Describe the theory of Classical Conditioning

The classical conditioning theory was proposed by Ivan
Pavlov in the early part of the 20th century.

The gist of
the theory is that behavior can be learned by instinct with the application of a
positive stimulus. This stimulus is only provided when the behavior is desired.
Therefore, the behavior will be produced each time the stimulus is
present.

However, there are some variables that must be
taken into consideration when applying a stimulus to entice behavior. First, is the
duration of the exposure to the stimulus. It has to be done at the appropriate times to
ensure that the proper combination of factors.

Once the
connection between the stimulus is made, the behavior is more likely to occur. Behavior
will likely persist if a conditioned behavior continues to be stimulated. However, if it
is not, it may become extinct. Similarly, the theory states that there are rare times
when conditioned responses that went into extinction suddenly relapse. This is known as
"spontaneous recovery".

Finally, another manifestation of
classical conditioning can be that the individual performing the behavior may connect
all things related to the stimulus. This is called "generalization": When one reacts the
same way to things connected to a specific stimulus. An example of this would be getting
either attached to, or scare of, something that reminds us of a stimulus that caused a
behavior.

The main difference between classical and operant
conditioning is that the latter involves the compensation or punishment of a behavior
for it to persist or desist. Contrastingly, classical conditioning is a connection
between stimuli and behavior that would ensure that it occurs each time the stimulus is
present.

In Death of a Salesman, what are some of the values Willy tried to teach Biff as a boy?Does it connect in any way with his going to see Bill Oliver?

Willy Loman had a very different set of values than most
of society's.  He taught Biff that it was ok to steal a football for example, by
condoning his behaviour.  By saying that his son needed to practice with a regulation
ball to get better, he taught Biff that there was nothing wrong with stealing. 
Consequently, when Biff is in Bill Oliver's office, he steal a fountain pen from his
desk for no apparent reason, then runs away.

Willy also
taught his son how to close his eyes to reality.  Willy is a self proclaimed hot shot
salesman who boasts how well liked he is.  In reality, however, Willy needs to borrow
money from his neighbour Charlie on a regular basis to survive on a weekly basis.  We
also see how no one knows who he is and this is when he also finally acknowledges the
fact that he is a nobody.  This type of behavior actually rendered Biff as a
disillusioned character as well.  He had actually convinced his father, as well as
himself, that Bill Oliver knew him - which of course is false.

What is limit [(1/sinx) - (1/x)] as x approaches 0

We have to find the value of lim x -->0 [(1/sinx) -
(1/x)]

if we substitute x = 0 we get an indeterminate form
of inf. - inf.

lim x -->0 [(1/sinx) -
(1/x)]

=> lim x -->0 [(x/x*sinx) - (sin
x/x*sin x)]

=> lim x -->0 [(x - sin
x)/x*sinx)]

substitute x = 0, we get the indeterminate form
0/0. This allows us to use l"Hopital's rule and substitute the numerator and the
denominator with their derivatives.

=> lim x
-->0 [(1 - cos x)/(x*cos x + sin x)]

substitute x =
0

=> (1- 1)/(0-0)

again
the indeterminate form 0/0, use l'Hopital's rule
again

=> lim x -->0 [(sin x)/(cos x - x*sin x
+ cos x)]

=> lim x -->0 [(sin x)/(2*cos x -
x*sin x)]

substitute x =
0

=> 0/ 2

=>
0

The value of lim x -->0 [(1/sinx) -
(1/x)] = 0

I would like some clarification and suggestions for acting the part of Lady Macbeth as she receives the letter in Act I, Scene v of Macbeth.I've...

First, I must say I really admire your scholarship and
your dedication to excellence. These are fine characteristics in a student, and I'm sure
your drama teacher will soon realize what a prize he has in you! That said, let me see
what I can contribute to your cause.

Let's look at the
particular lines you mention:

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Thou'dst have, great
Glamis,

That which cries "Thus thou must do" if thou have
it;

And that which rather thou dost fear to
do

Than wishest should be
undone.

To interpret this
passage, consider it in the context of the scene. Lady Macbeth obviously is set on fire
with ambition when she reads the letter. Then she starts assessing her husband's
character, which she knows very well. She knows he will want the crown, but she also
knows that his nature is full of "the milk of human kindness," which will make it
difficult for him to do what must be done to become king quickly ("to catch the nearest
way.") This observation makes it clear that she is already thinking in terms of
murdering Duncan. Macbeth will want to be king, but he will not want to commit
murder.

Now to the lines in question. In them she is still
analyzing Macbeth's nature; also, she may be rationalizing what she already knows she
will do--push him into murdering Duncan. She is saying that Macbeth will not want to
kill Duncan and that he will be afraid to do so, but that once he follows through, he
will not be sorry and will not wish his actions
"undone."

As for portraying her in terms of her emotions,
as she reads the letter, she would probably feel a growing sense of excitement as she
begins to realize what it says and what possibilities it suggests. Notice her first
reaction after finishing the letter:

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Glamis thou art, and Cawdor, and shalt
be

What thou art
promised.

Her mind is made up
instantly and there is no reservation: Macbeth will become king. The following line
begins her evaluation of his nature and makes it clear that she will not wait for his
destiny to arrive; she will see that it happens now.

In
blocking, there are three shifts that occur within the
scene:

• There is a natural break between her
  finishing the letter and responding to it.


• Then there is
  a second emotional break between stating that Macbeth "shalt be" what he is promised and
  her concerns about his personality. This one is signaled by the word
  "yet."


• The third emotional shift occurs when she says
  "Hie thee hither" and  lays out her intentions to override Macbeth's anticipated
  hesitation and disabuse him of "[a]ll that impedes thee from the golden round (the
  crown)."

From the time she reads the letter
until she concludes her soliloquy, Lady Macbeth's mind moves through several stages of
comprehension and decision making, and her emotions change with each realization. This
is a very dynamic soliloquy. I hope this helps, and good luck to
you!

How do Montag, Clarisse, and Granger rebel against the authorities in Fahrenheit 451?

They rebel by reading books and memorizing the books. 
Montag stole books from the houses he helped to burn as a fireman.  He was curious about
what would make people willingly break the law, so he stole a few books.  Clarisse asked
Montag early in the story, "Are you happy?"  When Montag realized that the answer to the
question was "no", he decided to investigate the books and he began reading.  As he
read, he realized that the problems in society weren't because the books, the
problems were due to society's lack of awareness brought on by lack of reading.  He
rebelled by killing Captain Beatty and running away to join the Book People.  Granger
rebelled by leading the Book People  - a group of rebels who memorized, then burned,
books.  Each person became a book, reciting it for anyone who wanted to "read" the
book.  By not possessing the books, the people were in less danger of being caught and
punished. 

In Act 3 of Pygmalion, Pickering and Higgins besiege Mrs. Higgins with Eliza's abilities. What does their behavior indicate about them?

Higgins and Pickering, trying to outdo one another in
praising Eliza in front of Mrs. Higgins prove their childish excitement about Eliza and
the experiment and at the same time, unknowingly reveal their insensitivity towards the
innocent, simple girl. It's as if they have forgotten that Eliza is a living being and
not a toy. They are both so excited about passing her off as a duchess that they appear
entirely unmindful of her future, not considering even for a moment as to what happens
to her after the experiment is over, not even when Mrs. Higgins reminds
them.

What does Scout learn from the jail in To Kill a Mockingbird?Quotes that support what she learned.

Scout describes the physical characteristics in detail,
and it apparently wasn't a pretty place.

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The Maycomb jail was the most venerable and
hideous of the county's buildings... a miniature Gothic
joke.

While most of Maycomb's
buildings were "square-faced and steep-roofed," the jail had "tiny battlements and
flying buttresses"--a much smaller version of a castle. It was only one cell wide and
two cells high,

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... on a lonely hill... wedged between Tyndal's
Hardware Store and The Maycomb
Tribune office.

It
was absolutely the most distinctive building in the
town.

When Scout appears at the jail on the night that the
lynch mob tried to take Tom, she didn't fully understand why the men were there. She had
just witnessed another "gang" of people meeting with Atticus in his front yard; he had
assured her that the group came in peace, and Scout probably figured the lynch mob came
to talk with Atticus--not to hurt him. When she ran into his arms, she saw the fear in
his face, however, and soon recognized that the men were all strangers. Scout and Dill
stood by Jem when he refused Atticus' orders to leave, and when one of the men grabbed
Jem,

I kicked
the man swiftly... I was surprised to see him fall back in real pain. I intended to kick
his shin, but aimed too
high.

Scout did not
understand the severity of the situation, but she quickly forgot about Atticus' pained
expression when she recognized Mr. Cunningham. Scout, who went to school with Mr.
Cunningham's son, began making small talk--about Walter Jr., school and entailments. Her
only anxiety came when she began to sweat.

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I could stand anything but a bunch of people
looking at me.

Scout was
still clueless about the men's true intentions until Atticus discussed the matter with
his sister the next day.

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"So, it took an eight-year-old child to bring
'em to their senses, didn't it?" said Atticus. "That proves something--that a gang of
wild animals can be stopped, simply because they're still human.
Hmp, maybe we need a police force of
children..."

Scout had made
Mr. Cunningham stand in Atticus' shoes, and he realized that their decision to hang Tom
was a bad one.