What’s the main time period of the story?

The story begins in the present day (that is, the 1960s, when the book was written) with the adult Billy working in Idaho's Snake River Valley. But most of the action takes place in the Ozark Mountains of Oklahoma in what is probably the 1920s. The experience of seeing a pack of wild dogs attacking a coonhound reminds Billy of his childhood in a remote, rural part of Oklahoma. The setting of his formative years is important, as this is a lonely, isolated place, where a young boy would be expected to seek companionship among animals rather than humans. With no one around for miles in such a remote rural outpost, it's no surprise that Billy establishes such a close bond with the Redbone Coonhounds. In doing so, he's not just fulfilling a desperate need for companionship, but also strengthening his connection to the natural world.

How is Scout a dynamic and round character?

Scout is a round, or dynamic character in that she changes throughout the course of the book. When we first meet her she's a very naive young lady who's still finding her way in the world. Due to her many and varied experiences, however, she gradually becomes more mature, developing a greater understanding of the world around her and the people who live in it.
Through her interactions with Boo Radley and her attendance at the trial of Tom Robinson, she comes to realize that life in Maycomb is very different than it appears on the surface, that this is a place where certain people—mockingbirds, as Miss Maudie calls them—are not accepted for one reason or another. In understanding this crucial point, Scout shows herself considerably more mature than most of the adults in town, who, unlike her, remain flat and two-dimensional, unwilling or unable to change.

An iron atom has 26 protons in its nucleus. How many electron does it have? How many electrons does the iron ion contain?

An iron atom (symbol Fe, from the Latin ferrum) has 26 protons, 30 neutrons, and 26 electrons in its natural, neutral state.
An ion is an atom of an element that contains the same number of protons and neutrons in the nucleus, but a different number of electrons. A neutral atom has no electrical charge. The addition of electrons to the atom gives the resulting ion a negative charge, and loss of electrons gives the ion a positive charge.
Ions most often result from a chemical interaction with other elements, but they can also be created by heat or high levels of radiation.
The two most common iron ions are known as Fe(II), or Fe+2, and Fe(III), or Fe+3. The "+" means that the atom has a positive charge because it lost either 2 or 3 electrons, giving the atom a positive charge.
Therefore, Fe(II) has 24 electrons, and Fe(III) has 23 electrons.

Where does the story Number the Stars take place?

Number the Stars is a historical novel written by author Lois Lowry that tells a critically important story about Nazi occupation during World War II and about the heroic, admirable actions of people who sought to protect the Jews from persecution. The story mostly takes place in German-occupied Denmark in 1943, and the city of Copenhagen is at the center of many of the events in the novel.
The entire novel only consists of seventeen short chapters, but it is densely packed with suspense. It tells the story of Danish families that successfully helped many of their fellow Jewish citizens escape Denmark during Nazi rule and avoid death and suffering. The characters are able to escape to Sweden, so some of the events also take place there.
The question does not ask about a synopsis of the story, but, just to offer some specific background information, I would like to add that the Johansens, a non-Jewish family, protected and assisted the Rosens and some of their other Jewish friends. They were part of the Danish Resistance, which proved to be a heroic, compassionate, and inspiring effort during the wartime persecution. This is why the events take place mostly in Denmark.

Briefly, in one sentence, define each of the five terms below. Then, in a second sentence, apply each term to "Misery" by Anton Chekhov and explain how the literary device's use enhances the work's meaning. meter (poetry) metaphor objective point of view antecedent action (drama) foil (drama)

Meter is the rhythm in a poem which is a pattern of stressed and unstressed syllables.
Meter is typically ascribed to poetry, but an example from "Misery" comes in the first line: "To whom shall I tell my grief." The meter is as follows: unstressed, stressed, unstressed, unstressed, stressed, unstressed, stressed. The stress falls on the most important words in this story; whom, tell, grief.
Metaphor is a figure of speech which compares two seemingly unrelated things to each other to suggest that the two are related.
An example of metaphor from "Misery" is, "Iona Potapov, the sledge-driver, is all white like a ghost." Snow and ghost are not actually related, but this metaphor paints a picture of a man completely covered in snow so as to be ghost-like. It is also important in this story because he is unseen and unheard, like a ghost.
Objective point of view, also called third-person point of view, is a distanced narrator who reports on what is happening without personal bias.
"Misery" is written in limited third-person point of view, which means we have access to the thoughts of only the main character. The reader learns of his despair at the loss of his son and understand how he is affected by it, but we do not get the perspective of any of the other characters.
Antecedent action is action which has taken place in the life of the characters before the start of the story.
In "Misery," an example of antecedent action is Iona's son's death.
A foil is a character who contrasts another character, usually the protagonist, in order to highlight the qualities of that other character.
In "Misery" the foils are all of the people who ride in Iona's cab and care nothing for his misery. Their dismissal of his need to express his grief enhances his grief both to Iona and the reader.

How can you compare the way that Byzantine and Islamic culture created and used art?

When comparing contemporaneous Byzantine and Islamic art, the differences can be striking. Byzantine art tends to have a clear religious function with its many stylized images of saints and prophets. The statues, paintings, mosaics, and icons of the Byzantine Empire are clearly meant to glorify Christianity while still preserving certain styles of the former Roman Empire. Many images, particularly icons, were meant to be used directly in a religious context as the receptacle of prayers.
By contrast, Islamic art generally shuns the depiction of people, religious figures, and even animals. Islamic belief contends that only Allah can create life, and therefore depictions of living creatures in art are infringing on Allah's sphere of creation. Furthermore, a strict iconoclastic stance in Islam would often forbid the association of figurative images as part of any religious rite. Islamic art tends to focus on geometric patterns, floral motifs, and calligraphy. This art served to adorn buildings, households, and religious objects but was never the focus of worship itself.
On face value, this puts Islamic art in stark contrast to Byzantine art. However, the two cultures did indeed greatly influence the artistic expressions of each other. When the Ottoman Turks captured the Byzantine capital of Constantinople in 1453, an interesting melding of artistic styles occurred. Domes and mosaics, previously associated with monumental Byzantine structures became the norm of large Islamic buildings. Unlike Byzantine art, the Islamic use of mosaics shied away from the depiction of figurative images. For their part, the Byzantines adopted certain geometric motifs from Islamic art into their own designs. So it easy to see the Byzantines and Islamic art using similar media and general architectural and design styles, but the subjects and overall motifs and use of their respected arts differed greatly.
https://design.tutsplus.com/articles/history-of-art-islamic-and-byzantine--cms-27622

https://www.metmuseum.org/toah/hd/bzis/hd_bzis.htm

Explain trends in agricultural production and natural resource consumption over the last several decades. Who produced these goods and who consumed them?

Agricultural production and output in the United States has doubled since 1948, but it has slowed over the last several decades. One reason for this could be that world population growth has also been slowing—now at its slowest growth rate since the 1950s. Another contributing factor could be changing dietary trends, which have shifted significantly over the past several years.
Although some crops are declining, others are beginning to thrive, owing to demand both domestically and internationally. For example, soybeans have become a highly profitable export crop of the American agricultural industry. Since 1990, it has grown in size by roughly 20 million acres. Corn is also growing, but at a much slower rate. Wheat, on the other hand, has declined at about the same rate as soybeans have grown.
The United States's agricultural export sector is a great place to look to see who is buying crops. As of 2017, China, Canada, and Mexico are the three top importers of American crops. China buys 19.6 billion, Canada buys around 20.5 billion, and Mexico buys about 18.6 billion. The rest of the world accounts for 79.7 billion.
The last few decades have also seen dramatic changes in the United States's consumption of natural resources. The shift in demand for certain natural resources is evident in the production and consumption of coal. Coal production was on the rise from the 1970s to the 1990s, but it has declined greatly over the last two decades. The US Energy Information Administration projects coal production will shrink to a 40-year low by 2020, owing to coal's inability to gain a foothold in a market dominated by natural gas.
Another important issue to note is the rise in another form of resource in recent years: renewables. Renewable resources are characterized by materials that have already been bought and consumed but can be recycled and reused. In the last decade and a half, renewable resources have seen a greater increase than any other resource. This is a result of increased efforts to reduce the negative effects that trends in the production and consumption of resources has had on the environment.
There are different countries that import different kinds of American natural resources. Coal, for instance, is imported primarily by Asian nations. India accounts for 12% of coal exports in the US and Japan accounts for 8%. As of 2017, the United States became a net exporter in natural gas as well, with the majority of this resource going to Canada and Mexico. It is projected that Mexico will increase its natural gas consumption by 50%, due to the pipelines currently being built throughout the United States.
https://www.ers.usda.gov/data-products/ag-and-food-statistics-charting-the-essentials/agricultural-production-and-prices/

https://www.fca.gov/template-fca/download/MajorUSAgriculturalExportMarkets.pdf

https://www.spglobal.com/marketintelligence/en/news-insights/trending/Ns0XzeM8aXpDgGd_Iyqd9Q2

The Republicans believed the Alien and Sedition Acts violated the Bill of Rights; name and describe another issue from this era that may have also challenged the new constitution.

The bitter disagreements between the Democratic-Republicans and the Federalist Party came to a head with the passing of the Alien and Sedition Acts: a series of successive legislative acts passed by a majority Federalist congress and ratified by Federalist president John Adams in 1798. The Acts gave the government broad powers to deport or jail recent immigrants and to jail or fine people for making false statements about the government. The implication of this legislation was not insignificant to the Democratic-Republicans, as their base was primarily composed of immigrants.
The laws pertaining to "sedition" (or defiance of authority) therefore resulted in the arrest and prosecution of several prominent newspaper publishers and politicians. This was in open defiance of the Bill of Rights (passed less than a decade before), which guaranteed freedom of speech. However, the Alien and Sedition Acts were passed before the practice of judicial review had been established, which meant that the Supreme Court did not yet weigh in on the constitutionality of laws passed by Congress. In the absence of this check, a standoff resulted between the two parties.
The Alien and Sedition Acts weren't the only challenge to the constitutional protections at the time, and many other issues tested the limits of the protections afforded by the fledgling Bill of Rights. Most notably, the issue of slavery presented an immediate contradiction to the new constitution and Bill of Rights, but this was an issue that would be largely avoided for the next half-century. In fact, the constitution explicitly protected slavery (i.e. the "Three Fifths Compromise"), and lawmakers avoided the issue of defining which people were to be included in the protections afforded by the Bill of Rights.
Soon after independence, and even before the formation of the US constitution, many states began forming their own constitutions; in some northern states, the abolition of slavery followed as a result of these constitutions. For instance, in Massachusetts, a woman by the name of Elizabeth Freeman (or "Mum Betts")--having overheard her owner and other lawyers discussing the liberty and freedoms that all men are born with--successfully argued for her own freedom in the early 1780s. Her case, along with cases like those of Quock Walker, established that slavery was incompatible with the Massachusetts constitution. A key figure in these cases was Justice William Cushing, the Massachusetts Supreme Judicial Court Chief, who would later go on to be appointed to the Supreme Court of the United States by George Washington.
As seen in these examples, a clear conflict was illustrated between the inalienable rights set forth in the Bill of Rights and the practice of slavery. This conflict would continue to simmer until the eruption of the Civil War, and subsequently the passage of the Thirteenth Amendment--which asserted that, at least on paper, slavery was unconstitutional.

What characters in Death of a Salesman and The Great Gatsby are similar in terms of beliefs on free will? How?

I would say Jay Gatsby in The Great Gatsby and Willy Loman in Death of a Salesman have the strongest faith in free will of all the characters in these works. Both believe very strongly in the American Dream that says you can make your own experience and shape your own destiny. Both also have unrealistic expectations about how far their own willpower can take them.
Gatsby believes he can set back the hands of time and start over from the point years previous when he first fell in love with Daisy. When Nick tries to tell him otherwise, Gatsby refuses to accept this assertion. Gatsby believes he can erase all that has happened since he and Daisy parted and that Daisy will also want to start over again with him.
Likewise, Willy believes he can make easy money as a salesman just by being personable. Even though at sixty-three he has obviously failed to realize this dream, he can't let go of it. He still dreams of sitting in a hotel room and watching the money roll in as he makes sales on the phone. By holding on to this illusion, he has wasted his life.
Both men's lives end tragically because they believed too strongly that they could will their dreams into reality.

What themes are illuminated by the characters?

The main character in "My Last Duchess" is the speaker, the Duke of Ferrara. He is a jealous, gloating psychopath who boasts to his visitor that he "gave commands" to stop his wife's flirtatious smiles. The Duke seems pleased that he has control over the Duchess now that she is dead. He is the one, after all, who covers and uncovers her portrait as and when he sees fit, and he is the one who decides what story about her his visitors hear.
While the Duchess was alive, the Duke didn't seem to have much control over her, and she would, at least as far as he could tell, flirt with other men. The Duke refused to even speak to his wife about his concerns, because even to do so would have been, he says, "some stooping," and he chose "never to stoop."
The main theme that emerges from Browning's presentation of the Duke and of his relationship with his wife, the Duchess, is the theme of gender inequality in the nineteenth century. The Duke seems to exercise all of the power, and he takes the life of his wife for nothing more than smiling at other men just the same as she smiled at him. She, on the other hand, is completely powerless. One symbol of this unequal power dynamic is the curtain which covers the portrait of the Duchess. The fact that he now has power to determine who sees her, and how they see her, indicates that he essentially has the power to determine how she is remembered, or if she is remembered at all.
The second key symbol which demonstrates this theme of gender inequality is the statue that the Duke points out to his guest at the end of the poem. The statue depicts "Neptune . . . Taming a sea-horse," which symbolizes the Duke taming the Duchess. Compared to the Duchess, represented by a small sea-horse, the Duke is a god, like Neptune.
This grossly unequal power dynamic is a reflection of the respective positions of men and women in Victorian England. When a woman married a man, for example, all of her legal rights, as well as all of her property, were transferred to the husband. A husband and wife were considered one body, represented by the husband.

One of the themes of the story is man's inhumanity to woman. And this theme is reflected in the attitude of the upper-classes towards marriage. High-born personages like the Duke don't regard marriage as having anything to do with love; it's all about forging strategic political alliances with other powerful families. As the established convention regards marriage as nothing more than a glorified business transaction, women such as the unfortunate Duchess are treated as chattels, property to be bought and sold by men.
Among other things, this means that, beneath the outward show of exaggerated courtesy shown towards women in this society, they are not truly respected. That being the case, it's no surprise that the Duke should feel no compunction whatsoever in resorting to murdering his wife when he suspects her of infidelity. Browning appears to be making a wider point here about the barbarism of human nature lurking not far beneath the surface, even in the ostensibly refined, civilized surface of Italian aristocratic life.

One theme illuminated by the characters in "My Last Duchess" is the misuse of patriarchal power.
The Duke has wealth and position, and as a husband, a great deal of power over his young wife, the now dead duchess. He abuses his power by wanting her to direct one hundred percent of her affection and attention to him alone, and finally for killing her when she does not comply with his demands.
The late duchess's character illuminates her innocence and kindness:

she liked whate’er
She looked on, and her looks went everywhere.
Sir, ’twas all one! My favour at her breast,
The dropping of the daylight in the West ...

The duke's character illustrates his ruthless abuse of power:

I gave commands;
Then all smiles stopped together.

The duke's character also reveals the theme of insecurity. The duke becomes jealous of the very minor attentions that the duchess pays to other men. One has to wonder why he is so worried about her blushing at the words of a painter or smiling at a servant. The poem implies that people, especially people with power, need to discern what they can safely overlook and to examine their own hearts and minds instead of blaming others for their demons.

While out walking, Browning made the comment to Hiram Corson, after the latter had published an introductory study of Browning's poetry, stating that what he had in mind when he wrote "gave orders" in "My Last Duchess" was the orders were for her murder [as an afterthought he also added an alternative for her to be "shut up in a convent"]. The Duke illustrates that one of Browning's themes in writing this dramatic monologue is that of Insolence. It is the tyrannical Duke's insolence that allows him to think that a viable solution to personal dissatisfaction with the whims of a young bride is murder. Insolence can be understood as haughty, arrogant, disdainful, contemptuous disrespect of personhood. Murder is the ultimate manifestation of disrespect of personhood.
Browning drew the inspiration for his poem from the Renaissance account of the Italian Duke Alfonso II d'Este of the Duchy of Ferrara, attested to by the one word epigram at the head of the poem: "Ferrara." In 1558 the 25-year-old Alfonso married the 14-year-old Lucrezia, the poorly educated young daughter the Midici family, then nouveau riche in comparison to the d'Estes of Ferrara. A poorly educated, fourteen year old bride unused to ancient tradition and manners of behavior would--upon suddenly finding herself the object of attention, esteem, wealth, and authority--be very likely to display giddy, light-hearted and universally delighted deportment.
Since the Ferrara marriage tale inspired Browning's poem--including the similar mysterious deaths of Lucrezia and the first duchess--it is logical to conclude that this is the true description of the Duke's bride whose blush of delight was awakened by trivialities as readily as by his passions. Through the character of the painted last Duchess, Browning presents the theme of Young Marriage, a practice popular in early epochs but fallen out of practice before the Victorian period, yet still envisioned in the wishful romanticality of the morally strict era.

What figure of speech has been used in line 13 and 14 and why?

The last two lines of "Sonnet 14" are an example of what's called a metaphor. This is a figure of speech which is applied to an object or action to which it is not literally applicable. In lines 11–12 of the sonnet, the speaker urges his lover, the "fair youth," to turn to the matter of procreation, or having children:

As truth and beauty shall together thrive,If from thyself to store thou wouldst convert;

The speaker sees great beauty in the eyes of his lover. And he believes that by having a child, his lover will be able to preserve that beauty, handing it down to the next generation. However, if the speaker's lover does not do this, then the speaker makes the following sad "prognostication," or prediction:

Or else of thee this I prognosticate: Thy end is truth's and beauty's doom and date.

What he means by this is that, if his lover does not have children, then the great beauty he has within him, and the truth it represents—for truth and beauty were thought to be synonymous in Shakespeare's day—will die with him. The speaker's reference to a prediction in the last two lines of the sonnet relates to the earlier part of the poem, where he claimed that he read the future not by examining the stars but by gazing into the eyes of his beloved. And those beautiful eyes of his tell him so much more about the future than astrology ever will.
http://www.shakespeare-online.com/sonnets/14.html

What was David's opinion of Mr. Murdstone in David Copperfield?

In David Copperfield, Edward Murdstone is David’s stepfather. David relates the disastrous relationship from the time he met, and then married, Clara, David’s mother, when the boy was only eight. During their courtship, David was jealous and resentful, and his opinion was not improved by the disapproval that his nanny, Peggotty, strongly expressed. He is suspicious of Murdstone’s clever, cold disposition, though the man tries to butter him up.
Because the wedding occurred while David was away at Yarmouth, he comes home to Blunderstone to find Murdstone ensconced there. David fears the change he sees in his mother. When Murdstone’s sister Jane moves in, things get worse. Murdstone becomes physically abusive to the boy, who retaliates by biting him, which leads to further beatings and getting locked into his room. During the days he is imprisoned, Murdstone decides to send him to boarding school.

What book does Melinda read on Halloween instead of going trick-or-treating?

In Laurie Halse Anderson's 1999 young adult novel, Speak, the first-person narration is delivered by Melinda, who reveals herself (in writing to a friend) to be a rape victim by the novel's end. The majority of the novel is told through stream-of-consciousness diary entries, recounting not the original rape incident, but rather Melinda's unpleasant day-to-day experiences as a high school student. By the novel's opening, she has been ostracized by her peers for having called the police during a summer freshmen class party. As the reader learns by the end of the novel, Melinda called the police not to report the party, but because she had been raped by one Andy Evans.
Speak is full of symbolism (including the poetry of Maya Angelou, trees that Melinda draws in her art class, and mirrors, which Melinda deliberately avoids). The novel that Melinda reads on Halloween is similarly symbolic, as it represents a social outcast and a male predator in one—Bram Stoker's Dracula.
Halloween falls during the early stages of the school year and novel. By this point, Melinda has proven to be distracted in her classes and unable to speak in public. She tells the reader, "My parents declare that I am too old to go trick-or-treating. I am thrilled." Melinda, however, pretends to be upset, as she doesn't want to admit to her parents that she has no friends with whom to go trick-or-treating. She confesses to the reader that, instead of listening to her parents argue, she "settle[s] into [her] nest with a bag of candy corn and the blood-sucking monster."

How do you know that the blacksmith is a honest man?

Longfellow paints a very flattering portrait of the village blacksmith. This is a man who seems to have no negative character traits whatsoever. He's incredibly hard-working, he regularly goes to church, he's immensely proud of his little daughter when she sings in the village choir, and he still cries over his dear, departed wife. What's not to like?
What's more, the village blacksmith is an honest man, as Longfellow makes clear in the second stanza:

His hair is crisp, and black, and long, His face is like the tan; His brow is wet with honest sweat, He earns whate'er he can, And looks the whole world in the face, For he owes not any man. (Emphasis added)

This is a hard-working man who toils each day at an honest trade. Moreover, he's fiercely independent and self-reliant; he owes nothing to anyone. But we don't simply have to take the speaker's word for it. We can reasonably infer that if the village blacksmith weren't an honest man, then it's highly unlikely that much work would ever come his way. Reputation is everything in such small villages, and a reputation for dishonesty would almost certainly put the blacksmith out of business.

In To Kill a Mockingbird, what visual medium techniques are used?

Lee uses much visual imagery (vivid description that we can see) in her novel to create a sense of realism and to create the mood of the community: she describes how houses relate to each other (especially how the Finch home relates to its neighbors) and she offers, for instance, much description of the courthouse and its surroundings as the trial of Tom Robinson begins.
Yet, while detailed, these visual descriptions are subjective. What we are seeing is filtered through the eyes of a young adult remembering what her hometown looked like as a child. It is one child's visual recollection as processed through an adult consciousness.
Scout, for example, often uses generalization to sum up her perceptions of the town as it was in the 1930s, then moves to detail. In the description of Maycomb below, we can imagine a camera from afar gradually zooming in and then perhaps focusing on a particular black dog or group of mules hitched to carts. It is these specific details that make the novel come alive, such as the "bony" mules that flick flies with their tails under shady oak trees. Because we can picture this scene, it seems real to us. At the same time, however, that the detail is sharp and specific in spots, it is also, as mentioned above, openly subjective. Musing as an adult, Scout remembers the town with a child's intensity and heightened awareness: "it was hotter then . . ." This is not an objective recording of actual temperatures, but the way memory works:

Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer’s day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men’s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum.

In this scene, as in others (look, for example, at how the description of the courthouse's facade is used to show how the town resists change) Lee is doing more than simply describing. In the above passage, the description, for instance, makes a point about the hot, sleepy, slow-moving, apathetic nature of Maycomb.

If a deputy pulls you out of the car before even asking for a license and searches you, are they violating the Fourth Amendment? What should the victim do at that point?

This is a complicated question. The Fourth Amendment states that police officers

must obtain written permission from a court of law to legally search a person and his or her property and seize evidence while they are investigating possible criminal activity.

Unless police officers comply with this rule, any evidence they may find through a search that is not technically legal will be inadmissible in court. However, most average citizens do not know their rights under this Amendment, so they are unlikely to stand up to an officer in this situation. To further complicate matters, police officers are allowed to search your person or property if they see any evidence of criminal behavior with probable cause. Another case in which a warrant is not needed is when an individual is being arrested and the officer believes that the person may be harboring dangerous items (such as weapons or drugs). Finally, if the police suspect that someone is being injured or harmed or that evidence of a crime is being destroyed, a search may be performed without a warrant. But if there is no probable cause or any other issue, individuals always have the right to refuse a search.
https://www.legalzoom.com/articles/know-your-rights-can-you-be-searched-without-a-warrant

If a law enforcement officer compels you to leave a vehicle on a traffic stop without asking for a license, it is not a violation of the Fourth Amendment.
In the 1977 case Pennsylvania vs. Mimms, the Supreme Court held that law enforcement officers are entitled to require the driver of a vehicle to exit their vehicle and that this can occur prior to the continuation of the traffic stop. In 1997, this was affirmed and expanded to include passengers in the case of Maryland vs. Wilson.
If a law enforcement officer searches your person during a traffic stop without asking for a license, it is not necessarily a violation of the Fourth Amendment, depending on the circumstances of the search.
A simple pat-down, if based on reasonable suspicion, is permitted as established in case law (Terry vs. Ohio). Further, if an officer has a warrant or probable cause, a more invasive search can occur, and presentation of a license does not need to be requested. For example, if a police officer pursued and stopped a car from the scene of a robbery she witnessed, she would have probable cause to search both the occupants of the vehicle and the vehicle itself; no license or other information would first—or, indeed, ever—need to be requested from the occupants of the vehicle.
A person who feels a search of their person or property may not be lawful should state clearly that they do not consent to a search. Beyond that, a person who feels that their rights were violated by a police officer should do nothing at the point of violation. In a plurality of states, statutory law establishes that resisting a search or arrest is a crime, even if the search or arrest itself is unlawful. The only recourse an aggrieved person has is to seek relief from a court.
https://criminal.findlaw.com/criminal-rights/illegal-search-and-seizure-faqs.html

https://supreme.justia.com/cases/federal/us/434/106/

https://www.oyez.org/cases/1996/95-1268

Suppose the derivative of function f is f'(x) =(x+1)2(x-3)5(x-6)4 On what interval is f increasing?

Assuming f'(x)=(x+1)^2(x-3)^5(x-6)^4 (if you meant f'(x)=40(x+1)(x-3)(x-6) see below), we are asked to find the interval(s) when f is increasing.
Since f is a polynomial, it is continuous and differentiable everywhere, so f is increasing whenever f'(x)>0.
f'(x) has zeroes at x=-1,x=3, and x=6. Note that the zeros at x=-1 and x=6 have even multiplicity so the derivative does not change sign at these points. We test the derivative to the left and right of 3: f'(0)=-314928<0 and f'(4)=400 >0. Note that f'(6)=0.
The derivative is greater than or equal to zero for all x>3.
Thus the function is strictly monotonic (strictly increasing) on (3,oo).
The graph of the derivative:

The function decreases on (-oo,3) where the rate of decrease slows at x=-1; the function grows from 3 onward—the rate of growth slows to zero at x=6 and resumes.
If the multiplicity of a root of a polynomial function is even (the root is a double root, quadruple root, etc.), the function does not change sign at that root. If the multiplicity is odd, the function changes sign (i.e., it goes from positive to negative or vice versa).
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If you meant f'(x)=40(x+1)(x-3)(x-6), then f'(x)>0 on (-1,3) and (6,oo), and these are the intervals where the function would be increasing .
http://mathworld.wolfram.com/MonotonicFunction.html

http://mathworld.wolfram.com/MultipleRoot.html

How does the global economy affect the US economy?

The global economy affects the United States' economy in many different ways. For example, when there is a drought in a country from which the United States buys fruit, that country will not have the money coming in from those exports, and the United States may be unable to buy the fruit from an alternate country or may have to pay a much higher price for the fruit when buying it elsewhere. This affects US grocery stores and restaurants that sold the fruit, decreasing their revenue from customers who enjoyed the fruit (that now cannot be obtained due to the drought). Decreased revenues impact the stock market, and dips in the stock market affect us all.
There are other ways in which the global economy affects the United States' economy: war between outside nations affects both the global economy and the United States' economy, as unrest and fear in the dueling countries slowly grinds manufacturing to a halt. Without workers to manufacture goods, the exports from the countries at war will not be available to the United States, and the lack of these goods (which were once imported by the United States and sold for a profit) will in turn decrease revenue for the companies that bought them. Each country both imports and exports goods from all over the world, so all countries are intertwined, and the global economy is a web not only of buying and selling goods, but also of natural phenomena and very human circumstances.

What themes is David Malouf exploring in his story "Towards Midnight"? How is he commenting and adding to readers' understanding and appreciation for life?

The most significant theme of the story "Towards Midnight" is mortality and death. The woman in the story has cancer and spends much of the story reflecting on the decline of her body and her dwindling time on earth. The speaker struggles with her illness and at times seems to wish for death. This is implied in the opening paragraph of the story, when the narrator states of the woman that "in her dream-state, she felt only the relief it would be to pass the weight of her body, light as it now was, to some other agency."
Her dark thoughts find relief when she spies a swimmer in the pool at the building where she lives. Through watching him, she is reminded of the wonder and vitality of life itself. She looks down from her terrace and comments on how his presence and action of swimming make the pool seem to "[expand] and [contract] like a living thing." She notices the "streamers of light at his shoulders," the "heap of silvery bubbles" he leaves as he turns in the pool, and "his powerful strokes." Through watching him, she is reminded of the power of the human body and the beauty of human existence. After watching him, the change in her mood is apparent when narrator says that "she felt settled, wonderfully so."She impatiently awaits more times when she may view this mysterious swimmer. The story mentions how his presence affects her: "he brought the pool to life, and with it the quickening of her heart." It could possibly be inferred that the pool, described as "heavy and still in the heat," is a symbol of the woman's dwindling hope and weakened body. The swimmer, and the beauty and hope with which he fills her heart, does not always appear, and in his absence, she reflects on the fact that his presence, like life, is "a small blessing, but one, she knew, must also have its term."
The swimmer's energy and movement in the pool fills the woman with awe and appreciation for the gifts of life. She describes his movements as "effortless" and "weightless," and his lungs draw breath that "might have no end."
Watching the graceful beauty of the human body in motion gives the woman a sense of marveling at humanity and an underlying hope that life may hold more wonder yet for her, even in the midst of her illness.

What is the effect of Tom Benecke's decision to go after the paper?

The effects of Tom Benecke’s decision to go after the sheet of paper were to reaffirm his love for his wife Clare and to help him to prioritize his life.
Jack Finney’s short story “Contents of the Dead Man’s Pockets” is about a young executive attempting to climb his way up a corporate ladder. Tom aspires to be, as he jokingly states in his exchange with Clare, “the Boy Wizard of Wholesale Groceries.” Tom decides that preparing a memo for his superiors—a memo that he hopes will facilitate his upward advancement—is more important than spending the evening with his young spouse. Clare departs to go to the movies without her husband, who she laments works too much and too hard. Tom’s paper, of course, is blown out the window of their high-rise apartment, and Finney’s narrative is about his physical efforts at retrieving the paper and his contemplation of life. As he discovers when he climbs out onto the ledge, however, he is actually risking his life for that sheet of paper, and he also realizes that his life may be worth more than what that sheet of paper represents.
As “Contents of the Dead Man’s Pockets” reaches its conclusion, Tom has rescued himself from a perilous situation, but loses the paper anyway when it once again is blown out the window. He laughs because his life-threatening predicament had resulted from misplaced priorities. When considering the effects of his decision to stay home and work rather than spend the evening with Clare, Tom has discovered that his life and his marriage are more important than the memo that he hoped would catapult him up the corporate ranks. Finney describes the scene as follows:

“He understood fully that he might actually be going to die . . . And it occurred to him then with all the force of a revelation that, if he fell, all he was ever going to have out of life he would then, abruptly, have had. Nothing, then, could ever be changed; and nothing more—no least experience or pleasure—could ever be added to his life. He wished, then, that he had not allowed his wife to go off by herself tonight—and on similar nights. He thought of all the evenings he had spent away from her, working; and he regretted them. He thought wonderingly of his fierce ambition and of the direction his life had taken; he thought of the hours he'd spent by himself, filling the yellow sheet that had brought him out here. Contents of the dead man's pockets, he thought with sudden fierce anger, a wasted life.”

The effect of his decision to work on the memo and to try to retrieve it after it is swept outside his apartment window are to help him to prioritize what is really important in his life, and it is not career advancement.

The protagonist of "Contents of the Dead Man's Pocket" attains maturity as a result of his terrifying experience out on the narrow ledge eleven dizzying floors above the street. What motivated him to climb out there in the first place was his dreams of glory. Like many young men he had unrealistic ambitions and fantasies. He was only one of the worker-bees in the gigantic bee hive called Manhattan. But he had to go through a life-threatening ordeal in order to find out how small he really was.
The turning point in Tom Benecke's fantastic experience comes when he is forced to open his eyes and look down. He has cautioned himself not to do that for fear that the dazzling, dizzying spectacle of the swarming street far below would give him vertigo and cause him to fall to his death. But once he had gotten to the precious piece of paper, he found that he could not get his fingers on it without opening his eyes at least for a moment and looking down at it:
At that instant he saw, between his legs and far below, Lexington Avenue stretched out for miles ahead. He saw, in that instant, the Loew's theater sign, blocks ahead past Fiftieth Street; the miles of traffic signals, all green now; the lights of cars and street lamps; countless neon signs; and the moving black dots of people. And a violent instantaneous explosion of absolute terror roared through him.
Benecke realizes in that moment how big and cold and indifferent the world is, and at the same time how small and insignificant he is himself. He could fall to his death and it would not matter to anyone except his wife—who would probably wonder how it could have happened and possibly suspect he had committed suicide. He is a nobody. He understands his place in the universe. He is figuratively and literally standing on a tiny foothold clinging to a brick wall. He has risked what happiness he enjoyed for the sake of a pat on the back and a word of praise.
The Roman historian Tacitus (56-177 A.D.) wrote an observation which has often been quoted in various languages ever since:

Etiam sapientibus cupido gloriae novissima exuitur.
(“The thirst for fame is the last thing of all to be laid aside by wise men.”)
Milton, paraphrasing Tacitus in English iambic pentameter, calls the desire for glory "The last infirmity of noble mind." The implication is that a mature man will realize his limitations and be content with a modest existence. Oftentimes we lose what we have in striving to get more.

How are the Scientific Revolution and the Age of Exploration interconnected?

The Scientific Revolution and the Age of Exploration are two synchronous episodes in the history of Europe that resulted from a growing sense of curiosity about the world that began during the Renaissance. Europeans were asking more questions about the nature of the world, which fueled their scientific and exploratory endeavors.
In many ways, the overseas exploration that occurred during this period was made possible by scientific advances. Innovations in sailing technology and navigation made long ocean voyages feasible. A better understanding of the stars and other celestial bodies allowed navigators to better use the night sky as a map to distant continents. In fact, a number of scientific pursuits—such as more accurate and durable timepieces—were commissioned in an effort to improve the technology available to explorers.

What were some key points about "duty" in the writings of Cicero?

Cicero was an ancient Roman philosopher who wrote many influential texts. He is today regarded as a master of eloquence. Cicero's writing interests spanned a variety of subjects, including law, nature, humanism, astronomy, and governance. The theme of "duty" comes up in much of his works, including De Officiis (On Duties in English), a work on ethics, which he broke into three separate books. The three books focus on the ideas of honor, personal advantage, and what to do when the two conflict with one another.
Generally speaking, throughout his writing Cicero takes the idea of "duty" or "obligation" very seriously. A key and recurring theme of his writing is the idea that to fulfill one's duties is to lead an honorable and virtuous life. Many of the duties about which Cicero speaks ideally lead to the improvement of one's life. For instance, in fulfilling one's duty, one may expect to attain wealth, grow personal and professional power, or achieve political advancement. In these senses, Cicero notes that men are often rewarded for fulfilling their duties.
Cicero also spends a good amount of his writing piecing out what defines honorable duty, in contrast to impure obligation. Cicero argues that there is a difference between what is honorable and what is useful useful, stating that the former is for the public good, while the latter is for the private good. He then breaks down the differences even further, comparing and contrasting "honorable" and "disgraceful," as well as "useful" and "useless."
Throughout his studies of personal "duty," Cicero continually attempts to define ideal public behavior, breaking down human personas into four main roles: the universal, the individual, the accidental or situational, and the self-chosen. Cicero argues that these four pieces of each person balance each other in varying and particular ways.
http://people.wku.edu/jan.garrett/302/4persona.htm

http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A2007.01.0048

When was Pride and Prejudice published?

Pride and Prejudice was published in 1813.

How did Reagan's presidency impact George H. W. Bush's administration?

To some extent, President Bush remained in the shadow of his more charismatic predecessor. Although Bush inherited a number of foreign policy successes from Reagan, such as the de-escalation of the arms race with the Soviets, he also found himself having to deal with a general perception that the Reagan Administration had presided over an age of greed and rampant individualism which had turned the United States into a more selfish nation.
Bush seemed to acknowledge this fact when he referred, in his nomination speech, to his vision for a "kinder, gentler" America, yet in actuality, Bush pursued much the same kind of approach as Reagan in relation to economic policy—the very same policy he'd once derided as "voodoo economics." As the economy began to decline, with higher unemployment and ballooning deficits, an increasing number of voters began to blame Bush, even though he was simply continuing the policy left to him by Reagan.
Despite Bush's foreign policy successes—most notable the rapid Allied victory in the First Gulf War—he became associated in the minds of many Americans with economic decline, and it was this factor more than any other which led to his defeat in the presidential election of 1992.

What is a summary of James Baldwin’s “A Report from Occupied Territory”?

In A Report from Occupied Territory by James Baldwin, the author writes about how black people are suffering due to the lack of jobs. The article was published in 1964. In the article, Baldwin notes that automation has rendered many people jobless and no solution to deal with the increasing unemployment rate has been given. Moreover, Baldwin mentions how education is segregated and the police treat black people like animals.
Baldwin gives accounts of police violence. For instance, in the beginning of the article, he discusses how a sales representative witnessed the police physically abusing a child in Harlem. According to the salesperson, upon asking the police why they were beating the child, he was handcuffed, isolated, and became a victim of police mob justice.

What does the devil offer Tom walker? What factors contribute to Tom's initial refusal?

The Devil—under the guise of Old Scratch the lumberjack—makes Tom what appears to be a very tempting proposition. He offers him the buried treasure of Captain Kidd the famous pirate. The devil is somewhat vague as to what he expects in return, but it's suggested that he wants Tom's soul. Though tempted by the offer, Tom initially refuses. His wife is, if anything, even more greedy than he is; and he knows just how much she'd love to get her grasping hands on the treasure. But she's also a pretty unpleasant old harridan and Tom often goes for long walks in the forest to get away from her ceaseless nagging. Tom's relationship with his wife being as bad as it is, the last thing he wants is for her to share in any new-found wealth he might gain.

Why the speaker of the poem "Locksley Hall" fail to marry his beloved?

Alfred Lord Tennyson’s poem is concerned with a man who returns to his childhood home and is overcome with nostalgia for his youth and his lost love. The young man had loved his cousin, Amy, and after loving him for a long time, she finally confessed her feelings. However, her parents opposed the match because of financial and social differences in their statuses. He rails against these “social wants” and “social lies,” and curses gold as something fools value.
In the present, back at the locations where they had spent time together, the speaker laments that she is his no more. Saying she is falser even than other women mentioned in songs, he says she was a “puppet” of her father and “servile” to a shrew, presumably her mother. We infer that they forced her to marry another man. This husband has a gross nature that will drag her down; the speaker even calls him “a clown.”
https://www.poetryfoundation.org/poems/45362/locksley-hall

How did the settlement of the French and Indian Wars contribute to the strain between the colonists and Great Britain?

The end of the French and Indian War was one of the main catalysts of the American Revolution. British officials got to see how American colonists willingly flouted the Navigation Acts and dodged taxes. The war was also quite expensive, and Parliament insisted that the colonists pay their fair share.
Since the war started in North America when land speculators ventured too far into western territory, Britain passed the Proclamation Line of 1763, which barred American settlement west of the Appalachians. Land speculation was a big industry in the colonies, and the growing population demanded a never-ending supply of land. The colonists felt as though they were being denied land that they could use for both their and Britain's benefit. The colonists also felt slighted in that their contribution to British military victory was minimized. Parliament only wanted the colonists to pay taxes—this was hardly the appreciation the colonists expected. Parliament asking for the enforcement of the laws that it had not enforced before led to colonial resentment and protests. This situation would escalate into revolution in the ensuing decade.

Who is the protagonist and the who is the antagonist and why?

A protagonist is the leading character of a story. An antagonist is this character's opposition or adversary. (Even so, an antagonist is not always a morally bad character. For instance, Detective Fix in Around the World in 80 Days is a good character with good motivations. Still, he opposes the main character's goal of getting around the world as quickly as possible; he tries to slow him down. Therefore, he is still the antagonist.)
In this story, the protagonist is Yellow Sky's Sheriff, Mr. Potter. In the story, he has just gotten married in San Antonio and is returning to his house with his new wife. When he arrives, Scratchy Wilson, a town drunk, is threatening everyone around him and trying to convince somebody to fight him:

"There was no offer of fight—no offer of fight. The man called to the sky. There were no answers. He screamed and shouted and waved his guns here and everywhere."

Then, he remembers his friend, Sheriff Potter, who he often has gun fights with:

"But still there was no offer of fight. The name of Jack Potter, his ancient enemy, entered his mind. He decided that it would be a good thing if he went to Potter’s house, and by shooting at it make him come out and fight. He moved in the direction of his desire, singing some sort of war song."

He goes to Potter's house with his guns. Sheriff Potter has just arrived in town and is not carrying a gun. When he arrives, Sheriff Potter (the protagonist and central character of the story) tries to convince Scratchy Wilson (the antagonist, who is threatening the Sheriff's life) to leave him alone. He tells him he has no gun and cannot fight him. Scratchy Wilson doesn't believe him and continues to threaten Potter:

“Don’t you tell me you haven’t got a gun with you, you dog. Don’t tell me a lie like that. There isn’t a man in Texas who ever saw you without a gun. Don’t think I’m a kid.”

Finally, Potter tells him that he isn't carrying a gun because he just got married. This news leaves Scratchy Wilson entirely surprised (since Potter hadn't told anyone in the community that he was getting married). Potter's surprise marriage drastically affects the conclusion of the story.

In Native Son, how do Jan and Mary describe the Negro community when talking about trying to get them to join the communist party? What will they contribute to the party?

Jan thinks that the black community will add spirit and emotion to the Communist cause, enabling a successful revolution that overturns the rigid racial hierarchy. As Bigger drives Jan and Mary around Washington Park, he hears Jan say,

I want to work among Negroes. That's where people are needed. It seems as though they've been pushed out of everything . . . When I see what they've done to those people, it makes me so mad . . . They have so much emotion! What a people! If we could ever get them going . . . We can't have a revolution without 'em . . . They've got to be organized. They've got spirit. They'll give the Party something it needs.

When Mary chimes in, she praises "their songs and spirituals" and begins singing.
Jan and Mary both engage in a type of indirect racism themselves; while they intend to help the black community, their behavior towards Bigger and their attitude toward the black community in general is deeply problematic, as it assumes that the black community needs the help and organization of white people in order to "get going." Jan talks about the black community as if they're children: "spirited" and "emotional." His pointing out that "they have so much emotion" is his way of saying that they don't have intellect and therefore need the "white savior" to come along and rescue them. This sort of paternalizing, thoughtless approach compounds the racism that people of color already endure, and indeed, we see Bigger's discomfort as he listens to Jan and Mary talk. When Mary gets into the front seat of the car, transgressing the racial rules that Bigger is used to, Bigger "[tightens] with hate." So, though well-intentioned, Jan and Mary's description of and hopes for the black community are part of the very system they think they're fighting against.

What are the themes, motifs, and symbols in Green Hills of Africa?

The key symbol in Ernest Hemingway’s narrative is clearly the hills themselves; the lush green environment is an antidote to the sterile built environment of cities and, by extension, European and American civilization. The idea that the landscape dictates the role of the inhabitants is central in Hemingway’s vision.
Another key symbol is the wild game that Hemingway and his hunting party pursue. The author contrasts the tame, docile character of civilization from which he flees to the untamed savagery of the African landscape and its animals. Conquering nature is important to the author, but he acknowledges how challenging the practical aspects of that conquest are. Even more important, his self-doubt and the reluctance of the hunting party’s other members threaten to derail the urgency that the author feels to prove himself and the other men as conquerors. A begrudging respect for nature’s power is another theme—one that Hemingway wishes he could prevail over.

How did the United States deal with the Indian threat in the Ohio River Valley region in the War of 1812?

The United States’ conflict with American Indians began well before the War of 1812. Prior to the American Revolution (1775–1783), the British government had actually attempted to keep peace with the American Indians by prohibiting white settlement in the Ohio region. Following the British loss in the American Revolution, the British continued to supply the American Indians with weapons in the hope that it would hinder the new nation’s expansion. Nonetheless, white settlers moved into Ohio Country, where there was a string of struggles between them and the American Indian residents, known as the Ohio Indian Wars.
The American Indians were reluctant to relinquish the land they had long occupied, and the US was unable to adequately handle the Indian threat in the 1780s—so, the US proposed a treaty, the Treaty of Fort Harmar (1789). This treaty would confine the American Indians to a small portion of their former territory. Thus, many of the American Indians did not uphold the terms of the treaty, which resulted in many clashes between the two, spilling both settler and American Indian blood.
For the next twenty years, a Shawnee leader called Tecumseh rose as the greatest threat to the US. Tecumseh had wanted to unite American Indian tribes to give them a better chance at beating the United States; however, this idea never fully came to fruition, as many tribes did not want to betray the trade deals they had already established with the US. The followers he was able to bolster congregated in Prophetstown. In 1811, the US military moved on Prophetstown, launching the Battle of Tippecanoe. This battle resulted in a US victory and the death of many American Indians; subsequently, the natives began a series of revenge killings.
When the War of 1812 began, many native warriors chose to fight with the British. As a result, the US closed trading posts, leaving some tribes without adequate supplies, causing even more natives to turn to the side of the British. During the War of 1812, the US. fought a successful battle at Lake Erie, after which the British quickly retreated. US General William Henry Harrison pursued the British, and they met again at Moraviantown on the Thames River. Here, the British and Tecumseh’s American Indians faced a bitter defeat. Tecumseh himself was killed. Because Tecumseh was a symbol of the American Indian resistance, his death shattered the American Indian power, effectively ending the conflict in the Ohio Valley.
Ultimately, dealing with the American Indians in the Ohio River Valley was a lengthy trial that included offering treaties and alliances, raids/attacks on native forces, closing trading posts, and so on.
As an endnote, Tecumseh’s body, along with other native warriors’ bodies, was mutilated and dismembered after the Battle of Thames, illustrating the hatred that the conflict had created—not much mercy was shown here. After the battle, treaties were again proposed to the remaining American Indians.
https://ohiohistorycentral.org/w/Ohio_Indian_Wars

Explain how globalization altered people’s sense of identity. How did globalization challenge national identity and the idea of the nation-state?

Globalization is the world order that has developed in the wake of the Cold War. The term was popularized especially by Thomas Friedman, columnist for the New York Times, who wrote two monographs on the topic, beginning with The Lexus and the Olive Tree (1999) and then The World Is Flat (2005). Friedman has argued in particular that individual countries have forsaken economic sovereignty to participate in the global economy.
Globalization is a term that refers to the integration of communications, technology, and economic markets. The effect on identity is certainly, out of necessity, compromised. As opposed to the Cold War system, wherein countries were divided and an individual's and nation's sense of identity was defined by the country into which one was divided, globalization is defined by interconnectivity.
On the one hand, globalization allows for the free exchange of ideas, technology, and culture (especially by means of the Internet, globalization's single most representative symbol). On the other hand, this same ease of communication arguably allows projections of culture to disseminate rapidly, thus reinforcing national stereotypes.
In reality, a nation-state that formerly espoused isolationist views is now forced to engage with other nations in order to keep costs of goods affordable as a consumer and also remain competitive as a producer in a global market. Nation-states might not disappear entirely in a globalized market, but the way they do business will change. Globalization generally promotes features of Western culture, and so the effect of globalization will not be the same for all nation-states.
There are globalization enthusiasts (who tend to overemphasize the effects of globalization) as well as skeptics (who think globalization is an overstated phenomenon). Though nation-states are not in control of their own economies to the extent that they used to be (owing to the existence of organizations such as the WTO, NAFTA, and the IMF), there remains a place for nation-states in a globalized world, primarily as regulators of humanitarian issues (such as keeping in check the ever-widening wage gap), as well as, more abstractly, agents of "culture" that propagate national trends and fashions.

If Lady Macbeth was controlling and had little to no humanity, why did she kill herself? Was she manipulating Macbeth into doing the wrong things because she was obsessed with being queen?

Lady Macbeth is most certainly as ambitious as her husband, and she manipulates him into assassinating King Duncan. After receiving news of the seemingly favorable prophecies, Lady Macbeth fantasizes about becoming queen, questions her husband's resolve to become king, and calls upon evil spirits to consume her body in order to make her callous, hostile, and malicious. She proceeds to ensure her husband that they will get away with the murder, and she plans the entire assassination. Whenever Macbeth expresses second thoughts about committing regicide, Lady Macbeth harshly criticizes him and challenges his manhood. Clearly, she is ambitious to become queen, and she even participates in the assassination by placing the daggers back into King Duncan's chamber.
Despite Lady Macbeth's initial resolve and callous nature, she becomes overwhelmed with guilt following the assassination. She begins to sleepwalk and hallucinates about washing Duncan's blood from her hands. Eventually, Lady Macbeth's conscience gets the best of her and she cannot overcome her guilt, which motivates her to commit suicide. Her overwhelming guilt indicates that she does possess humanity and have a conscience. Similar to her husband, Lady Macbeth's ambition leads to her demise.

Why were the Southern colonies founded?

When speaking of the Southern colonies of America, these generally include Maryland, Virginia, Georgia, North Carolina and South Carolina. Unlike the Northern colonies which were predominated by whole families and communities of religious dissenters, the Southern colonies were populated by individuals or smaller associated groups whose aims were primarily the kind of economic prosperity they could not find in England.
Because of the favorable weather with long growing seasons and plenty of precipitation, these colonies were primarily agricultural. Virginia and Maryland produced mostly tobacco, while South Carolina and Georgia focused on rice and indigo. North Carolina grew pine for lumber. Trade was a driver of the economy, and slavery made economic gains possible for those engaged in large-scale agriculture.
Virginia Colony was founded first, in 1607. Next came Maryland in 1633. North Carolina, founded in 1653, predates South Carolina by ten years, as it was founded in 1663. Last to form was the Georgia Colony, in 1732.

What is an aquatic example of what happens in commensalism?

Commensalism is a type of symbiotic relationship that exists between two different species. The other two relationship types are mutualism and parasitism. Commensalism exists when one animal benefits from the relationship and the other animal is neither hurt nor helped. A common example for commensalism also happens to be an aquatic example. That example is the relationship that exists between sharks and remoras. A remora will "hitch a ride" on a shark and gain multiple benefits. The remora will use less energy moving from spot to spot, feeds on the scraps left over from the shark's hunting, and is not likely to be bothered by other predators. The shark on hand receives no benefit from the remora, but the shark also isn't hurt by the remora.
https://kids.britannica.com/students/assembly/view/108155

https://www.nationalgeographic.org/activity/ecological-relationships/

What is the rhyme scheme of the poem "Stars" by Sara Teasdale?

"Stars" is a lyrical poem by American poet Sara Teasdale. The poem in question has four lines per stanza. This is called a quatrain form in poetry composition. The rhyme scheme that Sara Teasdale uses in the poem "Stars" is called a ballad stanza variant of the quatrain. In most examples of ballad stanzas, lines of iambic tetrameter alternate with lines of iambic trimeter. This rhyme scheme of the ballad stanza variant of quatrain is sometimes called a chevy-chase stanza, named after the lyric poem "The Ballad of Chevy Chase," which was the first work to use the rhyme scheme.
Teasdale's poem has a rhyme scheme of ABCB. This means that the last word in the second line of the stanza rhymes with the last word in the fourth line. For instance, the bold lines in the stanza represent "B":

Alone in the nightOn a dark hillWith pines around meSpicy and still
https://www.poemhunter.com/poem/stars-5/

Mary Shelley first published Frankenstein anonymously. Is it possible to have predicted a woman wrote the story? How is her approach to characterization uniquely female? Consider how she portrays anguish, empathy, and regret. What tools does she use to reveal each character's inner world? Does she accurately capture the male psyche? Where do you see evidence of her own life's struggles?

Mary Shelley was the only child of notables within their generation’s intellectual class: pioneering feminist Mary Wollstonecraft and the “radical philosopher” William Godwin. Wollstonecraft certainly exerted influence over social considerations of her daughter’s time, but her mother died almost immediately following Mary’s birth, “and the young child was educated through contact with her father’s . . . circle.” (Pamela Bickley, Intro to Mary Shelley’s The Last Man). As her father described her at age fifteen,

She is singularly bold . . . and active of mind. Her desire of knowledge is great, and her perseverance in everything she undertakes almost invincible. (Radu Florescu, In Search of Frankenstein)

Her husband, the poet Percy Bysshe Shelley, also recognized her abilities. Conclusion: Shelley—if only based on her life experience and encompassing imagination—was uniquely able to synthesize scientific novelties of the age, such as galvanism (involving shooting dead things with electricity), with proto-feminism and other post-Romantic anxieties.
Frankenstein came out anonymously during the developmental years of the novel, appearing during the first quarter of the 19th century. Percy Bysshe Shelley, who advocated on behalf of his wife for the novel’s initial publication, was presumed by its publishers to have written it himself, this affront to “conduct, manners [and] morality.” Shelley secured publication before revealing Frankenstein’s true author. Critics questioned "whether the head or the heart of the author be [sic] the most diseased." (Both quotes are from journalists responding to Frankenstein’s first appearance: from Susan Tyler Hitchcock, Frankenstein: A Cultural History)
Some unrelated points follow to further place the characters, their gender, and how Shelley’s experiences aligned with the novel’s major themes:
As of the year 1818, Shelley had already lost the first of three of her infant children. The second one would die that year. It should be apparent to the reader of the novel that both the child William, and, cruelly, his governess Justine, are innocents—really both doomed children—as they are put to death in the story’s machinations. As for Mary Shelley’s avatar within the novel, Elizabeth, she’s described as having “a calmer . . . disposition” (than Victor), but also as a striving, questing spirit; someone enlightened, and prone to bypass society’s gendered limitations. The men, namely Victor and Henry, are instead portrayed as creatures of ambition and assertive purpose. Youthful, headstrong and heedless, Victor lacks an exit plan when things go very wrong, but there’s no question that he will make his masculine mark upon the world.
Mary Shelley first conceived her monster in response to a ghost-tale storytelling challenge in which the two other active participants contributed the vampire plots fashionable at the time. As the female in the challenge, she proposed a protagonist that’s become the model for the sympathetic monster, comparatively more motivated by human virtues—as contrasted to his outward inhumanity—than Victor, his detached male parent. As for the male emphasis within the vampire tale, that mythology is commonly seen as symbolic of sexual predation with the objective of dominion over womanhood.
Finally, Frankenstein is a cautionary tale of man’s scientific overreach, but commentators have also seen it as a study of the perversion of nature; the consequences of male-based "procreation." In this sense, the novel is a feminist critique. A combination of all these elements inform Shelley’s empathy for her characters throughout the novel.

American playwrights have often used siblings within a family to stand for divisions within the self or for two opposing forces. Consider the relationships between Blanche and Stella in A Streetcar Named Desire and Biff and Happy in Death of a Salesman.

Blanche and Stella initially appear to be opposites. Blanche is attached to her high-society past and the Old South as represented by the lost Belle Reve. Stella left Belle Reve long ago to live with the decidedly less-than-romantic Stanley in his less-than-romantic hovel of a home. As Stanley says, she loved being taken off the "columns" of her formerly pampered, privileged life. From these initial impressions, it would seem that Stella is more realistic.
However, the two sisters are both in their own ways self-deluding. Blanche lies to herself and others, to the point where even she loses track of what is real and what is not. In the end, Stanley's raping her causes a complete psychic break—a representation of ugly reality overwhelming fantasy.
Stella is little better, though: she makes excuses for Stanley even after he beats her, and at the end, she seems to struggle to not believe Blanche when she tells her about the rape. Eunice goes as far as to tell Stella that she needs to keep on believing Stanley is not a brute just so her life won't be more uncomfortable. So in the end, both sisters are more similar than different.
Biff and Happy are the inverse—they seem very similar, both being selfish and lying to their father. However, in the end, the two are quite different. Happy remains committed to his father's view of the American Dream, obsessed with success and material wealth. Biff, even though he seemed like a shoe-in for the traditional American Dream with his football glories in high school, looks at himself honestly and rejects his father's idea of what makes someone a success in life. He has an epiphany, while Happy remains trapped in a delusion.

Please provide an analysis of "After Fifty Years" by William Faulkner. What is the meaning or the theme of the poem? Explain your reasoning using literary devices as evidence.

The poem "After Fifty Years" by William Faulkner tells the story of an old woman who is alone after growing old. After fifty years of living with others, the woman in the poem finds herself utterly alone. She has an empty house and an empty heart. As a result of her loneliness, she has become lost in dreams—mostly about young men she once knew and about her beauty during her youth.
Thematically, the poem centers around the idea of the passage of time. A thematic statement that might be derived from the poem could be: fixation on loss in the past can delude the mind into self-preserving behaviors. For the woman in the poem, she focuses too much on history, rather than moving on to find something new in her life. The poem describes her situation thus:

She rose in dreams from other dreams that lentHer softness as she stood, crowned with soft hair.And with his bound heart and his young eyes bentAnd blind, he feels her presence like shed scent,Holding him body and life within its snare.

She is too lost in dreams, thinking back to her youth when her hair was soft and she was beautiful. The "softness" that the poem focuses on is the natural softness of a young person, something that would have lent itself to both attracting young men and having fun. She also focuses on young men from the past who were interested in her; in this case, she has the memory of that young man trapped—forced to live with her in her old and decrepit form.
There are a few literary devices in the poem. When the poem says:

No one save her, for still she tries to weaveWith blind bent fingers, nets that cannot hold.

This is a metaphor. The nets are metaphorical; rather than being real nets, they are "nets" of memory with which she is trying to catch hold of the things of the past, something that is impossible. Yet she still tries, and therefore no one can save her.
When the poem says:

Once all men's arms rose up to her, 'tis told,And hovered like white birds for her caress

This is an example of simile when it compares the arms of the men to birds. They are constantly reaching out for her, like birds that hover and wait for a place to land. This also could be considered imagery, because it creates a vivid image in the mind of the reader about how her past life was lived. From this description, we can imagine the kind of attention she received from these men.
Finally, when the poem says:

A crown she could have had to bind each tressOf hair, and her sweet arms the Witches' Gold.

The poem here is playing on the trope of a witch's enchantment. The "witches' gold" is her hair, and the implication is that her hair is so beautiful that it works a spell on whatever man might look at it. That is the reason that so many men fell in love with her: because of her great beauty. By comparing the beauty to a spell, it helps the reader understand precisely what she has lost in becoming old and gives some reason for why she is so obsessed with her dreams of the past.

Where does the quote "Everything's for a while. For a while is the stuff that dreams are made of, Baby!" appear in Camino Real?

In Block Twelve of Tennessee Williams’s play, Kilroy and Esmeralda have a long conversation that includes a great deal of flirting. He makes a number of general statements about her being in the category of “gipsies’s daughters.” She tells him about her longing to go to Acapulco and asks him to take her there. First he accuses her of having unrealistic desires, like her desire to become a movie star, and of being materialist—but he finally agrees to take her.
Their conversation veers toward the subject of sex. When Kilroy challenges her claim that he would be her first lover, using the euphemism of lifting her veil, Esmeralda modifies the statement to say that each one is the first one and chides him for being “cynical and sarcastic.” Insisting that he is sincere, Kilroy in turn questions her sincerity. She says that some gipsies’s daughters are sincere “for a while if their sweethearts are gentle.” It is at this point that the quoted line of dialogue occurs, and immediately after it, he lifts a corner of her veil.

KILROY: Would you believe I am sincere and gentle?
ESMERALDA: I would believe that you believe that you are for a while . . .
KILROY: Everything's for a while. For a while is the stuff that dreams are made of, Baby!
https://archive.org/stream/in.ernet.dli.2015.170966/2015.170966.The-Rose-Tattoo-And-Camino-Real_djvu.txt

Marx and Engels wrote: "The history of all hitherto existing society is the history of class struggle" (7). How is "class" defined? Why is it important to understand history through the lens of "class"?

For Friedrich Engels and Karl Marx, modern society was based in conflicting relationships between owners and workers. These conflicts pervaded history. While there had been times in the past where harmony characterized social relationships, in a type of society they called "primitive communism," the basis of that harmony was collective ownership of the means of production.
Once the concept of private property developed, class relations began to develop and became rigid. The people who asserted their power by seizing the means of production—primarily land in agrarian society—effectively pushed aside all the non-owners, and bound them in various types of servitude, as serfs or peons.
Although Europe's feudal ruling classes maintained dominance over the workers, in part by denying them property ownership, the class struggle was not quite as firmly entrenched as it was to become once the Industrial Revolution began. With the increasing concentration of capital in fewer hands, ever more people had to go to work in manufacturing. These people, the proletariat, owned only themselves, and the only thing they could sell was their labor. By doing so, they enriched the owners, or bourgeoisie, and further impoverished themselves. As this process of alienation from the means of production advanced further, and capitalism became a fully developed political and economic system, everything including people was commodified. The full extension of this system resulted in some people not just buying other people's labor—that is, paying them wages—but buying other people or turning people into property—that is, enslaving them. In this respect, although slavery is a cornerstone of capitalism, slaves cannot constitute a class because they cannot sell their own labor, as proletarians do, because the system does not recognize them as persons with any rights.
Marx and Engels were not optimistic that capitalism could be easily dislodged, but they were convinced that ongoing class struggle would lead to violent revolution, after which socialism would replace capitalism in its extreme imperialist form.

In Gettier's "Is Justified Belief Knowledge?", how does he provide a counterexample to oppose Plato's definition of knowledge? What is his thought experiment all about?

Edmund Gettier famously argued against Plato's definition of justified true belief being equivalent to knowledge. To do so, he used a somewhat paradoxical story. He proposes several examples.
One of his counterexamples is that he is watching the Wimbledon men's final where John McEnroe defeats Jimmy Connors. He rightly believes, after watching it, that McEnroe is the men's champion that year (because he was). However, he was actually watching the previous year's match, which had ended much the same way. So, for that example, he had true belief but did not actually have knowledge of the true events.
Another example is that two men, Smith and Jones have both applied for the same job. Smith knows, somehow, that Jones has 10 coins in his pocket, and has good evidence that Jones will get the job. Therefore, he assumes (believes) that the man who has 10 coins in his pocket will get the job. However, unbeknownst to him, somehow, he also has 10 coins in his own pocket. Therefore, his knowledge of the first facts are true (Jones got the job, and Jones has 10 coins in his pocket), but his conclusion is false.
In the final counterexample, he gives a scene where Smith believes, from the word of another, that Jones owns a Ford. He justifiably concludes from this that Brown (a third man) is in Barcelona. However, Jones does not own a Ford, but Brown is in fact in Barcelona. This states that Smith has belief which is accurate, but he does not have knowledge.
In all cases, it can be noted (and has been noted in other scholars' responses to Gettier) that the "justified" nature of true belief in all of his examples can be questioned and thus invalidates his argument. However, the nature of what constitutes a "justified" true belief is still very much in debate.

What was France's primary colony in the New World?

While the most important French colony in what would later become the United States was Louisiana, with its sugar plantations and important port in New Orleans at the mouth of the Mississippi River, France's largest and primary colony in the New World was New/Nouvelle France, which was primarily comprised of land that today belongs to Canada.
New France spread from Newfoundland and Nova Scotia to the Great Lakes area. Parts of the territory remained under French rule until 1763, when the French lost the French and Indian war and the territory was ceded to the British. The French had navigated the St. Lawrence River and founded such cities as Montreal and Quebec.
What is now part of present-day Canada was lucrative territory for the French because of the abundance of animal fur and timber to be found there. Fishing also became an important industry.
Quebec remains a French-speaking area in Canada, a tribute to its French legacy.

Defend or reject the thesis that every human person will be saved according to Christian principles.

While the question fails to define what "Christian principles" are, and setting aside that omission for the time being, there is no clear theological or Scriptural support that every human person will be saved (notwithstanding Bishop Robert Barron's hypothesis to the contrary). Rather, the weight of credible Christian scholarship and Biblical texts reveals that salvation is only through Jesus Christ and for those who freely choose it (there is the possibility of salvation for those who were never afforded the opportunity to make that free choice, but that must be left to God's Grace, infinite goodness and mercy). For example, Jesus Christ Himself refers to the reality of Hell (eternal separation from God) and its punishments (Mt. 5:22; 10:28; Mk. 9:43) and declares on numerous occasions throughout His earthly ministry that man's free-will decision to reject God bears with it the consequence of eternal separation from Him (Mt. 13:41-42). Jesus even refers to at least one human soul that is in Hell when he identifies His betrayer Judas as the “son of perdition” who was lost (Jn. 17:12). In light of the foregoing, because we know that Hell exists and that at least one soul has been lost to it, we can conclude that every human person will be saved.

This is a philosophical hornet's nest. "Christian principles" can mean a lot of different things. As of 2015, the Pew Research Center reported about 2.3 billion people in the world identifying with some form of Christianity, including Catholic, Orthodox, Protestant, and other affiliations. A major division among Christians is that of "fundamentalist" vs. "non-fundamentalist" beliefs. Those who subscribe to the former believe that the Bible is the irrefutable, unerring message of God, and that every word in it should be considered authoritative truth. As time has gone by, more and more people have warmed up to "non-fundamentalist" Christianity, which still professes Jesus Christ as the primary/only representative of God in human form, but does not necessarily ascribe as much infallibility and authority to the Bible. Even within Biblical fundamentalism, there is still discrepancy as to how to interpret the messages of the scriptures, given the many different translations available, the various ways that some words can be defined, and the idea that spiritual/metaphysical truths and concepts may be difficult or even impossible to encapsulate using human words.
Generally speaking, fundamentalist Christians are likely to insist that whoever does not believe that the blood and resurrection of Jesus Christ are the only path to salvation, will not be saved and will be subject to eternal punishment. There are many Bible verses to support this notion, just to cite a few:
Matthew 18:8 "And if your hand or your foot causes you to sin, cut it off and throw it away. It is better for you to enter life crippled or lame than with two hands or two feet to be thrown into the eternal fire."
Matthew 25:41 "Then he will say to those on his left, 'Depart from me, you cursed, into the eternal fire prepared for the devil and his angels.'"
Matthew 25:46 "And these will go away into eternal punishment, but the righteous into eternal life."
2 Thessalonians 1:9 "They will suffer the punishment of eternal destruction, away from the presence of the Lord and from the glory of his might"
Revelation 20:15 "And if anyone's name was not found written in the book of life, he was thrown into the lake of fire."
Those Christians who challenge the infallibility of the Bible (non-fundamentalists) vary greatly with regards to their outlook on the fate of non-believers. Many argue that the idea of eternal separation from God is in stark conflict with the basic conceptions of God. Almost all Christians would agree that God is both all-powerful and loving and merciful toward His creations. With these conceptions of God in mind, and putting aside blind acceptance that the Bible cannot possibly be in error, it is difficult to understand how such a God could be running a universe where eternal separation from Him, eternal punishment, has any place. If God is all-powerful, and infinitely loving, then it can be well argued that God should have infinite patience and infinite forgiveness to offer to His creations, with "infinite" extending well past the confines of a single human lifetime, which the Bible itself compares to "a blink of an eye" in the grand scheme of things. Many argue that the idea of eternal separation from God / eternal punishment was invented by officials in the church who would have control over people, and that these ideas were passed off as the actual word of God.

Defending the thesis that every human person will be saved according to Christian principles, it is right and true to say that every Christian be saved according to Christian principles. The various beliefs about salvation many similarities and most of them originate from the religious books which interpret salvation as redemption from sin, Christian principles argue that what separates human beings from God is the sin. Regardless of the different interpretation of the religious books or the bible to be precise, all Christians agree that people can be saved by the grace of God only through forgiveness of sins.
Reference: The holy bible

Whether defending or rejecting this thesis, you will have to determine the meaning of "Christian principles," especially in regard to salvation, and what Christians believe happens after we die. It would also help to have familiarity with the story of Jesus Christ (e.g., the New Testament of the Christian bible).
There are a couple of links below for more in-depth information, but here is a nutshell summary: moar Christians believe that all persons who accept Jesus Christ as their personal savior will be rewarded with eternal life. A special part of their being, called the soul, will live forever with God in Heaven, which is a world generally believed to be high above the sky and even the universe. All they have to do is genuinely believe in Jesus Christ and his teachings.
Generally speaking, Christians believe that people who do not accept Christ as their savior will not live forever in Heaven. Instead, their souls will be in a different world, commonly called Hell. But there is a broad range of Christian belief. Most Christians believe that those who have not heard about Christ when they die will not go to hell. Nor will young children. The Catholic religion, a branch of Christianity, believes that some people's souls go to a place called Purgatory, a world between Heaven and Hell. There, they get something like a second chance to gain entrance to Heaven.
https://cbmw.org/topics/culture/15-principles-true-christianity-teaches/

In The Other Wes Moore, Wes talks about similarities between public schools and prisons. What does he mean by this?

In The Other Wes Moore, Wes Moore describes the subtle differences, and often luck, that leads to great success or abject failure later in life, specifically for at-risk urban youths growing up in poverty. This is a 2010 work of nonfiction.
The narrator has grown up to become “a Rhodes scholar, a White House Fellow, a former Army officer” while the other Wes Moore is “a drug dealer, a robber, a murderer.” Both characters grew up in Baltimore, Maryland, and the fact they have the same names makes their lives and intersecting experiences rife for comparison and juxtaposition.
The narrator discusses the similarities between the public school system and the prison system. Specifically, Moore notes that public schools utilize the same tactics as prisons and seem to prime student to become prisoners through their use of lack of freedom, physical confinement, and harsh punishment.
There is also an interesting idea around the mandatory nature of education for children. This sets up a dynamic where many students in the inner city are not at school because they want to be there but rather because they have to be. As such, the schools are not set up to actually provide an education; they are designed to get the student through each day without disruption to the rest of the student body. This means teachers and administrators will “mark” problem students and treat them as discipline problems versus treating them as students seeking an education.

The connections Moore sees between schools and prisons have been noted by many, ranging from activists against the "school-to-prison pipeline" to the prominent social theorist Michel Foucault. Moore notes that schooling is a mandatory, disciplinary environment in which students are offered little freedom, physically confined, and punished if they disobey. Moore also notes that, as an institution, schools routinely fail people of color and poor people.
As activists against the school-to-prison pipeline point out, getting marked as a "troublemaker" in school can quickly put someone on the path to prison. It is not uncommon for cities to use data on behavior in school and the size of school classes to plan for increased policing and larger prisons as children in those schools become adults.
Moore is interested in inequality and what set him on a path to success and "the other" Wes Moore on a path to prison. Here it becomes clear that for some, schools are a pathway to college and success, and for others, they're a path to further poverty, crime, and imprisonment.
Interestingly, social theorist Michel Foucault famously noted that the disciplinary techniques used in schools and prisons share a common lineage. The types of techniques used to control and shape people in both environments were developed together, largely drawing on older techniques used in Christian monastic orders. While at face value, schools and prisons seem wildly different, in poor neighborhoods of color, policing and "security" measures inside of school can make it look much like a prison. Also, while reformists often speak of prisons as being about rehabilitating those inside, critics have long argued that prisons are just another way for those with power to subjugate those without social power; schooling can be used in much the same way.

In The Other Wes Moore, the author contrasts his life as a war veteran, college graduate, and Wall Street hotshot with the circumstances of his namesake: a man serving life in prison for the murder of a policeman. His comparison of public schools and prison is really about the idea that societal institutions fail many people, particularly the economically disadvantaged.
An institution, in this case, refers to the large mechanisms within a society that promote order and structure. Government is an institution. Schools, churches, prisons, the court system, and even marriage are all institutions.
Because schooling in the US is mandatory (at least until a child reaches a certain age), the author argues that most public school children get thrown into environments that are not designed to support the individual. He argues that, rather, they exist as large holding pens that kids have to pass through on their way to adulthood.
He asserts that this is particularly true in economically depressed areas where most kids are poor and of color. In this climate, "smart" or "well-behaved" children receive much less attention than the disruptive kids. This creates a scenario wherein the loud kids are marked as "trouble," a mark that is hard to wash off in adulthood.
Prison shares many of the same attributes. Prison is a legally-mandated holding pen for those who cannot conform to society's rules in some way. In systems like that, the strong overpower the weak, the loud and violent receive all the attention, and the quiet and reserved are usually victimized. He argues that, by thrusting all of these wildly different personalities into a shared space, no one is well-served.
The real point here is that institutions like public schools and the criminal justice system tend to fail poor and disadvantaged minorities in addition to associated them with a kind of brand that is difficult to remove. He sees a connection that leads from poverty-driven stress in the home to bad behavior in school, which feeds into anti-social adult behavior, ending for many in incarceration—where they act out the cycle all over again.

Identify the irony in the opening lines of Pride and Prejudice by Jane Austen: "It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife."

Irony is created when what we expect is different from what actually occurs. Verbal irony, specifically, occurs when one says that opposite (or something different from) what is true. For example, if you break your leg in three places and someone asks you if it hurts, and you say, "Yeah, just a little," you'd be employing verbal irony. Your breaks would hurt much more than "just a little"--they'd hurt a lot--and so you'd be saying the opposite of what is true. Verbal irony often employs sarcasm, sort of poking fun, as you can see from this example.
The narrator, perhaps Austen herself, is employing irony in this opening line because the idea that every wealthy bachelor must be looking for a wife is most certainly not a universal truth that everyone believes. It is something that a person like Mrs. Bennet believes, and she immediately shows herself to be self-centered and gossipy and ridiculous. She is so silly, in fact, that we quickly identify her as a character with whom we are not supposed to agree. Much more reasonable and level-headed characters like Mr. Bennet or Elizabeth Bennet do not subscribe to this idea. Therefore, we can ascertain that the narrator is not serious in making such a statement but rather is poking fun at it, using verbal irony to do so.

What was wrong with the seamstress's little boy in "The Happy Prince"?

There are a number of hardships displayed in Oscar Wilde's short story "The Happy Prince." The statue of the Happy Prince is initially able to see the sadness contained within his city, and he directs the helpful swallow to take various aspects of the statue's own body to help the people who need it. The seamstress and her little boy are two of those who need help. The statue of the Happy Prince tells the little swallow about the poor woman and her child, saying "[h]er face is thin and worn, and she has coarse, red hands, all pricked by the needle, for she is a seamstress."The statue of the Happy Prince then turns his attention to the child, saying,

In a bed in the corner of the room her little boy is lying ill. He has a fever, and is asking for oranges. His mother has nothing to give him but river water, so he is crying.

The statue asks the swallow to deliver a ruby from the statue's sword so that the mother can afford water and help her son. Initially the swallow is hesitant, but the statue convinces the bird because the boy is so thirsty.When the swallow arrives at the poor house, Wilde writes that "[t]he boy was tossing feverishly on his bed, and the mother had fallen asleep, she was so tired. In [the swallow] hopped, and laid the great ruby on the table beside the woman’s thimble. Then he flew gently round the bed, fanning the boy’s forehead with his wings. “How cool I feel,” said the boy, “I must be getting better”; and he sank into a delicious slumber. While the specific illness of the boy is never specified, it is clear that the child is sick, and some symptoms of the sickness are thirst and a high fever, which could be brought about by dehydration.

Can you provide a character list for I, Robot?

I, Robot is both a collection of short stories (written by Isaac Asimov) and a movie, which features Will Smith.
I assume you are looking for characters from the nine short stories by author Isaac Asimov from 1940 to 1950 (and not from the 2004 movie with Will Smith). The short stories are wonderful, and you are lucky if you get to read them. I recommend you use this answer as a guide as you read through the stories. The robots protect humans from their own flaws, and Asimov prompts readers to think about the benefits and risks of technology.
Susan Calvin is a psychologist for robots. She does not show emotion (she is described as a “frost girl” in the introduction). Her interviews help readers connect the dots between the various stories.
Lawrence Robertson is president of “US Robots and Mechanical Men, Inc.”
Peter Bogert is a villain and math expert.
Dr. Alfred Lanning is the classic mad scientist and the lead researcher at US Robots.
Robbie is a robot who develops a relationship with young Gloria.
Herbie is a robot who can read minds.
QT-1, otherwise known as “Cutie,” is a robot who is a bit arrogant and wants others to worship him
Gregory Powell is a robot tech. He is less emotional, and he follows the rules
Michael Donovan is a robot tech who works with Gregory. He has a hot temper, but when he and Gregory are together, they are quite funny.
Gloria Weston is a typical little kid who loves to play with Robbie, and she is very upset when her parents get rid of him.
Grace Weston is Gloria’s mom. She is also a housewife, and she is very nosy.
George Weston is Gloria’s dad, and he avoids conflict with Grace.
This is a start, but again, you should start with the first short story and read your way through them. Not every character appears in every story.

Why did George Orwell choose to not kill Snowball?

Napoleon rises to power in Animal Farm after his attack dogs chase Snowball from the farm. As the new leader, Napoleon decrees that the intellectually superior pigs will make all the decisions. Napoleon may have chosen to banish Snowball instead of killing him because he is also a pig and therefore still in a higher position than the other animals. If Napoleon had killed Snowball, the other animals could have interpreted this as contrary to the pigs-are-superior law.
Napoleon also changes his mind about building the windmill, and after a storm the animals find that it has been destroyed. Napoleon claims that Snowball sabotaged the windmill; by letting Snowball live, Napoleon is able to continue turning the animals against him and remain blameless for the windmill's destruction. In addition, if Napoleon had simply killed his rival, the other animals may have idealized him.

In The Cay by Theodore Taylor, how did Timothy know that the cay didn't have any water by just looking at it?

In The Cay, Timothy and Phillip are stuck on a raft together after the sinking of the ship they were traveling on. Phillip, against conventional wisdom, looks into the sun and becomes temporarily blind. When he finally sees land, Timothy knows that it doesn’t have water because of the size, closeness to sea-level, and lack of people.
The novel says,

"Tis a veree smahl islan', outrageous low."
I repeated, "Are there any people on it?" I thought they could contact my father and then send for help.
Timothy answered honestly, "No, young bahss. No people. People not be libin' on d'islan' dat 'as no wattah." (Chapter 6)

In their conversation, Timothy doesn’t explicitly state how he knows there isn’t water on the island, but it is apparent to him because of his knowledge of islands in general. He sees that the cay is small, which means it's unlikely to have any places for freshwater to collect. It is also low to the ground, meaning it is unlikely to have any running rivers or streams. Finally, it is uninhabited, which points to it being uninhabitable—it is likely there would be signs of people or animals if the island were able to support life. Using all three ideas, he can deduce that it doesn’t have a source of fresh water.

Who was the fifth president of the USA?

James Monroe was the fifth President of the United States. Monroe held several important positions and played a significant role in the movement for independence from British rule. When Monroe was sixteen years old, he joined the Continental Army to fight in the American Revolution. As a soldier, he fought in significant battles in Pennsylvania, New York, and New Jersey. Monroe was wounded in action at Trenton New Jersey. He knew General Washington when he fought with him at Valley Forge.
After his military service, Monroe studied law under the tutelage of Thomas Jefferson. Historians believe Jefferson was a mentor to Monroe, and they developed a strong personal friendship over the years (evidenced by the purchase of a farm by Monroe adjacent to Jefferson's beloved Monticello estate).
He and James Madison collaborated on the Constitution. Monroe had a disagreement with Madison over language giving the federal government too much power, in his view. Monroe served in several elected and appointed government posts before running for president against Madison. Madison defeated Monroe in a bitterly fought contest. In 1816 Monroe easily defeated Rufus King to become the fifth President of the United States.
James Monroe is remembered in history as a soldier, statesmen, and as president and creator the Monroe Doctrine. The Monroe Doctrine effectively prohibited European interference and attempts at colonization of the American continent (inclusive of South America and any US territories). The Monroe Doctrine and James Monroe's presidency ushered in a new era of US expansion in world affairs and a push for westward development in continental America.
https://www.history.com/topics/us-presidents/james-monroe

https://www.whitehousehistory.org/bios/james-monroe