What two reasons does Romeo give Balthasar to go to the Capulets' tomb?

Romeo tells Balthasar that he wants to see Juliet’s face again and get the ring.

Juliet faked her death with the special potion from Friar Laurence, and he was supposed to get a letter to Romeo. The letter was delayed by a plague. As a result, Romeo thinks Juliet is really dead.

Romeo tells Balthasar he just wants to see Juliet’s face again and get the ring, but in fact he has a vial of poison to kill himself.

Why I descend into this bed of death,
Is partly to behold my lady's face;
But chiefly to take thence from her dead finger
A precious ring, a ring that I must use
In dear employment (Act V, Scene 3).

Balthasar doesn't believe Romeo. He hides at the tomb. Romeo goes inside and sees Paris there. 

Romeo is not happy to see Paris. They fight, and Romeo kills Paris. Then he goes to Juliet, and he takes the poison. Juliet wakes up to find him dead. There is no poison left, so she takes Romeo's dagger and kills herself.

A finite potential well has depth Uo = 3.00 eV. What is the penetration distance for an electron with energy 2.50 eV? I am pretty sure that the...

The wave function of a particle near the barrier (or the "wall" of the finite potential well) is

`Psi(x) = Ae^(-alphax)`  , where

`alpha = 2pisqrt((2m(U_0 - E))/h^2)` . Here, `U_0` is the depth of the well, and m and E are the mass and the energy of the particle, respectively. The constant `alpha` determines the penetration distance (depth), which equals `1/alpha` . This is a distance over which the wave function becomes 1/e of its initial value.

In the given problem, the particle is an electron with the mass`m_e = 9.1*10^(-31) kg=0.5 (MeV)/c^2`

and the energy E = 2.5 eV. 

The penetration depth is then

`1/alpha = h/(2pisqrt(2m_e(U_0 - E)))`

= `(ch)/(2pisqrt(2*0.5*10^6 eV (3 eV - 2.5 eV))) = (3*10^8*4.14*10^(-15) eVs)/(2pisqrt(0.5*10^6))=2.8*10^(-10) m`

This is the same as 0.28 nm, which approximately equals your answer. The discrepancy might be due to my rounding the Planck's constant (I used 4.14*10^(-15) eV*s instead of 4.136*10^(-15) eV*s.)

What was the most important contribution of the transcontinental railroad to our national development?

There were several important contributions that the transcontinental railroad gave to our national development. I will explain a few of these contributions so you can decide which one was the most significant.

One important contribution would be the growth and the development of our country. As a result of the building and of the completion of the transcontinental railroad, more people moved to the West. As a result of this movement, more businesses also moved westward. With the transcontinental railroad, it was easier and cheaper for people and products to be transported across the country. This growth was good for our economy. More jobs were created as we expanded to the west. Interstate trade also increased. Eventually, new states joined the country.

The transcontinental railroad impacted the Native Americans greatly. For the Native Americans, this was a devastating event. The transcontinental railroad brought more people to the West. This disrupted the Native American way of life as Americans wanted the land on which the Native Americans lived. This led to many battles between the U.S. Army and the Native Americans. Many Native Americans died in these battles, and they were forced to relocate to reservations. From the perspective of many Americans, relocating the Native Americans to reservations allowed the country to continue to grow. For the Native Americans, this expansion was deadly and devastating.

The transcontinental railroad helped us settle the land from the Atlantic Ocean to the Pacific Ocean. Once the transcontinental railroad was built, branches of it were built extending to the North and to the South. This helped to settle lands in the Northwest and in the Southwest regions of the country. This furthered the growth of businesses and the growth of the economy. By 1900, many Americans wanted to continue our expansion by expanding overseas. Since we had already expanded across North America, it set the stage for the United States to become an imperial world power.

What metaphors are used in "The Passionate Shepherd to His Love" by Christopher Marlowe?

Christopher Marlowe's "The Passionate Shepherd to His Love" is full of figurative language, especially the metaphor. In contrast to a simile, which uses "like" or "as" to compare two different things, the metaphor uses an implicit (implied but not explicitly stated) analogy to equate two different things. Marlowe's "Shepherd" abounds with examples of metaphor. For example, at the end of the second stanza, Marlowe's shepherd describes a scene in which "Melodious birds sing Madrigals" (8). The birds aren't actually singing madrigals (a style of song sung by humans); rather, Marlowe's using a metaphor to compare the musical nature of the birds' songs to a madrigal. By doing so, he idealizes the birds' singing and paints a vivid image of natural beauty for his audience. Likewise, in the next line, the shepherd says, "I will make thee beds of Roses" (9), and here he's using a metaphor to idealize the comfort with which he and his love will be sleeping in his idyllic, pastoral paradise. There are other examples of metaphor in the poem, and they're pretty easy to spot once you get the hang of it, so I'd encourage you to search Marlowe's verse for more examples. 

What are the advantages and disadvantages of the euro system? Explain.

The euro system has created a large zone within Europe in which various countries all share the same currency.  This single currency system has one major advantage, as well as one major disadvantage.

The major advantage of having a single currency is that it makes trade between countries much easier.  It does this in a number of ways.  Companies that want to trade within the euro zone do not have to exchange currency in order to do so.  This reduces the cost of buying and selling across national borders.  People and companies who want to shop can do so much more easily because they know what the prices offered by suppliers in various countries mean.  Imagine if you are a car manufacturer and you want to compare the price of parts made by suppliers in five different countries.  This requires you to calculate exchange rates, which takes time and therefore costs more money.  With a single currency, you do not have to do this.  In addition, with a single currency, this hypothetical auto maker would not have to worry about changes in the exchange rate.  Since their country and the suppliers’ countries all have the same currency, they know that changes in exchange rates will not change their costs.  In all of these ways, and more, the existence of the euro makes it easier for people and companies in the euro zone to trade with one another, even if they are in different countries.

The major disadvantage of the single currency has to do with the economies of specific countries.  The problem is that you have many countries with very different economies all tied to the same currency.  This makes it impossible for different countries to change their monetary policies to adjust for the needs of their economies.  For example, if Greece is in a recession but other euro zone countries are not, Greece cannot simply implement a looser monetary policy because it does not have its own currency.  Similarly, countries cannot devalue their currency when they are part of the euro zone. This was another problem for Greece in its recent economic crisis.  If it had had its own currency, it could have allowed it to devalue, which would have helped the Greek economy significantly.  When countries with different economies are linked together in a single currency, they can be harmed because they all have to have the same monetary policies and currency values even though it might be better for separate countries to have separate policies.

Thus, the euro system is good for business in general because it makes it cheaper and easier to do business between countries.  However, the euro system’s major disadvantage is that it does not allow different countries to have different policies that fit their respective economies.

How do computers function?

Computers originated not so much with a technology but with an idea. That idea was that it is possible to break down complex activities, whether procedures or mathematical computations, into a series of extremely simple steps. Thus programmers develop "algorithms" that apply a series of simple steps to certain inputs to create outputs. 

The term "computer" originally referred not to machines but to people who did computations. Complex calculations, such as ballistics, were broken down into long series of simpler computations solved by large teams of "computers" (workers who performed computations). Gradually, machines were developed that could take the place of human computers, doing a series of very simple calculations very quickly.

Most modern computers input, store, and output binary information, i.e. strings of 0s and 1s represented internally as positive and negative electrical charges. Computers can perform a limited number of Boolean operations on either individual digits (the logical operator "not" which changes 0 to 1 or vice versa) or pairs of digits ("and" or "and not"). Computers are also capable of storing information in various forms of volatile or nonvolatile memory (RAM, disks), fetching information into processing units (CPUs), and processing information. Computers are also connected to input/output devices (screens, printers, keyboards, touchscreens) so that they can accept inputs and generate outputs. 

How are the characters in The Crucible responsible for the witch hysteria?

The Putnams bear some responsibility for the witch hysteria because, in Act I, they are eager to believe a witch is to blame for the deaths of seven of their eight children. They repeat their suspicions again and again, fueling rumors of witchcraft in the town, and express their immediate certainty of the guilt of the women Tituba names.

Tituba and Abigail Williams are partially to blame for the hysteria as well because Abigail first names Tituba as a witch to shift blame away from herself, and then Tituba confesses and names two others as witches to save her own life. At this point, Abigail confesses to witchcraft, too, and she and her cousin Betty Parris go on to name many others as witches.

The group of girls consisting of Abigail, Betty, Mercy Lewis, Ruth Putnam, and their friends are also to blame because they continue to accuse people they know are innocent. We must include Mary Warren in this group because she initially participates, though she tries to tell the truth later. When she fears being accused, Mary then accuses her employer, John Proctor, of being a witch and tempting her away from God.

We must even fault Proctor for the hysteria because he knew the girls were lying early on—Abby told him herself—and he kept this information to himself until it was too late. Likewise, we can blame Mr. Hale because he knew the court was corrupt and failed to speak out against it soon enough, to stay in Salem and try to prove the innocence of those accused. What he did was too little, too late. For obvious reasons, we can blame Judges Danforth and Hathorne because they choose to believe the girls' accusations, seeming to enjoy the immense power their position enabled them to wield over others, even in the face of evidence to the contrary. Really, very few, if any, characters are without blame.

How does Bruno's father's office compare with the rest of the house in The Boy in the Striped Pajamas by John Boyne?

Father's office is quite an intriguing place for Bruno in The Boy in the Striped Pajamas.  In addition to the numerous soldiers always going in and out of Father's office for meetings, the best description of Father's office would be “Out Of Bounds At All Times And No Exceptions.”  This description, provided in all capital letters from the book, adds to its intrigue.  Bruno is not allowed in Father's office on his own at any time.  Father's office compares to the rest of the house in that most of the other rooms are free to explore for Bruno and his sister, Gretel.  It is a rare moment when Bruno is actually called into this mystical room and, when that rare moment happens, Bruno is far more worried about what Father will say than what Father's office looks like.  This description is a perfect example of Bruno's innocence.  Bruno only knows what he sees: numerous women with typewriters, soldiers in uniforms, and many other "important" people who bustle in and out of Father's office.  It shows Bruno that Father is a very important member of the Nazi regime. 

What is the climax of the story "Little Things Are Big"?

The climax of the story "Little Things Are Big" is when the narrator, Jesús Colón, decides not to help the white woman who is getting off the New York City subway, even though she has a baby, two other children, and a suitcase because he is afraid of the way that she might perceive his offer of help. Even though, as Colón writes, "courtesy is a characteristic of the Puerto Rican," he decides not to help this woman because he is a what he describes as a Negro and a Puerto Rican. He fears that she might have preconceptions about what people who look like him are like, especially in an empty subway station late at night. He doesn't know whether she'll accept his help or scream for help. As a result, he decides to do nothing at that moment, and he feels that racism has caused him to act in a way that is uncharitable. However, he makes up his mind that in the future, he is going to offer help, no matter how it is perceived.

What scene throughout the novel The Boy in the Striped Pajamas would be described as being foreboding?

Foreboding is the feeling that something bad will eventually happen. One example of a foreboding scene throughout the novel takes place in Chapter 19 after Bruno has dressed up as a Jew and crawled underneath the fence of the concentration camp. When Bruno walks through the concentration camp, he mentions to Shmuel that he doesn't like it in here. All of a sudden, ten Nazi soldiers surround the area in which Bruno and Shmuel are standing and give them a command to march. A crowd of prisoners gathers and begins to march. Bruno and Shmuel are trapped in the center of the group and collectively move with the other prisoners. As they are marching, Bruno looks up in the sky and notices that clouds are becoming darker. There is also the sound of loud thunder overhead and rains begins to pour down heavily. The weather can be described as being foreboding during this scene. The reader can assume that something terrible is going to happen based on the precarious situation Bruno and Shmuel are in, as well as the ominous stormy weather. The group of prisoners is lead to a gas chamber where Bruno and Shmuel die while they are holding hands.

How can I conduct a secondary data collection to investigate recent aging trends in the United States? What trends are currently taking place? How...

Secondary data is data that has already been gathered by researchers and published in resources. In contrast, primary data is data we collect ourselves through our own research studies. We can find secondary data by locating censuses or technical reports published on government department and organization websites or in databases. We can also find secondary data in reference books, trade journals, literature review articles, and scholarly articles published in peer-reviewed journals; such scholarly articles report results of studies other scholars have already conducted. Beyond government and organization websites, such resources can be found in research institutions, university libraries, and university library search engines and databases ("Tips for Collecting, Reviewing, and Analyzing Secondary Data," PQDL: Program Quality Digital Library).

Secondary data on elderly consumer trends is extremely useful for marketing research since the market is guided by consumer trends, and the elderly make up 11% of the total US population. In addition, "The elderly are not poor," as stated by Charles Schewe in his own research article ("Buying and Consumer Behavior of the Elderly Findings From Behavioral Research," Advances in Consumer Research). Only 6% of the elderly population can be considered poor; the majority of the elderly have incomes below 7% of the national income average. Therefore, very lucrative niches can be created based on the consumer interests of the elderly (Schewe).

Some things we know about the consumer trends of the elderly are that they prefer leisurely activities; therefore, they invest a lot of their time and money in the travel and entertainment industries (Schewe). The AARP reports seeing a steady increase in elderly travelers. As the elderly population increases, so does the number of elderly travelers. By 2009, 12% of all trips taken in the US were taken by people 65 years or older, and the total number of trips taken was 45.5 billion ("How the Travel Patterns of Older Adults Are Changing," AARP Public Policy Institute).

Other elderly consumer trends valuable to the research marketer concern preferences for generic brands, brand loyalty, store loyalty, and needs for specialty goods and services. A Progressive Grocer study conducted in Baltimore found that 71% of the elderly ranked "generic items as good as other brands," and 70% ranked them as being of "better value" than name brands (as cited in Schewe). More research needs to be conducted on the consumer trends of the elderly. Currently, one of the most recent studies we have on brand loyalty was conducted by Jeffrey Towle and Claude Martin in 1976, who found that only 8.4% were brand loyal, leaving tons of room open for marketers to develop new brands of interest to the elderly (as cited in Schewe). Similarly, a study conducted by Progressive Grocer in 1979 found that 80% of the elderly are store loyal, preferring to shop at "their 'regular' store" (as cited in Schewe). Betsy Gelb also reports interesting data in her 1978 study on the preference of the elderly for their own senior-citizen clothing departments and package carry-out services (as cited in Schewe).

In the novel Somebody, Please Tell Me Who I Am by Henry Mazer and Peter Legranis, which character has a disability?

In Harry Mazer's novel "Somebody, Please Tell Me Who I Am," the protagonist, Ben Bright, experiences traumatic brain injury (TBI) as a soldier in Iraq, which causes physical and emotional disabilities. The novel effectively conveys Ben's journey from total breakdown to struggle for recollection and self-definition to triumph of spirit -- without necessitating a final, miraculous, physical recovery to his pre-war state. After sustaining TBI, Ben literally cannot remember who he is or any details of his life thus far; the explosion also incapacitates his ability  to move and even speak. Consequently, the healing process is grueling and painful, as unwanted flashbacks re-trigger trauma, impeding Ben's ability to integrate old memories into his present life and sense of self. This is further complicated by the fact that he doesn't remember anyone from his previous life except his friend Chris, which makes his fiancee, Ariela, extremely upset; this highlights the collateral consequences of Ben's disability on his loved ones.

In Tartuffe by Moliere, who is the speaker of the line about heaven being "known to compromise"?

Although the characters in Tartuffe mention Heaven quite a lot, seeming to use the word in reference to not just "God" but also "fate" and, of course, a literal afterlife, perhaps the most memorable instance of their discussions of Heaven is the one you mentioned. It's a line spoken by Tartuffe himself, the title character, in Act 4, Scene 5. Here's the entire statement:

Tartuffe: "Some joys, it's true, are wrong in Heaven's eyes; / Yet Heaven's not averse to compromise; / There is a science, lately formulated, / Whereby one's conscience may be liberated, / And any wrongful act you care to mention / May be redeemed by purity of intention." 

Depending on which translation of the play you read, your English version might look more like this:

"I know the art of pacifying scruples / Heaven forbids, 'tis true, some satisfactions; / But we find means to make things right with Heaven. / There is a science, madam, that instructs us / How to enlarge the limits of our conscience / According to our various occasions, / And rectify the evil of the deed / According to our purity of motive."

Regardless of how the message is translated into English, it's the character Tartuffe himself who's saying this. He's basically asserting, much to the frustration of many religious readers, that it's okay to do whatever you want in life (to sin however you please) as long as you repent for it, and you can still get into Heaven. In other words, Heaven is okay with "compromising," according to Tartuffe, letting people in who have sinned because they apologized afterward or made recompense for it.

You can tell that this is something Tartuffe would say, because he's such a hypocrite: he acts as if he had no morals, yet he claims to be a pious man. He chases after a married woman, yet he thinks of himself as having upstanding Christian values. In this little speech, he appears to be justifying all of his wrongs, implying that despite all of his sins, like his attempted seduction of that married woman, he is still following the rules of his religion and that he'll still be admitted to Heaven after his death.

In Gulliver's Travels by Jonathan Swift, how is the King of Brobdingnag a giant not only physically, but also morally?

The king of Brobdingnag is a moral giant relative to Gulliver, certainly, and to the Europeans Gulliver describes to him.  The king asks for a full account of Gulliver's home -- its government, its history, its way of life -- and he is "perfectly astonished" by what he hears.  He concludes that the majority of Gulliver's countrymen are the "most pernicious Race of little odious Vermin" that ever lived due to their violence, cruelty, hatred, and ambition.  Gulliver describes the king as wanting knowledge and experience due to his isolation from the rest of the world, and he believes that the king is narrow-minded, when, in reality, the king is precisely right: Gulliver's countrymen are warlike and vengeful and greedy.  In many ways, they lack the humanity the king possesses.

Further, when Gulliver explains gunpowder to the king, that it can destroy armies, blowing up hundreds of men at once, and laying waste to cities, he offers to share the recipe, believing that a king would absolutely want such a weapon at his disposal.  Indeed, most kings would.  However, the king of Brobdingnag is again horrified, calling Gulliver an "impotent and groveling Insect" with "inhuman Ideas."  The king has a great deal of humanity, enough to fill his whole, giant person, while Gulliver seems to have comparably little in his much smaller figure.

What do the bees symbolize in The Secret Life of Bees by Sue Monk Kidd?

Bees are powerful symbols in The Secret Life of Bees (Kidd), in addition to being part of the plot structure.  At the beginning of each chapter, a quotation from a book about bees features some aspect of beekeeping that states the theme of the chapter.  Overall, the bees are symbols of mothering and community. 

In the very first chapter, the beginning quote states,

The queen...is the unifying force of the community; if she is removed from the hive, the workers very quickly sense her absence (Kidd 1).

And as the chapter unfolds, we see that Lily's queen bee, her mother, is gone and that, despite the love of Rosaleen, she suffers greatly from the loss of her mother.  The bees seem to speak to her, swarming in her room to try to tell her something. By Chapter Two, after some dreadful encounters with her father and Rosaleen's problems in town with the police, Lily clutches a bee jar, emptied of bees that have flown away, and determines that she will fly away, too, taking Rosaleen with her. She hears a voice telling her "... your jar is open" (41). She decides that she will go on a quest to learn about her mother. 

When she and Rosaleen flee, they head for Tiburon, South Carolina, which is the name on the back of a memento Lily has from her mother.  There they meet and begin to live with the Boatwright sisters.  The oldest, August, is a beekeeper, and she is clearly the queen bee for the family. She becomes Lily's queen bee, too, as well as Rosaleen's, providing the love and support for the household and much of the larger community, able to answer questions for Lily about her mother's life, and putting Lily on a path to heal and be happy.

A beehive is a community that depends upon its queen bee to survive and to thrive, and throughout the entire story, Lily learns that she can thrive in a community with a wonderful queen bee, August Boatwright.      

Who are the main characters of The Help? What are they like?

The Help is told in first-person narrative and with alternating chapters by three main characters: Aibileen, Minny, and Miss Skeeter. Aibileen Clark is a black maid who works for the Leefolt family. She dotes on baby Mae Mobley Leefolt, and she quietly tries to teach the young girl something about racial tolerance. Aibileen’s own son Treelore was killed in a work-related accident. One of the woman’s talents is that she is successful at praying for people and for good causes in need. She writes out her prayers in a notebook each night. Aibileen agrees to help Miss Skeeter come up with answers for the Miss Myrna column in the local newspaper. Eventually she agrees to also help with the black maids book project.

Minny Jackson is a black maid who works for Celia and Johnny Rae Foote. Minny is known around Jackson as being a terrific cook. But she also has a temper and is stubborn and opinionated. Before she left her last employment, she made a pie for Hilly Holbrook that included what she calls the “Terrible Awful.” Minny lives with her husband Leroy and a house full of kids. Sadly, she suffers regular domestic abuse by Leroy. She clearly knows the lines between whites and blacks in the Mississippi of the early 1960s. She’s reluctant to help with Skeeter’s black maids book, but is eventually won over to help. She becomes a sort of friend to Celia, since the woman has been rejected by most of the members of the Jackson Junior League. By the end of the book, Minny is pregnant again, has gotten beaten up again, and has finally decided to leave her husband.

Miss Skeeter’s real name is Eugenia Phelan. She’s a white woman with frizzy white-blonde hair, and she’s an officer with the Jackson Junior League. She lives at her childhood home, the Longleaf cotton plantation, with her parents, Carlton and Charlotte Phelan. She graduated from Ole Miss and wants to be a writer. She gets $10 a week to write the Miss Myrna housekeeping hints column in the local paper, with Aibileen’s advice. Skeeter begins to get annoyed, frustrated, and angry, with the way that whites (including her best friends) treat the blacks in this city. She decides to compile a book of the black maids’ true stories, with their names changed to protect their identities. Skeeter dates Stuart Whitworth for a time, but she breaks up with him when it’s obvious that he expects her to abandon her civil rights and women’s rights ideas. By the end of the book, the black maids book is a success, and Skeeter has been offered a publishing-related job in New York.

What is the significance of the title of the Book of Matthew? Is the title a metaphor or representative of a specific incident in the book?

The first issue you should consider in addressing this assignment is that the Book of Matthew, as is the case with many ancient works, may not have had a title in the modern sense. Thus, talking about an "author" choosing a "title" fundamentally misunderstands the nature and history of this text.

The Gospels (Matthew is one of the four Books of the Gospel) which eventually were included in the New Testament originated in oral tradition as various stories concerning the life of Jesus and collections of his sayings. This particular work synthesizes materials from the earlier Gospel of Mark with a sayings source referred to by scholars as "Q". 

The title in Greek is "To kata Matthaion euangélion," literally "the gospel [good news] according to Matthew." The translators of the Authorized Version (popularly known as the King James Version) translated the Greek into English quite literally.

The title suggests the work tells the story of the "good news" brought by Jesus following a tradition originating from Matthew, one of the twelve disciples of Jesus. Given the reliance of the text on Mark and the fact that the earliest attributions of it to Matthew occur in the second century, it is unlikely this was actually an account written by Matthew, although he may have been a source of some of the oral traditions that found their way into the text. 

The reason for the attribution of the work to Matthew arose in the context of second century debates about and contests for authority among very early Christian factions. Irenaeus and Papias were especially concerned with establishing apostolic succession as a basis for doctrinal authority, and thus the significance of imputing authorship to Matthew has to do with using a form of what rhetoricians of this period would have termed extrinsic ethos as grounds for establishing a text or doctrine as authoritative.

Why do we need to study the past?

There are several reasons why it is important to study the past. One reason is that many events repeat themselves in some ways. For example, many of the causes of World War II were similar to the causes of World War I. If we would have learned from the actions that led to World War I, we might have been able to prevent the outbreak of World War II. Another example deals with the start of economic problems. Many recessions and/or depressions have similar causes. For example, some of the causes of the Great Recession of 2008-2010 were similar to the causes of the Great Depression in the 1930s. Preventing future mistakes is one main reason to study the past.

Another reason for studying the past is that people should be able to see how past events have relevance in their life now. The past should serve as a personal guide to the future. If a person learns from the mistakes of others, they can hopefully prevent making those same mistakes in their life. If a person learns from the actions of others, he or she can develop a personal blueprint of how to live. For example, a person can learn from poor financial decisions others have made in order to avoid making those same mistakes in his or her life. Studying the past can have a direct impact on your life today.

Name 3 reasons why the USA got involved in the Vietnam war and give a detailed explanation for each.

Here are three reasons the U.S. got involved in Vietnam:

1.  The domino theory--this theory refers to how if one nation is taken over by Communists, then the others around it will also.  Kennedy's defense strategy referred to containment of Communism--not to let the Communists take over any more countries.  This meant fighting what America thought was Communist aggression anytime, anywhere.  

2. America needed to look strong in front of its allies.  Western European leaders constantly worried about Soviet aggression.  If America let South Vietnam fall to the North, then Western Europe may feel as though America could not protect them either.  South Vietnam soon became a symbol of America's ability to fight communism, and the U.S. needed to prove to Europe that it was the dominant superpower.  At the time many in American government thought that Communism was controlled by the Kremlin directly--later evidence has proven that this was not the case, even though North Vietnam received weapons and money from the Soviet Union.  

3. The Gulf of Tonkin Resolution--This one is probably the greatest of them all, because after 1965, America sent more than advisers and monetary aid to South Vietnam--it sent ground troops and air support.  The U.S.S. Maddox was carrying out a simulated radar attack on Hanoi in order to test the city's defenses.  Hanoi, understandably, sent a submarine to attack the Maddox.  While the simulated attack was not published in American news, the North Vietnamese attack was publicized, and many in America thought that a war against North Vietnam was the appropriate response.  

The leaders of the US, USSR, and Great Britain said they wanted to cooperate, so why were negotiations at the Yalta and Potsdam conferences so...

Actually, the three great superpowers at Yalta did want to cooperate, because they wanted to ensure peace for the postwar world.  However, they all had different agendas to promote.  Stalin acted on his own and was not responsible to the people of the Soviet Union.  Stalin wanted to ensure a buffer zone between the West and his country, because the Soviet Union lost heavily in terms of men and material in this war.  Churchill openly distrusted Stalin and there was still some animosity between Britain and the Soviet Union over the Nazi-Soviet Non-Aggression Pact in 1939.  Stalin wanted to see the prewar government of Poland restored, but Stalin wanted his regime to remain in place.  When Churchill complained that Stalin was expanding his borders, Stalin pointed an accusing finger at British colonies and asked why the British could have a sphere of influence and the Russians could not.  Roosevelt, on the other hand, needed an assurance that the Soviet Union would stay in the war to fight the Japanese, who were already retreating in January 1945 but were still quite strong.  Roosevelt was willing to agree to almost anything to get this assurance, even if it meant that Eastern Europe would be occupied by the Soviet army, which was already a reality on the ground at the time of the conference anyway.  Roosevelt thought that he could negotiate a deal with Stalin to get the Soviet Union to acknowledge the prewar territorial boundaries, but the American president died in April before the war's end.  

In Shakespeare's Romeo and Juliet, how do the actions of Paris and Friar Lawrence impact the eventual tragic ending?

In Shakespeare's Romeo and Juliet, Friar Lawrence and Paris do have an impact on the tragic deaths at the end of the play. First of all, when Friar Lawrence finds out that Juliet is suicidal in act 4, scene 1, and that Lord Capulet is forcing his daughter to marry Paris in a couple of days, he comes up with a plan to fake Juliet's death. This will allow her to avoid marrying Paris and give Friar Lawrence time to send a message to Romeo about their plan. It's the only plan he has to stop Juliet's attempt to kill herself and reunite the lovers in Mantua. If Friar Lawrence had come up with another plan for Juliet, rather than faking her death, the tragic ending may have been avoided. He could have advised her to marry Paris to save everyone's lives, for example. But he chooses to fake her death, which eventually causes more problems than it solves.

Paris, on the other hand, forces a tragic ending on his part when he challenges Romeo to a duel over Juliet's "dead" body. When Romeo enters the tomb, Paris realizes that Romeo is the one who killed Juliet's cousin, Tybalt. Paris then assumes that Romeo is there to do more harm to the dead bodies. When confronted, Romeo gives Paris a chance to leave him alone with Juliet's body by saying, "Good gentle youth, tempt not a desp'rate man./ Fly hence, and leave me" (V.iii.59-60). If Paris had done what Romeo told him to do, he could have saved his own life. Instead, three young people wind up dead in the last scene, rather than two. 

What is a senior accountant? How do you become one?

A senior accountant is responsible for reporting on an organization's or department's margins, expenditures, productivity, and reporting costs. Once one becomes a senior accountant, that person is often no longer required to complete some of the administrative tasks — such as gathering data or inserting information into balance sheets — that he or she may have completed as a junior accountant.

One of the major responsibilities of a senior accountant is to participate in company audits. Companies trust senior accountants to provide meticulously researched and vetted information to ensure the company's leaders are able to make important financial decisions based on accurate numbers and recommendations.

In larger organizations, senior accountants are frequently given managerial positions in which they oversee the work of other accountants. This added responsibility requires a senior accountant to be skilled in interpersonal communication and group problem-solving as well as good with numbers and data.

To become a senior accountant, one must have a four-year accounting degree from an accredited university. Many senior accountants continue their schooling to obtain master's degrees. They also often become certified public accountants (CPAs). 

There is no specific time frame in which an accountant becomes a senior accountant, but it typically takes around four or five years on the job to reach senior accountant status within an organization.

An accountant increases his or her probability of being promoted to a senior accountant if he or she can show proficiency and growth in a number of skill areas. For example, a senior accountant must be highly organized and detail-oriented. The accountant also must have proven he or she is able to work collaboratively with many different types of employees. The accountant's problem-solving and analytical skills should be highly regarded and the accountant must stay up-to-date on accounting software and programs.

A senior accountant can expect to earn higher wages than a junior accountant, but the exact wage earned often depends on the organization's size and its commitment to compensating talented employees. Organizations that highly value the skills of a senior accountant may pay as much as $90,000 per year. The low end of the pay scale for senior accountants is between $60,000 and $65,000 per year.

How is the quote “ Instead he began thinking of the things that would happen to him after the thought Police took him away. ” an example of...

The passage cited from Part I, Chapter VIII, is an example of foreshadowing because it is in the room of the pawn shop owner, Mr. Charrington which Winston Smith has just seen that he is later arrested along with Julia from the Fiction Department. They are interrogated and tortured in Room 101 until their minds are brainwashed.

In Chapter VIII, Winston starts to write in his diary after returning from the area where the proles live and the pawn shop is located. But, instead his thoughts wander to the Thought Police and what will happen to him because he feels the inevitability of being arrested for his crime of having a diary.

Winston has gone where the proles live in an effort to learn what things were like in the past, a crime in itself. When he drinks beer with an old man, Winston asks him about what things were like before the Revolution, but the old man will not really answer his questions. Instead, he rambles incoherently about "top hats" and some other things that certain classes wore or did, and he speaks of drinking "a pint" of beer, not a half-liter, as now. "The beer was better," he says, and when Winston asks about the war, the old man replies, "It's all wars." Clearly, the old man is fearful of Winston because of so many questions about the past.

How has the history of white supremacy impacted urban life?

Although slavery has ended and white supremacy is no longer encouraged in the United States, the truth is that the history of white supremacy still has a strong lingering impact on the US and particularly urban communities. In part, this is because as much as we would like to deny it, white supremacists still exist; the KKK is still an active organization nationwide. However, the real impact has more to do with the way white supremacy shaped the formation of cities and policies. These continue to have an impact because they have not changed since they were created, or have not changed sufficiently.

One major example of this is transportation infrastructure. In the early- to mid-20th Century, urban planning and highway development disproportionately affected black neighborhoods. Black families were often displaced by highway construction, and neighborhoods that the highways ran through (as opposed to running to) tended to remain underfunded and undercared for. The presence of the highways contributed to pollution and detracted from community stability. They also have tended to cause problems in that people in poorer communities are less likely to own cars, but affordable public transportation rarely travels on the highways. Conversely, areas that the highways ran to tended to be more successful white neighborhoods -- for them, access via car to other successful, wealthier white areas was a priority. These separations have lasted well into the 21st Century.

Another example of lingering white supremacy can be found in many school districts. Before schools were integrated, black schools were almost universally less funded than white schools. However, after integration, the most heavily-integrated schools still tended to be poorer and less prioritized in funding (which was, in part, why Title I funds were created). In many areas, school funding is determined by local taxes; in other words, schools in poorer areas tend to receive less money than schools in wealthier areas. As a result, people living in poor black neighborhoods, who are already disadvantaged, are also not receiving an equitable education. This furthers the cycle of poverty essentially indefinitely for many families. Until we change policies such as these, white supremacy will continue to cast a shadow over our country.

Find the curl of the fields shown on the image below.

a) A curl is the vector derivative of a vector field. It can be denoted as 

`vec grad xx vec F` , where `vec F` is the vector field. `

The curl is calculated as three-dimensional determinant:

i           j            k

d/dx     d/dy      d/dz

`F_x`      `F_y`      `F_z`

This determinant equals the vector quantity

`((dF_z)/dy - (dF_y)/(dz)) veci - ((dF_z)/(dx) - (dF_x)/(dz))vecj + ((dF_y)/(dx) - (dF_x)/(dy))veck` .

To find curl of the given field, let's first find all the required partial derivatives:

`(dF_y)/(dx) = y^2z`

`(dF_x)/(dy) = x^2z`

`(dF_z)/(dy) = xz^2`

`(dF_y)/(dz) = xy^2`

`(dF_z)/(dx) = yz^2`

`(dF_x)/(dz) = x^2y`

Substituting these into the expression above, we get

`vec grad xx vecF = x(z^2 - y^2) veci + y(x^2 - z^2) vecj + z(y^2 - x^2) veck` .

This is the curl of the given vector field.

b) Follow the same procedure to find the curl of this given vector field, as well.

These are the partial derivatives:

`(dF_y)/(dx) = y^2`

`(dF_x)/(dy) = -xsiny`

`(dF_z)/(dy) = 0`

`(dF_y)/(dz) = 0`

`(dF_z)/(dx) = 0`

`(dF_x)/(dz) = 0`

So the only component of the curl of this field that is non-zero is the z-component:

`vecgrad xx vecF = (y^2+xsiny) veck` .

Can you help me write a thesis statement and think about how to write 500 words about how a community problem should be solved?

To identify a problem in your community, you can read your local newspaper or visit its website. You might also know about a problem related to your school that you can write about.

Your thesis statement should include what the problem is, what people are doing to solve it, and whether that has been effective. For example, wildfires are a big concern on the West Coast of the United States right now. The thesis statement for an essay about wildfire concern would include the extent of the fires and the damage they are causing, as well as what can be done to help fight or prevent them.

You might want to think about dividing your essay into three main parts: background information, what's being done to solve the problem, and what the future holds. When examining any community problem, you first want to start with background information about that problem. For example, the California wildfires were caused in part by years of drought and high summer temperatures. Then, you want to discuss the extent of the problem, including the problem's effects on the community. For example, in the case of wildfires, you would mention the number of acres they have affected, their cost, and the number of people who have died due to wildfires. Then, you would speak about how your community is attempting to handle this problem. Finally, you might discuss what you propose for the future to help solve this problem, or what experts suggest to solve this problem. You would want to aim for about 150-200 words per section so you can come up with an essay of 500 words. 

How do I make the best introduction for a scholarship essay?

Scholarship essays are a great challenge to write. Because you may be competing with hundreds or even thousands of other applicants, the first sentence and first paragraph of your essay are extremely important.

Of course, this is not to limit the significance of the rest of your essay; however, the first sentence and first paragraph are the initial part of your essay the reviewer or admissions officer will read. One of the best ways to distinguish yourself from other people is to tell a story (in the first paragraph) or use an anecdote that leads in to the rest of your essay. If you can make it unusual and relevant at the same time, you will likely catch the attention of the reviewer.

Consider this: when you open the pages of a thriller or murder mystery, what will you likely read in the first sentence? It's usually something attention-grabbing, isn't it? Let's take a look at the first sentence of Catherine Coulter's FBI thriller, Whiplash:

Erin used her third-generation lock picks. She knew each one intimately, having successfully, and in excellent time, learned to unlock by the age of six and a half whatever her father hid under her pillow.

Okay, that's two sentences, but I bet you read the second one, too, didn't you? The first sentence is attention-grabbing. Erin is using her third-generation lock pick, but why? Is she from a family of professional thieves? The first sentence or two makes us want to read a little more. Erin knows her lock pick "intimately." That's a very descriptive word, conjuring up any number of fascinating images in our mind about Erin, and this is just the first paragraph. Remember reviewers have to read through stacks of essays. It is a tedious task, at best, so you will want to make their job as enjoyable as possible when it comes to reading yours.

Since scholarship essays and essays to Ivy League colleges are challenging ones to write, I would like to share two links with you. In the first link, you can read the essay of a high-school senior who was accepted to Stanford and five Ivy League colleges. The second link allows you to read admission officers' comments on her essay. It's quite illuminating!

Considering the Principle of Homogeneity of Dimensions, is the following equation correct? F=mh, where F = force , and h = height.

The Principle of Homogeneity of Dimensions states that all terms inside a physical formula must be the same. Really, it is a bad idea to add meters to kilograms (multiplying meters by kilograms is okay).

There are only two terms in our formula `F = m*h,` `F` and `m*h.` We have to check and compare their dimensions.

Force `F` has the dimension of Newtons (`N`). `N` is the same as `kg*m/s^2`; we can derive this from Newton's Second Law `F = ma.` Height `h` has the dimension of meters (`m`), and mass `m` has the dimension of `kg.` In terms of dimensional formulas `F = [M*L*T^(-2)],` `m = [M]` and `h = [L].`

So there is `[M*L*T^(-2)]` at the left and `[M*L]` at the right. These dimensions are different, so no, this formula cannot be correct.

What is Eddie's theory about the origin of Fresno's sadness?

The city of Fresno is in the middle of California's Central Valley, one of the most important agricultural areas in the United States and the world. A wide variety of crops are grown in this fertile region, including onions. In Chapter One of Gary Soto's novel Buried Onions, the protagonist, Eddie, explains the sadness of the Mexican barrio of Fresno, claiming that a "huge onion" was buried under the city and that its vapors permeated everything, bringing tears to the eyes of those who lived there. To reinforce this theme Eddie describes Belinda, his best friend's sister, who has a tear permanently tattooed on her cheek.

This buried onion explains the tragedies and day-to-day malaise of his neighborhood, especially among several of the males, who are either dead, in jail, or committed to a life of crime. Those men, like Eddie and José, who want to escape this existence always seem to be drawn back into the sadness. Eddie can't seem to get a break, losing jobs, being arrested and constantly tormented by Angel and Samuel. José is stabbed while trying to help Eddie and is not able to "ship out" with his Marine Corps unit. In the end, in a symbolic confrontation, Eddie is presented with two onions as he walks through a field outside of Fresno. After taking the onions in his hands he suggests that he has cried the last of his "childhood tears."

What are the differences between the book Great Expectations and the movie?

There are several different movie versions of Great Expectations. The 1946 version follows the book fairly closely, except some characters are left out, such as Orlick (the worker at the smith who probably attacks Pip's sister). In addition, in the movie, Estella gives Pip reason to think that she might eventually love him, while in the novel, Estella's last words to Pip are, "And we will continue friends apart" (page 484). In the novel, Estella never promises to love Pip, so the movie version made a large alteration in the story by suggesting that she did. 

There was also a 1998 movie with Ethan Hawke and Gwyneth Paltrow (set in contemporary times, which was very different from the book) and a 2012 movie of the book. The 2012 version featured Ralph Fiennes as Magwitch. This version restored several of the omissions of the 1946 version, including the complexity of characters such as Biddy and Joe. However, it didn't emphasize Pip's snobbery to the extent that the book did, particularly towards Joe, though it provided a more classic version of the book in film form. 

What would Pa pack in his suitcase to travel back to Wisconsin to visit family in Little House on the Prairie by Laura Ingalls Wilder?

When the Ingalls family moved to Kansas, they left behind relatives in the Big Woods of Wisconsin. Pa's parents and some of his siblings still lived in Wisconsin. If Pa traveled back to Wisconsin to visit his parents and siblings, he would pack essential items for his trip. Pa would most likely travel by horse, so he would not be able to pack much.

Pa almost always took his hunting rifle with him. He used it for personal protection when traveling. Pa would pack ammunition for his rifle in his suitcase. He would pack a change of clothes and food, such as dried salt pork. He would bring some kind of container to hold water. If he had room in his suitcase, he might even pack his fiddle. Pa loved to play his fiddle and sing. When he was not using the fiddle, he kept it packed away in a box. Pa would also pack a blanket and matches for camping out under the stars along the way.

What are each character's values in Brighton Beach Memoirs?

Eugene, the main character in the play, values playing baseball and dreaming about his future greatness as baseball player or writer. He devotes himself to chronicling everything that is happening to the Jerome family and trying to escape blame from his parents. His father, Jack, values supporting the family through working two jobs and trying to guide his children and nieces as they mature in a supportive way. His wife, Kate, values controlling her family and protecting them, often to the point of obsessiveness. She also would like to see her widowed sister, Blanche, remarried. Blanche values being largely dependent and protected by her sister (Kate) and brother-in-law (Jack) and keeping protective watch over her two children. Stanley, Eugene's older brother, values helping his father and his family through hard work. Nora, Blanche's older daughter, values her looks and wants the adventure that would come from being an actress on Broadway, while her younger sister, Laurie, wants to get as much attention as she can by milking her heart condition for all it's worth. 

In the novel, "The Dispossessed," As we have read in Literary Criticism, one of the primary objectives of ecocriticism is to prompt individuals to...

This is a great question about a complex topic. Of the many approaches you could take, one worth considering is the connection between environment and political systems. One of Le Guin’s most challenging ideas is the notion that scarcity (e.g., Annares) does not necessarily lead to a breakdown of society, and that, in some ways, the anarchic system in drought-stricken Annares might be preferable to the patriarchal system of resource-rich A-Io. In other words, the environmental challenges on Annares can be seen to actually contribute to a more free and egalitarian society. The “good” and “bad” labels your question presumes about nature are, I think, deeply problematized by the novel; it seems more accurate to point out that “bad” aspects of nature can lead to “good” political outcomes, whereas the “good” aspects of nature (beauty, plenty, etc.) can foster more regressive systems. I think that in as much as The Dispossessed is a novel that explores the ways an Anarchist utopia might be achieved, it is a novel that advocates for activism, ecological and otherwise.

How much would women and children be paid for the work they did during the Industrial Revolution?

Women and children provided some of the labor in the factories during the Industrial Revolution. Since there were no laws at this time requiring children to attend school, many children worked to help their family make ends meet. There were no minimum wage laws for any workers, so factory owners could pay workers whatever they wanted to pay them. Generally, women and children were paid less than men for the work they did. While some women worked to help their families earn money, other women worked because there were no other viable alternatives for them. Some women were also trying to save money for when they married.

Children were paid very little. For example, it was common for children to work about twelve hours a day or more, six days a week, and be paid one dollar. In one factory in Massachusetts, children were paid between 40 cents and $1.10 for one night’s work. Eventually, there were calls to pass laws to regulate child labor and require kids to attend school.

Women were also paid very little. In some of the factories in New England, women were paid between $3.00 and $3.50 per week. They would work twelve-hour days, six days a week.

Women and children were badly paid for the long hours they worked in very poor working conditions.