Monday 31 March 2014

`f(x) = arcsinx - 2x` Find any relative extrema of the function

This function is defined on `[-1, 1]` and is differentiable on `(-1, 1).` Its derivative is  `f'(x) = 1/sqrt(1-x^2) - 2.`


The derivative doesn't exist at `x = +-1.` It is zero where  `1-x^2 = 1/4,` so at `x = +-sqrt(3)/2.`  It is an even function and it is obviously increases for positive x and decreases for negative x. Hence it is positive on `(-1, -sqrt(3)/2) uu (sqrt(3)/2, 1)` and negative on `(-sqrt(3)/2, sqrt(3)/2),` and the function...

This function is defined on `[-1, 1]` and is differentiable on `(-1, 1).` Its derivative is  `f'(x) = 1/sqrt(1-x^2) - 2.`


The derivative doesn't exist at `x = +-1.` It is zero where  `1-x^2 = 1/4,` so at `x = +-sqrt(3)/2.`  It is an even function and it is obviously increases for positive x and decreases for negative x. Hence it is positive on `(-1, -sqrt(3)/2) uu (sqrt(3)/2, 1)` and negative on `(-sqrt(3)/2, sqrt(3)/2),` and the function `f` increases and decreases respectively.


This way we can determine the maximum and minimum of `f:`  `-1` is a local (one-sided) minimum, `1` is a local one-sided maximum, `-sqrt(3)/2` is the local maximum and `sqrt(3)/2` is a local minimum.

Focusing on a supporting character in Jane Austin’s Northanger Abbey, examine how the character seems to view him/herself as opposed to how the...

Isabella, who abandons Catherine's brother James for Captain Tilney when she finds out that James is not as rich as she thought, is a great example of how Austen characters can have wildly different opinions of each other. Take, for instance, Isabella's letter to Catherine in Chapter 27, which on the surface seems to be cheerful but actually is meant to justify her behavior. In this case, Isabella clearly is conscious of her own misconduct,...

Isabella, who abandons Catherine's brother James for Captain Tilney when she finds out that James is not as rich as she thought, is a great example of how Austen characters can have wildly different opinions of each other. Take, for instance, Isabella's letter to Catherine in Chapter 27, which on the surface seems to be cheerful but actually is meant to justify her behavior. In this case, Isabella clearly is conscious of her own misconduct, but at the same time she is too invested in her own self worth and in recovering her social standing to admit as much. This passage is typical:



Anne Mitchell had tried to put on a turban like mine, as I wore it the week before at the concert, but made wretched work of it—it happened to become my odd face, I believe, at least Tilney told me so at the time, and said every eye was upon me; but he is the last man whose word I would take. I wear nothing but purple now: I know I look hideous in it, but no matter—it is your dear brother’s favourite colour.



The vanity of this passage is so over the top it is hard to know where to begin. Isabella makes fun of Anne for copying her style, for which she was complimented by her former boyfriend, whose words mean nothing to her now (except that she just repeated them!). She is sacrificing her beauty to wear purple because it is James's--her old boyfriend whom she is now desperately trying to get back--favorite color! Catherine is certainly not impressed. Whereas earlier in the book she might have been deceived by Isabella, now she sees her for who she really is. After reading Isabella's letter aloud to Henry and Eleanor, Catherine exclaims, "So much for Isabella...and for all our intimacy! She must think me an idiot, or she could not have written so; but perhaps this has served to make her character better known to me than mine is to her."

What simile describes how Mary feels in his company?

A simile is a figure of speech in which a comparison is made between one thing and another, using the words "like" or "as." Examples include "As brave as a lion" and "As quiet as a mouse." In fact, the title of Dahl's short story is itself a shortened version of a simile: "Like a lamb to the slaughter."


In "Lamb To The Slaughter," Mary Maloney initially gives the impression of being a very devoted...

A simile is a figure of speech in which a comparison is made between one thing and another, using the words "like" or "as." Examples include "As brave as a lion" and "As quiet as a mouse." In fact, the title of Dahl's short story is itself a shortened version of a simile: "Like a lamb to the slaughter."


In "Lamb To The Slaughter," Mary Maloney initially gives the impression of being a very devoted wife. Her role is a traditional one, that of mother and homemaker. She is very submissive to her husband, always going out of her way to cater to his every need. There is no sense, though, that her devotion is in any way less than genuine. This is reflected in Dahl's use of a simile to describe how Mary feels toward her husband:



She loved to luxuriate in the presence of this man, and to feel—almost as a sunbather feels the sun—that warm male glow that came out of him to her when they were alone together. 



Mary is not simply devoted to her husband, she positively idolizes him. He is the center of her solar system, the sun around which she orbits. The simile also illustrates Mary's timidity and submissiveness. She sees herself as a lesser planet in relation to the huge ball of fire and light in whose bright rays she warmly basks. The simile is well chosen; it perfectly encapsulates the central relationship as it stands at the beginning of the story. (This is not the case, of course, at the end.)

Sunday 30 March 2014

Define ethics and discuss what ethical communication encompasses.

Ethics is a complex topic; it encompasses "doing the right thing" even if one doesn't want to at the moment. There are certain standards for fair treatment that stand beyond law, religious practices, or social acceptance. The US Declaration of Independence sums these up for the edification of King George III and states:


We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain...

Ethics is a complex topic; it encompasses "doing the right thing" even if one doesn't want to at the moment. There are certain standards for fair treatment that stand beyond law, religious practices, or social acceptance. The US Declaration of Independence sums these up for the edification of King George III and states:



We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.



The ethical treatment of others involves recognizing their human rights which extend far beyond the US Bill of Rights and into quality of life issues such as the pursuit of happiness. 


Ethical communication applies ethics to the process of communications, which in a global economy can be challenging. Ethical communication involves recognizing others' rights but also involves empathy, which is the ability to see life from another person's perspective. If a person offends another through an oversight in communication, which is entirely possible given the complexities of human culture, then that could be impinging on that other person's sense of well-being. Ethical communication requires people to become aware not just of the content of their messages but also how those messages might be received by their audience. 


A lot of lip service is paid to the concept of ethics; a person is ethical when that person's actions reflect a sense of ethics and when it is clear that the person will take ethical action even if that action requires some kind of personal sacrifice.

Why is Creon not the main character in Antigone?

One of the lasting debates about Sophocles’ Antigonefocuses on whether the main tragic figure in the play is Antigone or Creon. Antigone is a more sympathetic character than Creon, and she also exhibits some of the characteristics of a tragic figure—through her own pride and actions, she suffers a reversal of fortune. Further, she is the daughter of Oedipus, and the other two of Sophocles’ Theban plays focus on Oedipus and his family. This...

One of the lasting debates about Sophocles’ Antigone focuses on whether the main tragic figure in the play is Antigone or Creon. Antigone is a more sympathetic character than Creon, and she also exhibits some of the characteristics of a tragic figure—through her own pride and actions, she suffers a reversal of fortune. Further, she is the daughter of Oedipus, and the other two of Sophocles’ Theban plays focus on Oedipus and his family. This may indicate that she is the main focus of this play as it follows the theme of the tragedy of the family of Oedipus. It is also worth noting that the title Antigone was ascribed to the play be readers who found Antigone to be the main focus of the play (we do not know what title, if any, was given to the play by Sophocles).


What creates uncertainty regarding who should be considered the main tragic figure in the play is that Creon also exhibits the characteristics of a tragic figure, and some even read Creon as being the more prominent tragic figure. His fall, within the context of the play itself, is greater and more complete than Antigone’s fall, in the sense that he has to live with the deaths of his loved ones, which his actions wrought. Further, Creon comes to recognize his own fall, and the reasons for it, in a way that Antigone, who goes to death defiant and proud, does not. In this way, Creon seems to be a more likely candidate for the main tragic figure. 


However, perhaps a more complete understanding of the play is that both Antigone and Creon are tragic figures, and that neither character's role in the play is more prominent than the other character's role, at least in terms of who the main tragic figure is. So while modern readers will likely see Antigone as the main character, as she is more sympathetic and seems to fit the mold of a protagonist, and the less sympathetic Creon as the antagonist, it seems quite possible that Sophocles intended a more complex understanding of the roles of the two main characters in the play Antigone.

What did Martin Luther King and Malcolm X think of each other?

According to David Howard-Pitney, author of Martin Luther King, Jr., Malcolm X, and the Civil Rights Struggle of the 1950s and 1960s, King and Malcolm X were moving towards an appreciation of each other's positions towards the end of their lives. They only met each other once—in 1964, when they were both in Washington, D.C. to hear the debate in the Senate on the Civil Rights bill.


In 1964, Malcolm X broke away from...

According to David Howard-Pitney, author of Martin Luther King, Jr., Malcolm X, and the Civil Rights Struggle of the 1950s and 1960s, King and Malcolm X were moving towards an appreciation of each other's positions towards the end of their lives. They only met each other once—in 1964, when they were both in Washington, D.C. to hear the debate in the Senate on the Civil Rights bill.


In 1964, Malcolm X broke away from the Nation of Islam, and he became interested in making connections with civil rights leaders. His travels in Mecca in 1964 caused him to think differently about being a Muslim, as he saw Muslims who were international and interracial in make up, and he increasingly responded to Islam's call for peace. Though he never officially renounced violence or Islam, he had founded a political group called The Organization of Afro-American Unity and was interested in working with civil rights leaders. King in particular commanded his respect as a person and as a leader, and he reached out to support him during King's campaign for voting rights in Selma, Alabama in 1965. Malcolm X was shot by members of the Nation of Islam in early 1965 before his relationship with King could progress.


King, for his part, had turned more radical and more willing to endorse the idea of "Black Pride" in his last few years. According to his aides, he became more radicalized as he worked on issues of poverty and joblessness in the North. These issues were harder to attack in some ways than the overt segregation of the South. According to King's wife, Coretta Scott King, King also had great personal respect for Malcolm X. King was assassinated in 1968 at age 39, the same age that Malcolm X had reached when he died.

What was the last thing that the house said in "There Will Come Soft Rains"?

The last thing the house says in Ray Bradbury's short story is the following line:


Today is August 5, 2026, today is August 5, 2026, today is. . . 


The line wraps up the entire story in a nice way because it reminds readers of how the story began. By the third paragraph of the story, the house is already talking. It is announcing to the inhabitants of the house what day it is.


"Today...

The last thing the house says in Ray Bradbury's short story is the following line:



Today is August 5, 2026, today is August 5, 2026, today is. . . 



The line wraps up the entire story in a nice way because it reminds readers of how the story began. By the third paragraph of the story, the house is already talking. It is announcing to the inhabitants of the house what day it is.



"Today is August 4, 2026," said a second voice from the kitchen ceiling, "in the city of Allendale, California."



The house must start every day like this. My guess is that announcement functions like the alarm clock for the family who lives there. From the date announcement, the house continues to update inhabitants about important things that need to happen that day. It's basically a step up from somebody's Google calendar sending reminders via email.


The story ends with the house making the same announcement with which it started. It's just the next day. While the house seems intelligent and emotional at times, the final lines of the story strongly remind readers that the house is still a machine. Despite the horrific deaths of the family and the consuming fire, the house is still trying to act like everything is normal. It's a sad and lonely way to end this story.

`y' = x(1+y)` Solve the differential equation

 An ordinary differential equation (ODE) has differential equation for a function with single variable. A first order ODE follows `(dy)/(dx)= f(x,y)` .


It can also be in a form of `N(y) dy= M(x) dx` as variable separable differential equation.


 To be able to set-up the problem as `N(y) dy= M(x) dx` , we let `y' = (dy)/(dx)` .


 The problem: `y'=x(1+y)` becomes:


`(dy)/(dx)=x(1+y)`


Rearrange by cross-multiplication, we get:


`(dy)/(1+y)=xdx`


Apply direct integrationon both sides:...

 An ordinary differential equation (ODE) has differential equation for a function with single variable. A first order ODE follows `(dy)/(dx)= f(x,y)` .


It can also be in a form of `N(y) dy= M(x) dx` as variable separable differential equation.


 To be able to set-up the problem as `N(y) dy= M(x) dx` , we let `y' = (dy)/(dx)` .


 The problem: `y'=x(1+y)` becomes:


`(dy)/(dx)=x(1+y)`


Rearrange by cross-multiplication, we get:


`(dy)/(1+y)=xdx`


Apply direct integration on both sides: `int (dy)/(1+y)= int xdx` to solve for the general solution of a differential equation.


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


`u= 1+y` then `du = dy`


The integral becomes:  `int(dy)/(1+y)=int(du)/(u)`


 Applying basic integration formula for logarithm:


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


Plug-in `u = 1+y` on `ln|u|` , we get:


`int(dy)/(1+y)=ln|1+y|`


For the right side, we apply the Power Rule of integration: `int x^n dx = x^(n+1)/(n+1)+C`


`int x* dx= x^(1+1)/(1+1)+C`


             ` = x^2/2+C`


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


`ln|1+y|= x^2/2+C`


or


`y =e^((x^2/2+C))-1`

What would Ophelia say to Hamlet if given a chance?

The songs Ophelia sings in Act 4, Scene 5, help us to understand what events precipitated her descent into madness.  She sings one song that goes


He is dead and gone, lady,He is dead and gone,At his head a grass-green turf,At his heels a stone.


When she sings this, she seems to be thinking of her dead father, Polonius, who was brutally slain by her ex-lover, Hamlet, who she believes has gone...

The songs Ophelia sings in Act 4, Scene 5, help us to understand what events precipitated her descent into madness.  She sings one song that goes



He is dead and gone, lady,
He is dead and gone,
At his head a grass-green turf,
At his heels a stone.



When she sings this, she seems to be thinking of her dead father, Polonius, who was brutally slain by her ex-lover, Hamlet, who she believes has gone mad.  Polonius's death seems to have been the last straw for Ophelia's sanity, and it was perhaps her knowledge of his demise that broke her.  Therefore, it seems likely that, had she a chance, she would ask Hamlet what it was that provoked him to murder her father.  


When Claudius mentions her father, she changes the subject, as though it were too painful, and she begins to sing another song:



Tomorrow is Saint Valentine's day,
All in the morning betime,
And I a maid at your window,
To be your Valentine.
Then up he rose, and donned his clothes,
And dupped the chamber door.
Let in the maid that out a maid
Never departed more. 



Ophelia seems now to be thinking of her relationship with Hamlet.  If you recall, her father made her break off their relationship, believing that Hamlet only lusted after Ophelia and that he wasn't actually inclined to or free to marry her.  She did so, and Hamlet took it poorly.  When he is pretending to be crazy, he says all manner of mean things to her, including that he never loved her.  Now, her song addresses Valentine's day and a girl waiting below her lover's window.  The girl went into his room a "maid" (another word for a virgin), but when she came out, she was no longer a maid: she lost her virginity, then, to her lover.  This seems to suggest that Ophelia might have slept with Hamlet, and so their relationship had progressed quite far.  This makes me think that, if she could, she would ask Hamlet if he really did love her.  It appears that their relationship went further than anyone else was really aware (she sings another song, as well, about a girl who had sex with a boy who then refuses to marry the girl).  


It seems, then, that the two things bothering her the most have to do with her father's death and her ex-lover's faithlessness.  She would likely, then, have wanted to speak with Hamlet about these two things.  Ophelia may even have wanted to express her anger at Hamlet for his behavior toward her and her father.  

Saturday 29 March 2014

What does Darzee's wife do that is sensible in "Rikki-tikki-tavi"?

The text of "Riki-tiki-tavi" accredits Darzee's wife with being "sensible" in relation to her understanding that cobra eggs today means deadly cobras later on. Because of her "sensible" understanding, Darzee's wife has determination that Nag and Nagaina's eggs should not survive, and she "flew off from the nest" to be able to do something about it. Her sensible understanding is also important later when Nagaina is escaping to her lair.


Darzee was a feather-brained little fellow .... But his wife was a sensible bird, and she knew that cobra's eggs meant young cobras later on;



The text also accredits Darzee's wife, who is never given a name, with doing something that is "wiser." It is certainly "sensible" to do something that is "wiser."



  But Darzee's wife was wiser [than Darzee]. She flew off her nest as Nagaina [the she-cobra] came along, and flapped her wings about Nagaina's head. If Darzee had helped they might have turned [the cobra]; but Nagaina only lowered her hood and went on. Still, the instant's delay [provided by Darzee's wife] brought Rikki-tikki up to her, and as she plunged into the rat-hole where she and Nag used to live, his little white teeth were clenched on her tail, ....



Riki-tiki and Nagaina are engaged in life-or-death battle on the verandah because he challenged her to a battle, saying, "Fight, widow! The big man has gone for his gun! Fight!" after he saved the boy from Nagaina's death blow. Riki-tiki exerts his energy and strength to stay away from her dangerous, poisonous head. In the heat of battle, he forgot about the one remaining egg, and she sees it. In one enormous lunge, while Riki-tiki catches his breath, she grabs her egg and flees like a "whip-lash flicked across as horse's neck."


Darzee is still on the nest, singing his "foolish little song of triumph" over Nag's death, but his wife is wiser and understands the great meaning of Nagaina's escape with one sound egg. Because of her sensible understanding, she attacks Nagaina with her wings, delaying the cobra's escape just long enough for Riki-tiki to catch up and grab ahold of the cobra's tail with his teeth.

From Rabindranath Tagore's "Lost Jewels," explain the character of Mani, in the light of the statement, "Mani did not understand Bhusan, it is true."

Mani, Bhusan's wife, does not understand her husband's gentle and accommodating nature and mistakes his gentle love for indifference or even greed. According to the schoolmaster who narrates "Lost Jewels," Bhusan is a modern man who treats his wife in too mild a manner. The schoolmaster says, "A man need not necessarily be ugly or poor to be cheated of his wife's love; but he is sure to lose it if he is too gentle." The schoolmaster maintains that a wife who gets gifts too easily from her husband and who does not need to cajole him into doing things for her will not love her husband. 

Mani is a beautiful and pampered woman who enjoys privileges without working for them. As the schoolmaster says:



"She used to get her caresses without asking, her Dacca muslin saris without tears, and her bangles without being able to pride herself on a victory. In this way her woman's nature became atrophied, and with it her love for her husband. She simply accepted things without giving anything in return."



In other words, Mani never has to sacrifice anything for her marriage, and she does not learn to commit to anything or anyone. She leads a very placid life, as she is not worried about her husband's love. She practices efficiency in running the house, and she never has to worry about losing her looks, as she seems to remain young forever. 


As Bhusan does not ask anything from her, Mani does not need to give anything and becomes selfish as a result. As the schoolmaster says of Bhusan:



"His love for his wife was of that kind which has to tread very carefully, and cannot speak out plainly what is in the mind; it is like the attraction of the sun for the earth, which is strong, yet which leaves immense space between them."



Therefore, when Bhusan loses his money and needs credit, he does have the nerve to ask Mani for her jewels, but she suspects that he will, as she doesn't know her husband very well. Instead of sacrificing her jewelry, she is convinced by her cousin to escape wearing it and is never seen again. The gulf that Bhusan leaves open between him and his wife--arising out of his gentleness--makes her suspicious. In that gulf, she inserts suspicion, and she never understands her husband's true goodness and love. 

How many kids does Scrooge's sister have?

Scrooge was very close to his late sister, Fan. In fact, she was the only person in the whole world he was ever really close to. Unlike Ebenezer she was a sweet, gentle soul loved by all. We find out what she was like thanks to the Ghost of Christmas Past, who takes Ebenezer back to his childhood.


When they were children, Fan would always show great kindness to her brother. Scrooge senior sent Ebenezer...

Scrooge was very close to his late sister, Fan. In fact, she was the only person in the whole world he was ever really close to. Unlike Ebenezer she was a sweet, gentle soul loved by all. We find out what she was like thanks to the Ghost of Christmas Past, who takes Ebenezer back to his childhood.


When they were children, Fan would always show great kindness to her brother. Scrooge senior sent Ebenezer away to a boarding school. In common with many boys at the time, the poor young lad found it a horrible, lonely experience. Fan knew that her brother would struggle there, and being such a kind, loving sister she pleaded repeatedly with her father to let Ebenezer return home, sadly to no avail.


As with many women in the nineteenth century, Fan tragically passed away in childbirth. But her only son Fred, Ebenezer's nephew, thankfully survived. When Scrooge has his change of heart on Christmas Day, he accepts Fred's offer to have dinner with his family, which he had previously turned down.

Friday 28 March 2014

What is the single most important problem with the Cold War policy in Asia exposed by the authors?

According to The Ugly American by William Lederer and Eugene Burdick, the single most important problem with the Cold War policy of the United States of America in Asia is the lack of cultural knowledge and sensitivity that Americans brought to Asian countries; by contrast, Russian officials were culturally sensitive and took the time to learn the customs, language, and culture, which benefited their standing within those countries. 

The Ugly American is written as a series of loosely connected stories that focus on Americans and Russians doing work in Asia. The characters who emerge as positive representations are the ones who attempt to understand the Asian culture in which they're living and working. Those people are better able to connect with the locals and further their agendas. On the other hand, some characters are cut off from the populations they're living with; those characters, like an "ambassador who refuses to learn the language or the personality of the country to which he is assigned," are unable to further their own agendas and, more importantly, the overall agenda of the United States.


Lederer and Burdick explain in an author's note at the beginning of the book that the novel "is written as fiction; but it is based on fact. The things we write about have, in essence, happened." They go on to say that they're hoping not to embarrass people but rather to stir both thought and action to improve things for Americans stationed and working abroad. 


The disconnect between the Americans and the countries in which they're living are symbolized in the first chapter of the book. They explain that the embassy is wholly separate from the country itself, saying, "At the end of the lawn the pickets of a wrought-iron fence separated Embassy grounds from the confusion and noise of the road" (11). Like the building itself, the Americans who are damaging foreign policy keep themselves separate from the Asian people; this creates a gap in understanding that prevents them from being able to further the policies they're trying to push to prevent Asian countries from aligning with Russia.


Unlike the "ugly" Americans in the book, the Russians integrate themselves into the culture. An example of this is Louis Krupitzyn's encounter with the Chief Abbot, who is the leader of all the Buddhists in the area where Krupitzyn is stationed. He's told that a younger monk will have to accompany him to translate because the Chief Abbot doesn't speak English. They write:



When they were in front of the monk, Louis Krupitzyn bowed very low and said in classical Sarkhanese, "It is very gracious of Your Reverence to accord me this privilege."


"You did not tell my secretary that you spoke our language."


Krupitzyn, still bowing low, replied,"It is traditional, Your Reverence, that one saves his best words for the master."


Krupitzyn sat cross-legged on the floor and the Grand Leader of all the Buddhists of Sarkhan and Louis Krupitzyn, the Russian Ambassador, began to talk. At first it was chitchat, and then it turned to philosophy. They sat there for the rest of the afternoon until it became dark. (37)



Krupitzyn, unlike his American counterparts, understands the culture and language of the area. He's better able to show and gain respect than the ambassador who doesn't speak English, for example.


Later, Krupitzyn is told by local informants who work as translators at the American Embassy that American rice shipments are coming to Sarkhan, where a typhoon damaged a lot of crops. He quickly buys rice at escalated black market prices and delivers it himself to the area, where a Communist newspaper "had come out with a special edition whose headlines announced that Russia, the friend of Sarkhan, would relieve the famine; and that the Russian Ambassador would personally arrive that day with the first token contribution of rice" (38).


In this way, Krupitzyn is able to further the idea that the communist countries will help the Asian countries for nothing at all. He explains that capitalist countries like America will only help when they can profit from it. By the time the American rice arrives, this idea is ingrained in the population. Also, it's given from the American Ambassador to the Prime Minister of the country, rather than to the people themselves. When it is delivered to the people, the Sarkhanese communists claim that the Russians, not the Americans, have delivered the rice, saying "Didn't the Russian Ambassador warn you that the capitalists would do anything for profit?" (39).


It turns out the Sarkhanese people who weighed the rice stenciled "This rice is a gift from Russia" in Sarkhanese on it once it was taken off the ships. The Americans are unaware of what's happened. They write that "The Americans took pictures of the distribution of the rice and the smiling faces of the now happy people. There were no comments from any of the Americans present. None of them could read or understand Sarkhanese and they did not know what was happening" (39). They don't find out about what the Russians have done for a week. 


This lack of knowledge and understanding prevents the Americans from making an impact on the population. Even when America tries to do the right thing, Russia is able to stay ahead of them simply by staying connected with the locals. Krupitzyn even explains in a letter to Russia that they want to keep the clueless American ambassador in place, if possible. He ties up his employees with meetings and forbids them to go into the hills, as well as annoying "the people of Sarkhan with his bad manners," Krupitzyn explains (40).


Though The Ugly American is a fictional book, it made an impact in the real world. According to the New York Times:



Most controversially, "The Ugly American" warned, unsubtly, that the United States was losing influence in the region to the Communists in China and the Soviet Union. The book, which was published by W.W. Norton in 1958, caused a major stir. It catalyzed outrage over the tax dollars spent on foreign aid, stimulated debate in Congress — Senator J. William Fulbright of Arkansas called the book "sterile, devoid of insight, reckless and irresponsible" — over the efficacy of foreign aid programs, and in years to come influenced the training of Peace Corps volunteers.



Lederer and Burdick make the point that America is failing in its dealings overseas because they aren't making an effort to connect with and understand the local population; since Russia is making that effort, they appear more friendly and more in line with local values. Therefore they are better able to win them over.


The single most important problem with cold war policy in The Ugly American isn't a policy but rather the way in which all policy is being implemented -- without regard for local culture, customs, or languages, which keeps the Americans overseas from connecting with the Asian people. This is why in the epilogue Lederer and Burdick say:



What we need is a small force of well-trained, well-chosen, hard-working, and dedicated professionals. They must be willing to risk their comforts and—in some lands—their health. They must go equipped to apply a positive policy promulgated by a clear-thinking government. They must speak the language of the land of their assignment, and they must be more expert in its problems than are the natives. (284)



Only in that way, the authors make it clear, can America hope to influence Asian countries during the Cold War. 

How would you compare and contrast the views held by Lakunle and Baroka regarding the role of women in society?

The Lion and the Jewel is about the attempts of two men, Lakunle and Baroka, to win the hand of the fetching Sidi in marriage. Lakunle, a school teacher, symbolizes the Western point of view towards women. He, for example, does not want to pay a dowry, which is a traditional practice. While he believes that traditional practices such as the dowry are barbaric, his ways are condescending as well. He lectures Sidi about the revealing clothing she wears, and he doesn't understand her reasoning for wanting him to pay the dowry—that people will assume she isn't a virgin if he doesn't pay her bride price.


Baroka, the chieftain of the Yoruba village, is a traditional man. He has many wives, and he asks his oldest wife, Sadiku, to try to win over Sidi. He attempts to use flattery to woo Sidi, promising her that she can have a special place as his last wife. When that doesn't entirely work, he tricks her by pretending to have lost his manhood. This is a lie, and, in the end, his trickery and flattery win Sidi over, and she decides to marry him. While Lakunle promises Sidi a more modern life, it is Baroka's experience with women and his cunning that make him the victor in the competition for Sidi's hand. 


John Cabot went to Newfoundland in 1497. What resource did he find in abundance and how did this influence the British to establish a colony in 1729?

John Cabot embarked upon three voyages to North America in total. The second one, in 1497, was the most successful. Cabot wrongly thought that he'd located the Orient, and waxed lyrical about the precious gems and spices that were certain to be found further down the coast. He clearly didn't want King Henry VII of England to think that the voyage he'd authorized had been a waste of time and money.


Cabot's crew, however, was...

John Cabot embarked upon three voyages to North America in total. The second one, in 1497, was the most successful. Cabot wrongly thought that he'd located the Orient, and waxed lyrical about the precious gems and spices that were certain to be found further down the coast. He clearly didn't want King Henry VII of England to think that the voyage he'd authorized had been a waste of time and money.


Cabot's crew, however, was much more excited by something that could actually be seen: the Atlantic Ocean teemed with fish. Not only that, but they'd be ridiculously easy to catch.


Cabot's accidental discovery of Newfoundland provided an impetus for further exploration. In addition to an abundant, readily-available food supply, Newfoundland was also a strategically important location which allowed the English to make greater inroads into North America, paving the way for the establishment of new settlements.


Initially, Newfoundland had a different status to other English colonies. Indeed, it was officially considered as little more than a seasonal fishing station for the sole benefit of the English fishing industry. The seasonality of the fishing trade meant that there was very little in the way of a settled population. And as there weren't many people living there permanently, there was little demand for the establishment of formal governmental institutions.


However, that changed in 1729 with the establishment of a governor and civil magistrates. Present-day Canada was an increasingly important part of the British Empire, contributing a greater share of Britain's national wealth through trade. It was thought necessary, then, that the fisheries of Newfoundland should be administered as part of a more coherent trade policy. Hence the need for the setting up of civil institutions.

What do others say about Jonas in The Giver?

The best place to look for information about what other community members say about Jonas is chapter 8. This is the chapter in which Jonas is "selected" to be the next Receiver of Memory.


In a firm, commanding voice she announced, "Jonas has been selected to be our next Receiver of Memory." 


Jonas doesn't understand what exactly this means or involves, but the elders describe to him why he has been selected. They give a...

The best place to look for information about what other community members say about Jonas is chapter 8. This is the chapter in which Jonas is "selected" to be the next Receiver of Memory.



In a firm, commanding voice she announced, "Jonas has been selected to be our next Receiver of Memory." 



Jonas doesn't understand what exactly this means or involves, but the elders describe to him why he has been selected. They give a brief rundown of the key personality traits that they have observed Jonas displaying over the course of his life. 



Jonas was identified as a possible Receiver many years ago. We have observed him meticulously. There were no dreams of uncertainty.


He has shown all of the qualities that a Receiver must have.



The elders name and describe five key traits that Jonas has. They say that Jonas has wisdom, courage, intelligence, and integrity. The fifth characteristic that Jonas has is the "Capacity to See Beyond." This is the trait that the elders do not understand, but the current Receiver says that Jonas has this trait.

`int_-1^2(x^3 - 2x)dx` Evaluate the integral.

You need to evaluate the integral, such that:


`int_(-1)^2(x^3 - 2x)dx = int_(-1)^2 x^3 dx - int_(-1)^2 2x dx`


`int_(-1)^2(x^3 - 2x)dx = (x^4/4 - x^2)|_(-1)^2`


`int_(-1)^2(x^3 - 2x)dx = (2^4/4 - 2*2 - (-1)^4/4 - 2)`


`int_(-1)^2(x^3 - 2x)dx = 4 - 4 -1/4 - 2`


`int_(-1)^2(x^3 - 2x)dx = -9/4`


Hence evauating the definite integral yields `int_(-1)^2(x^3 - 2x)dx = -9/4.`

You need to evaluate the integral, such that:


`int_(-1)^2(x^3 - 2x)dx = int_(-1)^2 x^3 dx - int_(-1)^2 2x dx`


`int_(-1)^2(x^3 - 2x)dx = (x^4/4 - x^2)|_(-1)^2`


`int_(-1)^2(x^3 - 2x)dx = (2^4/4 - 2*2 - (-1)^4/4 - 2)`


`int_(-1)^2(x^3 - 2x)dx = 4 - 4 -1/4 - 2`


`int_(-1)^2(x^3 - 2x)dx = -9/4`


Hence evauating the definite integral yields `int_(-1)^2(x^3 - 2x)dx = -9/4.`

Thursday 27 March 2014

How did mental illness define the life of Amy Bloom in the story "Silver Water"?

Just to give you a push in the right direction, Amy Bloom is the author of "Silver Water" and is not a character in the story. Because the short story is sometimes presented or printed as "Amy Bloom's 'Silver Water,'" it could be easy to assume that Amy Bloom is acting as the narrator, but it is actually a character named Violet.


"Silver Water"was written by Amy Bloom, a psychotherapist, so it...

Just to give you a push in the right direction, Amy Bloom is the author of "Silver Water" and is not a character in the story. Because the short story is sometimes presented or printed as "Amy Bloom's 'Silver Water,'" it could be easy to assume that Amy Bloom is acting as the narrator, but it is actually a character named Violet.


"Silver Water" was written by Amy Bloom, a psychotherapist, so it makes a lot of sense that the story is centered on mental illness. Rose, the older sister of Violet, has a mental breakdown at age fifteen and shows major signs of having schizophrenia.


The lives of Violet and her family members become defined by mental illness because for a span of ten years they are continually trying to give Rose the best care they can get for her. Violet and her parents take Rose to family therapy, work to make sure she stays on her medication, try to help her find the best possible living situation, and help her through the highs and lows of everyday life with schizophrenia.

How does Mary Shelley create sympathy for Victor Frankenstein in the prologue?

The prologue to Frankenstein consists of four letters written by Robert Walton to his sister, Mrs. Margaret Saville. The first three letters give a detailed account of his sea voyage, as he traverses the frozen wastes of the Northwest passage. Then, in his fourth letter, he speaks of the "strange accident" that happened to him amid the ice and thick, hanging fog. This accident is, of course, his first encounter with Dr. Frankenstein.


When we...

The prologue to Frankenstein consists of four letters written by Robert Walton to his sister, Mrs. Margaret Saville. The first three letters give a detailed account of his sea voyage, as he traverses the frozen wastes of the Northwest passage. Then, in his fourth letter, he speaks of the "strange accident" that happened to him amid the ice and thick, hanging fog. This accident is, of course, his first encounter with Dr. Frankenstein.


When we are first introduced to Victor Frankenstein, he is in a vulnerable state. Immediately the reader is induced to feel sympathy towards him. As he is being slowly pulled across the ice on his sledge, we see him emaciated, in a state of total exhaustion. Robert is astonished at the politeness Frankenstein shows in asking the destination of his ship. Frozen, weak, and starving as he may be, Dr. Frankenstein still retains a full measure of scientific curiosity. Clearly, this is no ordinary man.


Our sympathy for Frankenstein is heightened further by Robert's description of his features. There is something so incredibly interesting about his face; a certain wildness, perhaps, but also a sweet benevolence in his eyes when someone performs a simple act of kindness towards him. There is also an air of melancholy about him:



For my own part, I begin to love him as a brother, and his constant and deep grief fills me with sympathy and compassion.



Though Frankenstein is made out to be a truly exceptional human being, he nonetheless shares certain character traits with Robert. Both are committed to scientific discovery, yet both are also arch Romantics, with highly-developed appreciation for the beauties of the natural world. But what makes us sympathize with Frankenstein even more is the way in which he appears to transcend the utter wretchedness of his condition, to become a sort of "celestial spirit," a creature almost divine.

Who was Robert Frost? |

Robert Frost was an American poet born in San Francisco, California at the end of the 19th century. He wrote a number of his most famous poems, including "Stopping by Woods on a Snowy Evening," "The Road Not Taken," and "After Apple Picking" fairly early on in his career. Frost is often referred to as an American nature poet; however, the general appeal of his poetry is not found merely in its nature imagery, but...

Robert Frost was an American poet born in San Francisco, California at the end of the 19th century. He wrote a number of his most famous poems, including "Stopping by Woods on a Snowy Evening," "The Road Not Taken," and "After Apple Picking" fairly early on in his career. Frost is often referred to as an American nature poet; however, the general appeal of his poetry is not found merely in its nature imagery, but in its metaphorical musing on the nature of life, death, work and happiness, and these themes are illuminated by the detailed images he creates.


Frost came from a fairly wealthy family, but he was expected to make his own way and work for a living. He attended Harvard briefly and also tried to earn a living as a farmer. However, his early years did not see him established in a steady vocation. Frost lived in a number of places, including England, and around the New England states. His travels exposed him to many people and sights that inspired his work. His poetry seemed to flourish best when he settled in Vermont, but prior to that Frost was obliged to take on occasional teaching jobs to support his family. Eventually he was able to make his living as a poet.


Frost won the Pulitzer Prize for poetry four times; this is one of the highest accolades available to poets. Also, Frost's work has been anthologized more often than perhaps any other American poet's. Having one's poetry included in an anthology usually indicates that the poet's work is considered important enough to be part of the literary canon.


Frost's work is well loved for its universal appeal and simple language that reveals deep truths about the human condition; he could be called the most famous American poet.

Who is Sherrena in Evicted?

Sherrena Tarver is the landlord of several of the individuals in , including Matthew Desmond, the author. Sherrena was originally a teacher, and she met her husband, Quentin Tarver, when he pulled her over at a traffic stop. After several years together, Sherrena was feeling dissatisfied with her job and attempted to start a daycare business. When her daycare venture failed, Sherrena set her sights on real estate and began purchasing run-down properties in...

Sherrena Tarver is the landlord of several of the individuals in , including Matthew Desmond, the author. Sherrena was originally a teacher, and she met her husband, Quentin Tarver, when he pulled her over at a traffic stop. After several years together, Sherrena was feeling dissatisfied with her job and attempted to start a daycare business. When her daycare venture failed, Sherrena set her sights on real estate and began purchasing run-down properties in urban Milwaukee. Sherrena quickly discovered that she could make a lot of money renting to poor black individuals. Apartments in the run-down inner city can often be rented at the same rates as properties in nicer areas. However, inner-city apartments do not have to be well maintained, because prospective tenants are poor and desperate for any type of housing. In fact, many poor or black individuals are completely shut out from nicer neighborhoods, where buildings often reject individuals with past evictions or criminal records. Sherrena’s real estate business quickly grew, and she began to manage multiple properties. Her husband, Quentin, eventually left his job as a police officer to become a property manager in their new buildings. Sherrena is not wholly uncaring, but it is impossible to ignore the fact that she profits from the misfortune of her tenants. Ultimately, Sherrena evicts Lamar, Arleen, Patrice, Doreen, and Crystal.

Wednesday 26 March 2014

What is a summary of Thinking, Fast and Slow?

Thinking, Fast and Slow is a non-fiction book published in 2011 by Daniel Kahneman, winner of the 2002 Nobel Prize in Economics. Kahneman is an Israeli-American psychologist interested in the psychology of decision making and behavioral economics. In this best-selling work, Kahneman attempts to popularize his research and make it accessible to a general public.

Classical and neo-classical economics base their models on a notion of what is sometimes called the "homo economicus" or "economic man." In other words, classical economists assume that we can create economic models based on the assumption that humans act in a rational and well-informed manner to promote their self-interest and economic well being. Kahneman and other behavioral economists argue that this assumption is false and that to understand economic behavior we must study how people act as individuals in the real world and use tools such as psychology to understand the basis for their actions. This will enable us to understand many economic and political phenomena inexplicable by classical economics, including those in which people act against their own actual self-interest.


In Thinking, Fast and Slow, Kahneman describes two different systems of thought, fast thinking (emotional, quick, automatic, subconscious) and slow thinking (logical, infrequent, careful, conscious). He argues that most of our decisions, such as steering a car on an empty road or not drinking spoiled milk because it smell disgusting, are made on the basis of fast instinctive thinking. Solving complex problems, such as parking in a small space or cooking from a complex recipe, require slow thinking. When applied to the same problem, these two types of thinking, according to Kahneman, may result in different solutions. 


Next, Kahneman discusses how these types of thinking use different methods of thought. He says that fast thinking involves assimilating new data or situations to known patterns, while slow thinking involves seeing new patterns. For example, a fast thinking approach to going vegetarian might mean substituting a "meatless" hamburger based on soy protein for a beef hamburger, while a slow thinking approach might include reading up on Indian and other vegetarian cuisines and learning what people in those cultures eat for lunch. 


Kahneman then examines in detail the various heuristic patterns, such as framing, avoidance, sunk-cost, availability, and substitution, that form the basis of how we make actual decisions, even when those decisions are inherently irrational. He concludes with a section on human happiness and how we judge our own happiness. 

Describe the significance of the five main characters in the novel Monster.

Steve Harmon is the novel's protagonist and narrator who is on trial for the robbery and murder of Aguinaldo Nesbitt. Steve is a self-conscious individual who struggles with his identity throughout the novel. Steve's participation in the crime is ambiguous, but he is eventually found not guilty.


Richard "Bobo" Evans is an unapologetic thug who admits to being involved in the crime. He accepts a plea bargain to testify against James King and Steve Harmon.


...

Steve Harmon is the novel's protagonist and narrator who is on trial for the robbery and murder of Aguinaldo Nesbitt. Steve is a self-conscious individual who struggles with his identity throughout the novel. Steve's participation in the crime is ambiguous, but he is eventually found not guilty.


Richard "Bobo" Evans is an unapologetic thug who admits to being involved in the crime. He accepts a plea bargain to testify against James King and Steve Harmon.


James King is the criminal who came up with the plan to rob the local convenience store. He recruits Bobo, Steve, and Osvaldo to help him commit the crime. He ends up being sentenced to twenty-five years in prison after he is found guilty of the robbery and murder of Aguinaldo Nesbitt.


Kathy O'Brien is Steve's attorney. She helps Steve by portraying him in a positive light throughout the trial. However, her reaction after Steve is found not guilty indicates that she believes he is guilty.


Sandra Petrocelli is the prosecuting attorney who labels Steve Harmon and James King as "monsters." She is relentless in her pursuit to convict James and Steve.

What does the dialogue between Roger and Mrs.Jones, as well as their actions, reveal about their character traits in "Thank You, Ma'am"?

The dialogue between Roger and Mrs. Jones reveals that they each know something about the other automatically, yet they also have something to learn.


Mrs. Jones, who walks home late at night, is familiar with the danger that she faces by doing so. Consequently, she has her purse weighted down with "everything but a hammer and nails" and is prepared to defend herself against purse snatchers. When Roger tries to steal this purse, she overpowers...

The dialogue between Roger and Mrs. Jones reveals that they each know something about the other automatically, yet they also have something to learn.


Mrs. Jones, who walks home late at night, is familiar with the danger that she faces by doing so. Consequently, she has her purse weighted down with "everything but a hammer and nails" and is prepared to defend herself against purse snatchers. When Roger tries to steal this purse, she overpowers him, but realizes quickly that he is not really what might be termed a juvenile delinquent. For, Roger is polite when she asks, "Now, ain't you ashamed?" and he replies, "Yes'm."



The woman said, “What did you want to do it for?” The boy said, “I didn’t aim to.” She said, “You a lie!”



Although Mrs. Luella Bates Washington Jones is angry that this boy has tried to steal her purse, she is understanding of the boy. She tells him:



“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones."



Clearly, Mrs. Jones realizes that Roger has had no real parenting. So, with a kind but firm heart, she takes Roger home and makes a meal for him. And, with new respect for Mrs. Jones, Roger makes sure that he stands where she can see that he does not try to steal anything out of her purse. "He did not trust the woman not to trust him." Roger wants to earn some respect from Mrs. Jones.


Before he leaves, Roger is given supper and then Mrs. Jones gives him the money for some new shoes, telling him not to try stealing anymore.



“Now, here, take this ten dollars and buy yourself some blue suede shoes."



Roger wants to say more than just "Thank you, m'am," but the door shuts on him. He realizes that Mrs. Jones has been firm, but caring. Mrs. Jones has shown him that if he steals a purse, he takes a valuable possession from a real person.

Why, and on what terms, was the alliance system formed, and what were its implications?

By alliance systems, I am assuming you mean those that led to World War I. Austria-Hungary and Germany signed an alliance system because Austria-Hungary feared an attack by Russia. Russia signed an agreement with France of mutual support in the event of war because France was afraid of Germany. The Ottoman Empire signed a treaty with Germany because it hated Russia, and it wanted to regain land in the Balkans. Italy, initially part of the...

By alliance systems, I am assuming you mean those that led to World War I. Austria-Hungary and Germany signed an alliance system because Austria-Hungary feared an attack by Russia. Russia signed an agreement with France of mutual support in the event of war because France was afraid of Germany. The Ottoman Empire signed a treaty with Germany because it hated Russia, and it wanted to regain land in the Balkans. Italy, initially part of the Austro-Hungarian and German alliance, switched sides to the Entente when they were promised Austro-Hungarian land in the event of an Allied victory.


The terms of these alliances were not made explicitly clear at the time of their signing, and countries signed them out of fear of being attacked and not having enough support. The implications of these alliances were such that a small regional attack, such as a Serbian nationalist shooting an Austrian Archduke, then involved entire nations. For example, when Russia mobilized to support Serbia, Germany took it as a threat and mobilized. France, wanting to support its friend Russia, mobilized as well. Thanks to the alliance system, a war that should have been regional between Austria-Hungary and Serbia spread throughout the world and even included the United States.  

Tuesday 25 March 2014

The climax in Raymond Carver’s “Cathedral” could be said to be the moment in the end of the story when the protagonist has his eyes closed...

The narrator is a man who merely resides in his house: He watches his wife go to bed at night, he sees no friends, staying at home and watching television. Even when his wife's friend Robert arrives, he sits and watches her go outside to greet him. But, when he experiences a spiritual moment of human communion with Robert as he draws a cathedral, the narrator closes his eyes that have been blind to what...

The narrator is a man who merely resides in his house: He watches his wife go to bed at night, he sees no friends, staying at home and watching television. Even when his wife's friend Robert arrives, he sits and watches her go outside to greet him. But, when he experiences a spiritual moment of human communion with Robert as he draws a cathedral, the narrator closes his eyes that have been blind to what is within people so that now, with imagination, he may truly "see."


A man who places much emphasis upon the visual, the narrator has become a passive observer in his life and his troubled marital relationship. Ironically, it is a blind man who figuratively opens the narrator's "eyes"; that is, his awareness of the need for communication and tenderness with his wife, as well as the powerful significance of imagination.
Later in the night as he is alone with Robert and unconfined by the walls of his room and the screen of the television after it goes off, the narrator experiences true communion with his wife's friend when he draws the cathedral freely with his eyes closed--his pure imagination, that same capability that the blind man uses. He narrates,



I didn't feel like I was inside anything.
"It's really something," I said.



This experience relates to the title because the gothic cathedrals were built with new heights in an effort to reach closer to heaven and communicate with God during the troubled times of the Middle Ages.

Explain Magical Realism in song of Solomon by Toni Morrison.

Toni Morrison's Song of Solomon incorporates spiritual, mythical, and legendary elements into her otherwise realist narrative. This narrative is centered around the Yoruba folktale of the Africans who escaped slavery by flying; in fact, this what the title alludes to as those mourning sing the song. It alludes to the ballad about the flight of Milkman's ancestor, Solomon, who leaps from a high rock in order to return to Africa. However, he left behind a...

Toni Morrison's Song of Solomon incorporates spiritual, mythical, and legendary elements into her otherwise realist narrative. This narrative is centered around the Yoruba folktale of the Africans who escaped slavery by flying; in fact, this what the title alludes to as those mourning sing the song. It alludes to the ballad about the flight of Milkman's ancestor, Solomon, who leaps from a high rock in order to return to Africa. However, he left behind a grieving wife and twenty-one children.


Here are some elements of magical realism in Song of Solomon:


  • The bereaved sing this song of loss, this ballad of the flight into oblivion of Solomon, who leaped from a high outcropping of rock to return to his native Africa, leaving a grief-stricken wife and twenty-one children. 

  • Pilate births herself by crawling out of her mother's womb, leaving her with no navel. She has a knowledge of magical potions, one of which she gives to Ruth Dead, which moves her husband who wants nothing to do with her to give her a son, Milkman.

  • Milkman finally discovers the secret of the song of his ancestor, so he travels to learn the origin of his name and to reunite with his people. 


The feathers may soar
And the children may know their names.



  • Milkman sings the song of loss when Pilate dies, and like Solomon, his ancestor, he leaps--even soaring in the air--to his confrontation with Guitar, left ambiguous as to its outcome. This ending is what Miguel Angel Asturias called "an annulment of reality."


Describe Anne Frank as the main protagonist of 'The Diary of a Young Girl'.

Anne Frank was a thirteen-year-old girl who recorded her thoughts and experiences while hiding from the Nazis during World War II in a diary, which was published by her father after her death. Her tone when she describes herself and her life is fairly playful and humorous, although she is able to be serious and understand the gravity of her situation. Her writing style is personal, honest, and direct. Anne writes because she feels unable...

Anne Frank was a thirteen-year-old girl who recorded her thoughts and experiences while hiding from the Nazis during World War II in a diary, which was published by her father after her death. Her tone when she describes herself and her life is fairly playful and humorous, although she is able to be serious and understand the gravity of her situation. Her writing style is personal, honest, and direct. Anne writes because she feels unable to confide in her peers or family; she struggles with the criticism she receives from adults when her family is in hiding, and she is unsure how to reconcile her identity as both Dutch and Jewish in the context of World War II. Anne is lonely, and within the context of her social isolation, her critical family, and the increasingly dire situation they hide from, she struggles with her identity and development into adulthood. Towards the end of the text, Anne realizes that she has matured during her time in the annex, and become more emotionally mature and independent. Shortly before her family was found by the Nazis, Anne had begun considering the nature of war and anti-Semitism from a philosophical perspective, and her role in a world that seemed to be rapidly changing. Anne Frank died in Auschwitz in 1945, only weeks before the camp was liberated by allied soldiers. Her father, Otto Frank, was the only survivor in his family, and he chose to publish Anne's diary in 1947.

Monday 24 March 2014

`y=4/x+3` Graph the function. State the domain and range.

The given function `y = 4/x+3` is the same as:

`y = 4/x+(3x)/x`


`y = (4+3x)/x`  or  `y =(3x+4)/x` .


To be able to graph the rational function `y =(3x+4)/x` , we solve for possible asymptotes.


Vertical asymptote exists at `x=a ` that will satisfy `D(x)=0` on a rational function `f(x)=N(x)/D(x)` . To solve for the vertical asymptote, we equate the expression at denominator side to `0` and solve for `x.`


In `y =(3x+4)/x,` the `D(x) =x` .


Then, `D(x) =0 `  will be `x=0.`


The vertical asymptote exists at `x=0.`


To determine the horizontal asymptote for a given function: `f(x) = (ax^n+...)/(bx^m+...)` , we follow the conditions:


when `n lt m `     horizontal asymptote: `y=0`


        `n=m `    horizontal asymptote:  ` y =a/b`


        `ngtm `      horizontal asymptote: `NONE`


In `y =(3x+4)/x` , the leading terms are `ax^n=3x or 3x^1` and `bx^m=x or x^1.` Thus, `n =1` and `m=1` satisfy the condition: `n=m` . Then, horizontal asymtote  exists at `y=3/1`  or `y =3` .


To solve for possible y-intercept, we plug-in `x=0` and solve for `y` .


`y =(3*0+4)/0`


`y = 4/0 `


y = undefined


Thus, there is no y-intercept


To solve for possible x-intercept, we plug-in `y=0 ` and solve for `x` .


`0 = (3x+4)/x`


`0*x = (3x+4)/x*x`


`0 =3x+4`


`0-4=3x+4-4`


`-4 =3x`


`(-4)/3=(3x)/3`


`x= -4/3 or -1.333` (approximated value)


Then, x-intercept is located at a point `(-1.333,0)` .


Solve for additional points as needed to sketch the graph.


When `x=2` , then `y =(3*2+4)/2 =10/2=5.` point: `(2,5)`


When `x=4` , then `y =(3*4+4)/4 =16/4=4` . point: `(4,4)`


When `x=-2` , then `y =(3*(-2)+4)/(-2) =(-2)/(-2)=1` . point: `(-2,1)`


When `x=-4` , then `y =(3*(-4)+4)/(-4) =-8/(-4)=2.` point: `(-4,2)`


 Applying the listed properties of the function, we plot the graph as:


You may check the attached file to verify the plot of asymptotes and points.


As shown on the graph, the domain: `(-oo, 0)uu(0,oo)`


and Range:  `(-oo,3)uu(3,oo) `


The domain of the function is based on the possible values of `x` . The `x=0 ` excluded due to the vertical asymptote


The range of the function is based on the possible values of y. The `y=3` is excluded due to the horizontal asymptote.

How do I identify the relationship between nature and female experience in this novel?

Identify the relationship between nature and the female experience in The Romance of the Forest by associating Adeline's freely expressed female self with nature and by associating her oppressed female self with the crumbling Gothic abbey [Gothic is used by Ward Radcliffe to identify the Gothic architectural building style and to present the metaphoric literary association with symbolic "Gothic" forces].

The female experience, as highlighted by feminist literary criticism, is identified as fundamentally consisting of such characteristics as uncontrollable and deviant female nature; contrasting spiritually transcendent empowerment and psychologically destructive vulnerability; limited scope of world experience and confined prison-like environment; powerlessness while desiring power.

Early in The Romance of the Forest, Ward Radcliffe introduces the thematic connection between nature and the female experience. Adeline's journey through the sun bathed forest, though with barely a track for the carriage to follow, takes her into the symbolic representation of her soul. She feels exaltation and liberation as "her heart was gladdened with complacent delight" by the unfettered beauty of the forest.


the gentle warmth of the sun, whose beams vivified every hue of nature, and opened every floweret of spring, revived Adeline, and inspired her with life and health. As she inhaled the breeze, her strength seemed to return, and, as her eyes wandered through the romantic glades that opened into the forest, her heart was gladdened...



Interestingly, the very same forest terrifies La Motte, who fears Peter has lost the way and who fears being "benighted in a scene so wild and solitary" and being overcome by "banditti." With their arrival at the Gothic abbey, Ward Radcliffe introduces the opposite side of the female experience, that of vulnerability, prison-like environments, powerlessness and oppressive confinement.



the Gothic remains of an abbey ... appeared to be sinking into ruins, and that, which had withstood the ravages of time, shewed the remaining features of the fabric more awful in decay. The lofty battlements, thickly enwreathed with ivy, were half demolished, and become the residence of birds of prey.



One tenet of feminist criticism is that women writers of the 18th and 19th centuries wrote about a limited range of experiences because of their own confinement within limited experiences and environments, e.g. they were confined to being the Angel in the House. The dualistic aspects of the female experience are accentuated by Ward Radcliffe in the contrast between the forest, which liberates Adeline, and the Gothic (symbolically: dark, harboring evil, crumbling, threatening) abbey (abbey: having the pretense of spiritual purity yet the impact of spiritual depravity).



[the windows'] pointed arches still exhibited fragments of stained glass, once the pride of monkish devotion.


Why was Chips startled when Ralston gave him a soft reminder to think about retirement?

When Ralston suggests that Chips should retire, it's a total surprise. Chips has never liked Ralston. He feels that he's more of a hyper-efficient bureaucrat than a teacher, certainly not a molder of boys into men. He's obsessed with increasing the number of rich pupils attending the school, which has led to something of a snob culture developing at Brookfield. Chips is also disillusioned about the academic changes that Ralston's introduced, especially the new way...

When Ralston suggests that Chips should retire, it's a total surprise. Chips has never liked Ralston. He feels that he's more of a hyper-efficient bureaucrat than a teacher, certainly not a molder of boys into men. He's obsessed with increasing the number of rich pupils attending the school, which has led to something of a snob culture developing at Brookfield. Chips is also disillusioned about the academic changes that Ralston's introduced, especially the new way of pronouncing Latin. Ralston, for his part, looks upon Chips as a bit of an old dinosaur, an unwelcome reminder of the school's past. Chips's eccentricities, such as his tatty old master's gown, are also a source of irritation.


So why is Chips surprised when Ralston suggests he should retire? Over the years Chips has shown outward loyalty to Ralston despite his personal animosity towards him and his misgivings about the school's change of direction. He's witnessed firsthand the ruthlessness with which Ralston deals with masters who get in his way. But Chips thought it would be different for him. He thought that his age and seniority would somehow protect him. Chips is hugely popular in the school, with boys and masters alike, so he also thought that his popularity would protect him.

What is the climax of George Washington Cable's "Tite Poulette"? What are the most important actions/events characterizing this section, and why...

The climax in "Tite Poulette" extends from the moment Kristian Koppig is stabbed to the moment Madame John unobtrusively observes Kristian declaring his love for Tite Poulette. The climax is the highest point of the story, and in this instance, the climax is significant because it brilliantly highlights the theme of discriminatory caste systems in 19th century New Orleans. In focusing on Kristian, Madame John, and Tite Poulette's emotional reactions, Cable portrays for us the...

The climax in "Tite Poulette" extends from the moment Kristian Koppig is stabbed to the moment Madame John unobtrusively observes Kristian declaring his love for Tite Poulette. The climax is the highest point of the story, and in this instance, the climax is significant because it brilliantly highlights the theme of discriminatory caste systems in 19th century New Orleans. In focusing on Kristian, Madame John, and Tite Poulette's emotional reactions, Cable portrays for us the cruelty of unjust laws that circumscribed Southern living.


An important scene in the climax rests upon Kristian's delirious proclamation to Madame John that he cannot marry Tite Poulette because she is "jet black." In this instance, Kristian's words unwittingly expose his heart: he is in love with the daughter of a quadroon woman. However, the law forbids such a miscegenistic alliance. How then will the conflict resolve itself? During his convalescence, Madame John regales Kristian with an account of her nursing a Spanish couple through a bout of yellow fever. After hearing that the couple had succumbed to the fever, Kristian hopefully asks if an infant had been left behind. Here, Cable highlights how decent men are reduced to grasping at straws in order to justify forbidden romantic attachments.


Madame John's answer leads to an anguished reaction from Kristian. Herself affected beyond endurance, Madame John sends Tite Poulette to Kristian's bedside, itself another significant action. Then, unobserved, she watches the emotional exchange between Kristian and her daughter. The conflict is resolved when Madame John produces supposedly legal papers declaring Tite Poulette's "white" heritage, which clears the way for the two lovers to marry. Love wins in the end: "I have struggled hard, even to this hour, against Love, but I yield me now; I yield; I am his unconditioned prisoner forever. God forbid that I ask aught but that you will be my wife."

I love to study the Constitution and it's precepts. In my studies I've noticed that all Constitution copies fail to annotate the changes made by...

It seems from your question that you think published copies of the Constitution ought to reference those portions of the document that are modified or rendered moot or irrelevant by amendments. For example, those parts of the Constitution that reference slavery were amended out of relevance by the Thirteenth Amendment (e.g., the "other persons" in Article I, Section 2 and the persons "Held to Service or Labour" in Article IV, Section 3) and published copies...

It seems from your question that you think published copies of the Constitution ought to reference those portions of the document that are modified or rendered moot or irrelevant by amendments. For example, those parts of the Constitution that reference slavery were amended out of relevance by the Thirteenth Amendment (e.g., the "other persons" in Article I, Section 2 and the persons "Held to Service or Labour" in Article IV, Section 3) and published copies of the Constitution ought to reflect this. I would point out that many published versions of the document, notably those in many textbooks, are actually annotated in the way you describe. Typically this is done by including amended clauses in red, or by crossing them out in such a way that they are still legible.


But the Bill of Rights actually did not make any such changes. None of first ten amendments substantively altered any of the clauses of the Constitution in the way that, say, the Twelfth, Thirteenth, or later amendments did. They may have changed the way we interpret the Constitution as a whole inasmuch as they placed limits on the powers of the federal government, but they did not change the language of the document itself. So they would not appear in the types of annotations described in the question.


N.B. For an annotated copy of the Constitution that reflects the substantive changes made by amendments, see the link below. 

How did the Pilgrims describe America once they arrived here?

Those Pilgrims who wrote about their experiences at Plymouth described the area in different ways. In his History of Plymouth Plantation, the most famous account of the settlement, William Bradford, the governor of Plymouth, described the region alternately as a "hideous and desolate wilderness, full of wild beasts and wild men." Bradford's purpose in writing the Historywas to illustrate the workings of God in providing for his band of Separatists in such a...

Those Pilgrims who wrote about their experiences at Plymouth described the area in different ways. In his History of Plymouth Plantation, the most famous account of the settlement, William Bradford, the governor of Plymouth, described the region alternately as a "hideous and desolate wilderness, full of wild beasts and wild men." Bradford's purpose in writing the History was to illustrate the workings of God in providing for his band of Separatists in such a hostile environment. In an often-cited passage, Bradford describes, for example, a Patuxent village, deserted due to a smallpox epidemic that preceded the Pilgrims, as being cleared out by God for their benefit. Another famous Pilgrim leader, Edward Winslow, described the area as teeming with natural resources, including fish, shellfish, berries, and good land for growing Indian corn. Winslow concluded that "men might live as contented here as in any part of the world." Winslow, who developed a friendship of sorts with the local Wampanoag leader Massasoit, described the inhabitants of the area as "people without any religion, or knowledge of any God," yet "very trusty...quick-witted, and just." Winslow assured a correspondent that Pilgrims could "walk as peaceably and safely in the wood...as in the highways in England." The Pilgrims, in short, believed that the world they had come to inhabit was provided for them by God.

What advantages did European nations have over others in regards to colonization?

First, European nations developed or acquired, earlier than other peoples around the world, many of the technologies necessary for colonization. These included nautical innovations like the caravel (a vessel suited for long voyages,) the compass and the astrolabe (important tools for navigation) and special sails that made exploration possible. But Europeans also developed weapons, including steel and firearms, that facilitated the conquest of people around the world.

Another advantage was in many ways highly ironic. Europeans, having had many domesticated animals for thousands of years, had developed diseases, including smallpox, typhus, measles, and plague, most of which originated with these animals. Native peoples in places like the Americas and Australia had no such animals, and thus no exposure to such diseases. So when Europeans came in contact with these people, the germs they carried led to what are sometimes called "virgin-soil" epidemics that wiped out millions of indigenous peoples. The combination of disease and superior weapons enabled Europeans to conquer and colonize peoples in the Americas in particular. The Inca, for example, were among the most powerful empires in South America, but Spanish conquistadores, especially Pizarro, were able to conquer them because the Inca so depleted by a smallpox epidemic. Thus these diseases, whch had periodically ravaged Europe, proved to be potent "weapons," even if Europeans did not intentionally introduce them. One writer, Jared Diamond, has characterized these mutually reinforcing advantages as "guns, germs, and steel" in a book by that title. 


Once Europeans came in contact with Indian peoples, they were able to spread information about them through print. Where Native peoples were often taken by surprise, at least at first, by contact with Europeans, colonizers were armed with knowledge about other Indian peoples. This could prove, however, to be detrimental, as England's Jamestown colonists thought they could replicate the Spanish model of conquest and colonization among the Powhatan peoples. They were mistaken, and the approach they took was almost their undoing. But Europeans could share information about the peoples they colonized, a fact that facilitated their conquest. 


Finally, all of these things also enabled Europeans to eventually dominate Indian trade, even if they could not conquer Native peoples. Europeans were able to trade for slaves, foodstuffs, and desirable items like deerskins, a process that led to the subjugation of many Indian peoples. The economic changes led to even more social turmoil among Indians, a condition that eventually led to their subjugation in many cases. 

Sunday 23 March 2014

Why do you think the early Chinese were receptive to the ideas of Confucius?

Confucius's philosophy came to the forefront after a period of revolt and civil war in China near the end of the fifth century BCE. People at that time were looking for peace and stability after the chaos and turmoil that had divided the country. Confucius's ideas were all about creating an orderly and harmonious society. He believed that if society were rightly ordered and everyone understood and accepted their roles and their place in the...

Confucius's philosophy came to the forefront after a period of revolt and civil war in China near the end of the fifth century BCE. People at that time were looking for peace and stability after the chaos and turmoil that had divided the country. Confucius's ideas were all about creating an orderly and harmonious society. He believed that if society were rightly ordered and everyone understood and accepted their roles and their place in the social order, peace would prevail. For example, he wrote that five key relationships would keep a culture in order. These relationships were those between the ruler and the ruled, between the father and the son, between the husband and the wife, between the older brother and the younger brother, and between the older friend and the younger. While the first person listed in each relationship was considered the superior, every relationship had mutual obligations. Confucius always insisted that people treat each other with courtesy and respect. For a very long time, Confucius's ideas were the glue that held Chinese society together. 

`2,24,720, 40320, 3628800` Write an expression for the n'th term of the sequence. (There is more than one correct answer.)

`2,24,720,40320,3628800`


Let's write the series as,


`2*1,4*3*2*1,6*5*4*3*2*1,8*7*6*5*4*3*2*1,10*9*8*7*6*5*4*3*2*1`


From the above pattern we can write the series as,


`2!,4!,6!,8!,10!`


So based on the above pattern, we can write the n'th term of the series as:


`a_n=(2n)!`

`2,24,720,40320,3628800`


Let's write the series as,


`2*1,4*3*2*1,6*5*4*3*2*1,8*7*6*5*4*3*2*1,10*9*8*7*6*5*4*3*2*1`


From the above pattern we can write the series as,


`2!,4!,6!,8!,10!`


So based on the above pattern, we can write the n'th term of the series as:


`a_n=(2n)!`

Saturday 22 March 2014

In which American colony did most enslaved Africans live?

During the transatlantic slave trade, more than 90% of enslaved Africans were brought to be sold, live, and work in Brazil and the Caribbean. The Caribbean and South American colonies had massive sugar plantations with high labor demands, so there was a large market for the purchase of captured Africans in these regions. 


Only about 6% of enslaved Africans were brought to North America and the British colonies, and those who were primarily lived in...

During the transatlantic slave trade, more than 90% of enslaved Africans were brought to be sold, live, and work in Brazil and the Caribbean. The Caribbean and South American colonies had massive sugar plantations with high labor demands, so there was a large market for the purchase of captured Africans in these regions. 


Only about 6% of enslaved Africans were brought to North America and the British colonies, and those who were primarily lived in the Southern Colonies working on cotton, tobacco, sugar, or indigo plantations. The Southern Colonies of Virginia, Georgia, and South Carolina held the most slaves. By far, Virginia held the largest number of enslaved Africans during the period before Emancipation- almost 500,000 in the year 1860! Jamestown, Virginia was where the Colonial slave trade began and remained a common port for the sale of captured Africans into slavery. 

What do the kite/bench and dance metaphors mean in this book? I need quotes to back up an explanation. I need help forming two paragraphs...

While dancing is a fantasy in which people move about with grace, in real life, there is no such grace and beauty. Instead, as Hally says, people are bad dancers, and the fantasy of Sam and Willie's perfect dance is just that, a fantasy. Hally, a white boy, reminds Sam and Wilie that they are not really free and that dancing is not real life.


The kite symbolizes a dream of racial unity that Sam and Hally shared when Hally was a young boy. Sam constructed a makeshift kite for Hally, and, to Hally's surprise, it actually flew. Hally says, remembering that episode from his youth, "Little white boy in short trousers and a black man old enough to be his father flying a kite. It's not every day you see that." In other words, a black man and a white boy being together and flying a kite is a rare sight and a rare moment of racial solidarity in South Africa.


Hally expresses disappointment that Sam left him to fly the kite on his own, but Hally had not realized that Sam was not allowed to sit on the bench, which was reserved for whites. Sam tells Hally,



I couldn't sit down there and stay with you. It was a "Whites Only" bench. You were too young, too excited to notice then. But not anymore. If you're not careful . . . Master Harold . . . you're going to be sitting up there by yourself for a long time to come, and there won't be a kite in the sky.



The bench symbolizes the reality of a racially divided South Africa, one in which people are prevented from making connections to each other. Sam warns Hally that he will be back on this bench, this place of loneliness and division, if he continues to be hateful. Sam says that there will be no kites in the sky, meaning no moments of peace and unity. To write two paragraphs, start with a topic sentence that expresses what you think is the meaning of each of the symbols. Then include and analyze relevant quotations from the play.

How did the war between Native Americans and colonists start and why?

There were many battles between the Native Americans and the British and their colonists. Most Native American tribes didn’t trust the British nor the British colonists, but many of these tribes were friendly with the French. The French made it clear that they didn’t want to take Natives' land. They also married some Native American women and converted them to Christianity. The French were also interested in trading with the Natives.


The British and their...

There were many battles between the Native Americans and the British and their colonists. Most Native American tribes didn’t trust the British nor the British colonists, but many of these tribes were friendly with the French. The French made it clear that they didn’t want to take Natives' land. They also married some Native American women and converted them to Christianity. The French were also interested in trading with the Natives.


The British and their colonists wanted to control more land. They often clashed with the Native Americans in battles for control of land. The British had no interest in marrying the Native Americans, and they didn’t try to convert them to Christianity. British policies toward the Native Americans treated the Native Americans as if they were a conquered people.


Pontiac’s Rebellion, which began in 1763, was an example of a conflict between the Native Americans and the British plus their colonists. After the French and Indian War ended, the Native Americans feared that the British would expand beyond the Appalachian Mountains into lands the Natives controlled. The rebellion, which was eventually ended by the British, showed that the frontier wouldn’t be quiet and that relations between the Native Americans and the British and their colonists weren’t very good.

What were some cultural advantages that allowed Britain to develop industry?

It is still debated among economists and historians why exactly Britain was the first country in the world to industrialize, and if you ask different people you'll get different answers. However, there are certain definite advantages Britain had that may have contributed to their early industrialization:

1. Britain was already rich by world standards at the time. While their level of income seems small to us today, it was larger than that of most other countries in the world; people had enough income to be consumers and investors rather than simply working to survive.

2. Britain has one of the most stable, long-standing governments in the world. Whereas most countries go through a revolution every few generations, Britain has undergone a process of gradual reform that has preserved the same core---a constitutional monarchy with Parliament as the primary governing body---for some one thousand years. Even by the start of the Industrial Revolution Britain had already been in its current form of government for over 700 years.

3. Britain has a very strong and stable currency (the pound), allowing them to purchase imports cheaply from the rest of the world. Their central bank has never defaulted on debt in centuries, and thus has the highest level of credibility for borrowing; so they are essentially unconstrained in how much money they can borrow when they need it.

4. Britain has well-established property rights and relatively free markets. While they are certainly not wholly unregulated (and were considerably more tightly regulated in the 18th century than today), markets in Britain generally have been more limited and permissive in their regulations, allowing private innovation to flourish without excessive barriers or heavy-handed government intervention. Their court systems have a reliable record of establishing and enforcing clear property rights.

5. Britain has a very high level of education. The educational system in Britain has been one of the best in the world for centuries, especially at their very top universities such as Oxford and Cambridge (both of which were founded hundreds of years before the industrial revolution!). This high level of education allowed them to produce the large numbers of highly-qualified scientists and engineers necessary to establish an industrial economy.


6. Britain has enormous reserves of coal. Coal was the chief fuel of the industrial revolution, and Britain had at that time one of the largest proven reserves of coal in the world. This made coal cheap and easy to get, and thus made it much more profitable for businesses to industrialize.


Beyond that, it is difficult to say which of these factors was most important, and there are very likely other important factors as well.

Friday 21 March 2014

Frankenstein by Mary Shelley, Volume 2, chapter 1: What does the magnificent beautiful surroundings that Victor is in when on a boat in the lake...

In Mary Shelley's Frankenstein, Victor finds himself at home in Geneva once more, after his young brother William has been murdered. The grandeur of nature has always seemed to inspire Victor, but at this particular moment, the magnificence of his surroundings escapes him.


I was often tempted, when all was at peace around me, and I the only unquiet thing that wandered restless in a scene so beautiful and heavenly...I was tempted to plunge into the silent lake, that the waters might close over me and my calamities forever.



At another point in the story, after Justine's wrongful conviction and execution for William's death, Victor takes in all the beauties of nature around him, and he reflects:



The immense mountains and precipices that overhung me on every side, the sound of the river raging among the rocks, and the dashing of the waterfalls around spoke of a power mighty as Omnipotence—and I ceased to fear or to bend before any being less almighty than that which had created and ruled the elements, here displayed in their most terrific guise.



One of the things that so strikes me about Victor's story is a predominate theme in the novel regarding man's presumption to act like God, creating life (and from dead flesh, at that)—which is the horrific sin that Victor has committed. Although his reasons were pure, Shelley is quick to point to the power of the Almighty, the One who created the world—only God is the Creator—how could man ever possess such hubris to believe he could rival the power of God—and go unpunished?


"Nature and its subversion" is a major theme in the story. Victor has not only given life to dead flesh, but he has also robbed graveyards (an illegal act) and created what all in the world of medicine and science (of that time) would consider an abomination. It is only after Victor comes to his senses that he realizes the enormity of his actions, and then he abandons the creature, taking no responsibility for his creation.


In the segment where he acknowledges the magnificence of nature and declares that he will only fear "Omnipotence...that which created and ruled the elements" (God), it is easy to understand that Victor feels out of place in nature. For the mountains, rocks, waterfalls, etc.,  are very much God's house, His cathedral, a holy place that testifies to His "almighty power." I believe it has a humbling and shaming effect upon Victor when he confronts God in His glory (nature).


My opinion, in light of Victor's sins against God and mankind, is that he is most aware of the depth of his horrific acts and finds it most difficult to face not only the knowledge of his terrible sins, but also realization that he created the thing that murdered his young, innocent brother William.


Ironically, in nature where Victor feels so close to God, I believe it is eventually also where he feels most remote from his Creator. His own guilt separates him from feeling at ease in the presence of God.

How do the following two poems compare with respect to the theme of difference: "Theme for English B" by Langston Hughes, and "Speaking a Foreign...

In the poems "Theme for English B" and "Speaking a Foreign Language," by Langston Hughes and Alastair Reid, respectively, both poets speak of differences while also recognizing there is an underlying sameness that unites all of humanity.Hughes starts his poem by listing the things that distinguish him as an African American, such as where he was born, being the only "colored student" in his class at Columbia University, and living in a...

In the poems "Theme for English B" and "Speaking a Foreign Language," by Langston Hughes and Alastair Reid, respectively, both poets speak of differences while also recognizing there is an underlying sameness that unites all of humanity.

Hughes starts his poem by listing the things that distinguish him as an African American, such as where he was born, being the only "colored student" in his class at Columbia University, and living in a room at Harlem's YMCA. He also speaks of his taste preferences while acknowledging that "being colored doesn't make me not like / the same things other folks like who are other races." His indication that he likes some of the same things other people of other races like is his first reference to the unity of humanity while also acknowledging differences. He further expresses unity when he refers to his white instructor as being "a part of me, as I am a part of you," since they both learn from each other. By speaking of human beings as all being a part of each other due to what we learn from each other, Hughes again acknowledges the unity of humanity while also acknowledging differences.

Similarly, Reid speaks of differences by speaking of the worries and difficulties associated with trying to communicate in a foreign language. Yet, by the end of the poem, he speaks of "foreign friends" being seen as "endearing" as they "[stumble through] the wreckage of word or tense." He further speaks of the heart uniting us all in the language of love. Therefore, Reid acknowledges that though we are all different and those differences are seen in the foreign languages we try to speak, we are also all united in the need to communicate with each other and in our ability to express and understand love despite being unable to speak well in a foreign language. Hence, like Hughes, Reid acknowledges differences among humanity while also acknowledging that all of humanity is united.

Thursday 20 March 2014

`2xy' - ln(x^2) = 0 , y(1) = 2` Find the particular solution that satisfies the initial condition

The problem: `2xy'-ln(x^2)=0 ` is as first order ordinary differential equation that we can evaluate by applying variable separable differential equation:


`N(y)y'=M(x)`


`N(y)(dy)/(dx)=M(x)`


`N(y) dy=M(x) dx`


Apply direct integration:` intN(y) dy= int M(x) dx` to solve for the


 general solution of a differential equation.


Then, `2xy'-ln(x^2)=0` will be rearrange in to `2xy'= ln(x^2)`


Let `y' = (dy)/(dx)` , we get: `2x(dy)/(dx)= ln(x^2)`


or`2x(dy)= ln(x^2)(dx)`


Divide both sides by `x` to express in a form of `N(y) dy=M(x) dx`...

The problem: `2xy'-ln(x^2)=0 ` is as first order ordinary differential equation that we can evaluate by applying variable separable differential equation:


`N(y)y'=M(x)`


`N(y)(dy)/(dx)=M(x)`


`N(y) dy=M(x) dx`


Apply direct integration:` intN(y) dy= int M(x) dx` to solve for the


 general solution of a differential equation.


Then, `2xy'-ln(x^2)=0` will be rearrange in to `2xy'= ln(x^2)`


Let `y' = (dy)/(dx)` , we get: `2x(dy)/(dx)= ln(x^2)`


or`2x(dy)= ln(x^2)(dx)`


Divide both sides by `x` to express in a form of `N(y) dy=M(x) dx` :


`(2xdy)/x= (ln(x^2)dx)/x`


`2dy= (ln(x^2)dx)/x`


Applying direct integration, we will have:


`int 2dy= int (ln(x^2)dx)/x`


For the left side, recall `int dy = y` then `int 2dy = 2y`


For the right side, we let `u =x^2` then `du =2x dx` or `dx=(du)/(2x)` .


`int (ln(x^2))/xdx=int (ln(u))/x*(du)/(2x)`


                    ` =int (ln(u)du)/(2x^2)`


                    ` =int (ln(u)du)/(2u) `


                    ` =1/2 int ln(u)/u du`



Let `v=ln(u)` then `dv = 1/udu` ,we get:


`1/2 int ln(u)/u du=1/2 int v* dv`


Applying the Power Rule of integration: `int x^n dx = x^(n+1)/(n+1)+C`


`1/2 int v* dv= 1/2 v^(1+1)/(1+1)+C`


                    `= 1/2*v^2/2+C`


                   `=1/4v^2+C`


Recall `v = ln(u)` and `u = x^2` then `v =ln(x^2)` .


The integral will be:


`int (ln(x^2))/xdx=1/4(ln(x^2))^2 +C or(ln(x^2))^2 /4+C`


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


`2y = (ln(x^2))^2 /4+C`


or `y =(ln(x^2))^2 /8+C`



To solve for the arbitary constant (C), we consider the initial condition `y(1)=2` 


When we plug-in the values, we get:


`2 =(ln(1^2))^2 /8+C`


`2 =0/8+C`


`2=0+C`


then `C=2`


.Plug-in `C=2` on the general solution: `y =(ln(x^2))^2 /8+C` , we get the


particular solution as:


`y =(ln(x^2))^2 /8+2`

In "By the Waters of Babylon," under the leadership of John, what do you think the Hill People will do with their society?

The best place to look for evidence in regards to what John's plans are for his people is the final paragraphs of the story. John has re...