I require 2 examples of how Romeo, Juliet, Tybalt, and Friar Lawrence show impulsive behavior that results in personal struggle. I require this information to be able to write a literary essay.

Romeo shows impulsive behavior when he decides, after laying eyes on Juliet a single time, to go to her window. As Juliet points out, it would mean death if he is caught.
Another example of his impulsiveness is his decision to immediately buy poison and return to Verona to kill himself when he hears that Juliet is dead. He makes no attempt to verify this news but rushes back to end his life.
Juliet is somewhat more mature and measured than Romeo, but her decision to marry him is fairly impulsive. After all, she has only met Romeo once, and she knows that he is from the rival Montagues.
One might also argue that her decision to accept the Friar's plot is impulsive, though events had very much conspired against her at that point: Romeo had been banished and her father had promised her hand to Paris.
Tybalt is one of the play's most impulsive and hotheaded characters. He demonstrates this at the Capulet family masque, where he recognizes Romeo. He wants to kill him and chafes at Lord Capulet's instructions to leave Romeo alone.
He later takes to the streets to find Romeo despite the order of the Prince that anyone fighting in the streets faced a potential death sentence.
Finally, Friar Laurence is impulsive in his decision to marry Romeo and Juliet, though his heart is in the right place. He hopes their marriage will reconcile their two feuding families.
He is also impulsive in his planning once Romeo is banished. A more sober assessment of the situation might have suggested that the plan was very far-fetched and unlikely to work. Each of these impulsive acts helps to drive the plot toward its tragic conclusion: the deaths of Romeo and Juliet.

What are Shirley Jackson's "The Lottery," Ursula K. Le Guin's "The Ones Who Walk Away from Omelas," and Sherman Alexie's "Indian Education" saying about tradition and having complete faith in traditions?

The three short stories—Shirley Jackson's "The Lottery," Sherman Alexie's "Indian Education," and Ursula K. Le Guin's "The Ones Who Walk Away from Omelas"—all deal with tradition. Tradition is at the heart of these stories. Unfortunately for some of the characters, however, those traditions are brutal or inhumane. "The Lottery," the best-known of the three stories, is most overtly about tradition, although Le Guin's narrative runs a close second. Every summer, in June to be exact, towns and villages set aside one or more days to conduct a lottery, the nature of which only becomes apparent late in the story. In Jackson's fictional village, the lottery takes only a couple of hours, and is always held from ten in the morning until noon. The "winner" of this macabre ritual, however, is stoned to death by his or her fellow townsfolk. The lottery is a tradition, but one with an evil but unclear purpose, and the fact that the purpose is unclear is Jackson's point. People have clung tenaciously to their tradition even long after the original purpose of the ritual has disappeared.
Ursula K. Le Guin's "The Ones Who Walk Away from Omelas" is similar to Jackson's story in that it involves a ritual or tradition whose details can only be described as horrific. Whereas "The Lottery" is about a tradition that involves the ritualistic stoning of one unfortunate citizen of a village, Le Guin's fictional society is about a sort of utopia, Omelas, that annually celebrates the Festival of Summer. All is good in Omelas. The one notable element of this tradition with which one might take exception is the designation of one particular child for a level of mistreatment that conjures images of concentration camps. Le Guin's narrator describes this exception to the rule in her fictional world as follows:




"In a basement under one of the beautiful public buildings of Omelas, or perhaps in the cellar of one of its spacious private homes, there is a room. It has one locked door, and no window. A little light seeps in dustily between cracks in the boards, secondhand from a cobwebbed window somewhere across the cellar. In one corner of the little room a couple of mops, with stiff, clotted, foul-smelling heads, stand near a rusty bucket. The floor is dirt, a little damp to the touch, as cellar dirt usually is. The room is about three paces long and two wide: a mere broom closet or disused tool room. In the room a child is sitting. It could be a boy or a girl. It looks about six, but actually is nearly ten. It is feeble-minded. Perhaps it was born defective or perhaps it has become imbecile through fear, malnutrition, and neglect."

Like Jackson's story, Le Guin's is about the perpetuation of a tradition that involves fealty on the part of the masses to the inhumane nature of that ritual.



Sherman Alexie's "Indian Education" is a departure from the stories of Jackson and Le Guin. In fact, in stark contrast to "The Lottery" and "The Ones Who Walk Away From Omelas," Alexie's narrative is grounded firmly in fact. Alexie is American Indian and grew up during an age, not long ago, when Indian children were placed in government schools designed specifically to remove the "Indian" from the child. These schools were tools used by the dominant European culture to force assimilation on students from a marginalized people, and Alexie was one such student. His story is structured chronologically, with a few short paragraphs describing events or developments from each year of elementary and high school. Each school year involves his own perspective on some demeaning development, with the white overseer condescendingly commenting on the students placed in his or her charge. Note, in the following passage from "the seventh grade," Alexie's observation:

"I leaned through the basement window of the HUD house and kissed the white girl who would later be raped by her foster-parent father, who was also white. They both lived on the reservation, though, and when the headlines and stories filled the papers later, not one word was made of their color.
"Just Indians being Indians, someone must have said somewhere and they were wrong." 

For Alexie, discrimination and prejudice are a tradition imposed upon the indigenous peoples of North America. As the Indian children progress through the school system, they are stripped of their culture, humiliated, and invariably left with little or no future. As the author concludes his narrative:




"Back home on the reservation, my former classmates graduate: a few can't read, one or two are just given attendance diplomas, most look forward to the parties. The bright students are shaken, frightened, because they don't know what comes next.
"They smile for the photographer as they look back toward tradition." 

In "Indian Education," as in the other two stories, tradition is a ritual carried forward irrespective of the dehumanizing nature of the activity or the obsolescence of the underlying cause. All three authors indict humanity's propensity to blindly follow traditions or rituals without question. People accept as a normal part of their existence the ritualistic behaviors that demean or even destroy others. That Alexie's, unlike Jackson's and Le Guin's, is based solidly upon the author's real life makes his story considerably more poignant. The other two stories, however, should compel reflection on the nature of some traditions.

What events saved Jamestown from destruction?

The early settlers of Jamestown faced many hardships.  Their first winter (1609-1610) was a difficult one, and they faced cold, disease, and hunger.  Most of the settlers died during this time.  A drought earlier in the year 1609 had led to food shortages for the winter.  The remaining colonists decided to abandon Jamestown all together.  They were about to leave when supply ships arrived with food and other necessities from England.  If the ships had not arrived when they did, the Jamestown colony would have been completely abandoned.
Along with the fresh supplies, a new governor arrived.  Governor West was determined to revitalize the Jamestown settlement.  John Rolfe also arrived with a new type of tobacco to grow.  This tobacco became an important crop in Jamestown.  Settlers eventually expanded to areas outside of Jamestown.  Over time, more settlers arrived and the colony grew.

How can literature help us approach social justice issues?

To understand literary fiction, a reader must understand the different thought processes of varied characters. Tragedies are impossible to grasp unless one understands the conflicting desires that lead characters into conflict and inevitable doom. Romances seem passionless if one cannot see what the lovers see in each other. Dramatic irony is meaningless to someone who cannot track what individual characters do and don't know.
This ability to put oneself in characters' shoes is a skill that can be trained with practice. It's also a skill that applies to day-to-day life. In that context, we call it "empathy. Empirical evidence has borne out the theory that reading literature improves empathy. And empathy is essential for fighting society's many ills.
For example, many people have accused football players like Colin Kaepernick of protesting America or its national anthem. But the truth is, Kaepernick is actually protesting numerous instances of black men being shot by police without consequence. If you personally feel that his protests are disrespectful or inappropriate, that's your prerogative--but those who misapprehend his point completely are not meaningfully contributing to a solution. Convincing his supporters to change their opinion requires one to start by understanding what they're protesting, what they know and don't know, and what they believe.
Nate Boyer, an NFL player and former Green Beret, understood this. He was very upset by Kaepernick's decision to sit for the National Anthem. So he and Kaepernick talked. Kaepernick didn't necessarily value the anthem the way Boyer did, but he understood that it was important to Boyer. Likewise, Boyer didn't agree with using the anthem as a form of protest, but he understood why Kaepernick felt that it was vitally important to make his cause known. This comprehension of other viewpoints--the same skill that students learn about in literature class--led to a compromise, in which Kaepernick agreed to take a respectful knee, like a soldier at a colleague's grave, rather than simply remaining sitting.
https://www.snopes.com/fact-check/veteran-kaepernick-take-a-knee-anthem/

Based on the Declaration of Independence, what had been the King's attitude toward the laws of the colonies?

Thomas Jefferson wrote the Declaration of Independence. In the Declaration of Independence, there are many ideas about the role of government and about the rights the people should have. A big part of the Declaration of Independence was the list of the grievances the colonists had against the King of England. Some of those complaints dealt with how the King acted regarding the laws of the colonies and the process of making those laws.
The colonists believed the King didn’t respect their laws. They said that he refused to agree with the laws that had been passed in the colonies. They also said that he had prevented the Governors from passing laws that were important to the operation of the colonies. Additionally, they said the King refused to pass laws affecting large numbers of people unless they were willing to forgo representation in the lawmaking body. They also were unhappy that he would disband a legislative body when the representatives of these bodies complained that the King was abusing the rights of the people.
The colonists clearly believed the King didn’t respect them, their rights, their laws, and their ability to complain to him about these issues.
https://www.history.com/topics/american-revolution/declaration-of-independence

https://www.ushistory.org/declaration/document/

In "Mending Wall," does the wall between the neighbors' farms serve a practical purpose? What evidence in the poem supports the view?

The speaker in Robert Frost's "Mending Wall" finds the wall that separates his property from his neighbor's to be extremely unpractical. It doesn't keep hunters from crossing their land in pursuit of rabbits. It doesn't keep the cows from wandering from one field to the other because neither neighbor has livestock. As the speaker sardonically remarks, it's not as if his apple trees are going to march onto his neighbor's land and eat up all his pine cones nor are his neighbor's pines going to cross into the speaker's orchard. The speaker directly states, "There where it is we do not need the wall," proving that from his point of view, the wall has no essential purpose. Even nature "doesn't love" the wall and seeks to tear it down each winter and spring.
What the wall does provide is a lot of work for both men, but at the same time, it creates a reason for them to interact with each other. It results in "just another kind of out-door game" played by the two men who probably would never take time from their schedules to play a game with each other. The wall's purpose, though not practical in the physical sense, is practical in the relational and emotional sense. The neighbor likes having the wall. It allows him to fulfill his father's longstanding, if inapplicable, aphorism, "Good fences make good neighbors." In the case of these two men, perhaps, their bad fence, the wall that always needs mending, helps make them good neighbors because it gets them together once a year and keeps the speaker's neighbor happy.
The wall, then, doesn't have the traditional practical purpose one might expect a wall to have, but it does perform a valuable function in the case of these two neighbors.

The wall between the neighbors' farms doesn't seem to serve a practical purpose, and the narrator tells us why in the poem.
In the poem, the narrator discusses how he meets with his neighbor every spring, in order to mend the wall that separates their property. He says that, without fail, the winter elements always cause the cleaving of the stone wall, leaving gaps in between "even two can pass abreast." Despite this, the narrator views the process of mending the wall as an "outdoor game" of sorts; he thinks that it's a waste of time to put up a wall.
To argue his point, he relates that his neighbor plants pine trees, while he plants apple trees. He cheekily proclaims that his "apple trees will never get across/ And eat the cones under his pines." Basically, since neither of them has any cattle (cows), there is no need to fear the unwitting intrusion of any animals onto private property. After all, trees are inanimate objects, as the narrator humorously points out, and cannot move themselves. Therefore, since neither neighbor has animals that can wander onto the other's property, there is no conceivable need for a wall.

 

How does Orwell portray Squealer in a negative light when he retells the story of the Battle of Cowshed and explains why Napoleon sent Boxer to the knackers?

In Chapter 7, Squealer tells the animals that Snowball colluded with Mr. Jones and attempted to sabotage the Battle of Cowshed. Squealer's lie is so fabricated that even Boxer questions it. When Boxer recalls that Snowball was given 'Animal, Hero, First Class' immediately after the battle, Squealer insists he has secret documents to prove Snowball was working with Mr. Jones. Squealer uses Boxer's illiteracy to his advantage to manipulate him. Boxer then mentions that Snowball was wounded during the battle, and Squealer comments that it was arranged for Mr. Jones to inflict a flesh wound. Squealer then goes into great detail about how Napoleon saved the day. When Boxer still doesn't believe him, Squealer appeals to authority by saying that Napoleon initially announced this information. After Boxer accepts Squealer's story, Squealer threatens the animals by saying,

I warn every animal on this farm to keep his eyes very wide open. For we have reason to think that some of Snowball’s secret agents are lurking among us at this moment! (33).

In Chapter 9, Boxer is sent to the knackers. Squealer tells the animals that Napoleon paid extra money to send Boxer to the veterinarian. Squealer then announces three days later that Boxer died a peaceful death. Squealer cries and says Boxer's last words were,

Forward in the name of the Rebellion. Long live Animal Farm! Long live Comrade Napoleon! Napoleon is always right (49).

Then, Squealer's mood changes as he fabricates a believable story that a veterinarian actually purchased the knacker's van. Later that night, Squealer and the other pigs drink whiskey and party.
Orwell presents Squealer in a negative light by illustrating his ability to fabricate believable lies, manipulate history, and use logic to outsmart the other animals. Squealer is also insensitive and dangerous. He feigns tears and uses the animals' emotions to manipulate them.

Why is it easier for the Prime Minister of Great Britain to pass legislation than it is for the President of the United States?

In Great Britain, the Prime Minister comes from the majority party in the House of Commons, the country's legislative body. Thus, the Prime Minister doesn’t have to be too concerned about an opposing party blocking his actions.
In the United States, the President is in a different branch of government than the Congress. The President is part of the executive branch, while Congress is in the legislative branch. Thus, Congress has to act on ideas that the President has. If the opposing party controls one or both houses of Congress, the President may have difficulty getting his ideas passed by Congress. The President also has to be concerned that the judicial branch could declare some of his ideas that became law as unconstitutional or illegal. The concepts of separation of powers and checks and balances make it more difficult for the President of the United States to get laws passed than for the Prime Minister of Great Britain.
http://www.rogerdarlington.me.uk/USvsUK.html

https://enfranchise.wordpress.com/advantages-disadvantages-of-a-parliamentary-system/

https://www.historylearningsite.co.uk/american-politics/president-versus-prime-minister/

In Great Britain the executive and legislative branches are very closely related. When they have elections the party that receives the majority of votes will gain control of the House of Commons (lower house of the legislature). The members of that body will elect the prime minister. The prime minister will then fill the cabinet with other members of the Parliament. This is called the government. This allows for the prime minister to enact his or her policies, thus running the entire government based on their programs. The prime minister will never be from a different party than the one holding a majority in Parliament. Occasionally, a party can only reach a plurality (the most votes, but not a true majority, 50% +1 vote) on election day.  In this case a few things can happen. 1) Two or more political parties create a coalition and work together to run the government. This happened just a few years ago when the Labor Party lost to the Conservatives who partnered with the Liberal Democrats to take the reins of government. 2) The country holds another election to see if any political party can get a true majority of votes. In the United States the Framers decided to separate the executive branch from the legislative branch. This means that the president is elected independently from members of Congress and is, very often, of a different party than the majority of members in the House and Senate. This makes it challenging for the president to fully implement his or her policies. 

Who is Crispin's mother?

Asta is the name of Crispin's mother. Sadly, before the novel even begins, Asta is dead and Crispin mournfully attends her funeral with only a priest at his side. Crispin had nobody but his mother in his life, so when she passes away, he is left with nothing. Having been left with the titular cross of lead (which has writing on it that Crispin cannot read), Crispin begins to question his mother's true identity. He never knew his mother could write or read, since she never told him so and never taught him how. At one point, Crispin thinks,

If there was one person I thought I knew, depended on, and trusted utterly, it was my mother. Yet I had been told things that said I did not know her.

As the novel progresses, Crispin quickly learns his mother to have a history that he could never have expected. She is actually royalty, the daughter of Lord Douglas, who became pregnant with the son of the cruel Lord Furnival. Crispin, then, is Lord Furnival's son, a fact which makes Furnival furious. Crispin's mother hid the truth from him in order to protect him, and, while many others, such as Father Quinel, know the truth of Crispin's identity, they keep it a secret from him at his late mother's request.

How do the Balicki children escape from their home when the Nazis come?

Joseph Balicki, a Polish schoolteacher, is taken to a prison camp by the Nazis for turning a picture of Hitler to the wall in class. While Joseph is incarcerated, the Germans come to his house to take his wife away. When Joseph escapes from the camp and returns to the smoldering ruins of his home, one of his neighbors tells him that his wife was seized by the Gestapo and probably sent to Germany as a slave laborer.
On the night that the Gestapo come to take Mrs. Balicki away, Joseph's son Edek fires shots at the Germans' van, a brave but dangerous thing to do. His sister Ruth admonishes him for his rashness and impetuosity. Exchanging fire with the Germans is utterly futile; the Balicki children need to escape, and fast. So they climb up onto the roof and make their way across the rooftops of adjacent houses. From a distance, the children watch as the Nazis blow up their house.

In Things Fall Apart by Chinua Achebe, what's the resolution of the main conflict?

In Things Fall Apart, the main conflict is that Okonkwo can't accept the changes that Christianity and westernization have brought to his village. He has always gotten prestige and esteem from his village by being a strong wrestler and by being unfailingly willing to display traditional masculine behaviors. For example, he even kills his adopted son, Ikemefuna, whom he loves, because that is what the oracle of the village decrees. However, when he is in exile for killing a man at a funeral by mistake, the town changes, so that Okonkwo's values and traditions are no longer the accepted ways of doing things. Christianity draws the weaker members of the village, including his own son, and Okonkwo retaliates by burning down the church. In response, the white foreigners imprison the tribal elders, and it's clear that the whites have the upper hand in the conflict between traditional and new values. To resolve this conflict, Okonkwo hangs himself, in violation of his own traditions. This is, sadly, the only method he knows to extricate himself from the onslaught of western traditions in his village. 

Why do you think Travis is annoyed with Eckels?

To a certain extent, this is an opinion based question.  Feel free to state why you think Travis is annoyed with Eckels, and then defend it.  
In my opinion, Travis is annoyed with Eckels because Eckels is annoying.  Stick with me.  I relate much better to Travis than I do with Eckels.  I find Eckels annoying, so I figure that Travis finds him annoying for all of the same reasons that I find Eckels annoying. 
Eckels is annoying because he is cocky and pompous.  Eckels is annoying from the very moment that he walks into the Time Safari, Inc. office and waves around his check.  I don't mind people being generous with their money, but people that openly flaunt their wealth are annoying.  Eckels waves his check in the air as if trying to prove to everybody else that he is better than they are because he can write a big check.  That's annoying. 
Next, Eckels is annoying because he's selfish.  Eckels is part of a safari expedition into the past.  There are other paying customers, yet Eckels doesn't seem to understand that.  He thinks that the entire expedition is there to serve his hunting desire.  He thinks that his big check has gained him exclusive rights to shooting a dinosaur.  

"Shooting my dinosaur," Eckels finished it for him.

Third, Eckels is annoying because he's foolish and quick tempered.  Before heading into the past, the safari company clearly and calmly explains that the expedition is dangerous.  The company asks Eckels to sign a consent form.   Instead of taking to heart the severity of the trip that he is about to undertake, Eckels gets angry at the employee.  

Eckels flushed angrily. "Trying to scare me!"

Eckels could have said "okay" and signed the document, but he gets accusatory instead. 
Fourth, Eckels is annoying because he has no respect for the rules that have been put into place.  Travis very calmly and clearly explains the dangers of messing around with events in the past.  Instead of simply agreeing with the rules, Eckels has the gall to tell Travis that the rules are overly cautious.  He doesn't see the problem with killing a single mouse that might lead to the deaths of billions of mice.  

"And all the families of the families of the families of that one mouse! With a stamp of your foot, you annihilate first one, then a dozen, then a thousand, a million, a billion possible mice!"
"So they're dead," said Eckels. "So what?"

The fact that Eckels is so concerned about getting what he believes is his leads him to not care about the destruction of billions of living animals.  That's rude, and rude is annoying.  
Fifth, Eckels is annoying because he doesn't understand basic gun safety.  While walking along the path, Eckels points and aims his gun at imaginary targets like the gun is a toy.  

Eckels, balanced on the narrow path, aimed his rifle playfully.

That's just ridiculous and unprofessional.  
Sixth, Eckels is annoying because he can't follow simple directions.  Once the dinosaur shows up, Eckels gets scared.  Travis quietly and calmly tells Eckels to be quiet and head back to the time machine.  Unfortunately, Eckels can't follow those simple directions.  He keeps talking and standing there despite Travis telling Eckels numerous times to be quiet and head back to the time machine.  
 

Did the ideas of the Constitution discriminate against any minority?

Some of the ideas of the Constitution did discriminate against minorities. One example is the Three-Fifth Compromise. The Three-Fifths Compromise stated that every five slaves would count as three people when the population of a state was being determined. Population counts were used to determine the number of representatives each state had in the House of Representatives. This section of the Constitution was discriminatory in that it indicated that slaves were viewed primarily as property, allowing their representative value to be put up for debate.
Another example of discrimination was that the Constitution didn’t ban slavery, and it allowed slave trading to exist. They agreed to make no decisions regarding the trading of slaves until 1808. Slavery didn’t end until after the Civil War when the Thirteenth Amendment was ratified.
Native Americans also faced discrimination in that they were not considered to be citizens according to the Constitution. The Constitution stated that Congress should control trade with the Native Americans tribes similarly to how it controls trade with foreign entities. Though some tribes undoubtably wanted autonomy, not all Native Americans necessarily wanted to participate in a tribal community and these individuals were not granted the rights and protections of U.S. citizenship.
Finally, women weren’t treated equally in the Constitution by virtue of their total exclusion. For example, women were not guaranteed the right vote until the 19th Amendment was ratified.
https://civilrights.findlaw.com/civil-rights-overview/civil-rights-law-and-history.html

Why does King say that he seldom responds to critics?

In his Letter from Birmingham Jail, Martin Luther King Jr. states that he doesn't have time to respond to every piece of criticism that he had received while also continuing his activism. Because of his investment in doing actual "constructive work" for the Civil Rights Movement, King simply lacked the time to read and adequately respond to the many letters of criticism that he received. However, his letter responds to the criticism of other clergymen because he felt that their concerns were sincere and he would be willing to educate them about his reasoning. King argues against the statement by clergymen that his tactics are too impatient by pointing out that African Americans had already been waiting centuries for equality, that he prioritizes justice over order,  and that he does not feel obligated to follow unjust laws.

Would you say that Gatsby was a victim of circumstances or an instigator of tragic events?

This is ultimately a matter of personal opinion, but I believe that Gatsby was the instigator of his own tragic demise. Gatsby's motivations throughout the entirety of the book are hidden and dishonest. He claims to want nothing more than the love of Daisy, but his actions could be read as supporting an obsession with his own image. Gatsby becomes fixated on amassing a fortune in order to be "worthy" of Daisy's love, but it was quite clear that the lengths to which he went to do this were unnecessary, as he even engaged in illegal behavior. Additionally, Gatsby is an awfully demanding fellow for someone who believes himself to be offering up unconditional love. He tries to play an "all or nothing" game with Daisy and Tom when the news of their affair comes out, and he loses.
A more realistic man would have seen that Daisy—now a married woman who seems committed to that marriage, if only to retain the status and privileges that it offers her—is out of reach. Instead, Gatsby railed against the obvious and pursued her relentlessly, engineering opportunities for the pair to reunite. Even at the end, Gatsby can't seem to take a hint; when Daisy won't fully commit after their affair is revealed to Tom, Gatsby still attempts to sweep her away from the marriage he considers so disastrous. The fact of the matter is that if Daisy had truly wanted to leave Tom, she would have. She had an opening to do so and declined.
That being said, many people tend to view Gatsby as a tragic, romantic hero who simply runs out of luck and gets dealt a bad hand. So, my best advice is to read the book and decide for yourself!

What case for giving women the vote does Jane Addams make? How does she relate her case to ideas about femininity?

Jane Addams—founder of Hull House, a settlement house for poor, newly arrived European immigrants, and co-founded with fellow reformer Ellen Gates Starr in 1889—was a major figure of the Progressive Era. True to her time, she believed that most of the nation's social ills could be ameliorated or eradicated by reforms. She contributed a great deal of her time—never marrying or having children—and money to philanthropy, social science research, and aid to the poor.
She campaigned actively for Theodore Roosevelt and supported women's suffrage with the belief that other women would vote in favor of the social legislation that mattered to her. Some of this legislation concerned neighborhood improvement—that is, the establishment of nurseries, kindergartens, playgrounds, cooperative housing for young women, and the abolition of child labor, to name a few. Clearly, these issues, particularly the care of children, are more often associated with women, or femininity. 
https://www.history.com/topics/womens-history/jane-addams

In the poem "I Am Goya" by Andrei Voznesensky, what is the contradiction in line 3 about and what does this contradiction suggest about war?

I don't think there is an obvious "contradiction" in line three, unless you mean that the word "gape," in reference to eyes, would usually refer to a form of wide-eyed staring which would take in everything, whereas in this instance, it is the "craters" of eyes that gape. These craters, then, seem to represent only holes where eyes once were, and they gape in emptiness rather than in the attempt to see everything that is going on around them.
This powerful poem depicts the emptiness of war through the use of imagery such as that of the enemy, like a bird, whose "beak gouged" at Goya. War is a contradiction in and of itself: the "craters of [the speaker's] eyes" gape in the sense that the war is too terrible to be understood, and yet at the same time, its destructive power is so great that it has strongly limited what he can actually see.

The Progressive Era (1900-1917) and the Great Depression/New Deal era (1929-1940) were two of the most significant reform periods in American history. In both cases Americans confronted serious economic problems associated with corporate capitalism which challenged the foundation of American society and politics. In an essay, examine the Progressive and New Deal eras in terms of how each period dealt with the economy and the relationship between government and big business/corporations. In formulating your answer, be sure to indicate the specific problems or concerns with both the economy and big business in both the Progressive Era and the Great Depression/New Deal eras. In addition, discuss how the presidential administrations (Progressive Era: Theodore Roosevelt and Woodrow Wilson; Depression Era: Herbert Hoover and Franklin Roosevelt) saw big business and the economy and the important acts or agencies they created to deal with the corporations/business and the economy. Be sure to cite specific events and ideas in your answer.

The Progressive Era, which lasted from 1900 to 1917, and the New Deal Era, which lasted from 1929 to 1940, were two of the most influential periods of history for the United States of America.  Economically, both periods saw great challenges and great change.  Government leaders were forced to employ creative reforms which would serve to control big business and protect the welfare of the public.
One of the major issues that the Progressive Era saw during this time was the formation of corporate trusts, businesses that banded together to control the market and destroy the competition.  This was terrible for people because it meant that prices of goods and services skyrocketed, hurting customers.  Another issue during this time was the child labor market, which forced children to work in harsh conditions for low wages for up to 12 hours a day. Last, but certainly not least, there was an extremely high level of unemployment during this time; workers were essentially forced to accept dangerous, horrible jobs for terribly low wages.
All of these issues were direct outcomes of big business attempting to make a high profit on the backs of the public. Due to a combination of industrialization and urbanization, it was easy for big business to take advantage of people looking for work in the city and difficult to solve these issues. Thankfully, with the help of Progressive presidents such as Theodore Roosevelt and Woodrow Wilson and the growing public support for change brought about by the Muckrakers, the government was able to enact reforms that would help keep the public safe.
By giving the people more power to directly affect political processes, the government was able to limit the power of the corrupt big city bosses.  For example, they gave the people a direct primary election, which was a chance for all members of a party to take part in a nomination that would give the bosses less chance of getting one of their own elected to office. People could also petition to get a proposed law on the ballot, as well institute referendums, which would allow the people to enact legislation that a state legislature was either unwilling or unable to do. They could also recall elected officials from office.  All of these pieces of legislation, known as the Wisconsin Idea, were part of the project of Wisconsin governor Robert M. LaFollette.
The Progressive Era also saw the passing of the Seventeenth Amendment in 1913, which allowed for the direct election of senators, as opposed to using state legislature to select them.  In 1902, Maryland became the first state to offer workmen's compensation. Under the 1916 Workmen's Compensation Act, some protection was offered to federal employees. Women’s suffrage and children’s rights were also tackled during this time period, leading to better working conditions and more rights for both.
During the New Deal Era, President Franklin Roosevelt sought to rebuild the nation. In his plan for reform, he outlined several issues which needed to be fixed.  The key issues he identified were as follows: bringing immediate economic relief to the suffering populace, as well as reforms in industry, agriculture, finance, waterpower, labour, and housing. The Great Depression had brought about the suffering of millions of Americans, essentially crippling the agricultural industry and causing massive unemployment, starvation, and poverty. Essentially, his plan was a direct response to the inability of the Hoover administration to deal with the aftermath of The Great Depression.
Many of these actions were immediate upon the inauguration of President Roosevelt and took place within the first 100 days of his administration. He enacted the Works Progress Administration in order to dispense emergency government aid and temporary jobs to unemployed and destitute people. He also wanted—and needed—to revitalize business and agriculture for the nation.  To achieve this, he set up the National Recovery Administration, which helped shape industrial codes governing trade practices, wages, hours, child labor, and collective bargaining. 
President Roosevelt also knew that he would need to avoid another stock market crash like the one the nation saw in 1929.  He set up the Federal Deposit Insurance Corporation (FDIC), which granted government insurance for bank deposits in member banks of the Federal Reserve System. All of these measures, and many more, helped shape the future of the nation and ensured the prosperity and recovery that was so desperately needed after the scars left by industrialization and The Great Depression.

What are the themes of the play Warden of the Tomb by Franz Kafka?

Kafka is known for his contributions to the theater of the absurd, and The Warden of the Tomb, a relatively unknown one-act drama, with its unclear structure, ambiguous time period and setting, and employment of the "undead," fits well into that genre.
During the first lines of the play, the character of the Chamberlain says: "Let the dead rest in peace." This initial mention of a disturbance to the dead and the "wrestling bouts" with "the blessed ancestors" that the Warden endures suggests an important theme: let the past stay in the past. The Warden also describes the voices of the undead that haunt him from outside of his house, which suggests a complicated angle on the theme of the past staying in the past; sometimes, the past will come back, irrespective of if it is invited.
Kafka's use of the imagery of the undead and specifically, the speech that the Warden hears coming from the undead invites interesting discussion of another theme: language is not always reliable. At one point, the Warden emphasizes the futility of speech, as when the Warden tells the Prince that a Duke Friedrich appears at his window: "When he opens his mouth to speak, the wind blows his old beard between his teeth and he bites on it." The frustrated attempts of the duke to speak may represent the frustrated attempts of all speakers to communicate. This theme is ironic, as the entire drama is made up of language and words. If language is so unreliable, what is the point of the drama?
Some scholars believe that the interplay between the Steward, Prince Leo, and the Warden is Kafka's dramatic interpretation of the tension around the challenges to the Austro-Hungarian Empire during World War I. With this historical context in mind, another theme takes the form of a warning: the preestablished order may not prevail.

What happened when J. once went on a water picnic with two ladies?

The narrator recalls this incident in Chapter VII of Three Men in a Boat. He launches into the story as he considers the clothing that is suitable for a boat trip. He and a male friend once went on a water picnic with two ladies who were impeccably dressed.

They were both beautifully got up – all lace and silky stuff, and flowers, and ribbons, and dainty shoes, and light gloves. But they were dressed for a photographic studio, not for a river picnic. They were the “boating costumes” of a French fashion-plate. It was ridiculous, fooling about in them anywhere near real earth, air, and water.

The women insisted that the boat was not clean, so the men dusted off the seats for them. And then there was the matter of getting wet. No matter which man was rowing and whether he was in the front or the back, he and his paddle inevitably brought drops or even splashes of water into the boat. The women tried to shield their dresses; but according to the narrator, the water marks never came out of the material. At lunchtime, when the boaters arrived at a park to eat and to relax, the women didn’t want to sit on the grass or against tree trunks. They spread their handkerchiefs on the lawn and sat very intently on them. Instead of enjoying the overall outing and the adventure, the women were only protective of their clothing. Obviously the narrator thought their behavior was silly.

In Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston, what is the most humiliating thing in the camps for the Japanese people sent there?

The most humiliating aspect of the internment of Japanese and Japanese American people during World War II was the U.S. government’s deliberate violation of their constitutional rights through false imprisonment. Using the rationale of war with Japan, the U.S. government rounded up thousands of U.S. citizens and legal residents and moved them hundreds, or even thousands, of miles from their homes and seized their property. In addition to the violation of their rights according to the Fourth Amendment to the Constitution, which prohibits false imprisonment, the citizens who were incarcerated were generally denied access to legal counsel. The frustration of finding their efforts to gain release blocked at every turn drove some prisoners to suicide. Ignoring the likelihood that mental health problems would result from false imprisonment, the authorities rarely provided adequate medical treatment.

In Farewell to Manzanar, the conditions that the Japanese had to experience in the camps were humiliating.
Forced relocation was very humiliating. Once Japanese-Americans were relocated, their humiliation at places like Manzanar continued. Basic services were not even basic. Food was improperly prepared. This contributed to spells of diarrhea which became known as "Manzanar runs.”  To have to endure improperly prepared and spoiled food is an indignity.  It is humiliating for both child and adult alike. In intense detail, Farewell to Manzanar depicts this reality.
The presence of diarrhea highlights another aspect of humiliation that Japanese people had to experience. Using the bathroom at Manzanar was humiliating.  Toilets were backed up.  Jeanne and her mother had to use a bathroom where the floor was covered with human waste.  They had to walk a considerable distance to find a bathroom that did work.  The use of a bathroom is one of the most basic experiences.  Human beings should be able to have a functional bathroom that reflects their dignity. Standing in human waste is humiliating.  It is the type of moment where people have to wonder at what point their lives turned into such a sad and pathetic condition. When the Japanese who were forced to stay at internment camps cannot even experience a working toilet, it is a reminder of the humiliation that many endured in American internment camps.

How are point of view and irony related in the story "The Interlopers"?

The story is told from a third-person omniscient point-of-view. From this vantage point, the author is able to use dramatic and situational irony to underline one of the main themes of his story: generational feuds often pose little substantial benefit for the parties involved.
As an omniscient narrator, the author is able to skilfully guide the plot of the story without revealing the surprise ending until the stunning last word: "wolves." Saki uses his third-person viewpoint to reveal only specific details at each juncture of the story.
It is not until we come to the last word that we recognize Saki's brilliance: the situational irony contained in the word "wolves" underlines the point that generational feuds are more prone to ending badly than positively. Instead of being saved by members of the von Gradwitz family (which Ulrich expects, from seeing the figures in the distance), the word "wolves" indicates that both men will likely die savage deaths side by side. Situational irony is the discrepancy between what is expected to occur and what occurs instead.
Ulrich informs Georg that he sees men in the distance. When Georg asks how many of them there are, Ulrich answers that he sees nine or ten men. Upon hearing this, Georg exclaims that they are probably Ulrich's men, as he only brought seven men out with him. As the figures draw nearer however, Ulrich is reduced to laughing "the idiotic chattering laugh of a man unstrung with hideous fear." The last word "wolves" perfectly explains Ulrich's fear, and we are left marveling at Saki's skill in using the third-person point of view to underline the irony of Ulrich and Georg's situation.
 

What is an example of jargon from the story "The Cold Equations" by Tom Godwin?

As a literary device, jargon consists of words that are broadly used within an occupation, subject, or business. For example, we have legal jargon, which may consist of stock phrases, definitions, or specific words that are used in courts or law offices. In the story, The Cold Equations, we can deduce that since the genre is science fiction, we will likely come across specific phrases or words indicative of such a designation.
An example of science fiction jargon in the story is the word "hyperspace." This is a reference to a region in an alternative universe (coexisting with our own), where it is possible to travel faster than the speed of light. In Star Trek, we would call hyperspace travel "warp speed travel." Of course, neither hyperspace travel nor warp speed travel exists in our current universe. However, the concept is extremely popular in science fiction stories.
Another example of jargon in the story is "hyperspace drive." This is a reference to technology that allows spaceships and other types of space vehicles to travel faster than the speed of light. So, in a science fiction world like the one on Star Trek, the battleships and space cruisers have been equipped with hyperspace drive technology, which allows them to travel at warp speed. In The Cold Equations, hyperspace technology has allowed Earth to install new colonies across space frontiers:

Galactic expansion had followed the development of the hyperspace drive, and as men scattered wide across the frontier, there had come the problem of contact with the isolated first colonies and exploration parties. The huge hyperspace cruisers were the product of the combined genius and effort of Earth and were long and expensive in the building.

 
https://www.military.com/defensetech/2006/01/05/real-life-hyperspace-drive

https://www.space.com/32712-warp-drive-hyperspace.html

In Triangle by David von Drehle, why was Charley Rose hired to beat up Clara Lemlich?

In the book, we are told that Charley Rose was hired to beat up Clara Lemlich because of her activist work: she had been guilty of leading a worker's strike at a blouse-making factory in Manhattan.
Charley Rose was a burglar by trade, but he also worked when there was money to be made. In other words, he was not averse to working as a mercenary-for-hire whenever the occasion suited him. Meanwhile, Clara Lemlich was an immigrant employee who worked at the blouse-making and shirtwaist factories of New York City. She often led demonstrations to agitate for better pay and working conditions for garment workers.
With a handful of other young women, Clara joined the International Ladies' Garment Workers' Union in 1906 and subsequently set up Local 25 as a local chapter. Clara's Local 25 was largely ignored by the larger male workers' unions; many of the men viewed the female workers as competition, and they felt that the women were unreliable at best in the fight for workers' rights.
However, Clara was an indomitable young woman, despite standing less than five feet tall. She led demonstrations and was indefatigable in her efforts to agitate for better working conditions for all female garment workers. In the end, her activism made her unpopular among the factory owners. Charley Rose was hired to beat Clara up. He brought along with him William Lustig (an amateur boxer) and other shady characters from the New York underworld.
After the men were finished, Clara was left for dead with bruises and broken ribs. However, she survived and became both a socialist martyr and a catalyst for the growth of the workers' movement in New York City.

x=5+3costheta , y=-2+sintheta Find all points (if any) of horizontal and vertical tangency to the curve.

x=5+3cos theta
y= -2+sin theta
First, take the derivative of x and y with respect to theta.
dx/(d theta) = -3sin theta
dy/(d theta) = cos theta
Take note that the slope of a tangent is equal to dy/dx.
m= dy/dx
To determine the dy/dx of a parametric equation, apply the formula:
dy/dx= (dy/(d theta))/(dx/(d theta))
When the tangent line is horizontal, the slope is zero.
0= (dy/(d theta))/(dx/(d theta))
This occurs when dy/(d theta)=0 and dx/(d theta) !=0 . So setting the derivative of y equal to zero yields:
dy/(d theta) = 0
cos theta = 0
theta_1= pi/2+2pin
theta_2=(3pi)/2 + 2pin
(where n is any integer)
So the graph of the parametric equation has horizontal tangent at these values of theta.
To determine the points (x,y), plug-in the values of theta to the given parametric equation.
theta_1 =pi/2+2pin
x=5+3cos(pi/2+2pin)=5+3cos(pi/2)=5+3*0=5
y=-2+sin(pi/2+2pin)=-2+sin(pi/2)=-2+1=-1
theta_2 = (3pi)/2+2pin
x=5+3cos((3pi)/2+2pin)=5+3cos((3pi)/2)=5+3*0=5
y=-2+sin((3pi)/2+2pin)=-2+sin((3pi)/2)=-2+(-1)=-3
Therefore, the graph of the parametric equation has horizontal tangent at points (5,-1) and (5,-3).
Moreover, when the tangent line is vertical, the slope is undefined.
u n d e f i n e d= (dy/(d theta))/(dx/(d theta))
This occurs when dx/(d theta)=0  and  dy/(d theta)!=0 . So, setting the derivative of x equal to zero yields:
dx/(d theta) = 0
-3sin theta = 0
sin theta = 0
theta_1 = 2pin
theta_2= pi+2pin
(where n is any integer)
So the graph of the parametric equation has vertical tangent at these values of theta.
To determine the points (x,y), plug-in the values of theta to the given parametric equation.
theta_1=2pin
x=5+3cos(2pin)=5+3cos(2pi) =5+3*1=8
y=-2+sin(2pin)=-2+2sin(2pi)=-2+0=-2
theta_2=pi+2pin
x=5+3cos(pi+2pin)=5+3cos(pi)=5+3(-1)=2
y=-2+sin(pi+2pin)=-2+sin(pi)=-2+0=-2
Therefore, the graph of the parametric equation has vertical tangent at points (8,-2) and (2,-2).

In the short story "The Selfish Giant" by Oscar Wilde, the writer presents the idea that love and kindness could help anyone to achieve eternal peace. Discuss this with evidence from the text.

Oscar Wilde’s story can be interpreted in general terms as promoting generosity as a path to eternal peace, but it is generally understood as a Christian allegory. The narrator presents the Giant as initially considering the garden more as part of his property than as an aspect of the natural world. His selfishness is shown by his living alone in a castle, and his possessiveness is symbolized by the physical barrier of the wall. He bluntly states, “My own garden is my own garden.”
After the children climb in through a hole, the Giant feels compassion for a tiny boy he sees; this boy is so small that he cannot reach the lowest branch that the Tree extends for him to climb. The narrator tells us that “the Giant's heart melted.” The Giant himself helps the boy: he “took him gently in his hand and put him up into the tree.” The grateful boy embraces and kisses the Giant. After the other children come and this boy disappears, he is still his favorite: “The Giant loved him the best because he had kissed him.”
Years later, the frail, elderly Giant watches but can no longer play with the children. Once again he sees this boy, miraculously still a boy and standing under a glorious gold and silver tree with white blossoms. The wounded boy comforts the Giant, telling him the wounds are from Love. He tells the Giant to come to his garden, “which is Paradise.” Wilde does not uses the phrase “eternal peace.” He concludes the story by saying that the Giant, having died, is covered with white blossoms.
http://www.eastoftheweb.com/short-stories/UBooks/SelGia.shtml

Oscar Wilde’s short story “The Selfish Giant” conveys the notion that anyone can achieve eternal peace through kindness and love. In the story, a group of children regularly visits a giant’s “lovely garden, with soft green grass” while the giant is away visiting the Cornish ogre. Upon his return, the giant realizes that the children have been using his garden as a playground, and he gets so angry with them that he decides to build a wall around the garden to prevent them from entering. Then something curious happens: while the landscape around the garden goes through its normal cycle of the seasons, the garden remains in an eternal state of winter. The text states,

Then the Spring came, and all over the country there were little blossoms and little birds. Only in the garden of the Selfish Giant it was still winter. The birds did not care to sing in it as there were no children, and the trees forgot to blossom. . . . The only people who were pleased were the Snow and the Frost.

The giant eventually realizes that it was a mistake to build the wall and prevent the children from entering the garden, because when they sneak through a hole in the wall, the giant realizes that the garden is only alive when children play in it:

In every tree that he could see there was a little child. And the trees were so glad to have the children back again that they had covered themselves with blossoms, and were waving their arms gently above the children’s heads. The birds were flying about and twittering with delight, and the flowers were looking up through the green grass and laughing.

The two passages cited above suggest that the garden symbolizes the soul that only thrives when the heart is open and welcoming to others. Significantly, the giant also helps a small, crying boy climb on a tree. That tree too begins to bloom, and the giant is filled with joy. The giant later looks for the boy among the children but he does not see him until many years later, when the boy reappears in the garden. The boy has wounds on his hands and feet, which puzzles the giant. The text states,

"Who hath dared to wound thee?" cried the Giant; "tell me, that I may take my big sword and slay him."
"Nay!" answered the child; "but these are the wounds of Love.'"
"Who art thou?" said the Giant, and a strange awe fell on him, and he knelt before the little child.
And the child smiled on the Giant, and said to him, "You let me play once in your garden, to-day you shall come with me to my garden, which is Paradise."

The passage cited above suggests that the child was in fact Christ. By helping him climb the tree when he was crying, the giant accepted his love and kindness into his life. By doing so, the giant secured his own salvation and eternal peace.

What did Robert Browning mean with "here were the end, had anything an end"

Browning's use of the subjunctive tense can make this line a little bit confusing. The line comes from the beginning of the final main section of his long poem The Ring and the Book. Its parallel can be found in the note that "now decline must be." What Browning is saying in this line is that, if anything can be said to have an end, this is where the end of this particular story lies. More colloquially, he is saying: here's the end of the story, if anything really does "end." The implication is that there is no real conclusion to anything except in the place where we, as the narrators of tales, decide to stop telling them.
Specifically, Browning is here announcing the start of the concluding act, as it were. He depicts the decline of the story, and also the decline of his protagonist, in this section. Browning is announcing not only what will happen to Guido, but also that the end of the story is coming up and that this section will bring it to a close.

Beginning Algebra With Applications, Chapter 8, 8.2, Section 8.2, Problem 126

Determine all integers $k$ such that the trinomial $x^2 - kx + 14$ can be factored over the integers

The factors must have the same sign

$\begin{array}{c|c}
\text{Factor of 14} & \text{Sum } (k) \\
\hline \\
-1,-14 & -15 \\
-2,-7 & -9
\end{array} $

The values of $k$ that the trinomial can be factored over the integers are $-9$ and $-15$.

In "Just Lather, That's All," how does the author use sensory description to evoke the job of a barber?

Hernando Téllez's "Just Lather, That's All" contains numerous instances of sensory language that evoke the job of a barber. In order to evoke the job of a barber in a reader, a reader must be familiar with what a barber does.
Much of the sensory language of the text relies upon visual imagery, such as in the following quote:

I was passing the best of my razors back and forth on a strop. . . . I tested it on the meat of my thumb.

This quote relies on one's knowledge of how a barber prepares for a customer's shave. The movement of a razor over a sharpening cloth and the test of the sharpness on a barber's thumb are very visual aspects evoked through the author's use of sensory imagery.
Another aspect of sensory language's ability to evoke something in a reader depends on tactile imagery:

A little more lather here, under his chin, on his Adam's apple, on this big vein.

While not as obvious as the previous examples, this quote refers to a tactile image. For a barber to be good, or "the best in town" as the protagonist states, he must be able to feel the skin under the lather of the soap. He must know if the skin is the skin of the chin, Adam's apple, or over a vein. The pressure the barber applies to the razor differs based upon where the razor is on the skin. Therefore, this tactile imagery evokes the protagonist's knowledge of how a shave should be done over rather sensitive parts of the face. He must know, by touch, how much pressure to apply. The language of the text does not overtly state this, and a reader must be able to bring to mind how a barber functions in order to use this imagery to evoke the job of a barber.

In "Just Lather, That's All," the author effectively evokes the job of a barber by employing a number of sensory images. Here are some examples:
He uses visual images to describe the barber's shaving preparation. In the first paragraph, for example, he describes how the barber holds his razor up to the light to check it and the rising foam which is caused by mixing the soap and water.
He uses auditory images to describe the razor's movement along the captain's skin. The razor "rasped," for example, as it moved from the sideburn to the chin.
He uses tactile imagery (relating to touch) to portray the result of the shave. The barber's aim, for instance, is to be able to run the back of his hand across the captain's chin so that he cannot "feel a hair." He is successful in this aim: at the end of the story, the captain rubs his hands over his face and feels the "fresh" and "new" skin. This imagery enables us, the readers, to imagine this sensation.

Please analyze Claire Standish in The Breakfast Club (1985) from psychological standpoint.

Claire has learned from her rich, dysfunctional parents that appearances are all-important: what clothes you wear, what car you drive, and what friends you have. She's internalized the idea that she has to look enviable and be popular at all costs. Although she often wishes she didn't have to, she feels compelled to conform to the stereotypical snobbish, rich-girl, queen-bee image that others have cast her into.
During detention, Claire makes it clear that she thinks she is superior to the others. She says won't even acknowledge their existence after the detention is over, as it would lower her status in the school. She seems at first to be a very nasty person.
As time goes by, however, we learn that beneath the harsh facade, she is in psychological pain. The cruel things Bender says hurt her. She feels her parents don't really love her but instead use her as pawn in their own marriage warfare. While she seems to be following in their shallow, appearance-oriented footsteps, she passionately doesn't want to be like them.
We learn that keeping up appearances at all costs has taken a psychological toll on Claire, forcing her to stuff down who she really is. There really are "two" Claires. By the end of the movie, she has shown her other side: she can behave generously and kindly toward the other "breakfast club" kids, even if, in her mind, they are outcasts and losers. Put into the more honest setting of the breakfast club, she can allow herself to be vulnerable and see "outcast" teens as human. One has hope by the end of the movie that if she can be around people with some depth, she can become the person she really is inside and have a better future than becoming just like her parents.

How do organelles within the cytoplasm of a cell produce and package enzymes to form lysosomes?

The cell's endomembrane system consists of the nuclear envelope, endoplasmic reticulum, Golgi apparatus, lysosomes, vacuoles and the plasma membrane. They are continuous or can be connected via tiny vesicles that can transfer materials from one part of a cell to the next.
The endoplasmic reticulum contains both smooth and rough ER. Rough ER contains bound ribosomes which are tiny factories that can manufacture proteins. The rough ER distributes transport vesicles which are secretory proteins surrounded by membranes. The Golgi apparatus are membranous sacs that can modify ER products and sort and package materials into transport vesicles.
Proteins destined to be incorporated into a lysosome are formed by rough ER, travel to the Golgi apparatus to be further modified and the vesicle containing those proteins that buds off the Golgi apparatus is the newly formed lysosome. 
Lysosomes are membranous sacs of hydrolytic enzymes capable of digesting large molecules. 
One function of a lysosome is seen in a cell that carries out phagocytosis. When a cell engulfs another, the engulfed cell becomes a food vacuole. A lysosome will then fuse with the food vacuole and its hydrolytic enzymes digest the food molecules. Sometimes lysosomes digest old worn out organelles and recycle the molecules in a process called autophagy.
To summarize, proteins are built by ribosomes. Ribosomes attached to the rough ER build the enzymatic proteins destined to be incorporated into a lysosome, they travel to the Golgi apparatus to be modified and packaged into a vesicle that becomes the lysosome.
I have included a link to an animation showing the action of lysosomes during phagocytosis.
 
http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__phagocytosis.html

Lysosomes are a type of cell organelles that are unique to animal cells; they are not formed in the cells of plants. Lysosomes work in a system with endoplasmic reticulum and the Golgi apparatus. This group of organelles working together is referred to as the endomembrane system.
Proteins start in the endoplasmic reticulum, where they interact with enzymes and synthesized lipids. They are grouped with proteins and amino acids into small membrane-enclosed vesicles, which have the ability to travel through cytoplasm. Their destination is the Golgi apparatus, which modifies proteins by attaching sugars. After exiting the Golgi apparatus in another membrane enclosed vesicle; some of these vesicles then travel to lysosomes. In this organelle, substances are broken down by enzymes and recycled.
http://www.web-books.com/MoBio/Free/Ch1D.htm

What horrible realization does Elie come to about Rabbi Eliahou and his son, and what is Elie's response to this?

In chapter 6, the Jewish prisoners are forced to evacuate Buna as the Russians quickly gain ground. Elie and the other inmates march in the middle of a snowy night as Nazi SS officers threaten to shoot anybody who stops moving. Elie compares the Jewish prisoners to automatons as they continuously march in the snow. Elie watches as several prisoners can no longer keep up the pace and are trampled by the moving pack of inmates.
When the Jewish prisoners finally arrive at Gleiwitz, Rabbi Eliahu asks Elie if he has seen his son. Rabbi Eliahu proceeds to tell Elie that during the journey, he could not keep pace with the other inmates and fell to the rear of the column. The rabbi tells Elie that his son didn't notice him losing ground and continued to march at a fast pace. After Elie tells Rabbi Eliahu that he has not seen his son, Elie remembers that Rabbi Eliahu's son had noticed his father losing ground during the march and purposely left him behind. Elie then thinks to himself that Rabbi Eliahu's son may have wanted his father to die in order to increase his own chances of survival, which is a horrible realization. Elie is glad that he forgot to tell the rabbi that he had seen his son and prays to never think or act like Rabbi Eliahu's selfish son.

What factors led to the Civil War's conclusion?

The American Civil War ended due to many factors. The Southern armies had been worn away due to four years of attrition. Northern armies were continuing to grow and, under the leadership of Grant, were becoming more organized. The Union commands in the Eastern and Western theaters were starting to work together so that the South had to defend all of its territory at once. The South could not even feed its armies in the field, and this was starting to play havoc on the morale and health of the men.
The Southern people were also growing tired of the war. Sherman's March to the Sea had taken the war to the lower South. The Southern people were starting to feel the hardships brought about by four years of a Union blockade that was becoming more effective as the South lost its blockade runners.
Finally, the South never received the European support for its independence that it coveted. Britain and France looked for new sources of cotton rather than risk fighting with a desperate United States in order to lift the blockade. Lincoln's Emancipation Proclamation not only weakened slave states by giving slaves an incentive to leave the South, but it also made supporting the Union a just cause in that it was the side against slavery. Without military and financial assistance from overseas, the South could not endure a war of attrition.

y' + (-1+x^2)y' - 2xy = 0 Solve the differential equation

To solve this differential equation, we'll try to separate the variables: move y and y' to the left side and x without y to the right:
y'(1 + x^2 - 1) = 2 x y,  or  (y')/y = (2x) / x^2 = 2/x.
Now we can integrate both sides with respect to x and obtain
ln|y| = 2ln|x| + C,
which is the same as
y = Ce^(2 ln|x|) = C |x|^2 = C x^2,
where C is an arbitrary constant. This is the general solution.

int x^3sinx dx Find the indefinite integral

Recall that indefinite integral follows int f(x) dx = F(x) +C where:
f(x) as the integrand function
F(x) as the antiderivative of  f(x)
C as the constant of integration.
 For the given  integral problem: int x^3 sin(x) dx , we may apply integration by parts: int u *dv = uv - int v *du .
Let:
u = x^3  then du =3x^2 dx
dv= sin(x) dx then v = -cos(x)
Note: From the table of integrals, we have int sin(u) du = -cos(u) +C .
Applying the formula for integration by parts, we have:
int x^3 sin(x) dx= x^3*(-cos(x)) - int ( -cos(x))* 3x^2dx
                               = -x^3cos(x)- (-3) int x^2*cos(x) dx
                               =-x^3cos(x)+3 int x^2 *cos(x) dx
Apply another set of integration by parts on int x^2 *cos(x) dx .
Let:
u = x^2 then du =2x dx
dv= cos(x) dx then v =sin(x)
Note: From the table of integrals, we have int cos(u) du = sin(u) +C .
Applying the formula for integration by parts, we have:
int x^2 cos(x) dx= x^2*(sin(x)) - int sin(x) * (2x) dx
                               = x^2sin(x)- 2 int x*sin(x) dx
                             = x^2sin(x)-2 int x *sin(x) dx
Apply another set of integration by parts on int x *sin(x) dx .
Let: u =x then du =dx
       dv =sin(x) dx then v =-cos(x)
Note: From the table of integrals, we have int sin(u) du =-cos(u) +C .
int x *sin(x) dx = x*(-cos(x)) -int (-cos(x)) dx
                              = -xcos(x) + int cos(x) dx
                              = -xcos(x) + sin(x)
Applying int x *sin(x) dx =-xcos(x) + sin(x) , we get: 
int x^2 cos(x) dx=x^2sin(x)-2 int x *sin(x) dx
                               = x^2sin(x)-2 [-xcos(x) + sin(x)]
                                =x^2sin(x)+2xcos(x) -2sin(x) .
 Applying int x^2 cos(x) dx=x^2sin(x)+2xcos(x) -2sin(x) , we get the complete indefinite integral:
int x^3 sin(x) dx=-x^3cos(x)+3 int x^2 *cos(x) dx
                               =-x^3cos(x)+3[x^2sin(x)+2xcos(x) -2sin(x)] +C
                               =-x^3cos(x)+ 3x^2sin(x) +6xcos(x) - 6sin(x) +C
 

Who were Effia and Esi's parents?

In Homegoing, Effia's parents were Cobbe Otcher and Maame. Maame was an Asante woman who was a slave in Fanteland. 
Effia was raised by Cobbe Otcher and Baaba (Cobbe's first wife). Effia did not discover who her real mother was until the day of Cobbe Otcher's death. Effia endured many beatings from Baaba while being in raised in Cobbe and Baaba's home. Despite her difficult childhood, Effia blossomed into a beautiful young woman. In her youth, she caught the eye of Abeeku Badu, the next in line for the chiefdom of Fanteland.
Cobbe Otcher and Baaba made plans for Effia to wed Abeeku, but the beautiful Effia soon caught the eye of James Collins, the newly appointed governor of the Cape Coast Castle. Effia and James eventually married, and she became pregnant.
Meanwhile, Esi was Effia's half-sister. Esi's parents were Maame and Big Man. During her youth, Esi was sold into slavery and forced to serve at Cape Coast Castle. The story of Homegoing traces the history of Effia and Esi's family lines.

Why do suppliers of goods and services still rely on the services of middlemen?

Middlemen are an important aspect of the distribution process. They connect sellers to buyers and earn commissions for their efforts. Middlemen take products and services closer to the customer and provide the products in quantities required by the consumer.
Suppliers continue to rely on middlemen to get their products to the market effectively and efficiently. Agents understand the market better because they receive direct exposure and feedback from stakeholders. Suppliers transfer the costs and risks associated with product handling to the middlemen, giving producers adequate time and resources to focus on the core business. Middlemen store products and ensure consistent availability in the market. The supplier benefits because inventory is controlled and supply pressure is reduced during periods of high demand.

What law has Mayella violated?

In chapter 20, Atticus gives his closing remarks and begins by mentioning that the state has produced no evidence that Tom Robinson assaulted or raped Mayella Ewell. Atticus goes on to say that Mayella Ewell broke a "time-honored code of society" by tempting and kissing a black man. In the racist community of Maycomb, it is taboo for a white woman to have relations with a black man. Atticus mentions that Mayella's offense is considered "unspeakable" in the racist town of Maycomb. In an attempt to hide her guilt from breaking the strict social code, Mayella Ewell lies by accusing Tom Robinson of assaulting and raping her. Mayella has confidence that the prejudiced jury, which subscribes to the "evil assumption," will believe her story simply because she is a white woman. In addition to breaking the strict social code, Mayella has committed perjury by lying in an official court of law. Unfortunately, the prejudiced jury wrongly convicts Tom Robinson of assaulting and raping Mayella Ewell.

What is the longest river in the world?

The Nile River, which flows through eastern Africa, is generally considered the longest river in the world.  There is some debate, however, on this topic.  Some researchers say that the Amazon is the longest river in the world.
The source of the Nile River is Lake Victoria in Tanzania.  The river flows north for over 4,000 miles through many East African countries.  The country that is usually associated with the Nile River is Egypt.  Ancient Egyptians relied heavily on the Nile River for defense, agriculture, and trade.  The Nile River is still important today for the agriculture of the countries it flows through.
The Amazon River is also over 4,000 miles long. It flows through many countries in South America.  Scientists studying the Amazon River have debated about its source.  Recent studies state that the source of the Amazon River is the Mantaro River in Peru.
 

The sleepwalking scene is one of the most memorable in drama. Relate this scene to the play overall and examine what makes Lady Macbeth's evolution so provoking.

In terms of the overall play, Lady Macbeth's sleepwalking scene helps us to see even more clearly the tragic hero, Macbeth's, trajectory as a character.  She serves as a foil to him, helping to illuminate his progress from a relatively nice guy to a depraved and ruthless tyrant.  In the beginning, Lady Macbeth prays to be as ruthless as possible, to be drained of any remorse or compassion she might feel; at the same time, she believes that Macbeth is "too full o' th' milk of human kindness" to do anything unscrupulous in order to gain the throne.  She plans the murder of Duncan and then chastises Macbeth for dwelling on what they'd done. 
However, by the time she sleepwalks, Macbeth has devolved into a despicable human being, ordering the murders of former friends, and innocent women and children.  Ironically, Lady Macbeth's conscience can no longer support the role she has played in his change or bear up under the weight of her own terrible guilt.  Though she believed him too good and hoped to steel herself to be capable of real evil, it turns out that he was the one who was truly capable of evil and she is the one with more fundamental "goodness" than he (if we can use her guilt as evidence of her goodness).  The sleepwalking scene is Lady Macbeth's last and completes her work as Macbeth's foil, to help us further understand the extent to which he has fallen, and it also provides a great deal of irony and tension, leading up to the climax of the play.
Her evolution is incredibly provoking because Lady Macbeth had seemed to be sure, initially, that she was capable of terrible things.  She turns out to be the more scrupulous of the two, which is pretty unexpected given the way things began.

Where does the brawl take place?

There are a couple of brawls which take place in Romeo and Juliet. There's one in act 1, scene 1, for example, and another in act 3, scene 1. The latter is a serious one because it results in Mercutio and Tybalt's deaths.
What you'll notice about these brawls is that they always take place on the streets of Verona. They are conducted outdoors and in public, for everyone to see. This is significant because it shows us just how serious and deep-rooted the feud is between the Capulet and Montague families. This feud is so strong, for example, that it cannot be contained and kept indoors. At any moment and on any street a fight may break out. Moreover, it is not just the main family members who are involved in the feud; even the servants are known to verbally fight with one another, as we see in the opening scene.
By creating these types of brawls, Shakespeare adds tension and drama to the play, because the reader does not know when the next fight might come, nor whom it might involve.

A brawl is defined as a rough or noisy fight or quarrel. The derogatory remarks by the Capulet servants Sampson and Gregory in Act I, Scene 1 are enough to provoke a brawl with the Montague servants on the streets of the northern Italian city of Verona. It seems that the Capulets and Montagues have a long running feud, or an "ancient grudge," according to the Prologue. The brawl spreads to the citizens of the city and is further antagonized by Tybalt who threatens to kill Benvolio: "Turn thee, Benvolio; look upon thy death."
Ultimately, the Prince of the city engages the men and puts an end to the melee with threats of future punishments for "civil brawls bred on an airy word." The scene sets the stage for a tragic romance between the daughter of Capulet and the son of Montague.

How is Poppet the dreamer?

Poppet's full name is Penelope Aislin Murray, and she is the younger twin sister to Winston Aidan Murray, who is nicknamed Widget. Widget was born six minutes before midnight on October 13, and Poppet was born 7 minutes after midnight on October 14. Their births coincided with the opening night of The Night Circus. Their mother was a part of the magical circus, so the lives of the twins are intricately tied with the circus itself. This is why they are born with special abilities.
Poppet's ability is related to her being the dreamer of the twins. Her ability allows her to tell the future through the stars. Widget's ability is to read people's pasts. His ability is a backward-looking ability, but Poppet's tends to be much more forward looking and hopeful. She sees what could be and what will be. These things might be bad, but Poppet is a continually upbeat and lively character. Pair these characteristics with her ability, and it's apparent that calling her a "dreamer" is a good description.

What made Elizabeth I a good leader? What do you think was the most challenging issue she faced, and how did she overcome it?

Queen Elizabeth I was possessed of many positive character traits. She was highly intelligent, single-minded, and intensely practical, making compromises as and when required. When she died in 1603, England was undoubtedly a much stronger, more prosperous, and more respected country than it was when she ascended the throne.
Arguably the most challenging issue she faced was that of religion. In the 16th century, religion was far from being merely a matter of private belief; it was an issue of great national importance for the peace and security of the state. Elizabeth had succeeded her half-sister Mary, a deeply devout Catholic who had taken England back to full communion with Rome. Elizabeth was herself a Protestant, and it was clear to all that England under her rule would revert to being a Protestant country.
However, how she carried out this process of reconversion was significant and displayed her enormous political talents. Although Elizabeth was indeed a sincere Protestant, she was no fanatic. She saw the issue of the Church of England in fundamentally political, rather than religious, terms. This meant that the Church as an institution was there to support the monarchy as essentially a department of the state. In reforming the Church, Elizabeth set about building an institution that would greatly add to the stability of her throne while, at the same time, bringing some measure of peace to the realm.
How, then, did Elizabeth achieve this aim? The Settlement of 1559 was an attempt to compromise between rival factions within the Church of England. The Puritans were those Protestants who looked to Calvin's Geneva for inspiration. They wanted to see the establishment of a "Godly state" in which the secular authorities were thoroughly Christianized. Elizabeth was strongly opposed to the merest hint of theocracy; this would undermine the power and authority that had so nearly been taken from her under Mary.
There were also Anglicans who saw the Church as continuing the traditions of the Holy Catholic and Apostolic Church, though without what they saw as Rome's serious theological and structural errors. Elizabeth was not particularly sympathetic to this particular wing of the Church, although she did retain a fondness for certain remnants of Catholic worship, such as the use of vestments in services at the Royal Chapel.
Elizabeth was much less interested in the niceties of theology than in maintaining and strengthening royal supremacy. This is what mattered to her more than anything else; this principle was at the heart of the 1559 Settlement. Elizabeth made herself Supreme Governor of the Church of England. All those within the Church were now legally required to take an oath of loyalty to the monarch.
What the Settlement attempted to do was to accommodate as many differences of faith as possible within the Church. It was hoped by Elizabeth that this would isolate the fanatics of both extremes and make religious disputation much less bitter and divisive.
In due course, the 1559 Religious Settlement proved to be an uneasy political compromise, one whose unresolved tensions would ultimately lead to civil war nearly a century later. Although, in retrospect, it was probably the only arrangement that could have stabilized the country after nearly a quarter of a century of bitter religious conflict. However, only someone imbued with Elizabeth's strong sense of purpose and single-mindedness could have driven such a process to success. Several such successes would follow throughout her long reign, but the foundations had already been laid by the Religious Settlement of 1559, an act of leadership which greatly enhanced her reputation and authority in the eyes of her subjects and also of posterity.

What is the narrative point of view of "Games at Twilight" by Anita Desai? How does this point of view influence your understanding of the main character, Ravi, and his development in the story?

As was mentioned in the previous post, the short story "Games at Twilight" is narrated in the third-person point of view. One can easily distinguish the difference between first- and third-person narration by examining the pronouns used throughout the story. First-person narration pronouns include I, me, my, us, and ours. In contrast, third-person narration pronouns include he, she, they, their, him, and her. Desai's second sentence distinguishes the third-person narrative point of view when she writes, "They had their tea, they had been washed and had their hair brushed..." Using the third-person point of view allows the reader to understand Ravi's emotions and feelings throughout various scenes. When Ravi initially hides in the dark shed, he is frightened, anxious, and worried. However, Ravi begins to feel elated when he thinks about the possibility of winning the game. After Ravi runs out of the shed to touch the "den," the reader grasps Ravi's feelings of disappointment and despair when the children do not acknowledge his victory. The third-person point of view allows the reader to understand Ravi's emotions, which change throughout the story.

The narrative point of view for this story is always third person; however, the third person narrative voice does shift from a third person omniscient narration to a third person limited narration.  
The story begins in the omniscient point of view, and then the story shifts to the limited point of view a little bit after the game of hide-and-seek begins.  At that moment, the reader is taken into the limited perspective of Ravi. We only know what he knows and sees what he sees.  The shift allows readers to more closely experience Ravi's fears of Raghu and deep desires about winning the game and becoming a champion for a bit.  The narrative shift also lets readers really feel the crushing disappointment that Ravi experiences at the end of the story. 

Can you help me write a thesis about why Brutus would fit Aristotle's description of the tragic hero in Shakespeare's Julius Caesar?

Aristotle said "A man doesn't become a hero until he can see the root of his own downfall." A tragic hero exercises flawed judgment (hamartia), caused by excessive pride or hubris, which causes his own downfall. The hero also realizes his downfall was his own doing.
In Julius Caesar, Brutus is a tragic hero. His decision to kill Caesar is flawed and caused by excessive pride because he believes he knows what is best for Rome. Brutus loves Caesar, but when Cassius asks him if he feels content with Caesar's growing acclaim in Act I, Scene 2, Brutus answers, "I would not, Cassius; yet I love him well." Brutus loves Caesar and would rather not kill him, but he allows Cassius to manipulate him into killing Caesar. In Act V, Scene 5, just before he kills himself by running through his sword, Brutus says, "Caesar, now be still: I kill'd not thee with half so good a will." His words show an awareness of the flawed judgement that led to his own downfall, and this awareness is another feature of a tragic hero. In the end, Brutus feels remorseful about having thought, with excessive pride, that his actions could save Rome. 

What do the first six lines of Juliet's speech reveal about her conflict? What do you think about Juliet’s questioning of Friar Laurence’s motives in giving her the potion? Does evidence suggest she is serious about her fears?

Juliet makes this speech in act 4, scene 3. Sitting alone, she has the potion in her possession and experiences a conflict over whether or not take it. On the one hand, she wants to take the potion to avoid the marriage to Paris. However, on the other hand, she is worried that it might not succeed in putting her to sleep. In that case, she would have no choice but to go ahead with the marriage to Paris.
In this speech, Juliet questions the Friar's motives in giving her the potion. Specifically, she wonders if the Friar has mixed up a lethal potion to save himself from being dishonored when people find out that he performed her marriage to Romeo. However, Juliet quickly reminds herself that the Friar is a "holy" man. In her mind, this means that he is trustworthy and incapable of committing such a crime.
Juliet also expresses many fears in this speech. She worries that she will suffocate, for example, or go insane and "dash" out her own brains.
Despite these "hideous fears," Juliet proceeds to drink the potion. This suggests that her fears are neither deep-rooted nor serious.

Describe the policy of American isolationism. How did American isolationism benefit the United States and effect its rise as a superpower? Why did the US end its policy of isolationism?

The United States has been isolationist at many points throughout its history. For example, George Washington advocated a policy of non-intervention in European affairs in his farewell address. At the outbreak of World War I in 1914, Woodrow Wilson, the American president, was decidedly isolationist and hoped to stay out of the war. In fact, he ran on that promise in his 1916 re-election campaign. However, by 1917, the U.S. was involved in World War I.
After World War I, the U.S. again became isolationist. For example, Republican Senator Gerald Nye of North Dakota released a report that stated that World War I had been fought mainly for the benefit of banking interests and arms manufacturers, making Americans skeptical about fighting future wars. The Great Depression of the 1930s kept the U.S. isolationist, as we had our own economic worries to attend to.
It could be argued our isolationist policy was beneficial to us in the years before World War II, as we became involved in the war much later than the European powers and Russia did. We did not begin fighting until December of 1941, while the European conflict had begun in 1939. Europe and Russia had already borne the brunt of Nazi aggression for over two years before American involvement in the war, and the Chinese had been fighting against Japan since the 1930s. While many Americans died fighting World War II, American losses were far fewer than those of the Europeans, Chinese, and Russians, among others. The U.S. emerged from the war as a superpower in part because many European countries such as England and Germany had suffered heavy losses and needed to be rebuilt, and Japan had been defeated in the war and also suffered major losses and damage.
After World War II, the U.S. ended its policy of isolationism because of the Cold War. The U.S. was interested in the policy of containment, or stopping the spread of Communism after the rise of Soviet Russia as a superpower. In the last days of World War II, the Soviets had taken over many Eastern European satellite countries, and the U.S. feared that other countries would fall to communism. This was the rationale for American intervention in wars such as Korea and Vietnam. 
https://history.state.gov/milestones/1937-1945/american-isolationism

Which character seems to be the leader between Lennie and George and why?

Between the two characters, George would definitely be considered the leader because Lennie is unable to think for himself and make rational decisions. Aside from being Lennie's close friend, George protects Lennie from various characters and negative experiences throughout the novella. Lennie is mentally handicapped, naive, and innocent. He is essentially a helpless character who follows George's every move. George looks after Lennie several ways throughout the novella by telling him to avoid Curley and his wife, and speaks for him whenever Lennie is questioned. George understands Lennie's mental handicap and tries his best portray Lennie as a hard worker who listens to directions. Without George, Lennie would not have survived the incident in Weed, let alone find employment on the ranch in the Salinas Valley. As the story progresses, Lennie cannot avoid trouble, and George makes the moral decision to shoot his helpless friend rather than witness Lennie suffer a brutal death at the hands of a lynch mob. 

What actions did Americans take to show their patriotism after Pearl Harbor?

The Japanese attack on Pearl Harbor in 1941 provided the catalyst for a huge upsurge of patriotism in the United States. It's no exaggeration to say that the attack generated a sense of national unity unprecedented in American history. Millions of Americans came together for a common cause, the cause of defeating Japan. Political partisanship was suspended with all but one member of Congress voting for war with Japan the day after Pearl Harbor. Even the isolationist America First Committee dissolved itself, recognizing that American interests had been directly attacked and that there needed to be a robust response from the United States.
On the home front, hundreds of thousands of men rushed to enlist in the armed forces. Before Pearl Harbor, most of the services had had considerable trouble getting men to sign up. But all that changed after that fateful day in December, 1941. As well as signing up to fight, millions of Americans expressed their intense patriotism in other ways. People formed themselves into civil defense units; there were scrap metal drives to provide raw materials for the American defense industry. People also bought up war bonds, a hugely popular means of helping to fund the war effort.
https://edition.cnn.com/2016/12/06/opinions/remembering-pearl-harbor-lauder/index.html

https://visitpearlharbor.org/america-changed-pearl-harbor/

What is the difference between the Greek tragic hero and the Elizabethan tragic hero?

While both the Greek and the Elizabethan tragic hero have tragic flaws and make errors in judgment that enable or lead to their downfalls, the Elizabethan tragic hero is generally to blame for his ruin, whereas the Greek tragic hero is often a victim of fate. Oedipus, in Oedipus Rex, for example, is a tragic hero who suffers from the tragic flaw of pride. However, his fate was decided even before he was born; the oracle at Delphi, Apollo's mouthpiece, told Oedipus's father that he would have a son that would kill him and marry his wife. Oedipus's pride, which leads him to believe that he can avoid the prophecy, is what actually enables it to come true, but our sense that one cannot defy the gods' will is a significant part of his story. Shakespeare's Macbeth, on the other hand, seems much more responsible for his own demise; it is the result of his choices, not the result of fate. He chooses to murder the king in order to usurp the king's role—he was not fated to do so—and this action leads to his ruin. By the Elizabethan era, people preferred to believe that they had control over their lives rather than believe that something arbitrary—like fate—was directing their actions.

What might have happened if the North had not lost interest in Southern Reconstruction after 1870?

The pressing issue facing both North and South after the Civil War was how to incorporate a population of newly freed slaves into Southern society. More progressive members of Congress, usually members of the Republican Party, wanted to build an integrated South that granted full civil rights to blacks. As a result of this goal, they clashed with the more conservative wing of their own party and with the Democrats.
In the late 1860s, events came to a head. President Johnson, who supported states' right, allowed Southern states to pass repressive legislation meant to ensure that blacks would provide low-cost labor to whites. In 1866, Northern congressmen passed a Civil Rights Bill that said all people born in the United States were citizens with equal rights before the law. They also passed legislation extending the life of the Freedman's Bureau, a federal agency tasked with helping Southern blacks. Unfortunately, Johnson vetoed both laws. This helped lead to his impeachment and to an override of his veto of the the Civil Rights Act.
For a brief period in the 1860s and even into the 1870s, blacks were elected to Congress and had hopes of achieving integration and greater equality in the South. This would have still been a racist society, but it would have been a society significantly less openly racist than what emerged.
Instead, the readmittance of Southern states into the Union, the loss of interest in Reconstruction, political dealmaking, and Northern white fears of too much social change led to the situation that in fact occurred. The Ku Klux Klan was allowed to operate freely and terrorized blacks. Under the guise of states' rights, former Confederate states enacted repressive legislation that denied blacks voting rights, enacted segregation, and sharply curtailed full black equality. 
If the North had insisted on implementing the early vision of a South in which black rights were fully protected, the gains of Civil Rights movement of the 1960s could have potentially been enacted 100 years earlier. Blacks would have been allowed to vote freely, and acts of terror, such as lynchings, would have been fairly prosecuted. Additionally, much black suffering and exploitation would have been avoided.  If the United States had dealt with its institutional racism during Reconstruction, we would almost certainly be much further along in establishing racial equality in this country today.

In "A&P," why does Sammy make the decision that he does at the end of the story?

In this famous short story by John Updike, a brief encounter in a supermarket becomes a defining "coming of age" moment for a teenage boy named Sammy. One day in summer, nineteen year old Sammy is working when three teenage girls come into the store. They are scantily dressed, and the store manager berates them for it and tells them they need to leave. Sammy is somewhat horrified by this treatment of the girls, and as they are leaving he loudly announces "I quit" to his boss. He makes the decision to do this rather hastily, partly out of a desire to impress the girls, possibly to make himself into a sort of hero or helper to them, to acknowledge their humiliation and provide them a show of support.
On some level, this seems like a rather sophomoric thing to do, prompted by a teenage boy's romantic notion of chivalry, or even a form of offhanded flirtation, perhaps. But the story describes Sammy's actions as being loaded with potential consequences, having repercussions for his future. This moment is full of lessons that the future Sammy may look back on with regret or annoyance. His impulsive decision to quit his job in protest of the girls' treatment feels to him like a noble act. But instead of quitting, what if he had spoken up and challenged his boss, stating why he disagreed with his actions? By announcing that he is quitting, Sammy chooses a non-confrontational way of showing his displeasure; once he quits, he can walk out of the store and never confront his boss again. But actually confronting the boss's speech and behavior meant risking an escalation of the boss's anger; it may have even ended with Sammy being fired. By quitting, Sammy exerts a certain amount of control over the situation; but at what cost? It is as if this first test of his "manhood" came unbidden, and he wasn't quite ready.

I have chosen the differences between women and men for my theme for my summary response essay. How can I bring in the "Me Too" movement in as a response? I am struggling!

Let us start with the way male characters and female characters are depicted in Susan Glaspell's play Trifles. The premise of this play is that a man—Mr. Wright—has been murdered and his wife—Mrs. Wright—is suspected. The characters we actually see in the play are Mr. Hale and Mr. Peters; the latter is the town sheriff and the former lives next to the Wrights. The men are in the Wright home looking for clues to establish motive and reveal the circumstances of the crime. They bring their wives, Mrs. Hale and Mrs. Peters, along with them to gather some items for Mrs. Wright while she is being held in the local jail. Both the actions of the male and female characters and the circumstances related to Mr. Wright's murder can be related to the "Me Too" movement (more on that later).
During this one-act play, the male characters use traditional police methods to search for clues to the murder, but they end up basically empty-handed. The women, on the other hand, in collecting everyday items for Mrs. Wright, come across a number of clues that they use to piece together a theory of why Mrs. Wright would kill her husband. For example, they see that Mrs. Wright has left kitchen tasks unfinished and that she had recently dropped a stitch in her knitting. These details indicate that Mrs. Wright was interrupted during her work and also that something upset her and caused her to uncharacteristically mess up her usually beautiful stitching. Mrs. Peters actually fixes the flawed stitch, effectively tampering with evidence in an effort to protect Mrs. Wright. The women decide to bring Mrs. Wright her sewing supplies and when looking for some of those tools, they discover the dead body of her pet bird and the broken door of the birdcage. The women use this information and other background information they remember about Mrs. Wright and her former love of singing, in addition to their idea that Mr. Wright did not let Mrs. Wright sing, to infer that Mr. Wright killed her bird (and symbolically killed his wife's joy and her voice). In response, she killed him. The women remove some of the evidence. They probably do not even need to do so, though, because their husbands consider the details of the household that interest their wives to be mere "trifles."
The "Me Too" movement is centered around giving voice to women who have been abused or harassed by men. Some of the notorious cases we have heard about so far have been examples of sexual harassment, abuse, and even rape. We do not see these exact incidents in Trifles, but the play does imply that Mr. Wright has been abusive, psychologically and emotionally (perhaps even physically), toward his wife. Further, the way women and their interests and insights are seen as inferior to those of men is part of the culture that leads to systemic sexism and misogyny. In a society like that, casual sexism can easily turn into verbal and/or physical abuse. Further, the "Me Too" movement holds that many women have been afraid to report abuse because they will not be believed. Trifles suggests that women's voices are not deemed as important as men and that only other women can truly understand the subtle pain of women's daily existence in a patriarchal society.

Calculus: Early Transcendentals, Chapter 9, 9.3, Section 9.3, Problem 16

(dP)/(dt) = sqrt(Pt)
P(1) = 2
To solve, separate the variables.
(dP)/(dt)=sqrtPsqrt t
(dP)/sqrtP=sqrt t dt
P^(-1/2)dP=t^(1/2) dt
Then, take the integral of each side. Apply the formula int x^n dx = x^(n+1)/(n+1)+C .
2P^(1/2) + C = 2/3t^(3/2) + C
2sqrtP+C=(2sqrt t^3)/3+C
2sqrtP+C=(2tsqrtt)/3+C
Since C is a constant, then, we may express the C's in our equation as a single C.
2sqrtP=(2tsqrtt)/3+C
Then, apply the condition P(1)=2 to get the value of C. So, plug-in t=1 and P=2.
2sqrt2 =(2*1sqrt1)/3+C
2sqrt2 =2/3+C
2sqrt2-2/3=C
(6sqrt2-2)/3=C
Then, plug-in the value of C to 2sqrtP=(2tsqrtt)/3+C .
Hence, the implicit solution of the differential equation is
2sqrtP=(2tsqrtt)/3 + (6sqrt2-2)/3
After that, determine the explicit solution. To do so, isolate the P.
2sqrtP=(2tsqrt t + 6sqrt2 - 2)/3
2sqrtP=(2(tsqrtt + 3sqrt2-1))/3
sqrtP=(tsqrtt + 3sqrt2-1)/3
(sqrtP)^2=((tsqrtt + 3sqrt2-1)/3)^2
P=(tsqrtt+3sqrt2-1)^2/9
Therefore, the explicit solution of the given differential equation is P(t)=(tsqrtt+3sqrt2-1)^2/9 .

The introduction of COMPSTAT was an important event in the history of the New York City Police Department. Why is COMPSTAT important today? And why is it chosen?

COMPSTAT was, according to news reports on its use, a "statistical system for tracking crime" that was introduced in New York City in 1994. For one thing, this system used sophisticated statistical analysis techniques to pinpoint the areas where crimes tended to occur with the greatest frequency. This allowed the New York Police Department (NYPD) to devote the most personnel to these areas. It also tracked patterns in smaller, less serious crimes with an eye toward preventing more serious, violent offenses. Essentially, the program allowed the NYPD to track patterns in crime of all kinds in order to utilize their resources more effectively. It also made it possible for the NYPD to hold its leadership accountable for the performance of officers on the streets. According to statistics, crime has fallen more than 75% in New York City since the implementation of COMPSTAT. Though there are obviously many other factors in this transformation, COMPSTAT helped revolutionize the processes behind law enforcement in the city. It helps police leaders make sense of, and act upon, what might otherwise seem to be random criminal acts in a large population. As a measure of its effectiveness, and its continuing importance, the system, and others like it, is now used by many other police departments around the nation.
https://www.nbcnews.com/news/us-news/inside-look-system-cut-crime-new-york-75-percent-n557031

https://www.policeforum.org/assets/docs/Free_Online_Documents/Compstat/compstat%20-%20its%20origins%20evolution%20and%20future%20in%20law%20enforcement%20agencies%202013.pdf