In Beowulf, Sir Gawain, and The Wife of Bath's tale, to what extent do the females fit a certain stereotype and how do they differ from the female...

In Beowulf, one woman shows strength within a stereotype while another woman, a "monster," assumes male characteristics that challenge typical notions of feminity. Wealhtheow, the queen of Daneland and Hrothgar's wife, fulfills a typical woman's role by acting as the hostess in the mead hall. At the same time, she shows strength and autonomy as she fulfills this prescribed position, affirming the status of the important men, and challenging the appointment of Beowulf as king rather than...

In Beowulf, one woman shows strength within a stereotype while another woman, a "monster," assumes male characteristics that challenge typical notions of feminity. Wealhtheow, the queen of Daneland and Hrothgar's wife, fulfills a typical woman's role by acting as the hostess in the mead hall. At the same time, she shows strength and autonomy as she fulfills this prescribed position, affirming the status of the important men, and challenging the appointment of Beowulf as king rather than her own sons. In contrast, Grendel's mother breaks the stereotypic feminine mold--she is neither peacemaker nor hospitality giver but an aggressive, seemingly out-of-control, warrior. She does, however, fill the anti-feminine archetype of the devouring, castrating female.

In the Wife of Bath's tale, Guinevere plays a female role as the wife of King Arthur but also displays wisdom, insight and autonomy when she is allowed to pass judgment on the rapist knight, sentencing him to a quest meant to build his empathy for women. The Wife of Bath herself, one of the spunkiest characters in English literature, breaks stereotypes in a number of ways: she is outspoken, frank, no-nonsense, owns her own business, speaks contemptuously of some men, and tells a tale that concludes with a message that turns conventional wisdom on its head: women, she insists, want to rule their husbands, and moreover, allowing them to do so leads to happy, fulfilling marriages.

In Sir Gawain and the Green Knight, both Morgan le Fay and Lady Bercilak exert power over men. It's le Fay's command to Lord Bercilak that he come to court disguised that sets the action in motion while Lady Bercilak controls Gawain through the gift of the green girdle. She also manipulates him through her understanding of his fear of death. Both women fit archetypes: Le Faye the threatening "crone" and Lady Bercilak "the temptress" who in part controls Gawain because of his physical attraction to her, but both characters also show that women can use their wits and power not simply in service of men but to exert control and manipulate events in their own favor in a male-dominated society.  

What is a theme? |

I am hoping your question is asking about what theme is in literature rather than just the conventional composition theme like a five-paragraph essay. 

Authors develop themes in their writing to get across important ideas that they would like their readers to take away from their piece of literature. Usually, these themes are universal; in other words, they span culture and time. For example, the theme of good vs. bad is seen in various works...

I am hoping your question is asking about what theme is in literature rather than just the conventional composition theme like a five-paragraph essay. 

Authors develop themes in their writing to get across important ideas that they would like their readers to take away from their piece of literature. Usually, these themes are universal; in other words, they span culture and time. For example, the theme of good vs. bad is seen in various works of literature from the stories in The Bible to characters in the Harry Potter series.  As readers, we learn about ourselves and the human experience through an author’s development of theme. The main theme of a work is usually developed through the main character and his actions and motivations. A single piece of literature can have many themes, and they can be found through analyzing what you learn about human beings through characters, actions, and events.

As an example, here are a few themes found in the Harry Potter series.

• Friendship


• Competition


• Responsibility


• Overcoming obstacles and hardships


• Morality


• Good vs. evil

How can you avoid plagiarism?

The best and easiest way to avoid plagiarism is to make sure that your work is entirely original.  

Of course that is really hard to do, if your teacher has asked you to write a research paper.  If that is the case, you need to give credit where credit is due.  If you are using the exact words from another author or source, then it needs to be in quotes.  That quotation needs to...

The best and easiest way to avoid plagiarism is to make sure that your work is entirely original.  

Of course that is really hard to do, if your teacher has asked you to write a research paper.  If that is the case, you need to give credit where credit is due.  If you are using the exact words from another author or source, then it needs to be in quotes.  That quotation needs to then be cited in proper format.  Even if you are paraphrasing somebody else's ideas or words, you must give that person credit by alerting your reader with a citation.  Any in text citations that occur also need to be fully cited in a "works cited" or bibliography page.  I always tell my students that if they are in doubt about whether or not they should cite something, they should cite it to be safe.  

Depending on the subject content, you might have to cite in APA or MLA format.  MLA is generally used in literature, while APA is generally used in history and the sciences.  Making a works cited page has become a lot less tedious than it used to be, because there are a number of good online generators.  I'll link a couple below.  

What is Miss Brill's self-image and what attitude does she have towards herself?

Miss Brill sees herself as having a part in the Sunday concerts that she attends. Further, she is not realistic about herself as she engages in interior monologue.

Miss Brill feels that she is an integral part of the audience because

[S[he had become really quite expert, she thought, at listening as though she didn't listen, at sitting in other people's lives just for a minute while they talked round her.

Perceiving many of the...

Miss Brill sees herself as having a part in the Sunday concerts that she attends. Further, she is not realistic about herself as she engages in interior monologue.

Miss Brill feels that she is an integral part of the audience because

[S[he had become really quite expert, she thought, at listening as though she didn't listen, at sitting in other people's lives just for a minute while they talked round her.

Perceiving many of the audience and herself as actually actors in the "play" which she envisions, Miss Brill also ironically detects her own qualities in those who are of her age group. When she views the people who sit on the benches and green chairs, she remarks to herself that they are

...odd, silent, nearly all old, and...they stared as though they'd just come from dark little rooms or even--even cupboards.

When the band plays, her emotions accompany them and she feels "something beautiful," something the audience understands, although what it is that they understand, she can only imagine.

With the arrival of the young lovers, the illusions of Miss Brill are destroyed as she overhears  the cruel remarks from the young couple. Afterwards, she feels that the delight and magic of the concert are gone, and she trudges home with a defeated spirit. Whereas on Sundays she normally stops at the baker's, this day she avoids it and climbs her stairs,

...enters her dark room--her room like a cupboard-- and sits upon her red elderdown. She places her necklet of which she has been so fond quickly in its box without looking at it.

The spell of the concerts has been broken for Miss Brill. Now, she imagines that she hears crying as she replaces the lid on the box containing her little anachronistic fur piece which holds no illusion for her.

Why was the German defeat at Stalingrad a turning point in the war

In World War II, Hitler split his forces in order to invade Russia.  The decision was a costly one and in essence, cost him the war.  To invade Russia meant fewer forces elsewhere, made Stalin and Russia an enemy, and put his soldiers' lives and equipment at risk.  With the invasion, supply lines grew very long, the soldiers were spread very thin, and Hitler did not anticipate the difficulties of fighting another front to the...

In World War II, Hitler split his forces in order to invade Russia.  The decision was a costly one and in essence, cost him the war.  To invade Russia meant fewer forces elsewhere, made Stalin and Russia an enemy, and put his soldiers' lives and equipment at risk.  With the invasion, supply lines grew very long, the soldiers were spread very thin, and Hitler did not anticipate the difficulties of fighting another front to the war.  The Soviet army and the people of the country dug in.  Winter, with its brutal cold, descended on the Germans. Tanks would no longer start and were useless with no fuel and the rough terrain, the Germans ran out of food and ammunition because of the long supply lines in the freezing cold, and many of Hitler's soldiers froze to death. The Russian invasion was a complete defeat for Hitler. 

Hitler's army never really recovered from the defeat at Stalingrad.  The aura of invincibility surrounding Hitler was now gone.  He could be defeated and the rest of the world now knew that they could win.

How can I write a 200-person guest list for Romeo and Juliet's hypothetical wedding? I'm allowed to use people from the book and people who were...

This is a fun assignment! You have a variety of ways you could go about this assignment, but I would suggest perhaps sticking with historical figures and fictional characters that existed in Verona, Italy, around the time of Romeo and Juliet. The exact time of Romeo and Juliet is unclear, but the time it was written is not. Romeo and Juliet was created by Shakespeare and performed between 1591 and 1595. Luckily, there was plenty happening...

This is a fun assignment! You have a variety of ways you could go about this assignment, but I would suggest perhaps sticking with historical figures and fictional characters that existed in Verona, Italy, around the time of Romeo and Juliet. The exact time of Romeo and Juliet is unclear, but the time it was written is not. Romeo and Juliet was created by Shakespeare and performed between 1591 and 1595. Luckily, there was plenty happening in Verona during this period of the Renaissance. There was a significant population growth in Verona during this time due to successful ruling and peace. Many of the new buildings were created by the architect Michele Sanmicheli, and so studying this man and his relationships could be helpful for the wedding list. A link is provided below with a biography on Sanmicheli. 

Of course, it will be difficult to find 150 more names of historical people that were popular around the end of the 16th century in Verona without reviewing historical texts. As an alternative, you could potentially include characters from any play that was popular in Italy at the end of the 16th century. Commedia dell'arte was popular during this time, which is a different form than English drama because it routinely pulls from the same stock characters. These characters include the Zanni, Arlecchino, Bandello, Brighella, Il Capitano, Il Dottore, Pantalone, and the Columbine. 

Since many of these plays were not recorded, you could potentially make a leap and include characters on the wedding list who are from plays that were inspired by commedia dell'arte. These plays include The Tempest by William Shakespeare, Les Fourberies de Scapin by Moliere, and Servant of Two Masters by Carlo Goldoni. A quick search of these three plays would pull up a variety of characters that could likely be invited to the wedding. 

In what year did the Little Rock Nine graduate?

The integration of Little Rock Central High School is a dramatic story of nine African-American students that were forced to the front lines of the fight for school integration in the American South. A little over three years after the Supreme Court ruled segregation in schools unconstitutional, the issue garnered national attention again when Arkansas's governor refused to integrate. Under the direction of Dwight D. Eisenhower, National Guard troops were sent to Little Rock, Arkansas...

The integration of Little Rock Central High School is a dramatic story of nine African-American students that were forced to the front lines of the fight for school integration in the American South. A little over three years after the Supreme Court ruled segregation in schools unconstitutional, the issue garnered national attention again when Arkansas's governor refused to integrate. Under the direction of Dwight D. Eisenhower, National Guard troops were sent to Little Rock, Arkansas to force the integration of Central High School. The date was September 25, 1957.

Getting up in the morning to go to school is a task for any adolescent. Imagine getting ready for school in the morning with the knowledge that physical harm could come to you when you arrive. Such was the challenge for these nine students in Arkansas. Despite the obstacles placed in front of them, the students prospered and graduated with a diploma. Because the nine students were different ages, and the Little Rock schools were closed the next school year, the students graduated in different years. Below are the nine students and the years they graduated.

• Ernest Green, 1958


• Elizabeth Eckford, 1959


• Jefferson Thomas, 1960


• Terrence Roberts, 1959


• Carlotta Walls LaNier, 1960


• Minnijean Brown, 1959


• Gloria Ray Karlmark, 1959


• Thelma Mothershed, 1959


• Melba Patillo Beals, 1959

How can I evaluate the roles and methods of the archaeologists who have worked at Pompeii?

Karl Weber and Francesco La Vega: The first stage of excavation began in 1748, and required relatively simple methods as the first layers of debris were the lightest and least compact. The excavation was primarily directed toward the uncovering of valuable artifacts for private collections (such as that of King Charles III) and museums in Naples. Despite critiques of the irreparable destruction created by stripping wall paintings, this period also saw the uncovering of the Quartiere dei Teatri with the Tempio d'Iside, and the Via delle Tombe with the Villa de Diomede.

French control of Naples (1806 -): In the next phase, a new, more organized methodology was deployed, whereby the buried town was systematically excavated from west to east. These excavations resulted in the uncovering of most of the western part of town, including the Foro, the Terme, the Casa di Pansa, the Casa di Sallustio, and the Casa del Chirurgo.

Guiseppe Fiorelli (1863 -): The next phase is demarcated both by the archaeologist and the new set of methods, whereby in order to uncover houses from the ground up one would now begin uncovering the house from the top down instead of beginning with the streets. This technique allowed for better preservation upon discovery and made restorations of ancient buildings possible. Fiorelli's contributions culminated with a plaster reconstruction of human bodies and plants. His followers - Michele Ruggiero, Giulio De Petra, Ettore Pais, and Antonia Sogliano - continued using his methods to restore the roofs of homes with wood and tiles.

August Mau (1882 -): The next phase, although overlapping temporarily with the followers of Fiorelli, can be characterized by the introduction of new methods. Mau's focus on Pompeian paintings led him to develop a system for categorizing decorative styles that is still used today.

Vittorio Spinazzola (1910 -): The next stage concerned the reconstruction of the facades of houses. Spinazzola carried out his excavation techniques with particular attention to both how the houses had been buried and how they were originally structured. This period saw the uncovering of the Casa di Loreio Tiburtino, the Casa dell'Efebo, the Casa di Trebio Valente, and Via dell'Abbondanza. 

Amedeo Maiuri (1924- ): The next set of methods and the archaeologists who deployed them has received the greatest notoriety to date. Although excavating the Via di Nocera (Regio I and II), his methodology was considered so inaccurate, his instruments so inadequate, his project so underfunded, that the houses could not be well enough restored - and thus were effectively abandoned. He is also uncovered the Casa del Mendandro and Villa dei Mister. 

Alfonso De Franciscis (1964-): With the new director of excavations, the role of the archaeologists shifted from excavating new sites to restoring already uncovered ones. The only new excavation during this period was the Casa di Polibio.

Fausto Zavi and Guiseppina Cerulli Irelli played an important role in addressing the new problems that were created by the 1980 earthquake.

Baldassare Conticello (1984- ): Conticello is known for his systematic restoration of the Regio I and II, which had already been excavated by Maiuri, as well as excavating the Complesso dei Casti Amanti from scratch.

Pietro Giovanni Guzzo (1994): Guzzo was the director of excavation until 2010. In this period there were management and financial obstacles that stymied continued excavation and restoration.

How would you compare the behavior of the galvanometer pointer when the magnet moves along the coil and when the magnet moves across the coil?

This question relates to the Faraday's law of induction. It simply states that an electron motive force or emf is generated when the magnetic field across a wire or coil changes. This emf causes a current to flow through the coil, which is detected by the galvanometer. If we move the magnet across the coil, the strength of magnetic field will increase and then decrease. This changing magnetic flux will generate an emf and cause...

This question relates to the Faraday's law of induction. It simply states that an electron motive force or emf is generated when the magnetic field across a wire or coil changes. This emf causes a current to flow through the coil, which is detected by the galvanometer. If we move the magnet across the coil, the strength of magnetic field will increase and then decrease. This changing magnetic flux will generate an emf and cause the current flow in the coil. This will cause a deflection in the needle or pointer of the galvanometer. The pointer will first deflect in one direction (as the magnet is approaching the coil) and then fall back to rest position as the magnet moves away from the coil. In comparison, when the magnet moves along the wire, a constant magnetic field is generated and the pointer will stay deflected at a constant value.  

Hope this helps. 

How did Feudalism impact the lives of people living in Western Europe?

For much of the Middle Ages, Feudalism dominated the lives of those who lived in Western Europe. But its impact on individuals depended chiefly on their social position. The king or ruler, for example, sat at the top of the feudal chain and brought great benefits. By distributing his kingdom among his nobles, he received the loyalty of these men and the guarantee of an army during times of war. 

Similarly, the noblemen beneath the king also derived many benefits from the feudal system. The king granted them lands and titles while they received the loyalty of those below them, namely knights.But there were some drawbacks to this situation, as demonstrated by this primary source from 1110 in which a man called Bernard Atton did homage to his lord:

And the lord may take the revenues and the products of the year, if the relief is not paid to him, and also money rents. 

In other words, this relationship could cost a tenant financially, if he did not pay the necessary tax, like the right to inherit a piece of land, at the right time. (You can see more examples of these rules in the first reference link provided).

But, the vast majority of people in Western Europe were neither kings nor noblemen and, for them, life under Feudalism was very tough. While peasants and serfs (unfree peasants) had a right to their land and to protection from their lord, they had very little social and economic freedom. Serfs, for example, could not leave their manor without permission and had to pay taxes to their lord for basic rights. If a serf married, for example, he had to pay a tax to his lord called a merchet. Similarly, the heriot, or death tax, was owed to the lord when a serf died. 

Serfs also had to work on their lord's land, or demesne, to produce food for his family, while simultaneously working their own land for the same reason. The serf did not benefit from any surplus produce: this was sold at market and the money given to the lord. 

This situation was only alleviated when the Black Death hit Western Europe in 1347. The high death toll, which historians estimate is between one-third and one-half of the European population, created better opportunities and higher wages for peasants, as the high death killed so many existing workers. This has led some historians to call this period, "The Golden Age of the Labourer," though this is a hotly-debated topic. You can read more about it in the second reference link provided. 

What are the two similes Bradbury uses to describe Peter's and Wendy's physical traits? What is ironic about these choices of similes?

Here are the two similes that Ray Bradbury uses to describe Peter and Wendy:

1. They have "cheeks like peppermint candy."


2. They also have "eyes like bright blue agate marbles."

What is ironic about these similes is that they are in sharp contrast to the reality of the children's natures. These descriptions connote innocent cherub-like children with wide eyes and rosy cheeks--the children out of fairy tales, as their names also suggest. But, in the story the natures of Peter and Wendy are much more ominous than they are innocent. For, when George tells the children that he and Lydia are considering shutting off the nursery, Peter threatens, "I don't think you'd better consider it any more, Father." And, when George replies angrily, "I won't have any threats from my son," Peter simply says, "Very well," and he walks away to the nursery.

Further, when David McClean, a friend and psychologist, and George throw the switch in the fuse box that connects to the nursery, the two children become hysterical: "They screamed and pranced and threw things." Then they fling themselves onto the couch, crying. When their mother hears them, she begs George to let the children back in because she succumbs to their supplication, "...just one moment, just another moment of nursery." 

As George and Lydia descend the stairs after returning to their bedroom, they hear the children calling them, so they rush into the nursery, but the veldt is empty except for lions, who watch them. They call to Peter and Wendy the only sound is that of a door slam. George realizes that they are locked in and calls to the children; then he hears Peter's voice: "Don't let them switch off the nursery and the house." He and his wife beat at the door, insisting that it is time for them to go. Instead, they hear the lions; they scream, and they recognize those screams they had heard earlier. Their boy and girl--sinister children that they really are--have no rosy cheeks or eyes clear like blue marbles.

What are the similarities and differences between Mercutio and Tybalt?

In the play Romeo and Juliet, Tybalt and Mercutio stand out for their similarities as well as their differences.The most notable similarity is that they are both fiery-tempered and very quick to act. Tybalt is like a powder keg of hatred towards Romeo and all the Montagues, while Mercutio's temper is mercurial, volatile, excitable and temperamental. Tybalt is a defender of his family's honor and is quick to draw his sword at any slight provocation,...

In the play Romeo and Juliet, Tybalt and Mercutio stand out for their similarities as well as their differences.The most notable similarity is that they are both fiery-tempered and very quick to act. Tybalt is like a powder keg of hatred towards Romeo and all the Montagues, while Mercutio's temper is mercurial, volatile, excitable and temperamental. Tybalt is a defender of his family's honor and is quick to draw his sword at any slight provocation, while Mercutio wishes only to defend his friend Romeo and uses his wit to taunt Tybalt into a fight. Tybalt is all rage and impulse, whereas Mercutio likes to joke, talks incessantly and is very cynical about both love and hate, the two forces that motivate the main characters in the play. Tybalt is a man of few words but lots of action, while Mercutio loves to spin his tongue as evidenced in his Queen Mab speech in Act 1, scene 4 and his playful teasing of Juliet's nurse in Act 2, scene 4.

In Act 3, these two instigate the violence which leads to Romeo's revenge and exile. As Mercutio lies dying, he curses both their houses, which foreshadows the tragic ending for Romeo and Juliet, while Tybalt dies without saying a word.

What are possible sources of error in a lab concerning the law of conservation of mass?

The law of conservation of mass states that matter cannot be created nor destroyed on Earth. Theoretically, when performing a lab, the mass of the reactants should be the same as the mass of the products. However, lab error may occur so that the mass of the reactants and products are not equal. Lab error is defined as any error that is made by the scientist, errors caused by equipment used within the laboratory, errors in the...

The law of conservation of mass states that matter cannot be created nor destroyed on Earth. Theoretically, when performing a lab, the mass of the reactants should be the same as the mass of the products. However, lab error may occur so that the mass of the reactants and products are not equal. Lab error is defined as any error that is made by the scientist, errors caused by equipment used within the laboratory, errors in the recording of data, calculation errors, and/or errors in the analysis of the data used to derive a conclusion. For example, if the heating of a liquid was involved in your lab, then some mass of the reactant may have been lost due to evaporation. This would cause the mass of your final product to be lower in mass than you would expect. Keeping good notes while performing your lab and calibrating equipment can help reduce lab error within an experiment.

How many grams of NaOH do you add to 1.0 Liter of water to make a 12.0 Molar (M) solution?

In order to determine how many grams of Sodium Hydroxide (NaOH) one must add to 1 Liter of water to make a 12.0 M solution, one must first know the molar mass of NaOH, and how to determine molarity.

In this case, the molar mass of NaOH is 39.997 grams/mole. The formula for molarity is:

Molarity (M)=moles solute/Liters solution

Since the final molarity of our solution is to be made in 1 Liter of water,...

In order to determine how many grams of Sodium Hydroxide (NaOH) one must add to 1 Liter of water to make a 12.0 M solution, one must first know the molar mass of NaOH, and how to determine molarity.

In this case, the molar mass of NaOH is 39.997 grams/mole. The formula for molarity is:

Molarity (M)=moles solute/Liters solution

Since the final molarity of our solution is to be made in 1 Liter of water, one must calculate how many grams of the solute, in this case NaOH, to add to 1 Liter of water, in this case the solution, to create a 12.0 M solution. 

In order to make a 12 M solution, one must first realize that a 1 M solution, where 1 mole of solute is placed in 1 Liter of solution, of NaOH would be made by adding 39.997 grams to 1 Liter of water. This is because the molar mass of NaOH is 39.997 grams/mole. Knowing this, it can be determined that in order to make a 12 M solution in 1 Liter of water, you simply multiply the molar mass by 12 and add that mass to 1 Liter of water to make a 12 M solution.

It is important to note that in this example, one is really multiplying by 12 moles/1 Liter of water because that is the volume the final solution calls for. If for example, the question asked for a 12 M solution in 0.5 liter of water, one would multiply the molar mass by 12 moles/0.5 liters. 

Based on this information, one can calculate that they would need to add 479.964 grams of NaOH to 1 liter of water to make a 12 M solution. Hope this helps!

The devil explains that he cuts the trees down for firewood. What does that symbolize or represent?

In the story, the trees that the Devil cuts down for firewood represent the souls of men.

We know this because the text describes trees inscribed with the names of great men on their trunks. The imagery of a forest of trees ready to be turned into firewood represents the many souls Old Scratch will claim as his own. Each of these trees are also scored with an axe to designate ones ready to be...

In the story, the trees that the Devil cuts down for firewood represent the souls of men.

We know this because the text describes trees inscribed with the names of great men on their trunks. The imagery of a forest of trees ready to be turned into firewood represents the many souls Old Scratch will claim as his own. Each of these trees are also scored with an axe to designate ones ready to be chopped down. Scoring a tree readies the tree for felling; this is done by slashing or making vertical marks on the trunk in order to make it easier to remove the wood from the axe.

In the story, Tom Walker sees that one of the trees is inscribed with Deacon Peabody's name. The tree is huge and boasts an impressive exterior, but the interior is rotten to the core. By all indications, the tree is almost hewn through and a strong wind will soon fell it. Deacon Peabody is well-known for making shrewd bargains with the Indians to his advantage, and the fact that his tree is almost hewn through speaks volumes about his eternal fate. Another tree on the grounds has the name Crowninshield on it; this tree has just been hewn down. In life, this man earned his wealth through 'buccaneering' or piracy on the seas.

Old Scratch or the Devil tells Tom Walker that Crowninshield's hewn tree is just ripe for burning. The implication is that Crowninshield will burn in hell for the crimes he perpetrated while on earth.

“He’s just ready for burning!” said the black man, with a growl of triumph. “You see, I am likely to have a good stock of firewood for winter."

Why does it help to have some microorganisms living in the pond?

One can think of a lake or a pond as a small ecosystem. In this system, there are primary producers (phytoplanktons), consumers (zooplanktons) and decomposers. The primary producers carry out photosynthesis and generate food and oxygen. Consumers, such as fishes, consume this food and carry out their life functions. When the phytoplanktons or zooplanktons die, their organic bodies are decomposed by the decomposers.

Microorganisms play the role of decomposers in this small ecosystem. They decompose...

One can think of a lake or a pond as a small ecosystem. In this system, there are primary producers (phytoplanktons), consumers (zooplanktons) and decomposers. The primary producers carry out photosynthesis and generate food and oxygen. Consumers, such as fishes, consume this food and carry out their life functions. When the phytoplanktons or zooplanktons die, their organic bodies are decomposed by the decomposers.

Microorganisms play the role of decomposers in this small ecosystem. They decompose the organic material in the pond and convert it to nutrients, which are returned back to the system, thus completing the nutrient cycle. Without microorganisms, the dead plants and fishes (and other organisms) will stay in the system, slowly decaying (by natural reaeration and chemical decomposition) and causing very slow nutrient recycling. Thus, microorganisms are essential to a pond or lake.

Hope this helps. 

Compare and contrast the tundra and desert biomes.

A biome is made of several ecosystems. Biomes are classified by distinct climates, vegetation, and wildlife. Tundra and desert are two examples of biomes. There are two kinds of tundra: the arctic tundra and the alpine tundra. Deserts may be classified as hot and dry deserts, semiarid deserts, coastal deserts, and cold deserts. For the purposes of this answer, we will compare an arctic tundra to a hot and dry desert. These two biomes are...

A biome is made of several ecosystems. Biomes are classified by distinct climates, vegetation, and wildlife. Tundra and desert are two examples of biomes. There are two kinds of tundra: the arctic tundra and the alpine tundra. Deserts may be classified as hot and dry deserts, semiarid deserts, coastal deserts, and cold deserts. For the purposes of this answer, we will compare an arctic tundra to a hot and dry desert. These two biomes are different from one another in the following ways.

Location

• The arctic tundra is located in northern latitudes.


• Hot and dry deserts are often found closer to the equator.

Climate      

• Tundra are very cold. The average temperature of the tundra is -34 degrees Celsius, while the summer months average between 3-12 degrees Celsius. Therefore, the ground of the tundra stays permanently frozen and is called the permafrost.
  


• Deserts have hot and dry climates. The rainfall of a desert averages less than 25 centimeters annually!

Vegetation

Tundra and deserts both face a scarcity in water. Therefore, the vegetation found in either biome are adapted to live in such water-barren environments.  

• The vegetation of the tundra is also resistant to cold temperatures and winds. Therefore, more vegetation found in the tundra are low to the ground. Examples of vegetation found in the tundra are low shrubs, mosses, liverworts, grasses, and lichens.


• Many succulents are found in a hot and dry desert. These plants, such as cacti, have thick cuticles that aid in the prevention of water loss. Many leaves of desert plants are also “replete”, which means that they are full of nutrients. As in the tundra, low shrubs are also common in the desert. Other examples of plant-life found in the hot and dry desert include prickly pears, yuccas, and agaves.  

Wildlife

• The animals found in the arctic tundra are adapted to withstand the cold. Many animals in the tundra breed rapidly in the short summer months. Some may hibernate or migrate south during the winter, which results in large population oscillations throughout the year. Examples of animals that inhabit the tundra include fox, wolves, bear, caribou, snowbirds, blackflies, salmon, and trout.


• The animals found in a dry and hot desert must be able to withstand the hot temperatures and lack of water. Two ways in which animals of a hot and dry desert to this is by being nocturnal or creating burrows in the ground. Examples of organisms that can be found in a hot and dry desert include reptiles, kangaroo rates, arachnids, and insects.

What is Harper Lee's message about education in To Kill a Mockingbird?

Harper Lee comments on the education system throughout her novel To Kill a Mockingbird. Her novel suggests that she believes that the education system is rigid and insensitive. Scout has several negative classroom experiences throughout the novel. Miss Caroline, Scout's first-grade teacher, reprimands her for knowing how to read and write. Instead of encouraging and fostering Scout's advanced abilities, Miss Caroline forbids her from reading and writing at home and in the classroom. Miss Caroline...

Harper Lee comments on the education system throughout her novel To Kill a Mockingbird. Her novel suggests that she believes that the education system is rigid and insensitive. Scout has several negative classroom experiences throughout the novel. Miss Caroline, Scout's first-grade teacher, reprimands her for knowing how to read and write. Instead of encouraging and fostering Scout's advanced abilities, Miss Caroline forbids her from reading and writing at home and in the classroom. Miss Caroline mentions to Scout that they don't write in first-grade because that is a skill learned in third-grade. Miss Caroline's response to Scout reflects her rigid views of education. Jem mentions that she is trying to teach them the Dewey Decimal System that she learned in college. Although Jem completely misinterprets what the Dewey Decimal System is, mentioning that Miss Caroline's new methods of teaching come from her experience in college is significant. Lee presents this information to suggest that even post-secondary education is rigid and impractical. Also, Scout comments that most her classmates are bored and have no idea what their teaching is talking about half the time. Again, Lee portrays the classroom as an obstacle to education, rather than a catalyst for learning. In Scout's third-grade class, Mrs. Gates openly displays her hypocrisy to her students by commenting that America is void of persecution and prejudice. Throughout the novel, Harper Lee continually suggests that a moral education is highly valuable compared to the insensitive, rigid school system. 

Who goes to college at the end of Percy Jackson and the Olympians: The Lightning Thief?

None of the characters goes to college at the end of the book. Luke disappears, with his new sword Backbiter, to continue to assist Kronos as best he can. He, presumably, would not see the point of a college education given his plans to help Kronos overthrow the Olympians and establish a “golden age” in the West. Grover has finally been granted his searcher’s license, and so he leaves to go in search of Pan,...

None of the characters goes to college at the end of the book. Luke disappears, with his new sword Backbiter, to continue to assist Kronos as best he can. He, presumably, would not see the point of a college education given his plans to help Kronos overthrow the Olympians and establish a “golden age” in the West. Grover has finally been granted his searcher’s license, and so he leaves to go in search of Pan, a quest from which no satyr has ever returned. In addition, by the time Percy wakes up from the pit scorpion venom, Annabeth has contacted her father and told him that she’s sorry and that she’d like to come home with him and his family for the school year (until next summer, when she’ll return to Camp Half-Blood). He responded quite positively, and so they agreed that she would come back to stay with them for a while; he and his family are waiting for her just outside the magical boundary of the camp. Finally, after being unsure of whether or not he would stay at camp for the year or return home to be with his mother, Percy opts to go home, but he will not be going to college, as he hasn’t even started high school yet.

What is the density of uranium hexafluoride gas at 60 C and .98 atm in g/mL?

Density is mass divided by volume.  Uranium hexafluoride, UF6, has a molar mass of 352.0 grams per mole. We can use the ideal gas law which relates volume, temperature, pressure and number of moles of gas to solve this. We don't have a specific volume or number of moles, but we can make some substitutions in the ideal gas law to arrive at an equation used to find the density of a gas if the...

Density is mass divided by volume.  Uranium hexafluoride, UF6, has a molar mass of 352.0 grams per mole. We can use the ideal gas law which relates volume, temperature, pressure and number of moles of gas to solve this. We don't have a specific volume or number of moles, but we can make some substitutions in the ideal gas law to arrive at an equation used to find the density of a gas if the pressure, temperature and molar mass are known. The temperature must be converted to Kelvins: 60ºC +272=333K

PV = nRT

V = nRT/P

Molar mass = mass/moles, so mass = (M)(n).

Density = m/V

d = Mn/V

V = Mn/d

Rearrange PV=nRT: PV/n = RT

Substitute Mn/d for V: PMn/dn = RT

Cancel out "n" and rearrange:

d = PM/RT

We now have an equation that will give us density if we know pressure, molar pass of the gas, and temperature:

d =  (0.98 atm)(352.0 g/mol)/(0.0821 L-atom/mol-K)(333 K) = 12.61 gram/L

Convert to grams/mL:

12.61 grams/L x 1 L/1000 ml = 0.0126 g/ml

Which sociological perspective best describes the effects of poverty?

I would argue that symbolic interactionism is the sociological perspective that best describes the EFFECTS of poverty.  Other perspectives may do a better job of explaining why poverty arises or persists, but symbolic interactionism is best-placed to explain how poverty affects the people who are poor.

The other sociological perspectives, structural functionalism and conflict theory, are better equipped to talk about why people become or remain poor.  These are macro-level theories that are meant to...

I would argue that symbolic interactionism is the sociological perspective that best describes the EFFECTS of poverty.  Other perspectives may do a better job of explaining why poverty arises or persists, but symbolic interactionism is best-placed to explain how poverty affects the people who are poor.

The other sociological perspectives, structural functionalism and conflict theory, are better equipped to talk about why people become or remain poor.  These are macro-level theories that are meant to tell us how society as a whole functions.  For example, conflict theory tells us that (in its view) people become and remain poor because their group has lost the conflict with richer people (and perhaps with those of another race).  They might argue that there is a conflict between white and non-white people and that the non-whites are typically poorer because the whites have won this conflict.  This allows them to divert resources to themselves and to make rules for society that help them and hurt others.  These sorts of perspectives are good at explaining why things happen in society, but they are not so good at helping us to understand how things affect people.

Symbolic interactionism, on the other hand, is a micro-level perspective.  It does not look at large chunks of society.  Instead, it looks at the way individuals interact with and understand their environments.  Symbolic interactionism says that we human beings look at our world and see symbols.  We look, for example, at what other people do and we interpret their actions, telling ourselves what those actions symbolize or mean.  This perspective is all about how people interpret the world.  Therefore, symbolic interactionism would be interested in looking at how poor people interpret their world.  Do they all see themselves as poor?  If so, do they feel oppressed by this feeling?  By contrast, do they actually feel pride or a sense of being somehow morally superior to those who are not poor?  Symbolic interactionists would ask this kind of question because they would want to understand how poor people interpret their poverty.  This makes symbolic interactionism (in my view) the best perspective for understanding the effects of poverty (as opposed to its causes).

When was his grandmother born in The Way to Rainy Mountain?

The simple answer to your question is 1880; however, that exact date is never given within the text.  We can extrapolate the answer to this question by considering a few important dates having to do with the Sun Dance. By doing this, we can figure out that Momaday's grandmother, Aho, must have been born in 1880.  Momaday tells us that his grandmother, Aho, was seven years old when the last complete Sun Dance was performed...

The simple answer to your question is 1880; however, that exact date is never given within the text.  We can extrapolate the answer to this question by considering a few important dates having to do with the Sun Dance. By doing this, we can figure out that Momaday's grandmother, Aho, must have been born in 1880.  Momaday tells us that his grandmother, Aho, was seven years old when the last complete Sun Dance was performed in 1887.  Aho was actually there to witness this particular Sun Dance with all of its sacred rituals completed.  This Sun Dance must have included the opening of the sacred Tai-Me bundle, the revealing of the Tai-me effigy, and the worship of that effigy on the pole in the Sun Dance lodge.  Further, Aho witnessed the very last, incomplete Sun Dance as well in 1890 when she was ten years old.  This Sun Dance was left incomplete because the soldiers from Fort Sill arrived in the middle of the ceremony.  The soldiers proceeded to scatter the Kiowa tribe before they were able to complete their sacred rituals.

`(2x^3 - x^2 + x + 5)/(x^2 + 3x + 2)` Write the partial fraction decomposition of the improper rational expression.

`(2x^3-x^2+x+5)/(x^2+3x+2)`

Since the rational expression is an improper rational expression, so we have to express it as sum of simpler fractions with degree of polynomial in the numerator less than the degree of polynomial in the denominator.

Dividing using long division yields,

`(2x^3-x^2+x+5)/(x^2+3x+2)=2x-7+(18x+19)/(x^2+3x+2)`

Since the polynomial don not completely, so we have to continue with the partial fractions of the remainder expression,

Let's factorize the denominator of the remainder expression,

`x^2+3x+2=x^2+x+2x+2`

`=x(x+1)+2(x+1)`

`=(x+1)(x+2)`

Let`(18x+19)/(x^2+3x+2)=A/(x+1)+B/(x+2)`

`=(A(x+2)+B(x+1))/((x+1)(x+2))`

...

`(2x^3-x^2+x+5)/(x^2+3x+2)`

Since the rational expression is an improper rational expression, so we have to express it as sum of simpler fractions with degree of polynomial in the numerator less than the degree of polynomial in the denominator.

Dividing using long division yields,

`(2x^3-x^2+x+5)/(x^2+3x+2)=2x-7+(18x+19)/(x^2+3x+2)`

Since the polynomial don not completely, so we have to continue with the partial fractions of the remainder expression,

Let's factorize the denominator of the remainder expression,

`x^2+3x+2=x^2+x+2x+2`

`=x(x+1)+2(x+1)`

`=(x+1)(x+2)`

Let`(18x+19)/(x^2+3x+2)=A/(x+1)+B/(x+2)`

`=(A(x+2)+B(x+1))/((x+1)(x+2))`

`=(Ax+2A+Bx+B)/((x+1)(x+2))`

`=(x(A+B)+2A+B)/((x+1)(x+2))`

`:.(18x+19)=x(A+B)+2A+B`

Equating the coefficients of the like terms,

`A+B=18`   --------- equation 1

`2A+B=19`  -------- equation 2

Now solve the above equations to get the solutions of A and B,

Subtract equation 1 from equation 2

`2A-A=19-18`

`A=1`

plug the value of A in equation 1,

`1+B=18`

`B=18-1`

`B=17`

`(18x+19)/(x^2+3x+2)=1/(x+1)+17/(x+2)`

`:.(2x^3-x^2+x+5)/(x^2+3x+2)=2x-7+1/(x+1)+17/(x+2)`

Compare and contrast the classical and human relations theories of management.

Classical management theory is sometimes called "scientific management," an approach pioneered by Frederick Winslow Taylor (in fact, the approach is sometimes called "Taylorism". Taylor's focus was on industrial management. He was obsessed with fostering efficiency, and he suggested that managers do this in a number of different ways. First, he advocated specialization to the extreme. Workers should focus not just on a single job, but on a single task that was part of a rigid division...

Classical management theory is sometimes called "scientific management," an approach pioneered by Frederick Winslow Taylor (in fact, the approach is sometimes called "Taylorism". Taylor's focus was on industrial management. He was obsessed with fostering efficiency, and he suggested that managers do this in a number of different ways. First, he advocated specialization to the extreme. Workers should focus not just on a single job, but on a single task that was part of a rigid division of labor. He also suggested that workers should receive economic incentives to be more productive. From a management perspective, classical management was unitary. Management decisions, ranging from personnel to production, were made by one manager, whose dictates were implemented by a series of middle managers. Classical management theory is based on the assumption that people are driven by purely economic motives. This assumption, which can be traced back to the writings of eighteenth-century economists, does not take other factors into account. Human relations management theory is, on the other hand, based on these non-economic motives. It assumes that workers need to feel that their work has value (beyond the purely economic) and that the workplace should be a space where positive social interactions led to increased productivity. Rather than simply "scoring" workers and rewarding them for efficiency, an approach which tended to foster an atmosphere of relentless competition in the workplace, managers should encourage workers to adopt a cooperative approach, one which emphasized the importance of social interaction among workers. So, unlike classical, or "scientific" management, human relations management assumes that people were motivated by the need for social interactions. 

As for comparisons between the two approaches, it should be noted that both are, in the final analysis, intended to make more money for business owners. Human relations management techniques, no less than classical ones, are ways to make workers more efficient and easier to control and, for lack of a better word, manage. 

Why did the Giver show the release to Jonas?

The Giver has been gradually giving Jonas all of his memories, and he has taken note of how Jonas has responded, with his questioning and his critical response to the ways and rules of the community.  And as old and tired and nearly hopeless as he seems to be, he sees something in Jonas that makes him believe there could be a change.  So the Giver shows Jonas the release of the infant in the hope that Jonas, being shown the full horror of the community's ways, will help effect a change. 

What the Giver has been hoping for becomes clear after Jonas sees the release.  Jonas is distraught and in complete rebellion against the idea now that he understands what release is—people are being deliberately put to death, underweight infants, the unproductive elderly, stray pilots, and probably others who have disobeyed the rules. This understanding is the final straw. The ordinarily obedient Jonas refuses to return to his parents. He understands that people have given up feelings, color, sunshine, sexual desire, and now, even their lives to ensure safety and prosperity. His father is a murderer, and everyone is compliant in the release process.  

The Giver arranges for Jonas to stay with him and not return home. They talk and eat, until Jonas calms down a bit. The Giver explains that he has learned from Jonas, too, and he says,

...having you here with me over the past year has made me realize that things must change. For years I've felt that they should, but it seemed so hopeless (154-55).

The Giver has come to the conclusion that sending Jonas off with some of the memories will enable him to function Elsewhere and perhaps be able to save the community from itself, its dreadful sameness, security, and unfeelingness.  He understood that sharing the release with Jonas would be the means of horrifying Jonas enough to be motivated to leave.  To some degree, it's fair to say that he manipulates Jonas, but for the greater good of Jonas and the community. 

The entire book is directed to this moment, when Jonas' intelligence and now his knowledge make the Giver understand that he is the hope of the community.  If the Giver had simply transmitted memories without showing Jonas this final horror, Jonas would probably have become the Giver, and things would have gone on as before.  It is the Giver's manipulation that allows this dystopian novel to end on a note of hope. 

What does James Baldwin achieve by beginning "Sonny's Blues" as he does?

In beginning "Sonny's Blues" in the manner he does, Baldwin is able to at once imbibe a sense of how deeply the author is still attached to his brother Sonny.

The author conveys to us that in reading the news article about his brother, this moment will forever color his life—

This would always be at a moment when I was remembering some specific thing Sonny had once said or done.

In other words, the reader learns that the newspaper account is something that Sonny's brother will never be able to escape.

How can one be certain that this moment is so pivotal? The speaker first expresses his fear for Sonny's well-being: "I was scared, scared for Sonny." The speaker describes his responses to the newspaper account: he reads it over and again, distracted from the world around him as he travels to work. He is filled with disbelief. He does not want to accept it but knows he cannot escape the truth before him. He also experiences a tremendous physical response:

A great block of ice got settled in my belly, and kept melting there slowly all day long. . . it was a special kind of ice. It kept melting, sending trickles of ice water all up and down my veins, but it never got less.

Sometimes the melting ice seemed to harden in his gut, as if he would explode. He takes in the news, and it has a devastating effect on him.

However, even more importantly, the reader is able to understand that there has been a chasm between the two; a chasm so enormous, they have become separated not only physically, but also mentally and emotionally, at least on the narrator's part. He notes: "He became real to me again."

A few paragraphs later with regard to the news, the brother notes:

I couldn't believe it: but what I mean by that is that I couldn't find any room for it anywhere inside me. I had kept it outside me for a long time.

Baldwin creates questions in the reader's mind. He conveys to us that out of nowhere, this news article has appeared and shaken the very foundations of Sonny's brother's world.

Baldwin also conveys the intensity that exists for the narrator, even in the midst of their separation. He is fearful for his brother's sake. He is physically sick over it. The reader also has a sense of history between the two brothers—that a great jumbled mess has driven them apart and kept them disconnected.

Perhaps most alarming and most painful is that one can assume the narrator has been somehow able to live comfortably, with their history and his problems tucked away into a safe and hidden spot inside where he has not had to face it—at least until this particular morning.

At the start this short story, Baldwin lays the groundwork for the reader so he or she will not know what to expect. Perhaps in this way, Sonny's story can be told so that one does not automatically rely on the brother's perspective (and his sense of loss) in searching for Sonny's truth. The recounting of the years of difficulty the men have faced allows the reader to more readily comprehend just how complicated their relationship and lives have been, especially for Sonny (in light of his own suffering)—as one compares their very different realities. For there is no simple list of events that could ever hope to explain what motivates Sonny. Similarly, there is no simple explanation of what keeps drawing his brother back to him in an effort to understand Sonny.

With clearer vision of Sonny and his dreams and demons, I would like to believe that the narrator finally realizes the presence of the hope in his heart for Sonny.

Which Native American groups did the Europeans encounter in South America?

Many indigenous groups existed in South American when the Europeans first arrived. 

The Spanish conquest of the Inca Empire, described in some detail by Diamond, began in 1532 when a small group of Spaniards led by Francisco Pizarro won Battle of Cajamarca. Part of the reason for this success was that the Inca were engaged in a civil war at the time. After a long period of fighting, the Spaniards finally subdued the Inca Empire in...

Many indigenous groups existed in South American when the Europeans first arrived. 

The Spanish conquest of the Inca Empire, described in some detail by Diamond, began in 1532 when a small group of Spaniards led by Francisco Pizarro won Battle of Cajamarca. Part of the reason for this success was that the Inca were engaged in a civil war at the time. After a long period of fighting, the Spaniards finally subdued the Inca Empire in 1572, and established a colonial region encompassing much of modern Peru. 

Another major indigenous empire encountered by the Spaniards was the Aztec Empire, which occupied the central area of what is now Mexico. The Spanish leader Hernán Cortés and many native allies who supported him began the assault on the Aztecs in 1519 and were victorious in 1521.

The Mayan kingdoms of the Yucatán Peninsula of southeastern Mexico were conquered more gradually over the sixteenth and seventeenth centuries. 

What are the themes in Black Beauty? (Are they war, love, any thing like that?)

Anna Sewell wrote Black Beauty with the express purpose of informing readers about the themes of mistreatment of horses and of proper care of horses. 

• Mistreatment of horses

With the express purpose of informing her readers of the cruelty of the bearing rein, Sewell exemplifies the importance that the wealthy put upon the showiness of their carriage horses. In an effort to force their horses to hold their heads in a graceful position, horses were made to wear bearing reins. In the narrative, for instance, Ginger tells Beauty that she was made to wear one of these reins and two sharp bits, very painful devices because the bits cut into her mouth, while the bearing rein forced her to hold her head up all the time.

Another illustration of mistreatment of horses occurs in the narratives about the cab horses, those that pull heavy loads, and the military horses. In Chapter 35, for instance, Old Captain relates how he felt absolute terror in the midst of battle as a cavalry horse, especially when his master is killed.

"Some of the horses had been so badly wounded that they could scarcely move from the loss of blood; other noble creatures were trying on three legs to drag themselves along; and others were struggling to rise on their forefeet, when their hind legs had been shattered by shot. Their groans were piteous to hear...I shall never forget."

Perhaps the most poignant illustration of the cruelty to these working horses occurs in the later part of the novel as Beauty sees a horse being flogged for having fallen with a heavy load and was down. It was Ginger, and she died pitifully in the road. 

• Proper care of horses

Sewell's episodes about Joe Green, the young stable boy who is ignorant of the proper care of horses, nearly kills Beauty one night when he returns from having had to race a long distance with Dr. White on an emergency call. Because John is out of town, young Joe is left to take care of Beauty. He rubs the horse down, but does not cover him with his blanket. Then, out of his innocence, he gives Beauty corn to eat and cold water to drink. As a result, Beauty becomes sick with fever and inflammation in her lungs. However, she does recover. When John returns, he feels badly that he was not present to care for Beauty, and that ignorance of horse care--in a quotation combining both themes--"is the worst thing in the world, next to wickedness."

if a cell is placed in a salty solution will water move in or out?

It depends on the concentration of the salty solution.

The outer membrane of a cell is semipermeable. The movement of water through a semipermeable membrane in response to a concentration gradient is called osmosis. Water moves from areas of high water concentration (low solute concentration) to areas of low water concentration (high solute concentration). In this example, solute refers to the salt. 

The interior solution of cells is slightly salty. If the intracellular (inside the...

It depends on the concentration of the salty solution.

The outer membrane of a cell is semipermeable. The movement of water through a semipermeable membrane in response to a concentration gradient is called osmosis. Water moves from areas of high water concentration (low solute concentration) to areas of low water concentration (high solute concentration). In this example, solute refers to the salt. 

The interior solution of cells is slightly salty. If the intracellular (inside the cell) salt concentration and the extracellular (outside the cell) salt concentration are equal, no water will move because no concentration gradient exists.

If the solution outside the cell is more salty than the concentration inside the cell, a concentration gradient exists. Water will move from the interior of the cell to the outside. As a result, the cell will shrink in volume.

Conversely, if the solution outside the cell is less salty than the concentration inside the cell, a concentration gradient also exists, but water will move from the exterior solution into the cell. As a result, the cell will swell. 

What are all of the populations in an ecosystem called?

All the populations in an ecosystem are called a community. A population is composed of one particular species, such as a population of cardinal birds, a population of red foxes, or a population of gray squirrels. When you combine two or more populations together in the same general location, you have a community. Think about all of the living organisms in your neighborhood. At my house, we have four human beings, four dogs, and one...

All the populations in an ecosystem are called a community. A population is composed of one particular species, such as a population of cardinal birds, a population of red foxes, or a population of gray squirrels. When you combine two or more populations together in the same general location, you have a community. Think about all of the living organisms in your neighborhood. At my house, we have four human beings, four dogs, and one cat. A community could be all of the populations that exist within my entire neighborhood.

When you combine the living factors of a community together with the nonliving factors of the area it lives in, you have an ecosystem. The nonliving factors of an ecosystem would be water, soil, temperature, light, and climate. The biotic factors and the abiotic factors work together forming a cycling of nutrients and required raw materials that are necessary to life as we know it here on the earth.

In Life of Pi, what were the 5 most important events in chapters 1-8?

In no particular order, we can isolate the following as being important plot points in Chapters 1-8:

1.  Pi had a double major in zoology and religious studies at the University of Toronto, and excelled in both fields.  These interests have been with him for his entire life, and as the book progresses we learn why, and how different people in his life have influenced him in different ways to pursue these studies.

2.  We learn that he spent a good deal of time in a hospital in Mexico – that he was in a severely weakened state, and malnourished – and that he has gone through some terrible hardship with someone named Richard Parker.  As the story progresses, we learn in detail what he has been through.

3.  We learn about Pi’s name:  how a close friend of the family, an exceptionally talented competitive swimmer, studied in Paris and talked often about the many swimming pools in the city.  Pi is named after “the only pool that made Mamaji fall silent, his memory making too many lengths to mention” – the crown jewel of Paris swimming pools, the Piscine Molitor.  And so Pi came to be called Piscine Molitor Patel.  Unfortunately, in school the other students nicknamed him Pissing Patel, an agony that Pi could barely endure.  So, upon graduating to middle school, Pi encouraged his new classmates to call him by this nickname, drawing a circle on the board in every class when the time came to introduce himself, emphasizing the Greek letter in ritualistic fashion – and the name stuck.  He had found a constructive way to silence the demons.

4. Pi’s father is the director of the Pondicherry Zoo, and Pi speaks at length about the common misconceptions people harbor about animals in zoos.  He puts to rest the myth that animals in the wild are somehow happier or freer than animals in a zoo, and compares a zoo enclosure to a human’s home – a compact area that has everything one needs within a very short walking distance.  “Territories in the wild are large not as a matter of taste but of necessity,” he argues. 

Whereas before for us the cave was here, the river over there, the hunting grounds a mile that way, the lookout next to it, the berries somewhere else – all of them infested with lions, snakes, ants, leeches, and poison ivy – now the river flows through taps at hand’s reach and we can wash next to where we sleep, we can eat where we have cooked, and we can surround the whole with a protective wall and keep it clean and warm.  A house is a compressed territory where our basic needs can be fulfilled close by and safely.  A sound zoo enclosure is the equivalent for an animal.

Within this long speech about zoos and their reputation, Pi draws a parallel with religion:  “Certain illusions about freedom plague them both.”  This will not be the last parallel, nor has it been the first, drawn between Pi’s two subjects of study, and helps set the stage for a theme that runs through the entire book.

5.  Finally, in Chapter 7 Pi speaks of Mr. Satish Kumar, his biology teacher in middle school and “the first avowed atheist I ever met.”  Mr. Kumar visited the zoo often, and one day when Pi encountered him there, Pi was given quite a bit of religious philosophy to think about.  Mr. Kumar claimed that “religion is darkness,” and this fell quite contrary to Pi’s young beliefs.  Pi recalls later that Mr. Kumar had provided him with “my first clue that atheists are my brothers and sisters of a different faith, and every word they speak speaks of faith.”  Mr. Kumar had a profound influence on Pi as a child and contributed very strongly to his understanding of the world.  These lessons will carry Pi through all the hardship he faces in life afterward.

When should one use the simple past or the present perfect in summaries?

Present perfect tense is the less specific of the two: "I have eaten horse meat" informs the listener that the speaker has, at some point in his past, eaten a kind of meat that most people avoid. Simple past tense is a lot more specific: "I ate horse meat yesterday." The listener knows not only that the speaker has eaten it in the past, but specifically when.

Suppose you were applying for a job at...

Present perfect tense is the less specific of the two: "I have eaten horse meat" informs the listener that the speaker has, at some point in his past, eaten a kind of meat that most people avoid. Simple past tense is a lot more specific: "I ate horse meat yesterday." The listener knows not only that the speaker has eaten it in the past, but specifically when.

Suppose you were applying for a job at a very specialized restaurant. They have horse meat on the menu and want to know if you are squeamish about eating, preparing or recommending this delicacy to their clientele. their first question might be "Have you eaten horse meat?" The present perfect is the right way to answer: "Yes, I have eaten horse meat." In your resume of life experiences, eating this is on the list. But eating horse flesh is suddenly popular, because a famous rock star just announced he loves eating it. So now the restauranteur wants to know: "Is this something you did a long time ago as a child, or if it's something you've done recently, so the details are vivid?" And you want to give a detailed, specific answer: "Why yes, I ate horse meat last night. It was delicious!"

What are the effects of floods on different people?

Floods have a great impact on their surrounding ecosystem, including the plants, animals, and people who live there. Some people reap a benefit from flooding, while for others it can be catastrophic. For example, Ancient Egyptian peoples relied on flooding of the Nile river to grow their crops. In contrast, the flooding that resulting from an earthquake off the coast of Japan in 2011 destroyed miles of homes, schools, and public buildings.

In places where...

Floods have a great impact on their surrounding ecosystem, including the plants, animals, and people who live there. Some people reap a benefit from flooding, while for others it can be catastrophic. For example, Ancient Egyptian peoples relied on flooding of the Nile river to grow their crops. In contrast, the flooding that resulting from an earthquake off the coast of Japan in 2011 destroyed miles of homes, schools, and public buildings.

In places where the only major source of natural water is rivers, annual river flooding was often celebrated. The Nile river floods yearly and deposits lots of nutrient-rich, damp soil as the water retreats. These flooded areas were cultivated for growing crops like sugarcane, millet, and barley. Mud from flooded areas could also be carried and deposited in areas where crops were beginning to dry out. Animals, too, would flock to the riverbed for water and to graze on small vegetation or prey on smaller creatures! Because of this, the river doubles as a source for both plant and animal foods. Because the Nile runs through a desert, it really served as a vital lifeline for Ancient Egyptian peoples. Today flooding still occurs, but Egyptian people no longer rely on it as the only source of hydration for crops.

In other parts of the world and throughout time, floods have a much worse reputation. Flooding occurs both as a regular, predictable circumstance (as with the Nile) and as a sudden, natural event. These sudden cases of flooding are usually more catastrophic as people are less likely to be prepared for possible damage. When people live near lakes, rivers, or oceans where flooding occurs, a lot of damage can be done. In 2005, Hurricane Katrina hit the South coast of the United States, primarily affecting people living in Louisiana, Mississippi, and Alabama. Many homes and public buildings were destroyed, some even with people trapped inside. Many people who were not able to flee before the damage began lost their lives. Parts of these states still suffer from the damage of this storm.

Humans adapt to living in flood prone areas in different ways. Some people build their homes on stilts to stay above flood level, while others avoid living within a flood zone entirely. Adaptation isn't just about avoiding negative consequences, but making the best of what nature throws at you. I think the Ancient Egyptian flood-agriculture really shows this to be true!

Sources:

http://www.history.com/topics/hurricane-katrina

http://www.livescience.com/39110-japan-2011-earthquake-tsunami-facts.html

Robert J. Wenke, The Ancient Egyptian State (2009)  ISBN: 0521574870

How would McGregor's X and Y be applied in today's diverse workforce?

Douglas McGregor, who was a professor at the MIT Sloan School of Management, wrote The Human Side of Enterprise in 1960. He described in it what became the widely known Theory X and Theory Y of management. In his formulation, these were not two distinct methods, but the end points of a broad and continuous spectrum of management assumptions and associated behaviors.

Theory X generally assumes that workers are not self-motivated and will only do...

Douglas McGregor, who was a professor at the MIT Sloan School of Management, wrote The Human Side of Enterprise in 1960. He described in it what became the widely known Theory X and Theory Y of management. In his formulation, these were not two distinct methods, but the end points of a broad and continuous spectrum of management assumptions and associated behaviors.

Theory X generally assumes that workers are not self-motivated and will only do work well and efficiently if closely supervised. This theory requires that managers create strict rules, rewards, and punishments. Theory Y, on the other hand, assumes that workers are self-motivated and will strive to do well for the intrinsic satisfaction of the job itself if management encourages them to be creative and take responsibility.

With today's diverse workforce, one should not use either one of these different theories exclusively as people from different cultural backgrounds respond well to different management styles. Instead, one should adopt elements of these different management styles to different groups of workers.

As was true in McGregor's time, different types of workers should be managed differently. Workers in fast food or manufacturing may need more standardized procedures and rules, while workers in the new knowledge economy respond better to Theory Y. Also, the entrepreneurial contract workers of the "gig economy," because they are contractors rather than employees, are by nature functioning within a Theory Y context.

Why was control of the federal judiciary essential to the Federalist party?

The Federalist party of the United States was one of two early factions in the republic.  The party was led by George Washington, John Adams and Alexander Hamilton and advocated a strong federal presence in the United States.  The party was a strong advocate for the United States Constitution and believed that the future economic success of the United States depended on a strong national government.

The federal courts were very important to the agenda of the Federalist Party.  Since George Washington and John Adams were the first two presidents, they would have the opportunity to fill the courts with judges that supported Federalist positions.  The importance of this relates to the length of terms for judges.  Federal judges and Justices of the Supreme Court are appointed by the president and serve lifetime terms.  This meant that even if the Federalists lost the chief executive, the legacy of their court selections would endure.  Thomas Jefferson lamented this point as third president with the following thought:  

The Federalists have retired into the judiciary as a stronghold . . . and from that battery all the works of Republicanism are to be beaten down and destroyed. 

Thomas Jefferson did not make these comments out of thin air. Many of the court appointments made by Washington and Adams were making the federal government's presence stronger through their decisions. John Marshall, who was appointed as Chief Justice of the Supreme Court under John Adams, made key decisions that strengthened the Supreme Court, and the federal government in general.

Marshall, like most federalists, endorsed a loose interpretation of the Supreme Court. This meant that if the Constitution did not expressly forbid the federal government from certain actions, the federal government was permitted to pursue said actions. The following two quotes by John Marshall demonstrate his belief in a strong federal court and government system:

The government of the Union, though limited in its powers, is supreme within its sphere of action, and its laws, when made in pursuance of the constitution, form the supreme law of the land.

The constitution is either a superior paramount law, unchangeable by ordinary means, or it is on a level with ordinary legislative acts, alterable when the legislature shall please to alter it. It is emphatically the province and duty of the judicial department to say what the law is. This is the very essence of judicial duty.

John Marshall and his court used the notion of implied powers when interpreting the Constitution.  Although a law may seem to contradict the powers granted to Congress by the Constitution, the Marshall Court would interpret laws based on what the Constitution implied.  This was true even if the Constitution did not specifically express the power.  The Marshall Court ruled in landmark cases that would give precedence for a strong federal court system.  The cases that need to be mentioned as important to the Federalist cause include the Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden cases.  These cases happened after the Federalist hold on the executive branch and indicate the importance of the Federalist control of the judiciary.  

Information on the above Supreme Court cases can be found at the following places. If you are writing a paper on this question, you could spend at least a paragraph each on the three court cases.

Marbury v. Madison Supreme Court Case

McCulloch v. Maryland

Gibbons v. Ogden

These court cases are seen as very important in giving the federal government the strong presence over the state governments that it has enjoyed during the history of the Republic.  You can imagine the frustration of Thomas Jefferson in that he finally became the president as an anti-federalist, but still had to accept the rulings of the judges from the previous federalist administrations.  

What is the meaning of the symbol “the bird of night” in Julius Caesar?

Act I Scene III

Casca speaks:

And yesterday the bird of night did sitEven at noon-day upon the marketplace,Hooting and shrieking. 

The discussion takes place on the eve of the Ides of March. Casca, speaking to Cicero, describes bad omens he has witnessed. Hearing an owl hooting and screeching in the middle of the day is unusual, and he considers it a bad omen, especially when considered among other omens he saw. Owls,...

Act I Scene III

Casca speaks:

And yesterday the bird of night did sit
Even at noon-day upon the marketplace,
Hooting and shrieking. 

The discussion takes place on the eve of the Ides of March. Casca, speaking to Cicero, describes bad omens he has witnessed. Hearing an owl hooting and screeching in the middle of the day is unusual, and he considers it a bad omen, especially when considered among other omens he saw. Owls, crows and ravens were considered bad omens at the time. Cicero dismissed Casca's omens, insisting that natural explanations exist even when things appear to be unnatural.

Later in the scene, Casca meets with Cassius and they discuss the omens. Cassius says that the bad omens mean trouble for Julius Caesar. Numerous omens point to Caesar's death in the play. The "bird of night" is one of those warnings that tell the audience to prepare for the tragedy soon to befall Caesar.

Among the themes, we find the impact a sick society experiences with the death of their king, as seen in the above quote. This suggests that the growing number of omens may result from the agitation, guilt and potential danger they face.

What are character sketches of Bruno, Father, Mother, Shmuel, and Gretel?

While The Boy in the Striped Pajamas is a very unrealistic account of the treatment of the Jews in Auschwitz (children were usually eliminated), it is a tale that depicts the various moods that existed in the German people, and it is a narrative from which young readers can derive some sense of man's inhumanity to man during this infamous era of German history.

Certainly, the characterization points to those Germans who were appalled at the Nazi Regime, those who did not or chose not to know, those who took sadistic delight in the Final Solution, and others who enjoyed the chauvinism of the time and the sense of bravado that many of the soldiers displayed, as well as the growth in the country's economy. The development of characters also points to the divisions within families on ideologies. For instance, Bruno's paternal grandparents differ greatly: Bruno's grandfather is proud that his son Ralf, who shows off his uniform one Christmas, is the commandant of the concentration camp; however, the former singer and actress, the grandmother, is very ashamed of her son. 

Within Bruno's family, there are also divisions. Gretel, who is attracted to the cruel and inhumane Lt. Kotler, selects her own reality as many Germans did during World War II, laughing with him at his cruel jokes. Her mother, too, is attracted to Kotler, typifying the illicit and godless behavior that was concomitant with the acts of inhumanity of the time as she has Kotler staying overnight when her husband attends military meetings in Berlin. Of course, she is probably neglected by her husband whose career absorbs his time.

Bruno, like the Jewish prisoner from Poland, Shmuel, who shares his birthday, is ingenuous. While Shmuel keeps trying to find his father, Bruno has no comprehension of what goes on at "Out-With." Although the narratives about these two boys is unrealistic, the characters serve to illustrate the idea that they are two innocent children, victims of their environments, and could have been in each other's place given the circumstances with the other race having been stronger and equally cruel.

Unlike any other character outside the fences, Bruno has compassion for Shmuel and Pavel, who work in the kitchen. However, Bruno's charitableness toward Shmuel before one dinner party actually harms the small boy. Unfortunately, Bruno means well, but his giving of pieces of chicken to Shmuel effect his receiving a tremendous beating from Kotler because the frightened Bruno denies before Kotler offering the chicken to Shmuel. 

Do you think there really was a raven in the speaker's chambers? Why or why not? What is your explanation for what happened on that "midnight...

That is an interesting question.  I've never imagined questioning whether or not the bird was actually a real bird.  I have always thought it was a real bird that actually flew into the speaker's room and sat on the bust.  I think it was a real bird, because I have no reason to doubt that a raven could have flown into his house.  Just this year, I have had two different birds fly into my...

That is an interesting question.  I've never imagined questioning whether or not the bird was actually a real bird.  I have always thought it was a real bird that actually flew into the speaker's room and sat on the bust.  I think it was a real bird, because I have no reason to doubt that a raven could have flown into his house.  Just this year, I have had two different birds fly into my classroom and land on my upper cabinets.  All learning pretty much ceases as a classroom of 25 seventh graders try to shoo a bird out that has no intention of leaving.  If a bird can enter my classroom, I have no reason to doubt a raven could enter the speaker's chamber.  

As for the raven "speaking," I think the speaker was hearing what he wanted to hear from the raven.  I have pets at home.  I'm not going to lie, the dog and I have conversations depending on the type of bark that comes out of her mouth.  I know I'm not the only person to have ever done such a thing, so I don't feel overly odd.  I have no reason to doubt that in the speaker's tired state (after all, he was "nearly napping"), he imagined the bird's caw as a human word.  From there, the speaker is simply having a conversation with the bird, but the speaker is filling in all of the meaningful dialogue of the raven.  It's no different than listening to my four year old carry on conversations with his Lego guys.  He is mentally performing both sides of the conversation, but I only hear his version.  The speaker in the poem is hearing all sorts of meanings and implications from the raven's caw, and he is carrying on a conversation that coincides with it.  It is sad that the one sided conversation does drive the speaker into a deeper depression over the lost Lenore though. 

Briefly summarize major ideas that appeared during the Industrial Revolution.

One major idea that appeared, or at least flourished, during the Industrial Revolution was laissez-faire capitalism. Emerging during the early Industrial Revolution in Great Britain through the writings of political economists like Adam Smith, the idea was that governments could best manage business and industry within their borders by essentially leaving them alone. Smith was referring mostly to mercantilist attempts to protect business through tariffs and other means, but by the late nineteenth century, many...

One major idea that appeared, or at least flourished, during the Industrial Revolution was laissez-faire capitalism. Emerging during the early Industrial Revolution in Great Britain through the writings of political economists like Adam Smith, the idea was that governments could best manage business and industry within their borders by essentially leaving them alone. Smith was referring mostly to mercantilist attempts to protect business through tariffs and other means, but by the late nineteenth century, many theorists believed that the government ought to steer clear of any type of regulation of economic activity, including workplace safety regulations, anti-monopoly laws, and minimum wage legislation. Many business leaders did, however, advocate government assistance for business, including railroad subsidies. 

Another major idea that appeared was Social Darwinism. Social Darwinists applied the theories of natural selection and survivial of the fittest used to explain the evolution of species in the natural world to human relations. They argued that the industrialists who had become wealthy due to the Industrial Revolution had become so because they were better suited than others to the cutthroat world of business. They also believed that the enormous poverty that was a consequence of industrialization was a result of the laziness and lack of moral fiber (the weakness, in other words) of the poor. Attempts to help the poor, they thought, would only encourage their weakness. 

A third influential idea that emerged during the Industrial Revolution was the ideological concept of socialism. There were a wide range of socialists, ranging from Karl Marx's revolutionary socialism to the utopian socialism of Saint-Simon and Charles Fourier, but all socialists agreed that the Industrial Revolution had ushered in an ethos that was contrary to humanity. Most also believed that it created the opportunity by which people could cooperate instead of compete, and that society could be structured in a way that would allow all people to benefit from the wealth generated by industry. From the central strains of socialism came other theories, including anarchism and communism.

There were many other ideas that emerged in response to the Industrial Revolution, but these three perhaps stand out as the most significant. 

Trees predominantly release which type of gases at night?

Trees, generally, release the same gases that we do, during night. In other words, trees release carbon dioxide at night, just like human beings and other animals do throughout our life. This carbon dioxide is a result of cellular respiration taking place within the plant at night. Chemically, we can represent cellular respiration as:

`C_6H_12O_6 + 6 O_2 -> 6 CO_2 + 6 H_2O + ATP`

In this reaction, glucose molecules are broken down, in...

Trees, generally, release the same gases that we do, during night. In other words, trees release carbon dioxide at night, just like human beings and other animals do throughout our life. This carbon dioxide is a result of cellular respiration taking place within the plant at night. Chemically, we can represent cellular respiration as:

`C_6H_12O_6 + 6 O_2 -> 6 CO_2 + 6 H_2O + ATP`

In this reaction, glucose molecules are broken down, in presence of oxygen, and carbon dioxide and water are generated, along with ATP molecules. This process provides energy to the trees and plants. It is the products of this process, that plants and trees release at night.

Interestingly, this process continues throughout the life of plants, yet we do not see much effect during daytime, since photosynthesis is taking place and is consuming these products (of cellular respiration) as reactants. 

Hope this helps. 

Make a prediction about the change in Patrick's behavior. How might his change affect Mary?

I have a feeling that the reader is supposed to answer this question before he or she has read the entire story. I think the question is asking the reader to analyze Patrick's behavior after he first gets home.  

The reader has never met Patrick before, so it's tough to get an initial read on him when he first walks in the door. He is not very talkative, and when he does talk, his...

I have a feeling that the reader is supposed to answer this question before he or she has read the entire story. I think the question is asking the reader to analyze Patrick's behavior after he first gets home.  

The reader has never met Patrick before, so it's tough to get an initial read on him when he first walks in the door. He is not very talkative, and when he does talk, his responses to Mary and short and sweet. There is no way to know if that is odd, though. The first hint that the reader gets about Patrick's change in behavior comes when Mary mentally states that Patrick did something odd.  

"Yes," he sighed. "I'm thoroughly exhausted. And as he spoke, he did an unusual thing. He lifted his glass and drank it down in one swallow although there was still half of it left. He got up and went slowly to get himself another drink.

That right there tells the reader that Patrick normally will only have one drink. Why is he having a second? Also, why did he quickly drink the first instead of savor it? It seems to me that either Patrick had a rough day and wants the alcohol to help him forget it, or, he is quickly trying to get some liquid courage into him. The reader also learns that his second drink is a very strong one.  

For the next few paragraphs, Mary attempts to stand up and get something for Patrick, but he keeps telling her to sit back down. He doesn't want anything from her. Uh-oh. I believe that this moment is when your question is meant to be answered. Patrick's behavior is odd. The text is clear that his behavior is not normal. I've known my wife for 18 years, and I know how I react when she is acting "not normal." I get worried. Inherent in worry is a bit of fear. I believe that Mary is beginning to become worried that something is wrong with Patrick, her, their marriage, or his job.

It turns out that Mary is becoming frightened.  

She stood up and placed her sewing on the table by the lamp. "Sit down," he said. "Just for a minute, sit down." It wasn't until then that she began to get frightened.

Describe Waverly's neighborhood in "Rules of the Game".

Aside from the venues for the chess tournaments, and aside from the private apartment where the Jongs live, their neighborhood is the central setting for this story and its welcoming, vibrant sense of cultural belonging is crucial for Waverly, her brothers, and her mother.

This neighborhood is full of apartments and stores, some indoors and some in an outdoor marketplace, in San Francisco's China Town, where familiar Chinese foods are readily available for Waverly's family,...

Aside from the venues for the chess tournaments, and aside from the private apartment where the Jongs live, their neighborhood is the central setting for this story and its welcoming, vibrant sense of cultural belonging is crucial for Waverly, her brothers, and her mother.

This neighborhood is full of apartments and stores, some indoors and some in an outdoor marketplace, in San Francisco's China Town, where familiar Chinese foods are readily available for Waverly's family, both for purchase and in restaurants. Curio shops and medicinal herb shops are safe places for Waverly to wander. A Chinese bakery sits just below Waverly's apartment and it fills her living space with delicious and familiar smells. Swings, slides, and even back alleys constitute a playground for Waverly and the other neighborhood Chinese children. Old Chinese women feed pigeons; in fact, social life that takes place out of doors is one constant in this neighborhood. Chinese men play chess in the park and welcome Waverly to their games; Lau Po, a player there, calls her "Little Sister" before getting to know her. This kind of welcoming friendliness of a cultural community envelops Waverly and her mother. Mrs. Jong (Waverly's mom) is so comfortable in this environment that she speaks to anyone who even looks at her, introducing her daughter to them proudly.

More details about the sights, sounds, and smells of Waverly's neighborhood can be found near the beginning of the story, from about the fourth through the seventh paragraphs.

Compare and contrast the three main Islamic dynasties (Ottoman, Safavids, and the Mughals) that emerged after the bubonic plague.

The bubonic plague devastated Europe and Asia.  Millions of people died throughout a period of several centuries.  The widespread reach of this disease caused political instability.  Out of this instability, new dynasties and empires emerged.  These included the Ottoman, Safavid, and Mughal Empires.

The Ottoman Empire expanded from Turkey in the name of Islam, particularly targeting the Byzantine Christian state.  They conquered towns and cities and their empire grew.  Their conquered region reached all the...

The bubonic plague devastated Europe and Asia.  Millions of people died throughout a period of several centuries.  The widespread reach of this disease caused political instability.  Out of this instability, new dynasties and empires emerged.  These included the Ottoman, Safavid, and Mughal Empires.

The Ottoman Empire expanded from Turkey in the name of Islam, particularly targeting the Byzantine Christian state.  They conquered towns and cities and their empire grew.  Their conquered region reached all the way to what is now Eastern Europe.  They established rules for the running of government and society in the places they conquered.  The Ottomans wanted to acquire land and riches.  They seized control of many important trade routes, giving them an economic advantage.  They were the strongest and longest lasting Empire of the three.  While they wanted to spread Islam, they did allow some of their conquered peoples to continue to practice their own religions.

The Safavid Dynasty were a Persian Islamic group.  They were Shiite Muslims, while the Ottoman sultans were Sunnis.  Realizing that his army was weak, leader "Abbās made peace with the Ottomans on unfavourable terms."  With assistance, Abbās was able to reform his military to make them stronger.  He created and maintained an "efficient administrative system."  As the Ottomans did, they tolerated Christians.  They even allowed missions and churches to be built in the areas controlled by the Safavid Dynasty.  

The Mughals came from northern India.  They were Muslims who wanted to unify the Hindus and Muslims in India.  Leader Akbar helped to establish an empire that would last for almost two hundred years.  He created "political, administrative, and military structures."  The Mughals were both Sunni and Shiite Muslims.  The majority of them were Sunni.  They were not nearly as tolerant of other religions as the Safavids and Ottomans were.

All three dynasties expanded and grew their empires.  They all established administrative systems and spread the Muslim religion.  They used their armies to expand and conquer.  They all established long lasting empires.

The Ottomans and Safavids were somewhat tolerant of other religions besides Islam.  The Mughals were not tolerant.  The Mughals and Ottomans were primarily Sunni Muslims, while the Safavids were Shiites.  The Mughals and Safavids each stayed in one primary area, while the Ottomans expanded over a vast region.

What are some quotes that show that Romeo and Juliet have a physical attraction to each other?

Romeo first spies Juliet at the Capulet's party, in Act I, Scene V. Right away, he finds her beautiful, likening her to a dove surrounded by crows, and wondering if he has ever really known love before her. We do not know from this scene if Juliet feels the same sort of love at first sight that Romeo professes, but she seems to enjoy his witty banter.

In Act II, Scene II, Romeo is lurking...

Romeo first spies Juliet at the Capulet's party, in Act I, Scene V. Right away, he finds her beautiful, likening her to a dove surrounded by crows, and wondering if he has ever really known love before her. We do not know from this scene if Juliet feels the same sort of love at first sight that Romeo professes, but she seems to enjoy his witty banter.

In Act II, Scene II, Romeo is lurking in an orchard and sees Juliet at her window. He says that her eyes twinkle and that her beauty outshines even the moon. Though others such as Nurse comment on how Romeo is handsome (Act II, Scene V,) and Juliet describes his noble brow (Act III, Scene II,) she never really says aloud if she finds him physically attractive. 

It would be safe to say that Romeo is physically attracted to Juliet, and perhaps this is his only requirement for being in love. As for Juliet, she is more likely attracted to Romeo for his conversational skills and that he is an alternate to marrying Paris.