In which American colony did most enslaved Africans live?

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

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

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

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

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

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

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

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

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

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

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

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

The British and their...

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 general solution of a differential equation.

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

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

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

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

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

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

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

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

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

 general solution of a differential equation.

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

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

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

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

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

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

Applying direct integration, we will have:

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

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

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

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

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

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

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

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

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

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

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

                    `= 1/2*v^2/2+C`

                   `=1/4v^2+C`

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

The integral will be:

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

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

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

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

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

When we plug-in the values, we get:

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

`2 =0/8+C`

`2=0+C`

then `C=2`

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

particular solution as:

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