, to which ragtime was a precursor, this musical genre was unique to the African American community, in particular those in St. Louis and Sedalia, Missouri. The origins of ragtime, then, cannot be separated from the racial hostilities and institution of racial segregation that continued to plague the South for decades after the end of the Civil War. And, in contrast to some other ragtime composers, Joplin eschewed music that catered to the lowest common denominator of white American society. The publication by Stark of Brown's lyrics, consequently, do not reflect upon Joplin, but upon the racism endemic to society during the latter's life. Ray Argyle, in his history of ragtime and of Joplin's role in popularizing it, Scott Joplin and the Age of Ragtime, quotes the American Federation of Musicians' 1901 declaration that "swore to play no ragtime and to do all in their power to counteract the pernicious influence...of the Negro school." (p. 36) Such was the atmosphere in which Brown penned the lyrics to Joplin's composition.

The lyrics to Maple Leaf Rag are replete with negative imagery illuminating the racial prejudices of the time:

I came from ole Virginy from the county Acomac
I have no wealth to speak of 'cept de clothes upon my back
I can do the country hoe-down I can buck and wing to show down
And while I'm in the notion, just step back and watch my motion

Oh go 'way man, I can hypnotize dis nation
I can shake the earth's foundation wit' the Maple Leaf Rag

..

The men were struck wit' jealousy, the razors 'gan to flash
But de ladies gathered 'round me for I'd surely made a mash

The finest belle, she sent a boy to call a coach and four
We rode around a season 'till we both were lost to reason....

Note the use of phrases like "de clothes," "I can buck and wing," "I can hypnotize  this nation," and "I can shake the earth's foundation wit' the Maple Leaf Rag." Brown's lyrics tell of a poor African American walking into a presumably upper-class white dance and scandalizing the attendees. Among the pernicious stereotypes of African American men was that they were sex-crazed predators who targeted white women. When the singer suggests that he can "shake the earth's foundation," he is playing to the fears of many caucasians that blacks were innately threatening not only to the status quo but to the sanctity of white women. The reaction of the men in the ballroom further perpetuates the myth of the ever-threatening African American and, of particular note, of the white man's need to castrate the black man who will otherwise rape white women with wanton abandon.

Sydney Brown's lyrics for Scott Joplin's composition are rarely heard for the simple reason that they do not improve the music and are highly offensive. They represented a bastardization of Joplin's music while also illuminating the blatant racism of the era in which both the original composition and the lyrics were written.

Why is the narrator crying after Doodle shows the family how he can walk in "The Scarlet Ibis"?

The narrator cries after Doodle demonstrates that he can walk because he is proud that he has taught his brother to be able to do so. Also, he is somewhat ashamed because he has instructed Doodle from the selfish motives of being embarrassed by Doodle's failure to walk at age five.

It [teaching Doodle to walk] seemed so hopeless from the beginning that it's a miracle I didn't give up. But all of us must...

The narrator cries after Doodle demonstrates that he can walk because he is proud that he has taught his brother to be able to do so. Also, he is somewhat ashamed because he has instructed Doodle from the selfish motives of being embarrassed by Doodle's failure to walk at age five.

It [teaching Doodle to walk] seemed so hopeless from the beginning that it's a miracle I didn't give up. But all of us must have something or someone to be proud of, and Doodle had become mine.

In James Hurst's story, when Doodle is born, the narrator is mortified that his baby brother is not normal. William Armstrong is "an invalid" and must lie on a rubber sheet. But, when the baby pushes himself up and recognizes his brother and smiles, the narrator takes some interest in him. Then, after his baby brother learns to turn himself over and later to crawl, the narrator determines that Doodle must learn to do normal things. The narrator/brother becomes so embarrassed to be pulling Doodle around in a cart when he is five that he becomes determined that Doodle will walk.

They Told Me You Had Been To Her Meaning

What linguistic/ language features does the poet use to create meaning in the poem below?

They told me you had been to her,

And mentioned me to him:

She gave me a good character, 

But said I could not swim.

He sent them word I had not gone

(we know it to be true):

If she should push the matter on, 

What would become of you?

I gave her one, they gave him two,

You gave us three or more:

They all returned from him to you,

Though they were mine before.

If I or she should chance to be 

Involved in this affair, 

He trusts to you to set them free,

Exactly as we were.

My notion was that you had been 

(Before she had this fit)

An obstacle that came between

Him, and ourselves, and it.

Don't let them know she liked them best, 

For this must ever be

A secret, kept from all the rest,

Between yourself and me

- From Lewis Carroll's Alice in Wonderland

How did railroads impact the settlement of the west around 1864?

Under President Abraham Lincoln in 1862, the Pacific Railway Act was approved.  With most of the nation focused on the Civil War, less attention was paid to westward expansion.  In previous decades, westward expansion had been an important focus in the United States.  People traveling west had gone by covered wagon or by horse.  This way of travel was slow and was filled with obstacles.  Wagons were made of wood and could break.  Horses and oxen...

Under President Abraham Lincoln in 1862, the Pacific Railway Act was approved.  With most of the nation focused on the Civil War, less attention was paid to westward expansion.  In previous decades, westward expansion had been an important focus in the United States.  People traveling west had gone by covered wagon or by horse.  This way of travel was slow and was filled with obstacles.  Wagons were made of wood and could break.  Horses and oxen could become ill and die.  The journey could take from four months to over a year.

In 1869, the Transcontinental Railroad was completed.  After this, travel from the East to the West was much quicker and more efficient.  People did not have to worry about feeding livestock or repairing wagons.  Instead, they paid a fare and boarded a train to go west.  By the year 1876, one particularly fast train had a direct route from New York City to San Francisco that took about four days.  This transformed westward expansion in the United States.  New immigrants arriving in New York City could quickly and easily move west, where the population was relatively small and there were more economic opportunities.

How did Renaissance artwork look different from artwork during the Middle Ages?

Because the field of artwork is broad, I will focus on painting. There are many ways in which medieval painting differed from that of the Renaissance, which is what makes the latter period so important as an era of innovation.

First, nearly all medieval painting is religious in its subject matter. A great deal of Renaissance painting is, too, but more liberties are taken in the portrayal of the icons. Renaissance painters individualized the figures,...

Because the field of artwork is broad, I will focus on painting. There are many ways in which medieval painting differed from that of the Renaissance, which is what makes the latter period so important as an era of innovation.

First, nearly all medieval painting is religious in its subject matter. A great deal of Renaissance painting is, too, but more liberties are taken in the portrayal of the icons. Renaissance painters individualized the figures, allowed them to emote, showed the natural movement of the body, and often depicted subjects according to classical standards of beauty. Medieval iconography is less inspired and quite redundant. 

Moreover—and this leads to the second major difference—there is no depiction of perspective in medieval painting. The figures appear flat and two-dimensional. Vanishing point perspective developed during the Renaissance. With this technique, a set of parallel lines are perpendicular to a picture plane, drawing one's eye to a single point in space, then outward. This allowed for the illusion of depth on a flat surface.

The depiction of children is another very important difference. Both medieval and Renaissance painters were interested in the depiction of Madonna and Son. Based on the images, however, one thinks that medieval painters had no concept of what children actually looked like. They are little adults: elongated and earnest in their expressions. Renaissance artists painted babies as they are in real life: chubby, playful, and fidgety.

Why is the work a scalar quantity?

A scalar quantity is a quantity that can be measured by one number. This is in contrast to a vector quantity, that has to be represented by two, or more, numbers. For example, velocity is a vector quantity because it indicates how fastan object is moving, and in what direction.

Force is also a vector quantity, because it represents the strength of the push or pull, and also the direction of that push...

A scalar quantity is a quantity that can be measured by one number. This is in contrast to a vector quantity, that has to be represented by two, or more, numbers. For example, velocity is a vector quantity because it indicates how fast an object is moving, and in what direction.

Force is also a vector quantity, because it represents the strength of the push or pull, and also the direction of that push or pull. Work, however, is a quantity that indicates the result of the force's action: it combines the force with displacement that occurred in the direction of that force. Mathematically, it is expressed as follows:

`W=vecF*Deltavecx`

This is called a scalar product of the two vectors: the force vector and the displacement vector. It is a scalar because the result of it is just one number, calculated as follows:

`W =|vecF||Deltavecx|*cos(theta).`

So, work is the product of the magnitudes of the force and the displacement, and the cosine of the angle between them (`theta` ).

Work can also be thought of as a change in the kinetic energy of and object. The kinetic energy is

`K = 1/2mv^2` , where m is the mass and v is the speed of the object. Since mass and speed are scalar quantities (speed is a magnitude of velocity, and this a scalar), kinetic energy is also a scalar quantity, so the work, which equals the change in kinetic energy, is also a scalar quantity.

In You are Not So Smart, what is McRaney asking you to believe about cognition and decision-making? How does this challenge your assumptions about...

McRaney is primarily asking you to understand the various ways in which your brain limits your perspective and thus your decision-making abilities. The very heuristics and other cognitive processes that allow your brain to function efficiently can also lead to perceptual weaknesses. McRaney hopes to challenge your assumption that you can trust your own thoughts. By understanding the limitations of your thoughts, you can overcome them through more conscious thought efforts and hone your ability to see things objectively.

Heuristics can be very helpful when it comes to processing events and experiences. The human brain can only process so much information at once, and heuristics categorize information and allow the mind to make reasonable predictions that save time and effort. For example, the availability heuristic allows your brain to solve problems more efficiently by calling to mind other events with similar themes. By drawing upon these experiences, you benefit from the accumulation of your life experiences rather than approaching each problem from scratch.

On the other hand, heuristics can also be harmful. Because heuristics simplify things, they make us vulnerable to stereotypes, assumptions, and oversimplification of complex ideas. An example of the harmful effects of the availability heuristic is the fact that most people fear flying more than driving an automobile even though flying is statistically much safer than driving. Because plane crashes are so widely reported in the news, the availability heuristic leads people to believe they are more common and thus that planes are more dangerous.

Past experience, cognitive biases, individual differences, age, the escalation of commitment, and belief in personal relevance are some of the most common factors that influence decision-making. Past experience provides a repository of knowledge your brain uses to draw from in reference to current problems and decisions. Cognitive biases limit your ability to see a decision in a fully objective light. Individual differences allow two people to see the same situation in significantly different ways. Age affects the maturity of the brain which, in turn, affects the way you perceive things and the extent of your decision-making abilities. The escalation of commitment refers to the tendency to hold onto existing ideas and values because you have become invested in them. The degree to which you believe you have personal relevance refers to the fact that you will make decisions with greater frequency and confidence if you perceive yourself as someone who has the authority to make decisions.

Madison argues in this essay that governments must, among their most pressing challenges, channel and control the activities and effects of...

In Federalist Number 10, Madison defines a faction as "...a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community.”

Clearly, factions, as so defined, constitute a clear and present danger, representing as they do the triumph of sectional interests over those of society as a whole.

So, how should governments go about dealing with this implied threat? Madison makes two proposals. First, we should consider the possibility of removing the causes of factions. One way of doing this would be to restrict liberty. But immediately Madison steps back from the idea as its consequences would clearly be damaging:

But it could not be less folly to abolish liberty, which is essential to political life, because it nourishes faction, than it would be to wish the annihilation of air, which is essential to animal life, because it imparts to fire its destructive agency.

Air is one of the fundamental causes of fire, but we wouldn't try to reduce the danger of fire by restricting the air supply.

What else can be done? Madison considers another possible means of removing the causes of faction. This time, he considers the notion that we could create a society in which everyone has the same opinions and interests.

Aside from the practicalities involved, Madison's second proposal would've been unacceptably democratic to the Founding Fathers, giving too much power to the mob—the "swinish multitude" who lacked sufficient property to possess the disinterested perspective necessary to govern. Having floated the idea, Madison decisively rejects it:

As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed.

The problem of faction, then, cannot be controlled by removing its causes.

This leads Madison to conclude that the only way this can be done is to deal with the effects of faction. Why? Because,

The latent causes of faction are thus sown in the nature of man; and we see them everywhere brought into different degrees of activity, according to the different circumstances of civil society.

If faction is an expression of our very nature, then we can only really deal with its effects and try to minimize the harm it can cause.

To this end, Madison places much (some would say too much) faith in the republican nature of the Constitution itself. The system of checks and balances will act as a restraint on the domination of a minority attempting to subvert the interests of the majority:

If a faction consists of less than a majority, relief is supplied by the republican principle, which enables the majority to defeat its sinister views by regular vote. It may clog the Administration, it may convulse the society; but it will be unable to execute and mask its violence under the forms of the Constitution.

But what about a faction of the majority? Madison, in common with the Founding Fathers in general, had a deep suspicion of democracy, fearing that it would lead to a levelling down of society, and of the affairs of the nation being placed in the hands of those without property—people who didn't have a stake in society and who would therefore govern purely in their own interests rather than the good of the country.

Representative government is the solution to this potential problem. This will, it is argued, lead to the election of men

whose wisdom may best discern the true interest of their country, and whose patriotism and love of justice will be least likely to sacrifice it to temporary or partial considerations. 

Under a republican system of government, men of property will take charge. As they are rooted to the land through their property holdings, and as they have sufficient leisure to consider the pressing matter of government, they are most suitably qualified to exercise power.

Madison also argues that having a large, as opposed to a small, republic will act as a check on the growth of faction. The larger the republic, the more "fit characters" there will be to choose from in the governance of the nation. Also the devious wiles of political rhetoric will be much less effective as there will be many more people to convince:

Extend the sphere, and you take in a greater variety of parties and interests; you make it less probable that a majority of the whole will have a common motive to invade the rights of other citizens; or if such a common motive exists, it will be more difficult for all who feel it to discover their own strength, and to act in unison with each other.

`y = x/2 + 3 , 1

To find the area of this surface, we rotate the function `y = x/2 + 3 ` about the y-axis (not the x-axis) in the range `1<=x<=5 ` and this way create a finite surface of revolution.

A way to approach this problem is to swap the roles of `x ` and ` ``y `, essentially looking at the page side-on, so that we can use the standard formulae that are usually written in terms of `x ` (ie, that usually refer to the x-axis).

The formula for a surface of revolution A is given by (interchanging the roles of `x ` and `y ` )

`A = int_a^b (2pi x) sqrt(1+(frac(dx)(dy))^2)dy `

Since we are swapping the roles of `x ` and `y `, we need the function `y = x/2 + 3 ` written as `x ` in terms of `y ` as opposed to `y ` in terms of `x `. So we have

`x = 2y - 6 `

To obtain the area required by integration, we are effectively adding together tiny rings (of circumference `2pi x ` at a point `y ` on the y-axis) where each ring takes up length `dy ` on the y-axis. The distance from the circular edge to circular edge of each ring is `sqrt(1+(frac(dx)(dy))^2) dy `

This is the arc length of the function `x = f(y) `in a segment of length `dy ` of the y-axis, which can be thought of as the hypotenuse of a tiny triangle with width `dy ` and height `dx `.

These distances from edge to edge of the tiny rings are then multiplied by the circumference of the surface at that point, `2pi x ` , to give the surface area of each ring. The tiny sloped rings are added up to give the full sloped surface area of revolution.

We have for this function, `x = 2y -6 ` , that  `(dx)/(dy) = 2 `

and since the range (in `y `) over which to take the integral is `1 <=x <=5 `, or equivalently  `7/2 <= y <= 11/2 `  we have `a = 7/2 ` and `b = 11/2 ` .

Therefore, the area required, A, is given by

`A = int_((7)/(2))^((11)/(2)) 2pi (2y -6) sqrt(5) dy `   `= 2sqrt(5)pi int_((7)/(2))^((11)/(2)) 2y - 6 \quad dy `

`= 2sqrt(5)pi y(y - 6)|_((7)/(2))^((11)/(2)) = (sqrt(5))/(2)pi [11(11-6) - 7(7-6)] `

So that the surface area of rotation A is given by

`A = 24(sqrt(5)) pi `

`y = -x + 1` Set up and evaluate the integral that gives the volume of the solid formed by revolving the region about the x-axis.

For the region bounded by `y=-x+1` revolve about the x-axis, we can also apply the Shell Method using a horizontal rectangular strip parallel to the axis of revolution (x-axis).We may follow the formula for Shell Method as:

`V = int_a^b 2pi` * radius*height*thickness

where:

radius (r)= distance of the rectangular strip to the axis of revolution

height (h) = length of the rectangular strip

thickness = width  of the rectangular strip  as` dx` or` dy`...

For the region bounded by `y=-x+1` revolve about the x-axis, we can also apply the Shell Method using a horizontal rectangular strip parallel to the axis of revolution (x-axis).We may follow the formula for Shell Method as:

`V = int_a^b 2pi` * radius*height*thickness

where:

radius (r)= distance of the rectangular strip to the axis of revolution

height (h) = length of the rectangular strip

thickness = width  of the rectangular strip  as` dx` or` dy` .

As shown on the attached file,  the rectangular strip has:

`r=y`

`h =f(y) ` or `h = x_2-x_1`

`h = (1-y) -0 = 1-y`

Note: `y =-x+1` can be rearrange into `x=1-y` .

Thickness `= dy`

Boundary values of y: `a=0` to `b =1` .

Plug-in the values on to the formula `V = int_a^b 2pi` * radius*height*thickness, we get:

`V = int_0^1 2pi* y*(1-y)*dy`

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

`V = 2pi int_0^1 y*(1-y)*dy`

Simplify: `V = 2pi int_0^1 (y-y^2)dy`

Apply basic integration property:`int (u-v)dy = int (u)dy-int (v)dy` to be able to integrate them separately using Power rule for integration:  `int y^n dy = y^(n+1)/(n+1)` .

`V = 2pi *[ int_0^1 (y) dy -int_0^1 (y^2)dy]`

`V = 2pi *[y^2/2 -y^3/3]|_0^1`

Apply definite integration formula: `int_a^b f(y) dy= F(b)-F(a) ` .

`V = 2pi *[(1)^2/2 -(1)^3/3] -2pi *[(0)^2/2 -(0)^3/3]`

`V = 2pi *[1/2 -1/3] -2pi *[0-0]`

`V = 2pi *[1/6] -2pi *[0]`

`V = (2pi )/6 -0`

`V = (2pi )/6`  or `pi/3`

 We will get the same result whether we use Disk Method or Shell Method for the given bounded region revolve about the x-axis on this problem.

In what point of view is ''The Answer Is No''?

The story is written in the limited third person point of view.

In the third person point of view, the narrator uses the pronouns "he" or "she" to refer to the characters in a story. In Mahfouz's story, the third person point of view is limited, as opposed to omniscient. Omniscient third person point of view allows the narrator the seeming ability to "access" the thoughts of any character in a story. Meanwhile, the limited...

The story is written in the limited third person point of view.

In the third person point of view, the narrator uses the pronouns "he" or "she" to refer to the characters in a story. In Mahfouz's story, the third person point of view is limited, as opposed to omniscient. Omniscient third person point of view allows the narrator the seeming ability to "access" the thoughts of any character in a story. Meanwhile, the limited point of view only allows the narrator "access" to one main character's thoughts.

In the story, the unnamed protagonist is referred to as "she" or "her." We learn that she is a teacher. The main conflict in the story rests on how she navigates her professional relationship with the new principal at her school. The principal, Badran Badawi, raped her when she was barely fourteen; he had been her mathematics tutor then. Years later (when the protagonist came of age), Badawi asked for her hand in marriage. Insulted and angered by his presumption, the protagonist rejected his offer.

Now, Badawi is once more in a position of power over the protagonist. She must do everything she can to protect her professional reputation and secure her personal safety in her current precarious position.

Why did Wendy and Peter focus their attention on the African veldt?

For Wendy and Peter, the nursery is the center of their lives in their Happylife home. The home does everything for the family, leaving the family, especially, Mrs. Hadley, at loose ends. The Happylife nursery "parents" the children, indulging their desire to watch films of the African veldt. According to the psychologist, David McClean, who comes to evaluate the children after the parents become concerned about their obsessive interest in the veldt and its harsh...

For Wendy and Peter, the nursery is the center of their lives in their Happylife home. The home does everything for the family, leaving the family, especially, Mrs. Hadley, at loose ends. The Happylife nursery "parents" the children, indulging their desire to watch films of the African veldt. According to the psychologist, David McClean, who comes to evaluate the children after the parents become concerned about their obsessive interest in the veldt and its harsh "law of the jungle" ethos, including the screams of people being eaten by lions, the psychologist advises that they turn off the view screens in the nursery. The veldt dehumanizes the children and allows them to indulge the natural aggressions children feel toward their parents to an unnatural level.

How does being Irish influence the family in Angela's Ashes?

Irish identity is an important theme in Angela’s Ashes, Frank McCourt’s memoir. Though there’s much to be said about this topic, we could narrow your question down to four key components. What does it mean to be Irish in this book? It has to do with Catholicism, family structure, socioeconomic status, and alcoholism. Let’s go through these four points and talk about each one and the ways they’re tied together.

Being Irish often means...

Irish identity is an important theme in Angela’s Ashes, Frank McCourt’s memoir. Though there’s much to be said about this topic, we could narrow your question down to four key components. What does it mean to be Irish in this book? It has to do with Catholicism, family structure, socioeconomic status, and alcoholism. Let’s go through these four points and talk about each one and the ways they’re tied together.

Being Irish often means being Catholic. That's certainly true of the McCourt family. Religion is important to the family—and it’s part of the reason that Angela, the author’s mother, has so many children. In this case, Catholicism and family structure are intimately connected. The Catholic church advocated for large families (and did not support birth control). Angela turns to the church when her family is suffering in poverty. And the traditionally Catholic themes of penance and punishment recur in the book: when Frank and his brothers steal bread because they’re hungry, they’re painfully aware that they might not make it to to heaven.

Moving on to the next point, socioeconomic status: it’s impossible to separate this from the previous two, because having a lot of children is part of the reason that the author’s family is struggling financially. But we need to talk about the Irish potato famine, too—it’s the reason that so many Irish families left their home country for the US, as Frank’s family did. Even when they move back to Ireland, they live in a run-down home on an unpaved street. The family’s poverty, on either side of the Atlantic, is notable, and it’s tied to the hardship and lack of opportunity that was problematic for many Irish people.

Finally, let’s talk about the role of alcohol (and alcoholism) in the book. Frank’s father, Malachy, squanders plenty of the family’s income at the pub, and his alcoholism prevents him from maintaining a regular job. Even though Malachy’s children don’t have appropriate clothing or enough food to eat—partly due to their father’s addiction—he entertains them with traditional Irish stories.

Indeed, though I’ve only mentioned a few details here, this book is almost entirely about Irish identity and the way it influenced the author’s life.

Please select events relating to the NYPD (New York City Police Department) in the past that are still important today and explain why you chose...

There are many past events that continue to affect the New York City Police Department (NYPD). Perhaps one of the most important is the NYPD's involvement in the September 11, 2001, terrorist attacks on the World Trade Center. In the events surrounding those attacks, the NYPD lost 23 officers and that year was the deadliest in the NYPD's history. As a result, the NYPD created the Counter-Terrorism Bureau in 2002. 

Many people would also say...

There are many past events that continue to affect the New York City Police Department (NYPD). Perhaps one of the most important is the NYPD's involvement in the September 11, 2001, terrorist attacks on the World Trade Center. In the events surrounding those attacks, the NYPD lost 23 officers and that year was the deadliest in the NYPD's history. As a result, the NYPD created the Counter-Terrorism Bureau in 2002. 

Many people would also say that the death of Eric Garner, an African-American man in Staten Island, in 2014, still affects community-police relations in New York City today. Garner was placed in a police chokehold and died, and an investigation revealed that he died as a result of the chokehold and ill health. The NYPD does not allow officers to place people in chokeholds. As a result of his death (in the context of the deaths of many African Americans across the country at the hands of the police), there were many public protests. While the officer who held Garner was not indicted, the Department of Justice opened an investigation into Garner's death. Many people regard Garner's death as symbolic of police brutality, particularly against people of color, in New York City. Perhaps there are other events in the history of the NYPD that you think still have an effect on the organization.  

Identify one hero and one villain from Beowulf.

The main hero of Beowulf is Beowulf, and a central villain is Grendel. I’ll start with Grendel.  Grendel is definitely the "bad guy" and not simply because the hero fights against Grendel.  Grendel is the villain because he’s flat out evil.  It’s not clear if Grendel is a man or a monster; however, it doesn’t matter.  Grendel is evil incarnate.  Readers are told that he is a man-eating demon from hell that has descended from the biblical line of Cain.  Lines 99–107 tell readers the following information about Grendel.

So times were pleasant for the people there until finally one, a fiend out of hell, began to work his evil in the world. Grendel was the name of this grim demon haunting the marches, marauding round the heath and the desolate fens; he had dwelt for a time in misery among the banished monsters, Cain's clan, whom the creator had outlawed and condemned as outcasts.

Grendel is monstrous and enjoys violence for no other reason than that he finds pleasure in doing violence against people.  He likes killing, and he’s good at it.  That’s why no warriors have been able to defeat him.  

Beowulf is the poem’s hero, and he is a standard Anglo-Saxon hero.  In fact, that hero type is still alive and well in heroes from modern culture like Captain America, Wolverine, and Batman.  First of all, Beowulf looks like a stereotypical hero: he is a muscular “manly man.”  This helps Beowulf look like a warrior.  He’s intimidating just to look at.  This is confirmed to readers early in the poem when Beowulf is on his way to see Hrothgar.  A guard stops Beowulf and demands to know Beowulf’s purpose.  Beowulf is such an amazingly awesome warrior to look at that the guard even comments on Beowulf’s heroic appearance.  

"Nor have I seen

A mightier man-at-arms on this earth

Than the one standing here: unless I am mistaken,

He is truly noble.  This is no mere

Hanger-on in a hero’s armour."

Regarding Beowulf’s musculature, I believe that having the strength of thirty men counts as really muscular.  

"Who valuable gift-gems of the Geatmen carried

As peace-offering thither, that he thirty men’s grapple

Has in his hand, the hero-in-battle."

Probably my favorite piece of evidence of Beowulf’s strength is the fact that he rips Grendel’s arms off with his bare hands.

Beowulf is also a good example of a hero because he is brave.  Remember, Beowulf chooses to fight Grendel. Grendel has proven to be unbeatable, and very brave men have died fighting Grendel.  Despite that fact, Beowulf doesn’t hesitate to challenge Grendel.  Beowulf doesn’t fight only when he’s backed into a corner.  Beowulf is the type of man that willingly runs toward the danger.  

Lastly, Beowulf exhibits the standard heroic quality of being humble.  He knows that he is good at what he does, but he isn’t cocky and arrogant.  He is a powerful opponent in battle, and he commands great respect and power from his peers, yet he doesn’t ever abuse that power.  A good example of this is when Beowulf is offered the Danish throne and the immense wealth that comes with it. Basically, he’s offered fame, fortune, and more power, but Beowulf turns it down and returns home the same way that he left.

`lim_(x->oo)x^2/sqrt(x^2+1)` Evaluate the limit, using L’Hôpital’s Rule if necessary.

Given

`lim_(x->oo)x^2/sqrt(x^2+1)`

as `x->oo` then we get `x^2/sqrt(x^2+1)=oo/oo`

since  it is of the form  `oo/oo` , we can use the L 'Hopital rule

so upon applying the L 'Hopital rule we get the solution as follows,

 For the given  general equation L 'Hopital rule is as follows

`lim_(x->a) f(x)/g(x) is = 0/0` or `(+-oo)/(+-oo)` then by using the L'Hopital Rule we get  the solution with the  below form.

`lim_(x->a) (f'(x))/(g'(x))`

so , now...

Given

`lim_(x->oo)x^2/sqrt(x^2+1)`

as `x->oo` then we get `x^2/sqrt(x^2+1)=oo/oo`

since  it is of the form  `oo/oo` , we can use the L 'Hopital rule

so upon applying the L 'Hopital rule we get the solution as follows,

 For the given  general equation L 'Hopital rule is as follows

`lim_(x->a) f(x)/g(x) is = 0/0` or `(+-oo)/(+-oo)` then by using the L'Hopital Rule we get  the solution with the  below form.

`lim_(x->a) (f'(x))/(g'(x))`

so , now evaluating

`lim_(x->oo)x^2/sqrt(x^2+1)`

=`lim_(x->oo)((x^2)')/((sqrt(x^2+1))')`

First let us solve `(sqrt(x^2+1))' `

=> `d/dx (sqrt(x^2+1)) `

let `u=x^2+1 `

so,

`d/dx (sqrt(x^2+1)) `

=`d/dx (sqrt(u))`

= `d/(du) sqrt(u) * d/dx (u) `        [as `d/dx f(u) = d/(du) f(u) (du)/dx` ]

=  `[(1/2)u^((1/2)-1) ]*(d/dx (x^2+1))`

=  `[(1/2)u^(-1/2)]*(2x)`

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

=`x/sqrt(x^2+1)`

so now the below limit can be given as

=`lim_(x->oo)((x^2)')/((sqrt(x^2+1))')`

=`lim_(x->oo)((2x))/(x/sqrt(x^2+1))`

=`lim_(x->oo) (2sqrt(x^2+1))`

Now on substituting  the value of `x =oo` we get

=` (2sqrt((oo)^2+1))`

= `oo`

http://open.mitchellhamline.edu/cgi/viewcontent.cgi?article=1372&context=wmlr Write a summary of the article "Is There a Seat for Miranda at Terry...

This article is about the split among federal circuit courts about whether Miranda warnings have to be given in certain types of stops (called "Terry" stops, a reference to the 1968 Supreme Court case Terry v. Ohio)that involve the police questioning the person who is stopped about the reason they have stopped him or her. Miranda rights refer to a suspect's right to remain silent when he or she is taken into police custody,...

This article is about the split among federal circuit courts about whether Miranda warnings have to be given in certain types of stops (called "Terry" stops, a reference to the 1968 Supreme Court case Terry v. Ohio) that involve the police questioning the person who is stopped about the reason they have stopped him or her. Miranda rights refer to a suspect's right to remain silent when he or she is taken into police custody, as the police can use the evidence the suspect gives in a court of law. These rights were conferred on the basis on the Supreme Court case Miranda v. Arizona (1966). "Terry stops" refer to the 1968 Supreme Court case Terry v. Ohio, in which the court held that the Fourth Amendment's protections against unreasonable search and seizure are not violated when the police stop a suspect if they have a reasonable suspicion that the person might commit or has committed a crime. As the author of this article, Dinger, writes,   "[a]n investigatory stop is permissible under the Fourth Amendment if supported by reasonable suspicion" (page 1479).

Some circuit courts (the First, Fourth, and Eighth circuits) have held that Miranda rights are not required in Terry stops, even those that are coercive in nature. However, other circuit courts (the Second, Seventh, Ninth, and Tenth) have held that Miranda warnings are required in certain types of Terry stops that are coercive. The Eleventh Circuit has not held either of these viewpoints. In the 2008 case United States v. Artiles-Martin, the U.S. District Court for the Middle District of Florida identified this split. 

The author examines the meaning of the Fourth Amendment, the Miranda case, and the Terry case. The central question the author looks at is the following:

"How much force and coercion can be used without converting a Terry detention into a de facto arrest for which an officer needs probable cause, or if questioning is involved, without converting the stop into custodial interrogation for which Miranda warnings are required" (page 1487).

The author maintains that "in the majority of cases, coercive Terry detentions do not require Miranda warnings" (page 1579).

What are character analyses of Batman and the Joker in the movie The Dark Knight?

Under the direction of Christopher Nolan, the screenplay he and his brother Jonathan Nolan wrote, The Dark Knight, transcends the usual tropes of the superhero action film to deeply explore themes of law and order, justice, morality, and the forces of chaos.

The Dark Knight's Batman (portrayed by Christian Bale) approaches but does not quite become an anti-hero.  His outlook is darker, perhaps more ruthless, than other incarnations of Batman, but ultimately, he does not...

Under the direction of Christopher Nolan, the screenplay he and his brother Jonathan Nolan wrote, The Dark Knight, transcends the usual tropes of the superhero action film to deeply explore themes of law and order, justice, morality, and the forces of chaos.

The Dark Knight's Batman (portrayed by Christian Bale) approaches but does not quite become an anti-hero.  His outlook is darker, perhaps more ruthless, than other incarnations of Batman, but ultimately, he does not completely relinquish his morality in battling the Joker. This Batman occupies a no man's land outside law enforcement and the civil justice system; he uses torture on the mobster Maroni to elicit information he needs, but he is not a murderer and chooses not to kill the Joker when he has the chance.  Batman carries the deaths of Dent and Rachel as the consequences of his own failings.  He faces questions of guilt and responsibility when he chooses to save Gordon's son though it means that he can't save Dent.  It should be noted that Batman offers to sacrifice his hidden identity and his heroic reputation by casting himself as an outlaw vigilante so that the city of Gotham can continue to believe in the justice that the law provides.

The Joker (played by Heath Ledger to great acclaim) is emblematic of the forces of chaos.  He is not driven by greed, a desire for power, nor any form of ideology, and thus he cannot be thwarted using conventionally moral or orthodox methods.  In a confrontation with Batman, he tells him, "The only sensible way to live in this world is without rules."  The Joker is a freelance agent of destruction who has long since abandoned his humanity.  In Batman, he sees a doppelganger, and he tells him, "This is what happens when an unstoppable force meets an immovable object" and "I think you and I are destined to do this forever."  Indeed, because Batman will not cross the line and kill the Joker, and nothing short of death will stop the Joker, their animus has no foreseeable ending.

Discuss how the institution of slavery developed in American life from the formation of the Constitution through the early abolitionists. What...

At the signing of the Constitution, the federal government stood for slavery as the Founders thought that property rights were important.  Many prominent Founding Fathers, George Washington among them, sought to free their slaves in their wills.  Between the end of the American Revolution and the War of 1812, most Northern states had abolished slavery.  In the South, there was fear of a slave revolt;  in 1793, slaves revolted against their French masters in Haiti,...

At the signing of the Constitution, the federal government stood for slavery as the Founders thought that property rights were important.  Many prominent Founding Fathers, George Washington among them, sought to free their slaves in their wills.  Between the end of the American Revolution and the War of 1812, most Northern states had abolished slavery.  In the South, there was fear of a slave revolt;  in 1793, slaves revolted against their French masters in Haiti, and there was also the failed Nat Turner Rebellion in 1831.  The threat of a slave rebellion made many in the South uneasy whether they owned slaves or not.  This threat caused whites in the South to pass laws against both freed blacks and slaves.  It was also against the law to teach a slave to read because Southerners feared that the slaves would organize.  

There was too much money in the slave trade for the slaveowners to stop it.  The development of the cotton gin by Eli Whitney made slaves more productive and allowed Southern planters to plant more cotton.  Worldwide demand for cheap American cotton also fueled the slave trade.  Without slaves, textile mills in the Northeast and all over Europe would have had to seek another cheap source of cotton.  The cotton gin and ensuing cotton boom before the Civil War made the planters into millionaires.  By the time of the Civil War, there would be more money in slaves than in all the railroads and banks in the United States combined.  This made any attempts for the federal government to compensate slaveowners for their emancipated property difficult if not impossible.  

Politically, slavery would become the key issue between 1820 and 1860.  It would fuel the growing sectionalism that divided the country, and it would also result in the end of the Whig Party.  The slavery issue was at the heart of the early Republican Party, which was initially made up of "conscience Whigs" who wanted to deny slavery in the new territories.  The abolitionists claimed that a Southern slave conspiracy caused the Mexican War; the war was waged by a Southern president, and many Southerners enlisted in this conflict.  Slavery was also at the heart of the "Bleeding Kansas" conflict, in which Stephen Douglas tried to solve the issue by allowing voters in Kansas to decide whether they wanted slavery through popular sovereignty.  

Culturally and socially, many people had strong opinions about slavery.  Abolitionists spoke out against the practice in William Lloyd Garrison's newspaper The Liberator and Harriet Beecher Stowe's novel Uncle Tom's Cabin.  The book was later made into a play, thus influencing an even greater number of people.  Southerners such as John C. Calhoun called the practice a "necessary evil," but he softened these words after his fellow Congressmen from the North attacked the institution. The slaves themselves were not powerless in this struggle, as a minority of them escaped to the North via the Underground Railroad.  Many slaves resisted by working slower and sabotaging work.  Many in both the North and South were anxious about what emancipation meant. There were many colonization movements for freed slaves, and the nation of Liberia was the most successful.  

While other nations did not fight a civil war to free their slaves, it would have been nearly impossible for the United States to end slavery before the Civil War.  There was too much money involved in the system, and there was too many questions over what to do with the newly freed slaves.  

Referring to only Chapter 12 in A People's History of the United States, How do you feel about Zinn's presentation of the United States as a racist...

You ask a lot of questions here, so I'll answer them all briefly, then explain, to help you understand in more detail. I feel sickened and defensive when I read Zinn's presentation of the United States, in this chapter and in others. Yes, the United States was an empire, and yes, it is still is in many ways.

Now, to explain those points in more detail, I'm going to start by going outside that chapter...

You ask a lot of questions here, so I'll answer them all briefly, then explain, to help you understand in more detail. I feel sickened and defensive when I read Zinn's presentation of the United States, in this chapter and in others. Yes, the United States was an empire, and yes, it is still is in many ways.

Now, to explain those points in more detail, I'm going to start by going outside that chapter briefly. Thomas Jefferson referred to the United States as "an empire for liberty." He meant that as a positive thing, and used the phrase without irony. That was one of his goals for the U.S., and so it isn't wrong or damning for Zinn to say the country was or is an empire.

It is the nature of that empire that should give readers pause and make their stomachs upset. The United States was racist for a long time, consciously and intentionally racist. If you look at the country's internal laws governing race, you'll see that it was even legally racist. When Roosevelt mentioned that lynching Italian immigrants was a good thing, as Zinn notes in this chapter, that's at least partially racist. (There are other factors involved, like religion and theories of civilization.) Was the country a bully in addition to being racist? Again, yes. Look at the annexation of Hawaii, which Zinn mentions in this chapter. It was an imperial action, part of what made the United States an empire. It was motivated by trade interests and geopolitical maneuvering, and, in part, by race. Hawaii is far smaller than the United States. This is bullying in a very evident fashion. All of this also applies to American actions in Cuba that Zinn describes. What I find striking about the racism of this period is how it integrated with other factors. For example, take a look Zinn's brief mention of John Burgess in this chapter. He quotes a political scientist on the necessity for certain races and nations to civilize the world. (Burgess wasn't alone in this: Zinn uses him as an example.) In other words, some models of political science and history were telling the United States that acting in an imperial fashion, and basing imperial actions in part on race, was a good thing.

There's much more you could say on this topic, but that should get you started. Think about how you feel, and if Zinn is accurate.

What happened to the Vanguard rocket launched by Dr. Werhner Von Braun?

From what I know, the Vanguard rocket design was intended to be the first step into satellite launches for the US. Von Braun didn't actually work on the Vanguard rockets and was opposed to their use. He was more in favor of using his own rocket designs to go to space.

Von Braun is still perhaps one of the most influential members of the US push into space, though. His work with the Saturn rockets,...

From what I know, the Vanguard rocket design was intended to be the first step into satellite launches for the US. Von Braun didn't actually work on the Vanguard rockets and was opposed to their use. He was more in favor of using his own rocket designs to go to space.

Von Braun is still perhaps one of the most influential members of the US push into space, though. His work with the Saturn rockets, which were far larger and more useful than the Vanguard, could be used to send equipment into space, whereas the Vanguard had a payload of only a few kilograms.

As for what happened to the Vanguards that were launched, they would burn up on reentry or explode on launch. Vanguards had a 3/11 success rate, which compared to even the ancient space shuttle is dismal; the technology was still very new at the time, and shoddy workmanship didn't help. The project was eventually abandoned when stronger, more successful and efficient rockets became available.

Why is water said to have a V shape?

Water has a v shape because the hydrogen atoms form an angle with each other.

While many 3 atom molecules form a bar, such as carbon dioxide, hydrogen monoxide is bent. The reason has to do with valence electrons and the bond types between the atoms.

Carbon dioxide will be our example of a bar shape. Carbon has 4 valence electrons, or 4 electrons in it's outer shell. Oxygen has 6 electrons in it's valence...

Water has a v shape because the hydrogen atoms form an angle with each other.

While many 3 atom molecules form a bar, such as carbon dioxide, hydrogen monoxide is bent. The reason has to do with valence electrons and the bond types between the atoms.

Carbon dioxide will be our example of a bar shape. Carbon has 4 valence electrons, or 4 electrons in it's outer shell. Oxygen has 6 electrons in it's valence shell. All atoms but hydrogen and helium are going to want a full octet in the valence shell, or 8 electrons (except hydrogen and helium, as they have an outer shell of 2 possible electrons). Luckily, they can share electrons in what is called a covalent (co-valent, or in the same valence) bond. In this case, the carbon will form a double bond with both oxygen atoms, meaning it is sharing 2 electrons with one oxygen and 2 with the other. Because of this, there are no weird forces on the molecule, and the atoms form a bar.

In water, or dihydrogen monoxide, you have 2 hydrogen atoms and 1 oxygen atom. The oxygen has 6 valence electrons and each hydrogen has one. Together, they have 8 valence electrons. The hydrogen will form single bonds with the oxygen, and as the oxygen gets it's two, they each get one. 

However, there are still 4 electrons that are not in bonds. These two electrons on the oxygen form what are called lone pairs; the four electrons will split up into groups of two. In an attempt to get away from each other, as negative charges tend to do (think the similar ends of magnets repelling each other), the lone pairs and hydrogen atoms will form a tetrahedron  around the oxygen atom. 

Because we only show the hydrogen atoms and not the lone pairs around atoms, the models of hydrogen monoxide are all bent.

What are some quotes from a Christmas Carol that describe Ebenezer Scrooge's physical appearance?

At the beginning of the story, in Stave I, we get a physical description intermingled with a description of his personality. 

"The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. A frosty rime was on his head, and on his eyebrows, and his wiry chin" (Stave I).

So, he has...

At the beginning of the story, in Stave I, we get a physical description intermingled with a description of his personality. 

"The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. A frosty rime was on his head, and on his eyebrows, and his wiry chin" (Stave I).

So, he has thin lips, has a grating voice, and a wiry chin. We also know he is an old man because a few lines later it says that "Old Scrooge" would sit in his counting house. He is also the uncle of an adult man, Fred, so we know he is older in years. Other than this, we do not have a lot in the text that physically describes the current Scrooge.

The original story came with illustrations, so we know a lot from those. They show an old, white, shriveled and wrinkled man in his bed clothes, a night cap and slippers. He looks skinny and a bit short. He is mostly balding, but what hair he has left is white. 

`int sec^6(4x)tan(4x) dx` Find the indefinite integral

Given to solve,

`int sec^6 (4x)tan(4x) dx`

let `u = 4x , du = 4dx`

so,

`int sec^6 (4x)tan(4x) dx`

=` int sec^6 (u)tan(u) (du)/4`

=` (1/4) int sec^6 (u)tan(u) du`

let `secu = v`

so, `dv = (sec u)(tan u) du`

so ,

`(1/4) int sec^6 (u)tan(u) du`

= `(1/4) int sec^5 (u) tan(u) *sec(u) du`

=`(1/4) int (v)^5 dv`

= `(1/4) v^6/6`

=` (v^6)/24`

= `((sec (u) )^6)/24`

=`((sec (4x) )^6)/24 +c`

Given to solve,

`int sec^6 (4x)tan(4x) dx`

let `u = 4x , du = 4dx`

so,

`int sec^6 (4x)tan(4x) dx`

=` int sec^6 (u)tan(u) (du)/4`

=` (1/4) int sec^6 (u)tan(u) du`

let `secu = v`

so, `dv = (sec u)(tan u) du`

so ,

`(1/4) int sec^6 (u)tan(u) du`

= `(1/4) int sec^5 (u) tan(u) *sec(u) du`

=`(1/4) int (v)^5 dv`

= `(1/4) v^6/6`

=` (v^6)/24`

= `((sec (u) )^6)/24`

=`((sec (4x) )^6)/24 +c`