Can humans ever truly be individuals? What are some arguments on both sides of the issue?

From a psychological standpoint, the answer is a qualified yes. While, theoretically, personality consists of varying degrees of traits (such as introversion/extroversion, etc), all people share these same trait foundations. Think of building blocks that come in several colors (red, blue, green, and yellow). Give an unlimited amount of these blocks to five different children and instruct them to build a tower. Each of their towers will be different and unique, but they will all share a basic foundation of the same colors of blocks. 

There are several competing theories of personality, each with their own merit. However, most of these theories agree that there are basic personality traits and that each person has varying degrees of these traits, which create their unique personality.

Considering culture, it is fair to say that many people are very similar to one another, especially in areas such as spiritual and political opinion. Culture is interesting because it creates areas of personality that are indeed almost identical between individuals. Culture, though, influences only a small part of an individual's personality. 

Arguably, most of a personality is constructed from past experiences. As you can imagine, each person has completely unique life experiences. These experiences build on one another, forming memories, habits, and opinions. In this way, every person is indeed unique, although it may take more than surface observation to realize.

How do Holling's sentences compare to the sentences given to the other students?

The sentences that you are referring to can be found in the first chapter of Gary Schmidt's The Wednesday Wars.  

Holling's sentences are similar to the sentences that his classmates get in that they are all written in the English language and end in periods. Other than that the sentences are vastly different.  Holling's sentence is a difficult sentence to diagram because it is not a "simple" sentence. Mrs. Baker gives Holling's friends "simple" sentences that are easy to diagram. They have a single subject and a single verb.  If there is an object, it is a single object. There is no coordinating conjunction. Nothing. Holling's sentence, on the other hand, is a difficult sentence, because it strings together several independent clauses. Additionally, the vocabulary within the sentence is not something that a typical seventh grader would use.  Holling even thinks to himself the following thought:

No native speaker of the English language could diagram this sentence.  The guy who wrote it couldn't diagram this sentence.  

Here is the sentence Mrs. Baker gave to Doug.  

I read a book. 

Here is the sentence that she gave to Holling.  

For it so falls out, that what we have we prize not to the worth whiles we enjoy it; but being lacked and lost, why, then we rack the value, then we find the virtue that possession would not show us whiles it was ours. 

What are two ways in which Atticus is heroic in the novel To Kill a Mockingbird?

There are several scenes in which Atticus bravely defends others in the face of danger. In Chapter 10, a rabid dog staggers down the main road of Maycomb. Sheriff Tate gives his gun to Atticus because he knows Atticus is an expert marksman. Atticus reluctantly takes the weapon and kills the dog in one shot. By killing the rabid dog, Atticus saves the citizens of Maycomb from a dangerous threat. His actions would be considered heroic.

Another scene in the novel where Atticus would be described as being heroic takes place in Chapter 15. Before the trial, Atticus decides to sit outside of Tom Robinson's jail cell to make sure nothing happens to him. Sure enough, the Old Sarum bunch arrives and attempts to lynch Tom. Although Atticus is outnumbered and surrounded, he refuses to leave. Fortunately, Walter is able to see the error in his judgment when Scout arrives, and the mob decides to leave. Atticus's bravery in the face of danger would be considered heroic. Atticus essentially saves Tom Robinson's life by refusing to leave the jailhouse.

Since organic products cost more than processed foods or pesticide-laden products, this can be considered a case of better health for the well-off....

What proposal can one make and to whom to redress this disparity in quality of foods available?

Research has shown that one of the best ways to increase access to high-quality, organic foods is to bring new grocery chains and supermarkets into low-income and food-insecure neighborhoods. To successfully implement this method of redressing the disparity in health food access, investment dollars (whether from public and/or private sources) must be secured in order to support these social justice projects. As an example, the federal government's Healthy Food Financing Initiative is one such program; to date, it has provided more than $500 million dollars towards the building of health-conscious grocery stores in neighborhoods that may not ordinarily be able to support its more expensive products. Appropriation of tax dollars toward such initiatives can only work toward redressing existing disparities.

In this vein, our congressional leaders and politicians will have to be educated about the necessity of continual funding for such programs.

Above all else, the public itself must be educated about the challenges faced by low-income and food-insecure neighborhoods; education is key to increasing public support for such projects. Specifically, the public will welcome the knowledge that bringing new grocery chains such as Whole Foods Markets into poorer neighborhoods will increase the labor participation rate in those neighborhoods.

New stores will increase job opportunities for local residents and increase sales tax revenues, proportions of which can be used toward further educating poorer residents about the benefits of healthier, organic food and fresh produce. Research has shown that the dual benefits of providing fresh food access as well as education to change the perceptions of people regarding healthier food alternatives is indispensable to changing the existing paradigm.

The building of larger, new stores in disadvantaged areas is economically advantageous to all. These new stores can serve as anchors to draw in varied new business ventures and complementary stores to further drive economic growth in the areas in which they are located. Absent the building of larger stores, existing grocery stores supported by grants from the government, and/ or private sources can often bridge the gap between the wealthy and the poor in terms of food access. In this case, when local merchants are able to increase their stock of organic food and fresh produce, they become vehicles to secure the revitalization of the very communities they live in.

In addition to educating the public about public and private health initiatives, we will also need to publicize the work of non-profit organizations that work on behalf of disadvantaged neighborhoods. Again, education is key to increasing support and cooperation for such social justice projects. For example, San Francisco-based non-profit Literacy for Environmental Justice has a Good Neighbor Program, which has brought together local merchants, city governments, and community organizations for the purposes of improving low-income access to organic and healthy food. Food merchants or grocery stores which participate in the program can be assured of financial support, marketing and technical assistance, as well as access to energy-efficiency upgrades in their stores if they meet a list of criteria. For example, participating stores may agree to increase their stock of fresh produce and organic foods by a certain percentage, to limit the sale of cigarettes and alcohol, to adhere to local environmental standards, and to accept foods stamps in exchange for the above stated benefits. To date, the Good Neighbor Program has become a model for other similar, emerging programs in surrounding neighborhoods. Again, education is key, as well as crucial material support for such programs.

For more on policy ideas and community-based solutions to redress the disparity in health food access, please refer to the excellent links below.

What is the people's initial reaction to Mr. Hooper's veil in "The Minister's Black Veil"?

When the Reverend Mr. Hooper first appears with the black veil upon his face, the congregation is "wonder-struck."

Some wonder if he is not really Mr. Hooper, but another minister. Others express their dislike for the veil, saying that it gives them negative feelings. "I can't really feel as if good Mr. Hooper's face was behind that piece of crepe," says the sexton as the minister passes. An older woman mutters that the minister has transformed himself into "something awful, only by hiding his face." Goodman Gray exclaims, "Our parson has gone mad!"

Much like Hester Prynne  of The Scarlet Letter, a novel written by the same author, there is in the Reverend Mr. Hooper, "a sympathetic knowledge of the hidden sin in others' hearts." The variety of these hidden sins are evinced by the various reactions of the members of the congregation throughout the story. Certainly, these Puritans, for which sin is a constant topic of conversation, become uncomfortable and uncertain by the appearance of the veil on Mr. Hooper. For, they begin to wonder what guilt he may be hiding, or, perhaps what he has seen or what he does see in them presently that he wishes not to reveal.

`int cot^5(theta) sin^4(theta) d theta` Evaluate the integral

`intcot^5(theta)sin^4(theta)dTheta=`

`int[(cos^5(theta))/(sin^5(theta))]sint^4(theta)dTheta=`

`int[(cos^5(theta))/(sin^(theta))]d(Theta)=`

`intcos^4(theta)[cos(theta)/sin(theta)]d(Theta)=`

`int(cos^2(theta))^2[cos(theta)/sin(theta)]d(Theta)=`

`int(1-sin^2(theta))^2[cos(theta)/sin(theta)]d(Theta)=`

Integrate using u-subsitution.

Let 

`u=sin(theta)`

`(du)/[d(theta)]=cos(theta)`

`d(theta)=(du)/[cos(theta)]`

`int(1-u^2)^2[cos(theta)/u][(du)/(cos(theta))]=`

`int[1-2u^2+u^4]/udu=`

`int[(1/u)-2u+u^3]du=`

`ln|u|-(2u^2)/2+u^4/4+C=`

`ln|u|-u^2+1/4u^4+C=`

`ln|sin(theta)|-sin^2(theta)+1/4sin^4(theta)+C`

The final answer is:  `ln|sin(theta)|-sin^2(theta)+1/4sin^4(theta)+C `

What is the use of a flat-bottomed flask in a chemistry laboratory?

Flasks are used in laboratory settings (including chemistry labs) for a variety of purposes. A flask may be used to measure the volume of liquid samples and solutions or heat, cool, dissolve, mix, or boil liquids. Flasks are most often made of glass or plastic and can come in a variety of shapes and sizes. Typically, a flask is wider at the base than at the neck, with an opening at the top. Flasks can have either rounded or flat bottoms.
 

A flat bottomed flask is used in settings where the flask will be set on a level surface, rather than in a clamp or bowl. On the other hand, a flask with a round bottom will either sit in a bowl or be suspended above a surface using a clamp.