The U.S. joined WWI because of what two events?

Actually, there are more than two events.  British and French releasing anti-German propaganda in the United States played a role.  Also, the United States loaned the Allies millions of dollars to fight the war and if the Allies lost, then the money would not be repaid.  

The main reasons that America entered the war were that Germany resumed unrestricted submarine warfare against Britain and the leak of the Zimmerman note.  Germany waged unrestricted submarine warfare as early as 1915, then 128 Americans died on the British liner Lusitania when it was sunk in May of that year.  While it was carrying munitions for the Allied war effort in its hold, Wilson called this an attack against innocent civilians, and Germany issued an apology, paid an indemnity, and promised not to do it again.  By early 1917, German war planners realized that their window of opportunity for winning the war was closing, so they resumed unrestricted submarine warfare anyway with the logic that the war would be over before America could be a factor.  America declared war in April of that year after a few American merchant ships sank.  

As to the Zimmerman note, Arthur Zimmerman of the German Foreign Service in Mexico wanted to distract America from the European war, so he devised a scheme where Germany would help Mexico in a war against America in return for Mexico gaining back the land it lost during the Mexican war in 1848.  This was still in the planning stages when British intelligence intercepted the telegram and sent it to the American government, where it was quickly released to the press.  This stirred up more anti-German sentiment, especially in the West.  

How do the hunters damage the wall in "Mending Wall?"

In Robert Frost's poem "Mending Wall," the narrator is inspecting the stone wall on his property for damage. He writes that the hunters "have left not one stone on a stone," meaning that they have not simply piled one stone on top of another. Instead, to flush the rabbits out of their hiding places and "please the yelping dogs," the hunters have created gaps between places in the wall. No one hears the hunters making these types of gaps, but the narrator and his neighbor find them in the wall when they go to inspect it in the spring. The types of gaps the hunters make are very different than the effects of the natural swelling of the frozen ground, which makes boulders spill out of the top of the wall and makes very large gaps. 

I'm reading Plato Theaetetus translated by M. J. Levett and I need to find literary devices throughout the dialogue. Can you help with providing...

As your assignment is to read the book yourself, and as you are reading the book to note literary devices, giving you the precise page numbers of the literary devices in your translation would be unethical, as it would undermine the point of the assignment, which is to ensure that you read the dialogue in its entirety yourself. Instead, this answer will focus on helping you complete your assignment rather than completing it for you.

One of the great paradoxes one encounters when studying Plato is that his condemnation of the poets in Republic and Ion contrasts strikingly with his own literary craftsmanship. He himself uses a wide range of literary devices with outstanding skill.

Perhaps the most common devices Plato uses are simile and metaphor, making complex philosophical points by comparing abstract concepts to concrete ones. This device is not just literary, but also reflects Plato's own understanding of the phenomenal world as a corporeal instantiation of the noumenal one. In a sense, for Plato a real apple is a metaphor for the idea or form of the apple, with the form being the tenor and the physical fruit the vehicle.

The first important metaphor we find in Theaetetus is that of Socrates himself as a midwife of ideas. The second metaphor crucial to the ontological discussion is that of the Heraclitean river as a metaphor for becoming.

Another quite common literary device in the dialogue is one known variously as epanorthosis, metanoia, or correctio. This is a rhetorical form of self-correction, in which a speaker explicitly corrects his previous statements (e.g. by stating "We must have been wrong in claiming ..."). This is something found throughout Plato's dialogues and crucial to the understanding of Theaetetus. One good example of this is the way Socrates repeatedly refines his own explications of the homo-mensura fragment. After each reductio ad absurdum, he then corrects himself by arguing that since Protagoras would not have held such an absurd viewpoint, Socrates' own interpretations must be at fault. Socrates will then offer up a new interpretation.

In To Kill a Mockingbird by Harper Lee, what do the children learn about themselves?

Both Jem and Scout learn that it is more emotionally satisfying to help others by standing up for what they believe in, rather than conforming to society. Their father was the perfect role model, and he taught them to abide by their own conscience throughout the novel. Scout learns that it is better to look at situations from various points of view and solve problems with her mind instead of with her fists. She also learns that her preconceived opinions of others are often wrong and realizes the harmful effects of believing many of the rumors she hears. Jem learns that his childhood view of Maycomb did not take into account the community's ugly racial prejudice. He also learns that in order to live with his own conscience he must make an effort to protect innocent individuals like his father did. In doing so, Jem learns that his positive actions result in feelings of satisfaction and contentment.

How does a windmill work?

Old fashioned windmills were used for grinding things like flour and grain, so they were essentially a giant stone that was spun by the wind, sitting on a giant stone that could turn freely. As the top stone moved, the bottom stone could turn with it, and anything in between was crushed.

Modern electric windmills use a turbine and gearbox to rotate a magnet in a coil of wires. This generates alternating current in the wires, which is used to power things in the electric grid, as well as charge batteries.

Other windmills have operated things like pumps, so seawater could be removed from a section of land, or bellows, so iron workers could maintain high heat in their forges while they worked. 

What are some examples of symbolism in The Book Thief by Markus Zusak?

A symbol is an object or person that stands for something other than itself.  I will give you an example of an object and a person.  An example of symbolism in the story is the books that Liesel steals, and the act of reading itself, which both represent freedom and escape.  Liesel finds herself in a very difficult situation. She has lost both of her parents, and her brother.  She lives in a country and a time ravaged by war.  Liesel is unable to read when she steals her first book, but she uses it to learn.  Books become her salvation.

When she came to write her story, she would wonder exactly when the books and the words started to mean not just something, but everything. (Ch. 3)

To Liesel, reading is more than a pleasurable pastime.  Books are very valuable to her.  This is why she steals them, because she doesn’t have access to them. The very act of stealing them is a symbolic act of self-expression.  It demonstrates the crushing nature of Nazi Germany and how small acts of expression can make a difference.

Another symbol in the story is Jesse Owens, the Olympian.  Rudy is obsessed with Jesse Owens because he is impressed with his physical feats.  As a boy, Rudy appreciates that Owens can run.  Race does not matter.

Even the most racist Germans were amazed with the efforts of Owens, and word of his feat slipped through the cracks. No one was more impressed than Rudy Steiner. (Ch. 5)

His father tries to explain to him that Owens is unpopular in Germany because of his race.  Jesse Owens thus becomes a powerful symbol of the disconnect between what Germany values (race) and what it should value (achievement).  These are just two examples of symbols in a book full of symbols.

How did Ms. Sullivan teach Helen to take part in a conversation?

Ms. Sullivan repeated what others said to Helen and made suggestions when she had nothing to say.

When Helen Keller was a toddler, a serious illness took her sight and hearing and almost took her life. As a result, she never really learned to communicate with words until she met Anne Sullivan. She was aware that she was different from hearing people, and would observe their conversations with her remaining senses, frustrated because she could not take part.

I had noticed that my mother and my friends did not use signs as I did when they wanted anything done, but talked with their mouths. Sometimes I stood between two persons who were conversing and touched their lips. I could not understand, and was vexed. (Ch. 2)

When Anne Sullivan came, she was able to teach Helen language. Of course, it was not the language of hearing people. Helen had the other problem of not being able to see, which is useful for sign language. She had to have signs spelled into her hand.

Anne Sullivan realized that Helen was being left out of hearing and sighted people's conversations. She taught her to have conversations by repeating what others said to her using her language, and making sure she was involved in the conversation.

From the beginning of my education Miss Sullivan made it a practice to speak to me as she would to any hearing child; the only difference was that she spelled the sentences into my hand instead of speaking them. (Ch. 6)

If Helen had nothing to say, Anne Sullivan would make suggestions. In this way, Helen went from a little girl with no language to someone who learned to participate. It was not easy. She was stunted by needing everything interpreted for her. It was a long process, because Helen could not see people's expressions or body language or hear the tone of their voices, but she was there and a part of the discussion.