“Dumbing down” of the news refers to the news media’s action ofA. using simple language so that the public can understand reporters.B. making...

Unfortunately, there is no option "F," for "All of the above." The reason I write that is because the concept of "dumbing down" information encompasses each of the options considered. "Dumbing down" can be defined as the simplification of information, or news, so that the audience or reader can more easily understand the content. It is usually employed by editors and writers who themselves are extraordinarily arrogant and who often actually know less than they think. I'll use as an example my own experiences as a national security analyst back in the 1980s who was assigned to draft briefing documents for members of Congress, their staffs, and for interested reporters. My orders were consistently to avoid "jargon" that the editors involved believed would not be understood by the reader. The assumption on the part of my superiors was that the intended audience would not understand the most basic concepts and vocabulary associated with specific topics. The result was briefing papers that were sophomoric and that lacked any complexity despite the gravity of the issues addressed.

The above suggests that the correct answer to the question is "A," "using simple language so that the audience can understand." Unfortunately, this phenomenon is not distinct from the other options provided. Options "B" through "E" are just as much a part of the "dumbing down" process as is "A." Simplifying information so that it can be more easily understood, presenting the news in a more "folksy" or comforting manner, avoiding more difficult topics in favor of light-weight stories like human interest features, and interpreting the statements of politicians and others under the assumption that such interpretations are necessary for the public welfare are all part of the "dumbing down" phenomenon. Many in the media are simply too arrogant to "trust" the public with objective information presented in an intelligent manner. Sadly, it is often the reporters and on-air personalities who are lacking in the knowledge and analytical ability department, but they are insistent on projecting their misconceptions about the public's intelligence onto their audience.

"Dumbing down" of the media is an old problem. Reporters, producers, editors, and other members of the media bring their own biases to stories and work, sometimes subconsciously, sometimes not, to shape the way the public receives the news according to their own preconceptions. 

If the student posting this question is forced to choose only one of the five options provided, then it will be missing the totality of the subject. All of the options constitute "dumbing down" of the news. That said, options "A" and "B" are probably the closest to representing a single answer to the student's question. Personally, I would probably go with "B." Oversimplification of complex issues is a huge problem, and not just in the media, as most teachers and professors are even more guilty, with the information they provide their students often lacking any context whatsoever and usually distorted to fit ideological biases. 

How does the value of life in Bradbury's fictional society become the way it is? How did the public lose any value of human life?

In Bradbury's dystopian society, books are censored, and intellectual pursuits are considered illegal. The population is completely ignorant, and the citizens are addicted to mass media and violence. In part 1 of the novel, Captain Beatty has a conversation with Montag in which he describes the dystopian society and explains how it developed. Captain Beatty essentially tells Montag the public lost interest in novels and was sick of being offended by intellectual critics. Society adjusted...

In Bradbury's dystopian society, books are censored, and intellectual pursuits are considered illegal. The population is completely ignorant, and the citizens are addicted to mass media and violence. In part 1 of the novel, Captain Beatty has a conversation with Montag in which he describes the dystopian society and explains how it developed. Captain Beatty essentially tells Montag the public lost interest in novels and was sick of being offended by intellectual critics. Society adjusted accordingly, and the majority of citizens stopped reading and engaging in intellectual pursuits. Schools ceased to teach children anything worthwhile and only physical activities were encouraged. Beatty describes society's trajectory by telling Montag,

Out of the nursery into the college and back to the nursery; there's your intellectual pattern for the past five centuries or more (Bradbury, 26).

In the absence of the literary arts, humans became less introspective and developed into callous beings whose only care was how long they were able to stare at a parlour wall each night. Since the literary arts are an expression of life and humanity as a whole, citizens began to lose value in human life. In Bradbury's society, everything became replaceable, even humans. In a society without substance and expression, the value of each human becomes irrelevant, which is why teenagers drive through the night at high speeds attempting to run people over. Individuality is not cherished and conformity reigns throughout Bradbury's dystopian society.

What is the tone in Nadine Gordimer's "Once upon a Time"?

Two separate tones are evident in Nadine Gordimer's short story: one for the frame story and one for the bedtime story. In the frame story, readers can discern a tone of nervous resignation that comes from assuming corporate guilt despite one's personal innocence. Presumably, the narrator does not subscribe to the racial prejudice and exploitation of people of color that characterizes her society. Although she is white and privileged, she doesn't relish her status, knowing...

Two separate tones are evident in Nadine Gordimer's short story: one for the frame story and one for the bedtime story. In the frame story, readers can discern a tone of nervous resignation that comes from assuming corporate guilt despite one's personal innocence. Presumably, the narrator does not subscribe to the racial prejudice and exploitation of people of color that characterizes her society. Although she is white and privileged, she doesn't relish her status, knowing it has been built on the foundation of apartheid, a system that is at that moment undermining the stability of her culture just as the goldmine is causing her home to shift and buckle. She fears civic unrest, but she hasn't barred her windows or purchased a handgun to protect herself. Some "voice in the echo-chamber of the subconscious" tells her that if she becomes a victim of the exploited classes, it will not be completely without cause. 

The tone of the bedtime story, on the other hand, is ironic. As the narrator relates the tale of the family who desires to protect its wealth and status from "people of another color," readers know the narrator does not approve of their actions. Readers realize the family is harming themselves through their fear and prejudice; they end up living in a prison of their own making; it is even called a "concentration camp." The family's decision to heed the advice of those who encourage further segregation and fear is obviously folly. The final irony occurs when the Dragon's Teeth structure that is meant to keep harmful people out ends up being so effective that it keeps their own son in, killing him in the process. 

The two primary tones that come through in this story are nervous resignation and tragic irony.

In "Old Love" by Jeffery Archer, why did William take his life after his wife died?

Based on the story's context, William simply felt that he couldn't bear to be apart from Phillipa, even in death. In all the years of their marriage, "they were never apart for more than a few hours." In fact, the couple had been together since the day they jointly won the Charles Oldham Memorial Prize.

Also, both Phillipa and William had been naturally competitive with each other before Phillipa's death. There is every indication that...

Based on the story's context, William simply felt that he couldn't bear to be apart from Phillipa, even in death. In all the years of their marriage, "they were never apart for more than a few hours." In fact, the couple had been together since the day they jointly won the Charles Oldham Memorial Prize.

Also, both Phillipa and William had been naturally competitive with each other before Phillipa's death. There is every indication that William wanted to best Phillipa, even after her death: "Forgive me, but I had to let her know." What this quote means is that William wanted to let Phillipa know there was such a word as "whym-wham" in the Oxford English Dictionary. He decided to follow her into the grave (and presumably into the afterlife) in order to let her know this.

On the surface, this might seem a little extreme. Why would a man kill himself simply to prove the existence of an obscure word? To answer the question, we must remember that William had always enjoyed sparring with Phillipa while she lived. From the moment he fell in love with her, his affection for Phillipa had been wrapped up in a friendly rivalry. The narrative implies that William would be lost without Phillipa and that he would find it unbearable to live without the pleasure of the good-natured rivalry they had always enjoyed.

The story of why William took his life actually began with a crossword puzzle. For many mornings, Phillipa had relished completing the Times crossword before William got to the breakfast table. On one particular morning (to William's great amusement), Phillipa failed to complete an entry. So, based on the clue "Skelton reported that this landed in the soup," William filled in the word "whym-wham" for the last entry. Although Phillipa argued against the existence of such a word, William was adamant that the word existed.

Phillipa died of a heart attack before William could win his bet. By the time the Senior Tutor and Master at Merton College (one of Oxford University's 38 colleges) knocked on William's door, the elderly professor was already dead from a self-inflicted gunshot wound. William preferred to die rather than live without his beloved Phillipa.

What is an analysis of God's Bits of Wood?

There is an excellent thorough study guide on the subject of God's Bits of Wood--I have linked it in the citations, and you may wish to look at it for more in-depth information. In brief, though, this novel is a seminal work in the canon of postcolonial literature. Although not Sembene's first novel, it was God's Bits of Woodthat brought the author to the world's attention, as this was one of...

There is an excellent thorough study guide on the subject of God's Bits of Wood--I have linked it in the citations, and you may wish to look at it for more in-depth information. In brief, though, this novel is a seminal work in the canon of postcolonial literature. Although not Sembene's first novel, it was God's Bits of Wood that brought the author to the world's attention, as this was one of the first works to focus upon how colonialism had been responsible for a multitude of sins in Africa. The author followed the success of this novel by writing another that further exposed the political upheaval caused in Senegal by colonialism and its aftermath (Xala, 1973). The Senegalese Sembene is an important twentieth century African novelist, and is a core focus of much post-colonial literary scholarship. Unlike many other writers on this topic, he is writing not from the point of view of a European, but from that of someone who has lived under the system he critiques. 

In terms of plot, God's Bits of Wood focuses on the lives of workers on the Senegalese railway line running between Dakar and Niger, and others who live along the line. The conflict of the plot is based upon a real-life strike which occurred in the late 1940s and caused chaos in the lives of union members, French overseers, and the families of all involved with the railway line.

The decision made by the Sengalese workers to rebel against the French management of the railway is emblematic of a wider struggle in Africa against often-tyrannical overlords. The African workers in the novel understand at first that independence comes at a price, but as their circumstances worsen--they have to survive hunger and hardship, rationing of water by the French, and punishment--they begin to lose their appetite for revolution. The attitude of the French seems to be that, if they wait long enough, they will be able to starve their workers into returning to them. They use their power to control the African workers. 

What we see in the novel, however, is not what the French expect. As the initial leaders of the strike become discouraged, others step up to support them. Women involve themselves in the fight, marching on the city in protest, and ultimately the bravery of the striking workers leads to a victory for them. The tone of the narrative makes it clear that this is not just a victory for these workers, but has wider implications: Africa has suffered under colonialism, and it has only been able to achieve independence again through suffering and heroism in the face of European brutality.

Why does Ponyboy hope that Bob's parents hate him?

Ponyboy doesn't necessarily want Bob's parents to hate him. What Ponyboy says in chapter 11 is that he would rather have their hate than their pity.

I hoped they hated us, that they weren't full of that pity-the-victims-of-environment junk the social workers kept handing Curly Shepard every time he got sent off to reform school. I'd rather have anybody's hate than their pity.

The reason that Ponyboy would rather have their hate than pity is...

Ponyboy doesn't necessarily want Bob's parents to hate him. What Ponyboy says in chapter 11 is that he would rather have their hate than their pity.

I hoped they hated us, that they weren't full of that pity-the-victims-of-environment junk the social workers kept handing Curly Shepard every time he got sent off to reform school. I'd rather have anybody's hate than their pity.

The reason that Ponyboy would rather have their hate than pity is that he believes pity will cause people to look down on him and his fellow Greasers. Pony is okay with being poor and coming from the rougher side of town. He accepts this, and he never once lets those things make him feel like a less worthy person. Pity makes him feel this way. If Bob's parents pity him, they are essentially looking down on him. Ponyboy is not okay with that. If Bob's parents (or other Socs) hate him, that means they consider him a worthy rival and opponent. They would not look down on him. They might even fear him. That makes Ponyboy an equal to them in a lot of ways. Pity implies that there is something wrong with Ponyboy and his Greaser friends, and Ponyboy doesn't see anything wrong with the way that he lives.

Explain the concepts of ordered liberty, popular sovereignty, and partus sequitur ventrem.

Ordered liberty is the concept that freedom may be limited by the need for order in society. Russel Kirk, an American political theorist, wrote in The American Causea chapter entitled “Ordered Liberty” in which he described it as a balance between justice, order, and freedom. In a government with ordered liberty, “interests are balanced and harmonized by good laws…. Our American polity is a regime of ordered liberty, designed to give justice and order...

Ordered liberty is the concept that freedom may be limited by the need for order in society. Russel Kirk, an American political theorist, wrote in The American Cause a chapter entitled “Ordered Liberty” in which he described it as a balance between justice, order, and freedom. In a government with ordered liberty, “interests are balanced and harmonized by good laws…. Our American polity is a regime of ordered liberty, designed to give justice and order and freedom all their due recognition and part.” This concept has been used in interpreting the Fourteenth Amendment, asking if the state's action is inconsistent with the concept of ordered liberty.

Popular sovereignty is the idea that the authority of a government comes from the consent of the people. Theoretically, the people have the final say in government decisions. However, this principle does not necessarily reflect a political reality. Historically, the principle of popular sovereignty was applied to justify the American Revolution. In the 1850s the principle was invoked by slavery proponents in the Bleeding Kansas conflict.  

The legal doctrine partus sequitur ventrem literally means “that which is brought forth follows the womb.” When the doctrine was first used in the British colonies, it was a departure from English common law that determined a child’s status according to the condition of the father. Partus established that a child’s status as a slave or free person depended upon the status of the mother. Labor shortages and the desire to maintain a large number of slaves are likely causes for this legal doctrine. An effect was to perpetuate the rape of slave women by white men who would not have to fear legal responsibility for their illegitimate mixed-race children. Partus helped maintain the system of African American slavery from one generation to the next.

`int x/(16x^4-1) dx` Use partial fractions to find the indefinite integral

`int x/(16x^4-1)dx`

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

`x/(16x^4-1)=x/((2x-1)(2x+1)(4x^2+1))`

Take note that if the factors in the denominator are linear, each factor has a partial fraction in the form `A/(ax+b)` .

If the factors are in quadratic form, each factor has a partial fraction in the form `(Ax+B)/(ax^2+bx+c)` .

So expressing the integrand as sum of fractions, it becomes:

`x/((2x-1)(2x+1)(4x^2+1))=A/(2x-1)+B/(2x+1)+(Cx+D)/(4x^2+1)`

To determine the values of A, B,...

`int x/(16x^4-1)dx`

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

`x/(16x^4-1)=x/((2x-1)(2x+1)(4x^2+1))`

Take note that if the factors in the denominator are linear, each factor has a partial fraction in the form `A/(ax+b)` .

If the factors are in quadratic form, each factor has a partial fraction in the form `(Ax+B)/(ax^2+bx+c)` .

So expressing the integrand as sum of fractions, it becomes:

`x/((2x-1)(2x+1)(4x^2+1))=A/(2x-1)+B/(2x+1)+(Cx+D)/(4x^2+1)`

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

`(2x-1)(2x+1)(4x^2+1)*x/((2x-1)(2x+1)(4x^2+1))=(A/(2x-1)+B/(2x+1)+(Cx+D)/(4x^2+1)) *(2x-1)(2x+1)(4x^2+1)`

`x= A(2x+1)(4x^2+1) + B(2x-1)(4x^2+1)+ (Cx+D)(2x-1)(2x+1)`

Then, assign values to x in which either `2x-1`,  `2x+1`, or`4x^2+1` will become zero.

So plug-in `x=1/2` to get the value of A.

`1/2=A(2(1/2)+1)(4(1/2)^2+1)+B(2(1/2)-1)(4(1/2)^2 + 1) + (C(1/2)+D)(2(1/2)-1)(2(1/2)+1)`

`1/2=A(4) + B(0)+(C(1/2)+D)(0)`

`1/2=4A`

`1/8=A`

Plug-in `x=-1/2` to get the value of B.

`-1/2=A(2(-1/2)+1)(4(-1/2)^2+1) + B(2(-1/2)-1)(4(-1/2)^2+1) + (C(-1/2)+D)(2(-1/2)-1)(2(-1/2)+1)`

`-1/2=A(0)+B(-4) +(C(-1/2)+D)(0)`

`-1/2=-4B`

`1/8=B`

To solve for D, plug-in the values of A and B. Also, plug-in x=0.

`0=1/8(2(0)+1)(4(0)^2+1) + 1/8(2(0)-1)(4(0)^2+1) + (C(0)+D)(2(0)-1)(2(0)+1)`

`0=1/8 - 1/8 -D`

`0=D`

To solve for C, plug-in the values of A, B and D. Also, assign any value to x. Let it be x=1.

`1=1/8(2(1)+1)(4(1)^2+1) +1/8(2(1) -1)(4(1)^2+1) + (C(1) + 0)(2(1) -1)(2(1)+1)`

`1=15/8+5/8+C(3)`

`1=10/4+3C`

`-3/2=3C`

`-1/2=C`

So the partial fraction decomposition of the integrand is:

`int x/(16x^4-1)dx`

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

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

Then, express it as three integrals.

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

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

To take the integral of each, apply substitution method.

For the first integral, let the substitution be:

`u=2x-1`

`du=2dx`

`(du)/2=dx`

For the second integral, let the substitution be:

`v = 2x+1`

`dv=2dx`

`(dv)/2=dx`

And for the third integral, let the substitution be:

`w=4x^2+1`

`dw=8xdx`

`(dw)/8=xdx`

So the three integrals become:

`= 1/8 int 1/u * (du)/2 + 1/8 int 1/v *(dv)/2 -1/2 int 1/w * (dw)/8`

`=1/16 int 1/u du + 1/16 int 1/v dv - 1/16 int 1/w dx`

Then, apply the formula `int 1/x dx = ln|x| + C` .

`=1/16 ln|u| + 1/16 ln|v| - 1/16ln|w|+C`

And substitute back `u = 2x - 1` , `v = 2x + 1` and `w = 4x^2+1` .

`= 1/16ln|2x-1| + 1/16ln|2x+1| -1/16|ln4x^2+1|+C`

Therefore, `int x/(16x^4-1)dx=1/16ln|2x-1| + 1/16ln|2x+1| -1/16|ln4x^2+1|+C` .

What role do decomposers play in the oxygen-carbon dioxide cycle?

Decomposers break down the remains of dead plants, animals, and other organisms. Microbes and fungi are examples of decomposers. The oxygen-carbon dioxide cycle refers to how organisms metabolize oxygen and release carbon dioxide, while other organisms metabolize carbon dioxide and release oxygen. In terms of this cycle, the decomposers metabolize oxygen and release carbon dioxide.

Carbon dioxide, along with other matter broken down by decomposers (such as nitrogen), is stored in the ground on both...

Decomposers break down the remains of dead plants, animals, and other organisms. Microbes and fungi are examples of decomposers. The oxygen-carbon dioxide cycle refers to how organisms metabolize oxygen and release carbon dioxide, while other organisms metabolize carbon dioxide and release oxygen. In terms of this cycle, the decomposers metabolize oxygen and release carbon dioxide.

Carbon dioxide, along with other matter broken down by decomposers (such as nitrogen), is stored in the ground on both land and sea. This provides nutrients to the primary producers. Examples of primary producers are plants and microbes capable of photosynthesis (such as cyanobacteria). The primary producers then use these nutrients to fuel photosynthesis, which provides oxygen for the consumers. When both the producers and consumers die, the decomposers break down their remains and the cycle begins anew.

What is the meaning of the "The Lazy Mist" by Robert Burns? How can I analyze it?

The main theme in "The Lazy Mist" is the ephemeral quality of life.

In the poem, the narrator's attention is drawn to the "lazy mist" and how it heralds a change in season. He decides that the mist reminds him of the stealthy advance of "Autumn to Winter." 

More than anything, the narrator laments that the "forests are leafless, the meadows are brown, and all the gay foppery of Summer is flown." The seasons are...

The main theme in "The Lazy Mist" is the ephemeral quality of life.

In the poem, the narrator's attention is drawn to the "lazy mist" and how it heralds a change in season. He decides that the mist reminds him of the stealthy advance of "Autumn to Winter." 

More than anything, the narrator laments that the "forests are leafless, the meadows are brown, and all the gay foppery of Summer is flown." The seasons are capitalized, demonstrating their importance as markers of time for the narrator. Essentially, the passing seasons are metaphorical for the swift advance of the narrator's years on earth.

The narrator tries to remove himself from the phenomenon of passing time ("Apart let me wander, apart let me muse"), but his efforts are in vain. Time flies by quickly, pursued by Fate. The narrator laments that he may have lived his life in vain, and he grieves that so little time is left to him on earth ("How little of life's scanty span may remain"). 

However, he is helpless to change the fact that everyone must die. The narrator anguishes over the fact that Fate (which appears to hasten death) will rob him of the progress he has made in life and the connections he has formed during his years on earth. He laments the futility of a life that amounts to such loss and argues that, if life is to be worth living, man must have something beyond his existence on earth.

How foolish, or worse, till our summit is gain'd!
And downward, how weaken'd, how darken'd, how pain'd!
Life is not worth having with all it can give,
For something beyond it poor man sure must live.

`sum_(n=1)^oo n/(n^4+2n^2+1)` Confirm that the Integral Test can be applied to the series. Then use the Integral Test to determine the...

`sum_(n=1)^oon/(n^4+2n^2+1)`

The integral test is applicable if f is positive, continuous and decreasing function on the infinite interval `[k,oo)` where `k>=1` and `a_n=f(x)` . Then the series converges or diverges if and only if the improper integral `int_k^oof(x)dx` converges or diverges.

For the given series `a_n=n/(n^4+2n^2+1)`

Consider `f(x)=x/(x^4+2x^2+1)`

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

From the attached graph of the function, we can see that the function is continuous, positive and decreasing on the interval `[1,oo)`

We can also determine whether f(x) is...

`sum_(n=1)^oon/(n^4+2n^2+1)`

The integral test is applicable if f is positive, continuous and decreasing function on the infinite interval `[k,oo)` where `k>=1` and `a_n=f(x)` . Then the series converges or diverges if and only if the improper integral `int_k^oof(x)dx` converges or diverges.

For the given series `a_n=n/(n^4+2n^2+1)`

Consider `f(x)=x/(x^4+2x^2+1)`

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

From the attached graph of the function, we can see that the function is continuous, positive and decreasing on the interval `[1,oo)`

We can also determine whether f(x) is decreasing by finding the derivative `f'(x)` such that `f'(x)<0` for `x>=1` .

Apply the quotient rule to find the derivative,

`f'(x)=((x^2+1)^2d/dx(x)-xd/dx(x^2+1)^2)/(x^2+1)^4`

`f'(x)=((x^2+1)^2-x(2(x^2+1)2x))/(x^2+1)^4`

`f'(x)=((x^2+1)(x^2+1-4x^2))/(x^2+1)^4`

`f'(x)=(-3x^2+1)/(x^2+1)^3`

`f'(x)=-(3x^2-1)/(x^2+1)^3<0`

Since the function satisfies the conditions for the integral test, we can apply the integral test.

Now let's determine the convergence or divergence of the improper integral as follows:

`int_1^oox/(x^2+1)^2dx=lim_(b->oo)int_1^bx/(x^2+1)^2dx`

Let's first evaluate the indefinite integral `intx/(x^2+1)^2dx`

Apply integral substitution:`u=x^2+1`

`=>du=2xdx`

`intx/(x^2+1)^2dx=int1/(u^2)(du)/2`

`=1/2int1/u^2du`

Apply the power rule,

`=1/2(u^(-2+1)/(-2+1))`

`=-1/(2u)`

Substitute back `u=(x^2+1)`

`=-1/(2(x^2+1))+C`  where C is a constant

Now `int_1^oox/(x^2+1)^2dx=lim_(b->oo)[-1/(2(x^2+1))]_1^b`

`=lim_(b->oo)-1/2[1/(b^2+1)-1/(1^2+1)]`

`=-1/2[0-1/2]`

`=1/4`

Since the integral `int_1^oox/(x^4+2x^2+1)dx` converges, we conclude from the integral test that the series `sum_(n=1)^oon/(n^4+2n^2+1)` converges.

How to prove Abigail is immoral and unchristian? What will be the quotation to support it (quotation must be related with the relationship between...

Abigail Williams is by definition an immoral individual throughout the play. She not only engages in an affair with John Proctor, but continues to tempt him while they are alone, threatens to kill the other girls if they do not follow her lead, and falsely accuses innocent citizens of witchcraft.When Reverend Parris and the adults leave Betty's room in Act One, Mary Warren begs Abigail to tell the truth and Betty mentions that Abigail...

Abigail Williams is by definition an immoral individual throughout the play. She not only engages in an affair with John Proctor, but continues to tempt him while they are alone, threatens to kill the other girls if they do not follow her lead, and falsely accuses innocent citizens of witchcraft. When Reverend Parris and the adults leave Betty's room in Act One, Mary Warren begs Abigail to tell the truth and Betty mentions that Abigail drank blood to put a curse on Elizabeth Proctor. Abigail responds by saying,

"Now look you. All of you. We danced. And Tituba conjured Ruth Putnam’s dead sisters. And that is all. And mark this. Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it; I saw Indians smash my dear parents’ heads on the pillow next to mine, and I have seen some reddish work done at night, and I can make you wish you had never seen the sun go down!" (Miller, 30).

After threatening the girls, John Proctor arrives and Abigail reveals her emotions for him. She proceeds to tempt John Proctor by saying,

"I have a sense for heat, John, and yours has drawn me to my window, and I have seen you looking up, burning in your loneliness. Do you tell me you’ve never looked up at my window?" (Miller, 32).

In Act Two, Mary Warren says that she saved Elizabeth's life in court after Abigail falsely accused her of witchcraft. Elizabeth, who is an innocent Christian, understands Abigail's motives to remove her in order to get to John. Elizabeth tells John,

"She wants me dead. I knew all week it would come to this!" (Miller, 56).

Abigail's unrestrained sexual appetite, her violent temper, and her manipulative personality illustrate that she is an immoral individual.

How does C. S. Lewis describe heaven and hell?

Clive Staples Lewis was born in 1898 in Belfast, Northern Ireland. He was a former atheist who became a Christian apologist. One of the great thinkers of our time, he died just before his 65th birthday in 1963.

C. S. Lewis described heaven and hell in many of his writings, such as The Pilgrim's Regress, in which he describes hell as a black hole, and The Screwtape Letters, where demons help create an environment of self-centered competitiveness. The Great Divorce is a novel about heaven and hell. C. S. Lewis mentions hell in The Last Battle from the Chronicles of Narnia series. He also wrote about heaven and hell in an essay titled "Myth Became Fact."

In his essay "Myth Became Fact," C. S. Lewis addresses the arguments of Corineus, who argued that there were no modern Christians--all that was left of Christianity was the vocabulary and emotions that went with it, but the essential doctrines had long ago been abandoned. In Lewis's response, he talks about heaven as a marriage between myth and fact. God fills us with wonder and delight, but also reveals absolute truth, which is the ultimate reality. The pagan christs and false spirituality would be a representation of hell. Ultimately, Lewis believed that hell was the absence of God. Since God is love, hell is therefore the absence of all love, truth, light, and goodness.

"We must not be nervous about "parallels" and 'pagan Christs': they ought to be there--it would be a stumbling block if they weren't. We must not, in false spirituality, withhold our imaginative welcome. If God chooses to be mythopoeic--and is not the sky itself a myth--shall we refuse to be mythopathic? For this is the marriage of heaven and earth: perfect myth and perfect fact: claiming not only our love and our obedience, but also our wonder and delight, addressed to the savage, the child, and the poet in each one of us no less than to the moralist, the scholar, and the philosopher."

In his novel The Great Divorce, C. S. Lewis describes hell as a place absent from the presence of God. The people who go there are described as ghost-like, so devoid of substance that the grass doesn't even yield when they walk on it. The grass feels like needles to them. Their forms are blown up like balloons. They have chosen their own wills over the will of God, and he has given everyone a free will to choose to follow Him or go their own way. Hell is just the extension of their choice to reject him. In their ignorance or willful rebellion, those who reject Christ don't realize that they have rejected everything good and right. He depicts a bus ride in which people have arrived at a destination they don't realize has been a product of their choices. The reality exists in the distance, where heaven is. The people of no substance have chosen hell as their eternal existence. Below is a quote from The Great Divorce.

"There are only two kinds of people in the end: those who say to God, 'Thy will be done,' and those to whom God says, in the end, 'Thy will be done.' All that are in Hell, choose it. Without that self-choice there could be no Hell. No soul that seriously and constantly desires joy will ever miss it. Those who seek find. Those who knock it is opened."

Further quotes from The Great Divorce show Lewis's belief that the decision to reject God is also a decision to reject all goodness and true love.

"There is but one good; that is God. Everything else is good when it looks to Him and bad when it turns from Him." 

"'Son,' he said,' ye cannot in your present state understand eternity...That is what mortals misunderstand. They say of some temporal suffering, 'No future bliss can make up for it,' not knowing that Heaven, once attained, will work backwards and turn even that agony into a glory. And of some sinful pleasure they say 'Let me have but this and I'll take the consequences': little dreaming how damnation will spread back and back into their past and contaminate the pleasure of the sin. Both processes begin even before death. The good man's past begins to change so that his forgiven sins and remembered sorrows take on the quality of Heaven: the bad man's past already conforms to his badness and is filled only with dreariness. And that is why...the Blessed will say 'We have never lived anywhere except in Heaven,' : and the Lost, 'We were always in Hell.' And both will speak truly." 

"Hell is a state of mind—ye never said a truer word. And every state of mind, left to itself, every shutting up of the creature within the dungeon of its own mind—is, in the end, Hell. But Heaven is not a state of mind. Heaven is reality itself. All that is fully real is Heavenly. For all that can be shaken will be shaken and only the unshakeable remains."

In The Last Battle, the last book of the Chronicles of Narnia series, C. S. Lewis shows the people who chose not to follow God as hating Him, and therefore choosing to turn away. C. S. Lewis didn't go into a graphic and scary description of hell as this series was written for children, but the theme is consistent: heaven is the presence of God, and contains all love, goodness, truth and light, and hell is a place for those who choose to live apart from God. Each eternal destination is a choice. Here is a quote from The Last Battle:

"And when some looked, the expression of their faces changes terribly—it was fear and hatred. . . . And all the creatures who looked at Aslan in that way swerved to their right, his left, and disappeared into his huge black shadow, which . . . streamed away to the left of the doorway. The children never saw them again." The narrator concludes, "I don’t know what became of them."

Can I have a detailed analysis of Jennings's poems "Poem in Winter" and "Fishermen" in terms of language/structure/tone/ imagery/symbols?

Jennings's 15-line poem "Poem in Winter" uses winter snow as a symbol to stand for the simple hopes of children as they look for "auguries." Using simple language, she compares their hopes to adult hopes, as adults wait "behind a pane of glass." The pane is a metaphor representing the way in which adults protect themselves from the world. She also uses alliteration in lines such as "falling of flakes" to create a lyrical tone....

Jennings's 15-line poem "Poem in Winter" uses winter snow as a symbol to stand for the simple hopes of children as they look for "auguries." Using simple language, she compares their hopes to adult hopes, as adults wait "behind a pane of glass." The pane is a metaphor representing the way in which adults protect themselves from the world. She also uses alliteration in lines such as "falling of flakes" to create a lyrical tone. The image of children waiting for the snow to fall evokes the idea that children are ready to experience the world in a way adults are not, as they hide behind glass.

Jennings's "Fishermen" is also simple in its language and also evokes a tone of peace and patience. In this poem of three stanzas (the first composed of seven lines and the second two composed of six lines), fishermen sit patiently by the river and exult in the uncertainty of their catch, not caring if they catch a fish or not. The fishermen are compared to boys who have no patience and often draw up empty nets. The poem uses a number of images, including that of the fish once they are caught, "so solid and on the bank and still." This line uses alliteration, or the repetition of the initial sounds of words, to create a lyrical and peaceful feel ("future frogs" in the third stanza is also an example of alliteration).The poem also uses a metaphor in which the fish are compared to "inquiries in the river." While swimming around, the fish represent promises and questions that are not yet answered.

What made Leah come out of the corner in The Bronze Bow?

In chapter 10 Daniel gets a message from Simon that his grandmother is dying. Reluctantly he leaves his home on the mountain to go to his grandmother's house. She is too sick to let him in, and Leah won't open the door. When he breaks the door open, she scuttles away against the wall and stays there. Night falls and neighbors bring broth and hot coals, but Leah stays huddled against the wall, although she...

In chapter 10 Daniel gets a message from Simon that his grandmother is dying. Reluctantly he leaves his home on the mountain to go to his grandmother's house. She is too sick to let him in, and Leah won't open the door. When he breaks the door open, she scuttles away against the wall and stays there. Night falls and neighbors bring broth and hot coals, but Leah stays huddled against the wall, although she watches Daniel "from behind the tangled hair." As Daniel tries to nurse his grandmother, he begins speaking to her quietly. When he begins to speak of the Bible stories his grandmother had told Daniel and Leah as children, Leah stirs in the corner. Then Daniel begins to recite Psalm 23, and Leah comes to his side. She places her fingers on his hands and then sits down beside him. The words of scripture seem to have drawn Leah to Daniel and made her less fearful and more willing to trust her brother. Daniel felt that "was a sign that even now the devils did not have complete dominion."

How does Milton portray Pandemonium dramatically in Paradise Lost?

Milton uses his Biblical knowledge and elements of epic poetry to invoke a sense of grandeur when describing Pandemonium, the capitol of Hell in “Paradise Lost.” After being banished from Heaven, Satan and the other fallen angels find a temple that becomes a meeting place where they discuss their intent of waging war against God and Man. From the opening of Book 1, it’s clear that there is a conflict between Satan and God that...

Milton uses his Biblical knowledge and elements of epic poetry to invoke a sense of grandeur when describing Pandemonium, the capitol of Hell in “Paradise Lost.” After being banished from Heaven, Satan and the other fallen angels find a temple that becomes a meeting place where they discuss their intent of waging war against God and Man. From the opening of Book 1, it’s clear that there is a conflict between Satan and God that spans the whole universe. Before Man is even in the picture, Milton portrays the underlying conflict which Man will eventually become a part of. Regardless, God the Father has seen all this coming and will use the Messiah to restore all of creation.

Since “Paradise Lost” is an epic poem, Milton relies on certain conventions to elevate his writing. The poem starts in “media res” after the failed rebellion in Heaven. Like the ancient Greek poets, Milton calls on the Muse to inspire the story. He also makes use of lofty language, long speeches, and expanded similes.

Why do Doodle's parents name him William Armstrong?

The story doesn't give a specific "this is why" reason for why Doodle's parents name him William Armstrong.  There is a big hint at the reason from Brother; however, the story is told from Brother's perspective, so the reason might be Brother's interpretation of Doodle's legal name.  

To begin with, Doodle's parents did not expect him to live very long.  When Doodle defied the odds and lived to be three months old, his parents...

The story doesn't give a specific "this is why" reason for why Doodle's parents name him William Armstrong.  There is a big hint at the reason from Brother; however, the story is told from Brother's perspective, so the reason might be Brother's interpretation of Doodle's legal name.  

To begin with, Doodle's parents did not expect him to live very long.  When Doodle defied the odds and lived to be three months old, his parents decided that they had better give him a proper name.  They name him William Armstrong.  It's a good, solid sounding name, and that is what Brother comments on.  He says that William Armstrong is not a name that fits Doodle.  The name is only a good name because it will look good on a tombstone.  That's really depressing to think that Doodle's parents picked William Armstrong because it would appear strong and wonderful on Doodle's grave.  

Daddy had Mr. Heath, the carpenter, build a little mahogany coffin for him. But he didn't die, and when he was three months old, Mama and Daddy decided they might as well name him. They named him William Armstrong, which is like tying a big tail on a small kite. Such a name sounds good only on a tombstone.

What does Lebensraum mean? What did Hitler do to create more “Lebensraum”?

"Lebensraum" translates into "living space." Hitler wanted to create a large German Empire. He hoped to make Germany self-sufficient by invading land occupied by Slavs. Hitler expanded into Poland and the Soviet Union in order to create his "living space." The Slavs who lived there would either be exterminated to make room for the German settlers or be used as slaves. Hitler saw the oil rich lands in Southern Russia as fuel for his war...

"Lebensraum" translates into "living space." Hitler wanted to create a large German Empire. He hoped to make Germany self-sufficient by invading land occupied by Slavs. Hitler expanded into Poland and the Soviet Union in order to create his "living space." The Slavs who lived there would either be exterminated to make room for the German settlers or be used as slaves. Hitler saw the oil rich lands in Southern Russia as fuel for his war machine and the fertile lands of Ukraine as Germany's future granary. Even during the war Hitler started to offer Germans land in the east with the promise of more lands to come with each inevitable Nazi victory.

"Lebensraum" comes from the idea that the Aryan race was the best in the world and that the Germans were destined to own these new lands. Hitler planned for the German population to grow by giving German mothers awards for having more children. These people would need new places to live, so this became another justification for "Lebensraum." All of this was envisioned with the idea that the Third Reich would last at least a thousand years; fortunately, it ended long before this.

`y = tanh^-1(sin(2x))` Find the derivative of the function

This is a composite function, and to differentiate it we need the chain rule,

`(f(g(x)))' = f'(g(x))*g'(x).`

Here  `g(x) = sin(2x)`  and ` f(z) = tanh^-1(z),` so we need their derivatives also. They are known, `(sin(2x))' = 2cos(2x)`  (we use the chain rule for `2x` here),  `(tanh^-1(z))' = 1/(1 - z^2).`

This way the result is  `y'(x) = 1/(1 - sin^2(2x))*2cos(2x),`

which is equal to `(2cos(2x))/(cos^2(2x)) = 2/(cos(2x)) = 2sec(2x).`

This is a composite function, and to differentiate it we need the chain rule,

`(f(g(x)))' = f'(g(x))*g'(x).`

Here  `g(x) = sin(2x)`  and ` f(z) = tanh^-1(z),` so we need their derivatives also. They are known, `(sin(2x))' = 2cos(2x)`  (we use the chain rule for `2x` here),  `(tanh^-1(z))' = 1/(1 - z^2).`

This way the result is  `y'(x) = 1/(1 - sin^2(2x))*2cos(2x),`

which is equal to `(2cos(2x))/(cos^2(2x)) = 2/(cos(2x)) = 2sec(2x).`

What is the attitude of Thomas Jefferson toward the majority?

Thomas Jefferson supported a democratic state that made decisions on the basis of majority rule voting by its citizens, and opposed the concept of minority rule as tyrannical. Jefferson argued that a majority vote should be treated as unanimous rule, because dividing decision-making abilities between different groups within a society would fracture it to the point of not existing as a single nation. However, Jefferson also felt it was important to protect the rights of...

Thomas Jefferson supported a democratic state that made decisions on the basis of majority rule voting by its citizens, and opposed the concept of minority rule as tyrannical. Jefferson argued that a majority vote should be treated as unanimous rule, because dividing decision-making abilities between different groups within a society would fracture it to the point of not existing as a single nation. However, Jefferson also felt it was important to protect the rights of minorities; decisions made by the majority that denied minority groups their access to equal rights were invalid decisions and could not be enforced by law. Ultimately, Jefferson argued for a democratic system of government based on majority-rule voting, and felt that any decision made by the majority and which didn't violate the rights of minorities should be made law. The role of the minority would be to accept and conform to the ruling of the majority.

Coming of Age in Mississippi Essay

Given the subject matter of Anne Moody's Coming of Age in Mississippi, the task of conceptualizing an essay topic based on this memoir of an African American growing up in poverty in rural Mississippi should not be difficult. While Moody's name is virtually never mentioned in discussions of the civil rights movement in the United States alongside such stalwarts of that era as John Lewis, Martin Luther King Jr., and Medgar Evers, her book...

Given the subject matter of Anne Moody's Coming of Age in Mississippi, the task of conceptualizing an essay topic based on this memoir of an African American growing up in poverty in rural Mississippi should not be difficult. While Moody's name is virtually never mentioned in discussions of the civil rights movement in the United States alongside such stalwarts of that era as John Lewis, Martin Luther King Jr., and Medgar Evers, her book and her participation in the movement provide plenty of information from which to draw inspiration. Indeed, it is perhaps her very anonymity that could provide the basis for an essay. Moody's devotion to the civil rights movement, and her willingness to risk her life in defense of her principles should elevate her to the ranks of other, more popularly-known civil rights leaders. 

Coming of Age in Mississippi is the story of Moody's life from her birth in 1940 to the book's completion in the mid-1960s. Moody's book is, therefore, the history of the modern civil rights movement. Her memoir serves as an indictment of the immorality of institutionalized segregation and the legacy of racism. Her descriptions of her childhood, including the two-room wooden shack in which her family lived, the struggles her parents endured as sharecroppers on a white-owned plantation, the physical and emotional abuse she endured at the hands of an uncle scarcely older than she, and her participation in the civil rights movement all suggest an individual of formidable character. Moody not only survived; she survived with dignity. 

The climactic event in Moody's life with respect to the civil rights movement was her participation in a sit-in at a Woolworth's lunch counter in 1963. Photographs of the physical abuse and taunting she and others endured from an unruly and exceedingly hostile mob of pro-segregationist whites captured perfectly the sadly ironic nature of the movement. The supposedly racially superior whites acted without any regard for simple human decency while Moody emerged as the portrait of courage and dignity despite the food poured on her head. A good topic for an essay, then, could involve the juxtaposition between the racist majority and the courage and humanity of the small minority struggling for the justice that should have been an automatic component of American citizenship.

Why did Hamlet request the actors to perform the play "The Murder of Gonzago"?

Until the staging of the play within the play, Hamlet has only the assertion made by his ghostly father as proof of Claudius's guilt. So when a troupe of actors come to Elsinore, Hamlet seizes the opportunity to test Claudius by arranging the performance of a play he calls "The Mousetrap." Hamlet asks the players to perform "The Murder of Gonzago," a reference to the murder committed by Luigi Gonzaga, who poured poison in the ear...

Until the staging of the play within the play, Hamlet has only the assertion made by his ghostly father as proof of Claudius's guilt. So when a troupe of actors come to Elsinore, Hamlet seizes the opportunity to test Claudius by arranging the performance of a play he calls "The Mousetrap." Hamlet asks the players to perform "The Murder of Gonzago," a reference to the murder committed by Luigi Gonzaga, who poured poison in the ear of Francesco Maria I Della Rovere, Duke of Urbino, in 1538. Because the ghost has told Hamlet that Claudius murdered Hamlet's father, who was asleep in his orchard, by pouring poison into his ear, Hamlet expects to get a reaction from Claudius when he watches the scene. Claudius does not disappoint, leaving the performance obviously flustered, and Hamlet secures the proof that seems to confirm what his father's ghost has told him.

Explain how soap functions, making reference to its phospholipid properties.

When soap is agitated in water, structures called micelles are formed.

Soap is comprised of phospholipids, which have a polar end and a non-polar end. The polar ends, these being the phosphate heads of the phospholipid structure, are drawn to each other in a certain configuration, whereas the lipid (fat molecule) ends have a balanced non-polar structure such that they are neither drawn to nor repelled from each other.

Water, like the phosphate heads in...

When soap is agitated in water, structures called micelles are formed.

Soap is comprised of phospholipids, which have a polar end and a non-polar end. The polar ends, these being the phosphate heads of the phospholipid structure, are drawn to each other in a certain configuration, whereas the lipid (fat molecule) ends have a balanced non-polar structure such that they are neither drawn to nor repelled from each other.

Water, like the phosphate heads in soap molecules, consists of polar molecules that are drawn to each other. So when water (a polar substance) is agitated with lipids (which are non-polar substances) and soap particles (polar at one end and non-polar at the other), the water and phosphate heads of the soap particles are drawn together forming spherical micelle particles.

A bi-product of this action, and the key to how soap disperses fats in a water solution, is that the lipids/fats that are suspended in the agitated water solution are collected into the center of the soap micelles.

Essentially they are forced out of the way of the polar substances (the water and the phosphate heads of the soap molecules) and collect on the inside of the micelles.

They are neither drawn to nor repelled by the lipid ends of the phospholipid structure of the soap, but nevertheless end up in their vicinity (inside the micelles) because of the dominant polar environment of the solution of water they are in.  

`(1,2) , (3,50)` Write an exponential function `y=ab^x` whose graph passes through the given points.

The given two points of the exponential function are (1,2) and (3,50).

To determine the exponential function

`y=ab^x`

plug-in the given x and y values.

For the first point (1,2), plug-in x=1 and y=2.

`2=ab^1`

`2=ab`          (Let this be EQ1.)

For the second point (3,50), plug-in x=3 and y=50.

`50=ab^3`       (Let this be EQ2.)

To solve for the values of a and b, apply substitution method of system of...

The given two points of the exponential function are (1,2) and (3,50).

To determine the exponential function

`y=ab^x`

plug-in the given x and y values.

For the first point (1,2), plug-in x=1 and y=2.

`2=ab^1`

`2=ab`          (Let this be EQ1.)

For the second point (3,50), plug-in x=3 and y=50.

`50=ab^3`       (Let this be EQ2.)

To solve for the values of a and b, apply substitution method of system of equations. To do so, isolate the a in EQ1.

`2=ab`

`2/b=a`

Plug-in this to EQ2.

`50=ab^3`

`50=(2/b)b^3`

And solve for b.

`50=2b^2`

`50/2=b^2`

`25=b^2`

`+-sqrt25=b`

`+-5=b`

Take note that in the exponential function `y=ab^x` , the b should be greater than zero `(bgt0)` . When `blt=0` , it is no longer an exponential function.

So consider only the positive value of b which is 5.

Then, plug-in b=5 to EQ1.

`2=ab`

`2=a(5)`

Isolate the a.

`2/5=a`

Then, plug-in `a=2/5` and `b=5` to

`y=ab^x`

So this becomes:

`y=2/5*5^x`

Therefore, the exponential function that passes the given two points is `y=2/5*5^x` .

How is social solidarity tied to the division of labor in society? What are the two types of social solidarity that Durkheim identifies? How is...

Durkheim believed the division of labor is beneficial for social solidarity because the division of labor draws people together, puts people into frequent contact, and increases the opportunities for people to engage in mutually beneficial relationships. The two types of social solidarity are mechanical solidarity, in which an individual is tied to the larger society without any force except the collective conscious (a system of shared values), and organic solidarity, in which people are connected...

Durkheim believed the division of labor is beneficial for social solidarity because the division of labor draws people together, puts people into frequent contact, and increases the opportunities for people to engage in mutually beneficial relationships. The two types of social solidarity are mechanical solidarity, in which an individual is tied to the larger society without any force except the collective conscious (a system of shared values), and organic solidarity, in which people are connected to each other through the functions they perform and a division of labor that breeds interdependence. 

Societies with mechanical solidarity rely on repressive laws—that is, laws that punish the perpetrator—and have a great number of penal laws. Societies with organic solidarity have rules with restitutive penalties, meaning the laws aim to make the situation right and restore the situation to an earlier state. It could be argued that our society has come to rely more on repressive laws than restitutive laws, and this reality contradicts Durkheim's idea that societies move from repressive to restitutive laws as they become more advanced.

What is the main theme and the most interesting topic of the book The Unredeemed Captive: A Family Story From Early America by John Demos?

The book appears to address the main themes of identity and multicultural conflict. Eunice Williams's captivity is central to the story, and Demos explores these themes by highlighting her eventual choice to remain with her captors.

The main event that sets off Eunice's story is the Deerfield Raid. This is actually a historical event, and it occurred on February 29, 1704. Prior to the raid, the British and the French had been fighting for control of the American colonies. On that eventful day in February, almost 300 French soldiers and their Native American allies descended on the town of Deerfield in Massachusetts. They slaughtered more than 50 of Deerfield's citizens and took at least 100 civilians into captivity.

The captives were made to endure a months-long trek to Canada, and many died along the way. Among the captured were the Reverend John Williams and his family. Williams was a minister and a community leader in Deerfield. His daughter, Eunice, is the focal point of Demos's book. Reverend Williams was able to return to Deerfield after the Canadian French governor ransomed him, but Eunice had to remain behind with her Mohawk master. This was because Williams came up short in his initial effort to arrange a ransom for all his children.

Ironically, when Williams managed to arrange for Eunice's return, she refused to comply with her father's wishes. Note that Williams's main fear for his daughter was that she would be susceptible to the Roman Catholic religion. Williams was a devout Puritan, and he knew that the Native American allies of the French often converted to Catholicism. Many native converts also chose to intermarry with the French. Demos effectively highlights the deep multicultural and religious conflicts between the English and the French/ Native American allies in his book. He inspires us to explore the theme of identity within the context of these conflicts.

Eunice eventually married a Mohawk warrior, chose to embrace the Native American lifestyle, and converted to Catholicism. She never returned to Deerfield. In later years, she became the subject of sermons that warned about the pitfalls of falling prey to a barbaric culture and to ungodly influences. Essentially, Eunice is the "unredeemed captive" referenced in the book.

Probably the most interesting topic raised by the book is the question of identity. Is identity hereditary (static) or is it fluid? In Eunice's case, personal will was a major factor in influencing her unique decision to stay in Canada. She chose to reject her Puritan, New England roots in order to embrace a foreign identity, culture, and religion. Essentially, Eunice did not view her identity as predetermined or fixed. In an era when women had few choices and little personal agency, she chose to forge her own path in life. Interestingly, despite the fears of her Puritan community, Eunice's faith in God remained intact. You can read more about the real Eunice here.

How had Abigail been previously employed in The Crucible?

Abigail Williams was formerly employed by John and Elizabeth Proctor as a sort of helper around the house: she would assist Elizabeth with taking care of the children, doing the cooking and chores, and so forth. The Reverend Parris asks Abigail about her dismissal from the Proctors' employment as well as her reputation in town. He asks this because it has been "seven month[s]" since she was "discharged from [their] service," and no one else...

Abigail Williams was formerly employed by John and Elizabeth Proctor as a sort of helper around the house: she would assist Elizabeth with taking care of the children, doing the cooking and chores, and so forth. The Reverend Parris asks Abigail about her dismissal from the Proctors' employment as well as her reputation in town. He asks this because it has been "seven month[s]" since she was "discharged from [their] service," and no one else has inquired about hiring her for the same kind of role.

Although Abigail protests her own innocence, blaming Elizabeth's personality for their parting, we learn from the conversation between her and John in act 1 that Elizabeth fired Abigail because she was having an affair with John. Abigail says to him, "It's she put me out, you cannot pretend it were you. I saw your face when she put me out, and you loved me then and you do now!" John admits their affair, and he expresses regret.  And though he may "think of [Abigail] softly from time to time," he is committed to his marriage and says that he would cut off his own hand before he ever reaches for her again.

In Chapter 4 of the textbook NYPD Battles Crime: Innovative Strategies in Policing by Eli B. Silverman, do you see any issues that may need to be...

Chapter 4 details the policies of New York City Mayor Rudolph Giuliani, who took office in 1994, and his police commissioner, William Bratton. Giuliani and Bratton "wanted to present to the public a new face: reverence for law and order" (page 69). The chapter examines a 1994 incident in which NYPD officers entered a Black Muslim mosque and the anger and controversy that resulted when Giuliani and Bratton defended the officers' decisions to enter the...

Chapter 4 details the policies of New York City Mayor Rudolph Giuliani, who took office in 1994, and his police commissioner, William Bratton. Giuliani and Bratton "wanted to present to the public a new face: reverence for law and order" (page 69). The chapter examines a 1994 incident in which NYPD officers entered a Black Muslim mosque and the anger and controversy that resulted when Giuliani and Bratton defended the officers' decisions to enter the mosque. This aftermath was very different than that following a 1972 Harlem Mosque incident, which was treated by Mayor Lindsay with silence. Though the police commissioner handled the 1994 incident in a private manner that was very similar to the way in which the police brass handled the 1972 event, the public face of the police had changed by 1994. Giuliani had been elected in part because his predecessor, David Dinkins, was seen as soft on crime, and Giuliani turned his focus to preventive crime fighting. 

Many people argue that the NYPD's focus on "broken windows" (the idea that major crimes start with little infractions that need to be controlled) still affects policing in the city. Though Mayor Bill de Blasio, who has been in office since 2014, has tried to distance himself from the policing tactics of the Giuliani administration, many people still believe that the NYPD uses racial profiling and engages in brutality. For example, in 2014, an African-American man named Eric Garner died while an officer placed him in a chokehold while arresting him in Staten Island. Medical experts believe that Garner died from a combination of the chokehold, ill health, and compression of the chest. Therefore, many people believe that NYPD still uses the tactics practiced by the police during the Giuliani administration to fight low-level crime and that the NYPD engages in brutality that particularly targets people of color. 

What were some of the social challenges Obama faced?

In the book Dreams from My Father, Obama explains that he was mainly raised by his grandparents Stanley and Madelyn Dunham. His grandfather served in the US Army, where he was exposed to people from various races and backgrounds. Obama's mother, Ann Dunham, was raised in a military family and was accustomed to meeting people from other races and ethnic backgrounds during her father's career.

Obama's mother worked in the development sector in the State Department and found it prudent to have Obama stay with his grandparents in Hawaii to give him a stable environment. Obama had to learn at a tender age to cope with many questions, as he did not want to overburden his grandparents with too many questions. He says in the book that he preferred to stay in his room after completing his homework.

One of the social challenges Obama faced was growing up without a father. His father, Barack Obama Senior, returned to Kenya when Obama was three years old and only returned to the US for a brief visit when Obama Junior was ten years old. Young Obama had a lot of questions for his father, but his visit left him with more questions still. His sister Auma Obama in Kenya played a very important role in answering many of the questions about who their father was.

Another social challenge Obama faced was his racial identity. He was very close to his grandparents, especially his grandfather, who played the father figure in his life very effectively. However, Obama knew his father was Kenyan, and he struggled to understand where he fit as a Kenyan. Obama first came to Kenya in 1987, and he was shocked right at the airport on arrival when the Immigration official recognized him and asked him if he was Dr. Obama's son.

His visit to Kenya helped him connect with his Kenyan roots and understand his Kenyan identity.

Obama knew his mother and his grandparents were not rich, but they had set high expectations for him, especially his academic life. When he went to Occidental College in Los Angeles, he faced a real challenge in choosing friends. He was a child of two worlds. His maternal and paternal worlds were different and constantly competing in his life. Balancing academics and his friends was challenging. The two years he spent in Occidental College gave him the opportunity to interact and understand an African American community.

In conclusion, despite his social challenges, Obama made the best of his life, with the support of his mother, his grandparents, and the communities he served. He turned the challenges into opportunities that helped him capture the Illinois Senate seat in 2004, propelling him to the presidency in 2008.

Why are Countee Cullen and Lois Mailou Jones considered to have been major contributors to the Harlem Renaissance?

The late poet Countee Cullen is, indeed, well-known. However, Lois Mailou Jones's name does not frequently come up when one talks about the Harlem Renaissance. Really, the only female name that does frequently come up is that of Zora Neale Hurston.

Despite the major contributions of women to the Harlem Renaissance, many of their names are less-known (e.g., Jessie Fauset, Nella Larson) or unknown. We mainly hear the names of men (e.g., Langston Hughes, W.E.B....

The late poet Countee Cullen is, indeed, well-known. However, Lois Mailou Jones's name does not frequently come up when one talks about the Harlem Renaissance. Really, the only female name that does frequently come up is that of Zora Neale Hurston.

Despite the major contributions of women to the Harlem Renaissance, many of their names are less-known (e.g., Jessie Fauset, Nella Larson) or unknown. We mainly hear the names of men (e.g., Langston Hughes, W.E.B. DuBois, Claude McKay, Alain Locke, Arna Bontemps, Wallace Thurman, and that of Cullen). This reveals that this movement was no less prone to sexism than any other.

Nevertheless, I would agree that Jones was a major contributor. Before the Harlem Renaissance, black painters followed European style convetions. Henry Ossawa Tanner, for example, was a major painter in the late-nineteenth century. His work followed the conventions of Impressionist painting. Some of Jones's work also follows these conventions, such as her portrait, Babella, Paris and her still-life Cauliflower and Pumpkin.

However, by the 1930s, her art began to reflect an interest in African art, particularly masks. Her exploration of African art motifs not only reflect a generally Modernist interest in African aesthetics (e.g., the works of Pablo Picasso and Francis Picabia), but also the goal of Harlem Renaissance artists to pursue a uniquely black aesthetic, a pursuit that would not be seen again in America until the Black Arts Movement of the 1960s. 

Countee Cullen is considered to be one of the finest poets of the Harlem Renaissance, treating themes, such as racism, with great sensitivity (e.g., "Incident"). During his time, however, he was criticized for his adherence to classical verse and for his Romantic influences. Again, one of the goals of the Harlem Renaissance was to legitimize a uniquely black aesthetic. Some saw Cullen's willingness to eschew black idiom as a denial of his own heritage. On the other hand, his choice of conventional forms probably also earned his work more attention among mainstream audiences.

"In Another Country," which sentence shows the low self-esteem of the soldiers and their belief that being a soldier has nothing to do with bravery?

It’s hard to point to a single sentence that conveys Hemingway’s attitude toward the war. In this short slice-of-life piece, there are a few details that stand out:

1. The doctor and his physical therapy machines, which are clearly inadequate to the task of rehabilitation. Despite the doctor’s assurances, the narrator clearly isn’t going to be playing football “like a champion” anytime soon. This skepticism is voiced by the major, who, when asked if he had confidence in the therapy, simply says “no.”


2. The boy who sometimes comes with the narrator to the café and who lost his nose “within an hour after he had gone into the front line for the first time.”


3. The people in the communist quarter that heckle the wounded officers on their way to the café.

Taken together, these details suggest a kind of weary understanding of the senseless destruction of the war, and how the “hope” held out by the hospital for a recovery is obviously false one. If there is one sentence that expresses this, it would be Hemingway’s ironic comment about the machines:

Beyond the old hospital were the new brick pavilions, and there we met every afternoon and were all very polite and interested in what was the matter, and sat in the machines that were to make so much difference.

Of course, the machines are not going to make any difference at all.

How are Holden's internal conflicts a source of his external conflicts?

Holden Caulfield's internal conflicts stem from the traumatic death of his younger brother Allie, who dies of leukemia at eleven years old. Holden tells the reader he ended up missing Allie's funeral because he was in the hospital with a broken hand after punching out the windows in his parent's car. Throughout the novel, Holden mentions he continually thinks about Allie whenever he becomes depressed and begins saying, "Allie, don't let me disappear. Allie, don't...

Holden Caulfield's internal conflicts stem from the traumatic death of his younger brother Allie, who dies of leukemia at eleven years old. Holden tells the reader he ended up missing Allie's funeral because he was in the hospital with a broken hand after punching out the windows in his parent's car. Throughout the novel, Holden mentions he continually thinks about Allie whenever he becomes depressed and begins saying, "Allie, don't let me disappear. Allie, don't let me disappear. Allie, don't let me disappear. Please, Allie" (106). Allie's death has had a dramatic impact on Holden's life that manifests in his pessimistic view of the world. He has never developed the proper coping skills or sought therapeutic help to deal with his anxiety and depression. Holden also does not seem to have a close relationship with his parents and resents the fact that his brother moved to Hollywood. His lack of social etiquette and immaturity also prevent him from forming meaningful relationships at Pencey. The boys at school view him as an ignorant outcast with too much energy, and his teachers worry about his lack of direction. Holden's terrible work ethic, pessimistic view of the world, and poor social skills can be attributed to his difficult, traumatic experiences as a child. In addition to Allie's death, Holden has also witnessed his classmate commit suicide and implies after leaving Mr. Antolini's apartment that he has been sexually accosted by several adults before.

In "Sinners in the Hands of an Angry God," how does Jonathan Edwards personalize hell for his listeners?

The bulk of Edwards's 1741 sermon proclaims that God is entirely disgusted with sinners and stands ready to damn them to hell. He uses the personal pronoun "you" copiously to speak directly to those hearing him preach, as when he warns,

there is the dreadful pit of the glowing flames of the wrath of God; there is hell’s wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold...

The bulk of Edwards's 1741 sermon proclaims that God is entirely disgusted with sinners and stands ready to damn them to hell. He uses the personal pronoun "you" copiously to speak directly to those hearing him preach, as when he warns,

there is the dreadful pit of the glowing flames of the wrath of God; there is hell’s wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of, there is nothing between you and hell but the air; it is only the power and mere pleasure of God that holds you up.

Hell is personified with a mouth waiting to gobble up the souls of the unrepentant. Edwards intends to strike enough terror in the minds of his listeners to bring lapsed Christians back to their faith and convert the unconverted. His sermon is an epic, mass accusation that seeks to speak directly to sinners; he counsels each of them to "consider the fearful danger you are in."

`f(x)=root(3)(x),n=3,c=8` Find the n'th Taylor Polynomial centered at c

Taylor series is an example of infinite series derived from the expansion of `f(x)` about a single point. It is represented by infinite sum of `f^n(x)`  centered at `x=c ` .The general formula for Taylor series is:

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

or

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

To evaluate the given function `f(x) =root(3)(x)` , we may express it in terms of fractional exponent using the radical property: `root(n)(x)= x^(1/n)` . The function becomes:

`f(x) = (x)^(1/3)` .

Apply the definition of the Taylor series by listing the `f^n(x)` up to `n=3` .

 We determine each derivative using Power Rule for differentiation: `d/(dx) x^n = n*x^(n-1)` .

`f(x) = (x)^(1/3)`

`f'(x) = 1/3 * x^(1/3-1)`

          `= 1/3x^(-2/3) or1/(3x^(2/3) )`

`f^2(x) = d/(dx) (1/3x^(-2/3))`

          `= 1/3 * d/(dx) (x^(-2/3))`

          `= 1/3*(-2/3x^(-2/3-1))`

          `= -2/9 x^(-5/3) or -2/(9x^(5/3))`

`f^3(x) = d/(dx) (-2/9 x^(-5/3))`

          `= -2/9*d/(dx) (x^(-5/3))`

         `= -2/9*(-5/3x^(-5/3-1))`

          `=10/27 x^(-8/3) or 10/(27x^(8/3))`

Plug-in x=8, we get:

`f(8) = (8)^(1/3)`

        `= 2`

`f'(8)=1/(3*8^(2/3) )`

        `=1/(3*4)`

        `=1/12`

`f^2(8)=-2/(9*8^(5/3))`

          `=-2/(9*32)`

          `= -2/288`

          `=-1/144`

`f^3(8)=10/(27*8^(8/3))`

          `=10/(27*256)`

          `= 10/6912`

          `=5/3456`

Applying the formula for Taylor series centered at `c=8` , we get:

`sum_(n=0)^3 (f^n(8))/(n!)(x-8)^n`

    `=f(8) + f'(8) (x-8)+ (f'(8))/(2!) (x-8)^2+ (f'(8))/(3!) (x-8)^3`

    `=2+ (1/12) (x-8)+ (-1/144)/(2!) (x-8)^2+ (5/3456)/(3!) (x-8)^3`

    `=2+ 1/12 (x-8)-1/(144*2) (x-8)^2+ 5/(3456*6) (x-8)^3 `

    `=2+ 1/12 (x-8)-1/288 (x-8)^2+ 5/20736 (x-8)^3 `

 The Taylor polynomial of degree `n=3 `  for the given function `f(x)=root(3)(x)`  centered at `c=8`  will be:

`P(x)=2+ 1/12 (x-8)-1/288 (x-8)^2+ 5/20736 (x-8)^3 `

Prove that when using the quadratic formula for the two complex solutions, the radicand in the final answer is always 3 (sqrt3). (Sums and...

This is not a very clear question, but it seems that you need to show that the complex solutions of the equation of the form

`x^3 + a^3 = 0` or `x^3 - a^3 = 0`   will contain a radical of 3 (`sqrt(3)` ). Here, a is assumed to be a positive real number.

This can be shown by factoring the left side using the formula for the sum of cubes (or difference of...

This is not a very clear question, but it seems that you need to show that the complex solutions of the equation of the form

`x^3 + a^3 = 0` or `x^3 - a^3 = 0`   will contain a radical of 3 (`sqrt(3)` ). Here, a is assumed to be a positive real number.

This can be shown by factoring the left side using the formula for the sum of cubes (or difference of cubes, for the second equation):

`(x + a)(x^2 -ax + a^2) = 0`

This is satisfied when `x = -a` (this is the real solution) or when `x^2 - ax + a^2 = 0` . The quadratic equation can be solved by using the formula:

`x = (a +-sqrt(a^2 - 4a^2))/2 = (a +-isqrt(3)a)/2`

These are two complex solutions, as the radical of the negative number `-3a^2` is an imaginary number `isqrt(3)a` . No matter what the value of a is, the equation of the form shown above will always have two complex solutions which contain the square root of 3, and one real solution.

The same can be shown for the equation of the form `x^3 - a^3` , except the real solution will be `x = a` and the complex solutions will be

`x = (-a +-isqrt(3)a)/2` .

What is the pyramid of corporate social responsibility?

In 1991, Archie Carroll introduced the pyramid of corporate social responsibility. This model helped crystallize people's understanding of corporate social responsibility, or "CSR." CSR is the general idea that businesses should do more than just make money. They owe the larger community something. 

The pyramid of corporate social responsibility helps people understand what their businesses owe to others, what form that ethical duty takes, and how different aspects of it fit together. It is called...

In 1991, Archie Carroll introduced the pyramid of corporate social responsibility. This model helped crystallize people's understanding of corporate social responsibility, or "CSR." CSR is the general idea that businesses should do more than just make money. They owe the larger community something. 

The pyramid of corporate social responsibility helps people understand what their businesses owe to others, what form that ethical duty takes, and how different aspects of it fit together. It is called a pyramid because the lower levels are the most basic and serve as a foundation for the upper levels. Just as you have to put the foundation in place for a house before you put the roof in place, you have to put the lower levels of the pyramid in place before you build the upper/ later levels. The foundation of the pyramid is a firm's "economic responsibilities." You have to make a profit before you can fulfill your other responsibilities. The second level is your "legal responsibilities." You have to abide by the law. The third level is your "ethical responsibilities," and the fourth is your "philanthropic responsibilities," or being a good "corporate citizen." (All of the terms quoted come from Carroll's original article.)

What practical advice does the story seem to offer?

As its name suggests, Edgar Allan Poe’s “The Purloined Letter” tells the story of a letter—one that has been stolen from the royal apartments. Although the police know that it was stolen by Minister D——, they have been unable to recover it. The prefect of the Paris police, Monsieur G——, recounts his failed attempts to Dupin, who is able to deduce the location of the stolen letter. Dupin’s understanding of the situation provides the speaker—and...

As its name suggests, Edgar Allan Poe’s “The Purloined Letter” tells the story of a letter—one that has been stolen from the royal apartments. Although the police know that it was stolen by Minister D——, they have been unable to recover it. The prefect of the Paris police, Monsieur G——, recounts his failed attempts to Dupin, who is able to deduce the location of the stolen letter. Dupin’s understanding of the situation provides the speaker—and through him, the reader—with a practical reminder: sometimes the things in front of us are the hardest to see. Or, as Dupin puts it, “the intellect suffers to pass unnoticed those considerations which are too obtrusively and too palpably self-evident.”

While the police spend their time combing every inch of Minister D——’s hotel looking for the letter in increasingly unlikely hidden spaces, Dupin realizes that Monsieur G—— would anticipate the police’s method. Dupin argues that the police are only trained in one approach: looking for smaller and smaller clues in smaller and smaller hiding places. Armed with this insight, Dupin is able to recover the letter in the most obvious of places: a card rack.

The story reminds us that sometimes we need to focus on the forest rather than the trees, so to speak. It depicts a mystery that is “a little too plain,” in which the challenge is produced by “the very simplicity of things.”

`x=2sin(2t) , y=3sint` Find the equations of the tangent lines at the point where the curve crosses itself.

Given parametric equations are:

`x=2sin(2t)`

`y=3sin(t)`

Let's make a table of x and y values for different values of t. (Refer the attached image).The point where the curve crosses itself will have same x and y values for different values of t.

So from the table, the curve crosses itself at the point (0,0) for t=0 and t=`pi`

The derivative `dy/dx` is the slope of the line tangent to the parametric graph `(x(t),y(t))`

`dy/dx=(dy/dt)/(dx/dt)`

`x=2sin(2t)`

`dx/dt=2cos(2t)*2=4cos(2t)`

...

Given parametric equations are:

`x=2sin(2t)`

`y=3sin(t)`

Let's make a table of x and y values for different values of t. (Refer the attached image).The point where the curve crosses itself will have same x and y values for different values of t.

So from the table, the curve crosses itself at the point (0,0) for t=0 and t=`pi`

The derivative `dy/dx` is the slope of the line tangent to the parametric graph `(x(t),y(t))`

`dy/dx=(dy/dt)/(dx/dt)`

`x=2sin(2t)`

`dx/dt=2cos(2t)*2=4cos(2t)`

`y=3sin(t)`

`dy/dt=3cos(t)`

`dy/dx=(3cos(t))/(4cos(2t))`

At t=0, `dy/dx=(3cos(0))/(4cos(2*0))=3/4`

Equation of the tangent line can be found by the point slope form of the line,

`y-0=3/4(x-0)`

`y=3/4x`

At t=`pi` , `dy/dx=(3cos(pi))/(4cos(2pi))=-3/4`

`y-0=-3/4(x-0)`

`y=-3/4x`

Equations of the tangent lines at the point where the curve crosses itself are :

`y=3/4x , y=-3/4x`

`y' + xy = xy^-1` Solve the Bernoulli differential equation.

Given equation is `y'+xy=xy^(-1)`

An equation of the form `y'+Py=Qy^n`

is called as the Bernoulli equation .

so, to proceed to solve this equation we have to transform the equation into a linear equation form of first order as follows

=>` y' (y^-n) +P y^(1-n)=Q`

let `u= y^(1-n)`

=> `(1-n)y^(-n)y'=u'`

=> `y^(-n)y' = (u')/(1-n)`

so ,

`y' (y^-n) +P y^(1-n)=Q`

=> `(u')/(1-n) +P u =Q `

so this equation is now of the linear...

Given equation is `y'+xy=xy^(-1)`

An equation of the form `y'+Py=Qy^n`

is called as the Bernoulli equation .

so, to proceed to solve this equation we have to transform the equation into a linear equation form of first order as follows

=>` y' (y^-n) +P y^(1-n)=Q`

let `u= y^(1-n)`

=> `(1-n)y^(-n)y'=u'`

=> `y^(-n)y' = (u')/(1-n)`

so ,

`y' (y^-n) +P y^(1-n)=Q`

=> `(u')/(1-n) +P u =Q `

so this equation is now of the linear form of first order

Now,

From this equation ,

`y'+xy=xy^(-1)`

and

`y'+Py=Qy^n`

on comparing we get

`P=x , Q=x , n=-1`

so the linear form of first order of the equation `y'+xy=xy^(-1) ` is given as

=> `(u')/(1-n) +P u =Q ` where` u= y^(1-n) =y^2 `

=> `(u')/(1-(-1)) +(x)u =x`

=> `(u')/2 +xu=x`

=> `u'+2xu = 2x`

so this linear equation is of the form

`u' + pu=q`

`p=2x , q=2x`

so I.F (integrating factor ) = `e^(int p dx) = e^(int 2x dx) = e^2(x^2)/2 = e^(x^2)`

and the general solution is given as

`u (I.F)=int q * (I.F) dx +c `

=> `u(e^(x^2))= int (2x) *(e^(x^2)) dx+c`

=> `u(e^(x^2))=  int (e^(x^2)) 2xdx+c`

let us first solve

`int e^(x^2) 2xdx`

so , let `t =x^2`

`dt = 2xdx`

`int e^(x^2) 2xdx = int e^(t) dt = e^t = e^(x^2)`

so now

=> `ue^(x^2)=  e^(x^2)+c`

=>`u=((e^(x^2))+c)/(e^(x^2))`

 = `1 +ce^(-x^2)`

but

`u=y^2` ,so

`y^2=(1 +ce^(-x^2))`

`y= sqrt (1 +ce^(-x^2))`

is the general solution.

Why does Farmer Stevens pay so much for the calf in Lyddie chapter 2? Why is Lyddie so concerned about saving her family's farm? Where do Charles...

Chapter 2 is entitled "Kindly Friends." This is a play on words referring to the Stevens family, who are Quakers, members of a religious group known as "Friends." In this chapter the Stevenses act as true friends to their neighbors, Charlie and Lyddie. When Mr. Stevens hears the children must leave their farm to go to work to pay the family debts, he is sympathetic. He is also impressed that the two children have been...

Chapter 2 is entitled "Kindly Friends." This is a play on words referring to the Stevens family, who are Quakers, members of a religious group known as "Friends." In this chapter the Stevenses act as true friends to their neighbors, Charlie and Lyddie. When Mr. Stevens hears the children must leave their farm to go to work to pay the family debts, he is sympathetic. He is also impressed that the two children have been maintaining the farm by themselves over the winter. It appears that Mr. Stevens genuinely cares for the children and that he is a kind man. He also knows that the calf is well-bred since the children used his own bull to breed their cow with. In addition, the Stevenses are fairly wealthy—or at least comfortable—and although $25 seems a large sum to Lyddie, for them it is not exorbitant. The Stevenses are very generous people as well as conscientious abolitionists, as shown in their efforts to assist fugitive slaves to freedom.

Lyddie is concerned about saving her family's farm first and foremost because their father left them years ago, and she is hoping he will return. She wants to have a place where he can not only find his family but also resume their relationship. Besides that, she has hopes of all her family being together again, and the farm represents the best opportunity for that in her view.

When the children's mother hires them out, Lyddie goes to Cutler's Tavern to assist Mistress Cutler, and Charlie goes to Baker's Mill to work for the Phinneys.

What was the influence of Jane Austen on American authors?

This is an interesting question, as most often we trace Austen's influence on other British writers, such as George Eliot, who was influenced by her realism. The American writer who first comes to mind, however, as an early fan and advocate for Austen was William Dean Howells. His good friend Henry James was also influenced by her work. James wrote quite a bit about her, some of it critical, but it is clear he studied...

This is an interesting question, as most often we trace Austen's influence on other British writers, such as George Eliot, who was influenced by her realism. The American writer who first comes to mind, however, as an early fan and advocate for Austen was William Dean Howells. His good friend Henry James was also influenced by her work. James wrote quite a bit about her, some of it critical, but it is clear he studied her carefully and incorporated her realism and cool detachment into his own novels.

Mark Twain, in contrast, famously criticized her. He said he hated her novels, which he saw as out of the American literary tradition, but he also exaggerated his dislike of her as part of a running public debate with Howells.

With the explosion of interest in Jane Austen in the last 40 years has come a profrusion of American written sequels, prequels, and take-offs of her work—the most popular probably being Pride and Prejudice and Zombies.

Compare the way Miss Caroline treats Scout on her first day of school with the way the town treats Mayella Ewell.

Scout is treated unfairly by Miss Caroline for already being able to read and write by the time she turns up for her first day at school. Miss Caroline is a young, inexperienced teacher, working to a strict, unimaginative curriculum. So when one of her pupils turns up for class already functionally literate, she lacks either the imagination or the experience to deal with something new and unexpected.

To a certain extent, Mayella Ewell is...

Scout is treated unfairly by Miss Caroline for already being able to read and write by the time she turns up for her first day at school. Miss Caroline is a young, inexperienced teacher, working to a strict, unimaginative curriculum. So when one of her pupils turns up for class already functionally literate, she lacks either the imagination or the experience to deal with something new and unexpected.

To a certain extent, Mayella Ewell is treated unfairly by the townsfolk of Maycomb. To most people, she is considered little more than a "tramp" or as "white trash." She comes from a notorious family that people tend to avoid like the plague, so to speak. In that sense, Mayella, unlike Scout, is being judged not for her actions but on the strength of her family's bad name.

However, there are similarities in their respective cases. Scout's unpleasant run-in with Miss Caroline, as with the townsfolk's treatment of Mayella, shows how Maycomb society adheres to certain rules, both formal and informal, that put people into inflexible categories and determine how they are to be treated.

`sum_(n=0)^oo 5^n/(2^n+1)` Use the Root Test to determine the convergence or divergence of the series.

To apply Root test on a series `sum a_n` , we determine the limit as:

`lim_(n-gtoo) root(n)(|a_n|)= L`

or                         

`lim_(n-gtoo) |a_n|^(1/n)= L`

Then, we follow the conditions:

a) `Llt1` then the series is absolutely convergent.

b) `Lgt1` then the series is divergent.

c)` L=1` or does not exist  then the test is inconclusive. The series may be divergent, conditionally convergent, or absolutely convergent.

In order to apply Root Test in determining the...

To apply Root test on a series `sum a_n` , we determine the limit as:

`lim_(n-gtoo) root(n)(|a_n|)= L`

or                         

`lim_(n-gtoo) |a_n|^(1/n)= L`

Then, we follow the conditions:

a) `Llt1` then the series is absolutely convergent.

b) `Lgt1` then the series is divergent.

c)` L=1` or does not exist  then the test is inconclusive. The series may be divergent, conditionally convergent, or absolutely convergent.

In order to apply Root Test in determining the convergence or divergence of the series `sum_(n=0)^oo 5^n/(2^n+1)` , we let:

`a_n =5^n/(2^n+1)`

We set-up the limit as: 

`lim_(n-gtoo) |5^n/(2^n+1)|^(1/n)=lim_(n-gtoo) (5^n/(2^n+1))^(1/n)`

Apply Law of Exponent: `(x/y)^n = x^n/y^n` and `(x^n)^m = x^(n*m)` .

`lim_(n-gtoo) (5^n/(2^n+1))^(1/n)=lim_(n-gtoo) (5^n)^(1/n)/(2^n+1)^(1/n)`

             `=lim_(n-gtoo) 5^(n/n)/(2^n+1)^(1/n)`

             `=lim_(n-gtoo) 5^1/(2^n+1)^(1/n)`

             `=lim_(n-gtoo) 5/(2^n+1)^(1/n)`

Apply the limit property: `lim_(x-gta)[(f(x))/(g(x))] =(lim_(x-gta) f(x))/(lim_(x-gta) g(x))` .

`lim_(n-gtoo) 5/(2^n+1)^(1/n) =(lim_(n-gtoo) 5)/(lim_(n-gtoo) (2^n+1)^(1/n))`

                           ` = 5 / 2`

Note: Applying `a^x =e^(xln(a))` , we may let: `(2^n+1)^(1/n) = e^(1/nln(2^n+1))`

`lim_(n-gtoo)1/nln(2^n+1) =oo/oo`

Apply L'Hospital's rule:

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

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

                                     `=oo/oo`

 Apply again the L'Hospital's rule:

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

                         `=lim_(n-gtoo) (ln(2))`

                         ` = ln(2)`

Applying `lim_(n-gtoo)1/nln(2^n+1)= ln(2) on e^(1/nln(2^n+1))` , we get:

`lim_(n-gtoo) e^(1/nln(2^n+1)) = e^(ln(2)) = 2`

 The limit value `L = 5/2 or 2.5 ` satisfies the condition: `Lgt1 ` since `2.5gt1` .

Conclusion: The series `sum_(n=0)^oo 5^n/(2^n+1)` is divergent.

Is The Travels of Sir John Mandeville science fiction? Why or why not?

The Travels of Sir John Mandeville is best classified in the medieval literature genre. It is probably best described as fiction, although it is written like a non-fiction travel journal or memoir. The work is old, and thus we don't know as much about the author as we know about modern authors. The book is written with accurate geographical descriptions and fantastic embellishments and creatures. Because the work was written in the fourteenth century, it does...

The Travels of Sir John Mandeville is best classified in the medieval literature genre. It is probably best described as fiction, although it is written like a non-fiction travel journal or memoir. The work is old, and thus we don't know as much about the author as we know about modern authors. The book is written with accurate geographical descriptions and fantastic embellishments and creatures. Because the work was written in the fourteenth century, it does not make sense to categorize it in one of our modern genres, such as science fiction. The genre of science fiction as we know it today did not really exist at the time The Travels of Sir John Mandeville was written, and even if this book were written today, it would not belong in the science fiction genre.

Science fiction is characterized broadly as fiction that incorporates scientific topics while writing with a rational approach. Although the genre of science fiction was not developed at the time of publication, The Travels of Sir John Mandeville does have some of the hallmarks of today's science fiction, such as fantastic creatures, grand adventure, and travels to unknown realms. However, most of the technologies, ideas, and discoveries that inspire today's science fiction simply were not around to inspire fiction writers of the fourteenth century. 

Often, however, there is an overlap between the genres of science fiction and fantasy. Fantasy is a genre of fiction in which the rules in the written universe deviate from reality. Fantasy as a genre is a closer fit for The Travels of Sir John Mandeville, but since it is such an old work, you would still most likely find it in the medieval literature section.

What kind of evaluation is this? Process or outcome? Please explain why. Scott, R. (2000). Evaluation of a mobile crisis program:...

An outcome evaluation examines the changes created by a program, while a process evaluation looks at how the change (or changes) was created. The study by Scott (2000) examined the effectiveness of a mobile crisis unit that handled 911 calls. The study looked at mostly outcome variables but included a process variable as well.

The researchers studied the demographic variables, hospitalization rates, and arrest rates of 73 psychiatric emergencies treated by the mobile care unit....

An outcome evaluation examines the changes created by a program, while a process evaluation looks at how the change (or changes) was created. The study by Scott (2000) examined the effectiveness of a mobile crisis unit that handled 911 calls. The study looked at mostly outcome variables but included a process variable as well.

The researchers studied the demographic variables, hospitalization rates, and arrest rates of 73 psychiatric emergencies treated by the mobile care unit. They also measured the costs of these interventions and compared all of these variables to 58 psychiatric emergency situations treated by the police in 1995. The researchers also collected data about consumers' and police officers' satisfaction with the program. They found that the mobile unit was able to handle 58% of the cases without hospitalization, compared to 28% of the cases handled by the police, a difference that was significantly significant. The costs per case were 23% lower in the mobile unit than the police unit, and both consumers and police rated the mobile crisis unit in a positive way using a Likert scale. The arrest rates between the two groups did not show a statistically significant difference.

Many of the variables measured were related to outcome. For example, the number of hospitalizations, the cost per case, the arrest rate, and the police and consumer satisfaction scores were all outcome variables because they related to the effectiveness of the program in different ways. However, the data related to the demographic variables was related to a process measure because it was about the way in which the mobile health unit served the community.