How are race, gender, and class addressed in Oliver Optic's Rich and Humble?

While class does play a role in Rich and Humble, race and class aren't addressed by William Taylor Adams (Oliver Opic's real name) in the book. There are no struggles or scenes devoted to gender roles, racial issues in society, or anything of that type.

Class plays the biggest role in the novel, because Bertha starts out as a upper-class girl living on a wealthy estate and is then cast out without a place to go, without friends, and without money. She has to work to prove her father's innocence and reclaim her estate.

Even before Bertha has to become a member of the working class, she has empathy for the poor. Adams writes of an area near Woodhill where Bertha lives: "This was Dunk's Hollow, to whose poor and neglected little ones Bertha Grant had become a ministering angel." She is kind and helpful to people in the social classes below her.

This is contrasted later when her origins are revealed to her employer Mrs. Byron. The woman likes Bertha as a governess until she finds out that Mr. Grant is in jail for fraud. Once that truth is exposed, she views Bertha as a liar, fraud, and thief, and tries to fire her without pay. Her treatment of Bertha, a servant, exposes the negative views of the privileged toward the working class.

Further, when Bertha is cast out by Mrs. Byron, a member of the servant class gives her a place to stay to make sure she's safe. Peter tells her that there's nowhere safe to stay nearby and invites her back to his home. He and his wife give her a comfortable place to stay, and he drives her to the ferry the next day. 

Adams also shows the contrast between two different societies near Woodhill. First, he describes Dunk's Hollow, saying:

Dunk's Hollow had a very bad name in the neighborhood and man, woman, or child who came from there was deemed a reproach to the race. There was only one shop at the Hollow, and that was the principal source of all its miserty, for its chief trade was in liquor, pipes, and tobacco.

Next, he describes another nearby town:

On the opposite side of the river was the thriving village of Whitestone, in surprising contrast with the place just described. It contained four or five thousand inhabitants, with all the appointments of modern civilization, including a racecourse, half a dozen billiard saloons, where better and liquor drinking were the principal recreations, and as many bowling alleys and fashionable oyster shops.

The contrasting descriptions of the two different communities shows the differences in how people see the different classes of people. For example, liquor is clearly seen as negative in Dunk's Hollow. Liquor in Whitestone is considered a part of modern civilization, set up to lure in the rich sons of the local estate owners.

Class plays a role in Rich and Humble as it contrasts the behaviors and actions of the characters. It also serves as the background of Bertha's struggle as she transitions from being a wealthy, cosseted girl to a member of the servant class and then, finally, back to wealth.

Why do the preacher's words disturb Brent in Whirligig?

The preacher's words disturb Brent because they reference his current situation. Like Cain in the Bible, Brent is essentially living in exile.

In complying with Mrs. Zamora's wishes, Brent basically becomes a sort of wanderer, perhaps even a "fugitive" from the kind of justice he thinks he deserves. He feels he should have been sent to the juvenile detention center instead of receiving probation. Above all else, Brent believes he deserves to be punished. The...

The preacher's words disturb Brent because they reference his current situation. Like Cain in the Bible, Brent is essentially living in exile.

In complying with Mrs. Zamora's wishes, Brent basically becomes a sort of wanderer, perhaps even a "fugitive" from the kind of justice he thinks he deserves. He feels he should have been sent to the juvenile detention center instead of receiving probation. Above all else, Brent believes he deserves to be punished. The text tells us that Brent's reaction to the preacher's words is grief; he recognizes the preacher's quotation from chapter 4, verse 12 of Genesis: "When thou tillest the ground, it shall not henceforth yield unto thee her strength; a fugitive and a vagabond shalt thou be in the earth."

The preacher's words remind Brent of his dismal situation, his culpability in Lea's death, and the loss of his innocence. Brent already feels like a fugitive from justice, and he definitely feels like a vagabond, someone who has no home. With one singular action, he knows he has wiped out the life of an innocent girl, and he must live with this knowledge for the rest of his life. To Brent, the preacher's words are disturbing because they reinforce his dismal situation and highlight his sense of living under divine condemnation.

If there was one thing that caused both WW1 and WW2 what would it be?

One thing that caused both WWI and WWII would be intense nationalistic feelings.  WWI was started when a Serbian nationalist shot the Austrian Archduke Francis Ferdinand in Sarajevo. Nicholas II of Russia felt as though he was the protector of all Slavs in Europe--this is why he backed Serbia in its war with Austria-Hungary.  Germany felt as though it should have had more status in Europe so it built up its military which led to...

One thing that caused both WWI and WWII would be intense nationalistic feelings.  WWI was started when a Serbian nationalist shot the Austrian Archduke Francis Ferdinand in Sarajevo. Nicholas II of Russia felt as though he was the protector of all Slavs in Europe--this is why he backed Serbia in its war with Austria-Hungary.  Germany felt as though it should have had more status in Europe so it built up its military which led to tension between Germany, Britain, and France.  

WWII would not have been possible without WWI.  Germany felt cheated by the Versailles Treaty and Hitler promised to restore the nation to past glory.  He stated that the German people were ideal and that they should own Slavic land in the East.  Italy felt as though their contributions for the Allied Powers in WWI were not appreciated enough so it backed Germany in WWII.  Mussolini wanted to recreate the Roman Empire and soon began to claim land along the Mediterranean for Italy.  Japan sought to drive out the European powers from Asia and create an Asia where Japan was the major power.  This led to tension between Japan and the United States.  

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`