Compare the motivations of murder between Mrs. Wright from "Trifles" and Mr. Fowler from "Killings." Are there any connections that can be made?

Yes, both Mrs. Wright and Mr. Fowler commit murder in order to rectify injustice. Apart from that, there are at least two other connections that can be made between the two:

1) Concerned parties connected to both characters aid them in hiding the evidence of their guilt.

In Trifles, Mrs. Hale and Mrs. Peter discover a small canary wrapped in a piece of silk, as they look through Mrs. Wright's belongings in search for things she might need in prison. What is interesting about the canary is that its neck has been wrung. The women are horrified by the implications of their discovery but eventually conspire to keep their silence. Both women instinctively feel that they must protect Mrs. Wright, as all indications point to a very unhappy existence with an oppressive husband.

In Killings, Matt Fowler murders Richard Strout to avenge the death of his son, Frank. To pull off the murder, Matt conspires with his friend, Willis, to kill Richard. They intercept Richard after he leaves the bar; at gunpoint, Matt makes Richard drive to his duplex to pick up some clothes for a supposed trip away. However, this is just a ruse to lull Richard into complacence. After Richard packs his bag, Matt instructs him to drive into the woods where someone will supposedly show up to take him to the airport.

When Richard gets out of the car, he tries to run but is gunned down by Matt. When Matt returns home, his wife asks him if he killed Richard. Matt admits to the murder, and both conspire to keep silent about the crime. Even though they understand that their children will be grieved and confused by Richard's sudden disappearance, both decide that silence is the only way to protect Matt and to lay to rest the evil that has plagued their lives.

2)In the aftermath of the murders, both characters suffer deep emotional trauma and anguish.

In Trifles, Mr. Hale tells the County Attorney that Mrs. Wright acted strangely after the death of her husband. Accordingly, Mrs. Wright was rocking back and forth and mechanically pleating her apron when Mr. Hale found her. When asked about her husband, Mrs. Wright had responded with what sounded like a laugh.

Mr. Hale admitted that he found it disturbing when Mrs. Wright confessed no knowledge of how her husband came to be strangled with a rope. In highlighting Mrs. Wright's reaction to her husband's death, the author skilfully illustrates the extent of her trauma and emotional anguish.

In Killings, Matt Flower also displays similar anguish for having avenged the death of his beloved son. Although he kills Richard, his vengeance is a pyrrhic victory; he must live with his awful secret for the rest of his life even though his son's killer is now dead. So, although both murders are acts of catharsis, neither Mrs. Wright nor Matt Fowler can receive true closure or redemption for their actions.

What was the gradual process called in which machines replaced hand tools in the early 1800s?

The Industrial Revolution describes a time where machines replaced hand tools. Before the Industrial Revolution began, people made many products by hand and worked in small work environments. As a result, many products were custom made. Some of the first industries impacted by the Industrial Revolution were the textile and the iron industries.

As a result of the Industrial Revolution, people began to work in factories. This was a big change for the workers. Before the Industrial Revolution, work environments were small and friendly. Owners and workers knew each other and their families. When workers began to work in factories, there were many workers. The owners didn’t know the workers. Working conditions deteriorated. People worked long hours and had low pay. They also worked in dangerous or unsafe environments. It wasn’t uncommon for a worker to be injured on the job and then lose his or her job.

More products were made during the Industrial Revolution. Eventually, products were mass-produced. This helped to lower the cost of items that previously were custom made.

What does Gary D. Schmidt's writing style feel like in Trouble? What kind of language does he use (repetitive words/phrases like Trouble, "build...

In the novel Trouble, Gary D. Schmidt's writing style feels very casual and conversational, just like the thoughts of a teenage boy. Schmidt especially creates the conversational style through interjections and repetition. The effect is that, even though the narrator is a third-person narrator with a limited focus on Henry, the words of the narrator sound like Henry's thoughts.

An interjection is a word or phrase added to a sentence to express emotion. Multiple examples of interjections can be seen throughout the book. One example occurs in the first chapter when the narrator describes the uniform Henry must wear to the John Greenleaf Whittier Academy for seventh and eighth graders:

... where all seventh- and eighth-grade students wore uniforms involving a white shirt, blue blazer, red-and-white tie (the school colors), khaki pants, black socks, black loafers, and--no kidding--red-and-white boxers. (p. 3)

The interrupting phrase "no kidding," surrounded by dashes, counts as an interjection that helps express the narrator's sense of absurdity. The narrator sees how ridiculous it is for a school to require a student to wear specific boxers and is expressing his sentiment in an interjection, just as a teenage boy would, using the same words a teenage boy would use.

Repetition also helps create a casual, conversational style that mimics a teenage boy's voice. Repetition can be found throughout the novel, especially as Henry reflects on his father's philosophy about staying away from trouble. Another example of repetition can be seen in passages describing Franklin:

... since [Henry] could never hope to match the records that Franklin Smith--Franklin Smith, O Franklin Smith, the great lord of us all, Franklin Smith--had put up on the wooden Athletic Records panel for his rugby play. (p. 3)

Repetition of the name Franklin Smith plus the phrase "great lord of us all," words a teenager would say, creates the narrator's verbal irony, irony that helps capture Henry's true feelings: Henry doesn't see why Franklin should be seen as such a wonderful person.

How can I get started writing an autobiography about my life when I don't have anything special to write about?

Writing an autiobiographical piece can be intimidating, especially when we feel like we haven't done anything special in our lives! I hope that these tips will help you out.

First, remember that your autobiography doesn't necessarily have to be about something special you've done. It can be about something you've learned or experienced during your lifetime. Do you feel like there are any important lessons you've learned over your life? Have you witnessed anything extraordinary? Do you have any hobbies or passions you have developed during your life? Thinking about these questions can help you narrow down what kind of information you want to convey in your writing. For example, if you love sports but feel that you haven't done anything special with your interest in sports, you could at least write about how this passion developed over your lifetime.

Next, consider making a timeline! Having a visual to work with while preparing to write your rough draft can help you keep track of important information. You may want to include information like the date and location of your birth or any time you've moved homes. If you've decided on a particular theme, like a love of sports, try to include a few events relevant to this theme. Even though our lives sometimes feel like we are endlessly moving forward, an autobiography gives us the opportunity to tell a story. That means if you have a particular lesson or special event to share in your writing, try to build the plot through rising action, climax, and falling action. I know that sounds tricky, but consider this -- what is the most exciting part of the story you want to tell? What happened before that? What happened after?

Even if you don't have a special theme or event to share in your autobiography, try using some concrete details to build up  your story. Maybe you could write about something funny that happened when you were younger, or an anecdote that shows how you act like you. You may also choose to focus on continuity -- what has stayed the same throughout your life, and what has changed?

It might be helpful to ask friends or family members if they have any suggestions. Maybe they remember something significant about you that you've overlooked! Looking at family photo albums or talking to family members can help jog your memory about important events and details in your life. 

When beginning your autobiography, don't worry too much about focusing on grammar or spelling. Try to get as much information out as possible -- you can revise it later. I also recommend taking breaks every 45 minutes or so when working on writing. This gives your mind a chance to relax, process all the work you've been doing, and come back to it with a fresh perspective. Your breaks should be an opportunity to stretch your legs, relax your mind, and grab a snack so you can do your best work! If you find yourself getting stressed out because you don't know what to write, take a break, but be sure to come back and give it another try.

Good luck!

`int_0^pi cos^4(2t) dt` Evaluate the integral

Let us call our integral `I.`

`I=int_0^pi cos^4 2t dt=int_0^pi(cos^2 2t)^2dt`

Use formula for cosine of double angle: `cos^2 theta=(1+cos2theta)/2`

`int_0^pi((1+cos4t)/2)^2dt=1/4int_0^pi(1+2cos4t+cos^2 4t)dt=`

`1/4int_0^pi dt+1/2int_0^pi cos4tdt+1/4int_0^picos^2 4tdt`

Let us denote the above three integrals by `I_1,I_2` and `I_3` respectively i.e.

`I=1/4I_1+1/2I_2+1/4I_3`

`I_1=t|_0^pi=pi`

To solve `I_2` we make substitution `u=4t=>(du)/4=dt` with new limits of integration `u_1=4cdot0=0` and `u_2=4cdotpi=4pi.`

`I_2=1/4int_0^(4pi)cos u du=1/4sin u|_0^(4pi)=0`

To calculate `I_3` we use formula for cosine of double angle once again.

`I_3=int_0^pi(1+cos8t)/2 dt`

Make substitution `u=8t=>(du)/8=dt` with new limits of integration `u_1=8cdot0=0` and `u_2=8cdotpi=8pi`

`1/16int_0^(8pi)(1+cos u)du=1/16(u+sin u)|_0^(8pi)=1/16(8pi+0-0-0)=pi/2`

Now that we have calculated the three integrals we can return to calculate `I.`

`I=1/4cdot pi+1/2cdot0+1/4cdotpi/2=pi/4+pi/8=(3pi)/8`                                                                                               

What is the opportunity cost of a person going to a university?

An opportunity cost is the cost you incur when you choose one path and forego another.  So, what needs to be examined is what path you are foregoing to go to school. Assuming that you would work instead, your opportunity cost is the wages you would earn if you chose to work, rather than attending school.  This could amount to a substantial sum of money, but there needs to be more to your consideration of this issue.  Let's assume that you will attend and graduate college in four years and that you could earn $25,000 per year if you worked instead.  That would be $100,000 that you would earn if you chose not to go to school. You would also most likely have to spend money to attend a university, which can be expensive. If you go to school instead of working, statistics tell us that you are likely, when you graduate, to earn far more per year, almost double the earnings.  If you have a forty-year work life, assuming no raises over the period of your career, your earnings would be $50,000 x 40, which would be $2,000,000.  If you forego university and work instead, you will have $25,000 x 44, for the four extra years you would have worked, which equals $1,100,000.  Even with the high costs of tuition and other educational expenses, you make a lot more money long-term by attending college.  There is what seems to be a big short-term opportunity cost to attend and pay for school, but a very large long-term opportunity cost to forego an education.  This is a very simplified model, not accounting for the exact costs of attending school or the fact that regular pay raises will compound the higher wage base far more than the lower wage base, but it should help you understand the concept of opportunity cost. 

How are volcanic islands created by the motion of crustal plates over the mantle?

Volcanic islands are formed as a crustal tectonic plate containing an ocean moves over a magma hot spot. These hot spots are actually in the mantle, while the tectonic plates are all in the crust (hence "crustal"), so the hot spot stays in the same place while the plate moves over it. This magma carries an enormous amount of heat, and it can then be released into the crust and create magma chambers there.

These magma chambers build up over millions of years and then finally erupt into volcanoes. They start at the sea floor, erupting lava directly into the sea which rapidly cools and hardens into rock. Over many eruptions (or sometimes a few very long slow, continuous eruptions), the rock builds up in layers, until eventually it can reach the surface.

Once the rock starts reaching the surface, it forms land, and that is what we call a volcanic island.

Volcanic islands are often formed in chains, as different parts of the plate are exposed to the magma hot spot in sequence.

Because of their mode of formation, volcanic islands usually have gradually sloping terrain and rich soil, making them very good for farming.

In "A Rose for Emily" by William Faulkner, what is the smell that Miss Emily's neighbors complain about in section II?

William Faulkner's writing often features the Southern Gothic literary tradition. Derived from the Gothic tradition, which became popular in late eighteenth-century Europe, Southern Gothic fosters a grotesque, suspenseful, and mysterious atmosphere for readers. The smell in "A Rose for Emily" works throughout the story to create a Southern Gothic tone, particularly in Section II. While this section does not disclose the source of the smell, it does build suspense and encourage readers to engage critically with the story. 

Section II acts as a flashback in which the reader learns about the curious, offensive smell. The opening line sets the mysterious tone for this section, as the narrator explains that Miss Emily vanquished the men who called on her in Section I "just as she had vanquished their fathers thirty years before about the smell" (n.p.). This line creates a sense of mystery not only about the smell, but about Miss Emily's character as well; it establishes that Miss Emily has been a bit of an outcast, or at least a topic of not-so-elegant conversation, in her community for quite a while. 

The reader's information about the smell's source is limited in Section II, but we can use context clues to get closer to solving the mystery. Because the narrator mentions Emily's father's death and burial, we can ascertain that his death is known publicly and therefore not the source of the smell.

However, the narrator opens the section by mentioning that the smell arrived a short time after Miss Emily's sweetheart, rumored to be the one she would marry, left her. Congruently, the narrator closes the section by mentioning that her father drove away many of Miss Emily's suitors and that "she would have to cling to that which had robbed her, as people will" (n.p.). We later learn that Homer Barron robbed Miss Emily of her opportunity to live a spinster-free lifestyle. This type of subtle hint creates the type of suspense popular among the Southern Gothic tradition.

The men who go to Miss Emily's house to discreetly take care of the smell notice a light come on and a figure sitting in the window as they leave. Very mysterious indeed. Faulkner creates this type of intense mystery and suspense in Section II, leaving the reader to speculate about what will happen next. The following sections unravel the story even further. As the reader learns more about Miss Emily and Homer Barron's relationship, the suspense continues to build. Courtship and rumors and arsenic, oh my! 

It is not until the final section that the reader learns what had happened to Homer Barron and that he was the source of the offensive smell years ago. The smell works to promote Faulkner's Southern Gothic style of writing in "A Rose for Emily," and creates a suspenseful, thrilling, and engaged experience for the reader. 

And as if it was not enough to end on the note of a decayed corpse, in true Southern Gothic tradition, Faulkner leaves the reader with the image of Miss Emily's silver hair right beside her deceased lover. 

What are current social and ethical concerns regarding gene therapy?

As we learn more about the human genome, or our genetic make-up, we learn more about ways we can solve problems such as genetic disorders, irreparable damage to organs and tissue, and other issues. As with many new fields of science, genetic studies have been met with a fair amount of resistance on moral and ethical grounds. 

For example, when someone has a stroke, a section of their brain dies away. People who have had a stroke have some function loss ranging anywhere from lower muscle movement to large-scale paralysis. Gene therapy could one day be used to fix this by inserting blank stem cells into the damaged tissue and "programming" the blank stem cells with the patient's DNA so he or she can begin to repair brain tissue. Similar illnesses such as heart attacks or organ failure could also be replaced this way. By starting with some blank stem cells, we could grow organs and tissue for patients with their exact DNA, alleviating the need to match blood types or have to take immuno-suppressors to keep the body from attacking the organ. 

The problem keeping us from advancing this technology is where to find the stem cells needed. Stem cells are primarily found in the fetal tissue of infants; adult humans have very few and they are only designed to become different red or white blood cells. The best sources for fetal tissue would be babies who died in the womb or were aborted. This opens huge moral implications as scientists may (a BIG may) be willing to use the tissue for studies, but very few places would be comfortable selling or giving them the tissue in the first place. Planned Parenthood, the US-based sexual-health organization, performs abortions and is restricted from selling the aborted tissue for fear of it becoming some sort of a business leading to an increased demand of fetal tissue. 

There are other arguments for and against gene therapy. An age-old argument is that messing with a human's DNA is always wrong, or we might have implications down the road we don't know about. This last concern is very real, as we are still learning more about human DNA every day in the Human Genome Project and are unsure what every gene and section does. We could attempt to change a growing infant's DNA to prevent Down's Syndrome or Muscular Dystrophy and create issues much worse than the disorder we were attempting to solve. All real fears aside, one day we will know enough to nearly perfect the process and be able to fix most genetic disorders pre-conception so the baby never has to undergo any sort of genetic therapy, but we will never know if we cannot get past the barriers we have set to attempt to study the process. We may have ethical and moral obligations, but unless we can find a way to appease everyone the science will never advance beyond the dreaming stage, and genetic disorders that could have been very treatable early on will continue to wreak havoc in people's lives.

What is Kit Tyler's reaction to Connecticut and the community she joins in The Witch of Blackbird Pond?

Kit was surprised and disappointed when she arrived in Connecticut, and eventually in Wethersfield.  Kit had expected established towns, with solidly built buildings and paved streets.  Instead, she found a much less established place when she first gazed upon Saybrook.  The author described Kit's reaction:

She didn't want to admit how disappointing she found this first glimpse of America. The bleak line of shore surrounding the gray harbor was a disheartening contrast to the shimmering green and white that fringed the turquoise bay of Barbados, which was her home. The earthen wall of the fortification that faced the river was bare and ugly, and the houses beyond were no more than plain wooden boxes. 

Kit had endured a long ocean journey, and had been expecting a more welcoming place.  She did not feel welcomed by the "row of unimpressive shacks" in Saybrook.  She had hopes for a more impressive town in Wethersfield.  When she arrived, she saw that "out of the mist jutted a row of cavernous wooden structures... and beyond that the dense, dripping green of fields and woods."  She did find her aunt and uncle's house to be "solid and respectable, compared to the cabins they had passed."

In Barbados, Kit had lived a life of relative freedom.  She spent time outside, swam, and dressed how she pleased.  Kit found her uncle in Wethersfield to be a stern and strict man.  He thought that her clothes were too frivolous.  She was expected to do many chores around the house and to live simply.  Kit felt that her uncle did not accept her as she was.  She felt like a burden at times.

State and explain ten advantages and disadvantages of the computer.

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What is the tone in the poem "Sympathy" by Paul Laurence Dunbar?

The tone of Paul Laurence Dunbar's poem "Sympathy" is one of desperation and agony; yet, there is also a reverent understanding for this unconquered, though desperate, human spirit.

There is an old Negro spiritual that contains these lines,

Ole Satan is mad en I am glad
Ain't got tired yit
Missed a soul he thought he had
En I ain't got tired yit

Oh, been in de war so long, ain't got tired yit
Oh, been in de war so long, ain't got tired yit

The little caged bird exemplifies this same unconquered spirit of the speaker of this spiritual. This bird must sing, or he will die. He must beat his wings against the bars of his cage in the desperate hope that one day somehow those bars will break and he will escape the misery and oppression he endures.

The speaker of "Sympathy" also feels the frustration and helpless rage of the bird that is a symbol of the repressed spirit of the "Negro." Both the bird and the speaker are confined against their wills and repressed; now, all they can do is pray and send "a plea upward to Heaven." 

What are college entrance examinations? Are they subject to cultural biases?

Introduction

College entrance exams are standardized tests designed to predict student grades in the first year of college. Because research has shown that students’ scores on these assessments are related to their grade point averages as college freshmen, many US colleges and universities use these scores as a source of information for selection and admissions decisions. In addition, college entrance exam scores are used for decisions about financial aid, scholarships, and placement into remedial course work.

The most commonly used college entrance exams in the United States are the SAT Reasoning Test and the ACT. In 2012, about 1.6 million high school students completed the ACT, and 1.6 million completed the SAT. ACT test takers are largely residents of the Midwest and the South, while SAT test takers tend to be residents of the Northeast and West, although most institutions will accept scores from either assessment.

The SAT

Before the development of the SAT Reasoning Test, information used to make college admissions decisions varied widely. Many elite institutions selected the children of alumni or graduates from highly ranked preparatory schools for admission. Some colleges did have entrance exams; however, these differed from college to college, so students interested in multiple institutions had to take multiple exams. The aim of the SAT as designed by its developers, the College Entrance Examination Board (later the College Board), was to provide a standardized way to assess students’ aptitude for college-level work, regardless of previous education or family lineage and, consequently, to select students for admittance on the basis of their own merits.

The SAT Reasoning Test, developed in the 1920s and originally called the Scholastic Aptitude Test, has evolved over the years. It was originally designed to measure aptitude, or an individual’s innate ability to perform well in school. Critics of the test argued that the SAT favored students from middle- and upper-income families, and that tests designed to measure curriculum-based learning were likely to be more egalitarian and better predictors of college grade point average. In response to this criticism and to the rising number of higher education institutions who dropped the SAT as an application requirement, the College Board added a writing component to the SAT in 2005 and revised the existing test to more closely match content covered in high school curricula. In 2014, the College Board announced that in all forthcoming rounds of testing, the essay portion of the SAT would be optional.

The SAT is a three-hour test—three hour and fifty-minutes when including the essay—with three sections: critical reading (formerly verbal), mathematics, and writing. Both the critical reading and mathematics sections consist of multiple-choice and fill-in-the-blank questions. In the critical reading section, students complete sentences, read, and assess written passages, and in the math section, they apply mathematical concepts and interpret data. The writing section, is made up of an essay-writing portion and multiple-choice questions requiring students to recognize writing errors and improve sentences and paragraphs.

Scores on each section of the SAT range from 200 to 800. The average score varies slightly from year to year, but is relatively stable at approximately 500 on each of the sections with a standard deviation of about 100.

The ACT

In the 1950s, E. F. Lindquist developed the American College Test (later known as the ACT) and founded the testing and measurement company ACT, Inc., in Iowa City, Iowa. Lindquist believed that although tests of aptitude such as the SAT measured an individual’s innate ability, such tests failed to recognize achievement, or what individuals had done with their ability. The ACT, therefore, was designed to measure what students had learned in core college-preparatory curriculum areas. ACT regularly conducts a survey of high school and college faculty to ensure that the assessment stays consistent with high school curricula.

The ACT is a two-hour, fifty-five-minute test. The writing section of the ACT is optional and takes an additional thirty minutes to complete. Besides writing, the ACT has four sections—English, mathematics, reading and science—consisting entirely of multiple-choice questions. The English test measures knowledge of punctuation, grammar, sentence structure, organization, and style. Mathematics measures algebra, geometry, and trigonometry skills. Reading measures skills in reading college-level material, and the science section measures scientific reasoning skills, assuming that students have completed three years of science, including biology. The optional writing test is a single thirty-minute essay.

Scores on each of the four ACT scales range from 1 to 36. A composite score, which is the mean, or average, of the scores on all four scales, is also provided on a range from 1 to 36. The mean score varies slightly from year to year but remains relatively stable at approximately 20 on each of the scales and the composite, with a standard deviation of about 5. Scores on the writing section range from 2 to 12 and are reported in combination with the English subscale on a scale of 1 to 36.

Although the ACT is used for college admissions decisions, it is also designed to provide feedback to teachers and students on academic areas of strength and areas for development. Students can use ACT subscale scores to plan what courses to take and where to focus their studies to improve their achievement and, consequently, their level of preparation for college. In addition, teachers and high school administrators can use ACT scores to evaluate the effectiveness of their teaching and of the curriculum. Because the ACT is linked to high school course content, several states have also mandated its use as a high school exit exam.

Advantages of the Tests

The recent revisions to the SAT have made it more similar in content to the ACT, although it still assesses critical thinking and problem-solving skills to a greater degree than does the ACT, which focuses on assessing acquired academic knowledge and skills. Regardless, both have been shown to be good predictors of college grade point average and, when considered in combination with high school grade point average, have proven to be better predictors than either the test score or grade point average alone. Some college admissions officials contend that looking at the tests in combination with a student’s high school performance allows for more efficient and effective selection of those students most likely to succeed in a college environment.

Test scores provide a uniform scale for the comparison of applicants. High school grade point averages and class rank vary widely depending on the school attended and the courses taken. A student might perform very well in remedial courses and poorly in honors courses, so the student’s choice of classes might result in significantly different grade point averages. In addition, a 3.0 at one high school might reflect a very different level of performance than a 3.0 at another high school. For this reason, supporters of college entrance exams have argued that test scores allow for more accurate comparisons of students from diverse schools, or of students with different course work at the same schools.

Criticisms of the Tests

The ACT and SAT tests have been criticized for a number of reasons, but the two common criticisms are that the tests are biased against certain
racial and ethnic groups and ignore other key characteristics of applicants that may be useful in predicting college success.

Research has consistently shown that African Americans, Latinos, and Native Americans have lower mean scores on college entrance exams and other tests of achievement such as the National Assessment of Educational Progress than whites and Asian Americans. This difference is referred to as the achievement gap. Critics of entrance exams have argued that the difference is caused by the culture-specific nature of the tests, with items written to favor students from a white background and to put minorities at a disadvantage. Although there is evidence that such items once existed, the tests have been rewritten, researched, and extensively scrutinized by writers and consultants from diverse backgrounds so as to eliminate such bias. Researchers largely agree that this effort has met the educational standard for ensuring fairness. The achievement gap, however, continues to exist.

Some researchers have asserted that the achievement gap reflects differences that bear a relationship to race and ethnicity. These may include differences in quality and preparedness of teachers, rigor of the curriculum, quality and safety of the school, parental involvement and emphasis on school-related activities, socioeconomic status, and hunger and nutrition. Regardless of the reason, many institutions place greater emphasis on an applicant’s high school grade point average, courses taken, and involvement in extracurricular activities, so as to address the concern that differences between racial and ethnic groups on test scores might result in the underselection of minorities for entry into college.

Critics have also suggested that college entrance exams measure only one determinant of success in college and ignore other influential variables. For example, the motivation to perform well, feelings of connection to the college, and study skills have all been shown to predict college performance and are marginally related, if at all, to performance on the SAT and ACT. The use of these noncognitive factors could help predict college performance better than SAT or ACT scores alone and would give a fuller picture of an applicant.

Both of these criticisms have led institutions to not use SAT or ACT scores as the sole basis of admissions decisions. In the absence of another uniform and standardized measure, it is unlikely that college entrance exams will disappear entirely. Instead, it is likely that exam results, along with other information such as students’ personal statements, essays, extracurricular activities, high school coursework and grades, and letters of recommendations will continue to be used to make admissions decisions.

Bibliography

ACT, Inc. The ACT Technical Manual. Iowa City, Iowa: Author, 2007. Print.

ACT, Inc. ACT Writing Test: Preliminary Technical Report. Iowa City, Iowa: Author, 2007. Print.

Adams, Caralee. "College Board Begins Redesign of SAT Exam." Education Week 6 Mar. 2013: 4. Print.

Barton, P. E., and R. J. Coley. “Windows on Achievement and Inequality.” Policy Information Report, PIC-WINDOWS. Princeton, N.J.: Educational Testing Service, 2008. Print.

Lewin, Tamar. "A New SAT Aims to Realign with Schoolwork." New York Times 6 Mar. 2014: A1. Print.

Mattern, K., W. Camara, and J. L. Kobrin. SAT Writing: An Overview of Research and Psychometrics to Date. College Board Research Report no. RN-32. New York: The College Board, 2007. Print.

Noble, J., M. Davenport, J. Schiel, and M. Pommerich. Relationships Between the Noncognitive Characteristics, High School Course Work and Grades, and Test Scores of ACT-Tested Students. ACT Research Report No. 99-4. Iowa City, Iowa: ACT, Inc., 1999. Print.

Sackett, P. R., M. J. Borneman, and B. S. Connelly. “High-Stakes Testing in Higher Education and Employment: Appraising the Evidence for Validity and Fairness.” American Psychologist 63, no. 4 (May/June, 2008): 215-227. Print.

Young, J. W. “The Past, Present, and Future of the SAT: Implications for College Admissions.” College & University 78, no. 3 (March, 2003): 21-24. Print.

Zoroya, Gregg. "Sharpen Those Pencils, Kids: The SAT is Getting Harder." USA Today 6 Mar. 2014: 3a. Print.

What does the dagger symbolize in Romeo and Juliet?

Due to its phallic shape and size, the dagger in Romeo and Juliet operates as a traditional symbol of masculinity (or more specifically, of male sexuality). Juliet threatens to kill herself with a dagger several times in the play (although she only acts upon this threat only once).

The first time is shortly after learning that she is being forced into a marriage with Paris. Juliet flees to Friar Laurence's cell under the pretense of going to confession; there she tells Friar Laurence that "with this knife" she will kill herself if Laurence does not provide her with a solution to her predicament. This moment foreshadows Juliet's ultimate end.

After creating a plan to fake her own death, Juliet returns to her chambers and lays down her dagger, commanding it to, "lie thou there." This, however, will not be the last time she touches such a weapon. When Juliet awakens from her fake death, she discovers that Romeo has killed himself with poison. Hearing someone approaching in the crypt, Juliet grabs Romeo's dagger and stabs herself:

Yea, noise? then I'll be brief. O happy dagger!

This is thy sheath;

there rust, and let me die.

There is a long connection between death and sex. In fact, the French phrase for an orgasm is "la petite mort," which translates to "the little death." Sex traditionally is used to give life, while death takes it away. Thus, all these instances with the dagger are so symbolic and poignant because it is her love for Romeo and the consummation of their marriage that ultimately leads to Juliet's premature death. In each major crisis, she is near a symbol of his presence in her life--a presence which has largely been sexual. Romeo is the man who takes her virginity... as well as (in an indirect way) her life. It is, thus, tremendously appropriate that she kills herself with his weapon. Just as their marriage and sexual attraction bound them together, so, too, will their deaths.

In acid base neutralization, if the concentration of the base remains constant but the concentration of the acid is increased, is the amount of...

The answer to this prompt depends strongly upon the initial conditions, i.e. the state of the reaction before the acid concentration was increased. If the acid and base were in equal proportion according to a stoichiometric ratio, then the results will be somewhat different than if the two were not in proportion.

Regardless of those conditions, we can discuss a few general things about the statements being investigated. First, we should acknowledge the difference between energy and temperature. Energy is more difficult to define, but we can understand it in this case as the effect of changing the bonds in the acid and base. Temperature, on the other hand, is a measure of molecular motion. The temperature of two objects of different masses do not necessarily tell us about their energy, or vice versa; energy applied to mass A may result in a greater temperature change than the same energy applied to greater mass B, and so temperature is not a proportional indicator of energy itself unless we know about the interaction between the molecules of the system and energy. 

Let's assume that the system is hydrochloric acid (HCl) and sodium hydroxide (NaOH). These will neutralize to produce sodium chloride (table salt, NaCL) and water (H2O). Let's assume the solvent is water. In this case, the neutralization will add water to the system, as well as dissolving salt in it, which slightly raises its heat capacity. Therefore, if we're being really precise, we should acknowledge that this reaction will raise the volume of water in the system as well as its heat capacity, and if there was no exothermic aspect of this reaction, then we would expect the temperature of the system to go down as the energy is distributed. 

Now let's assume that we simply added more HCl to this already-balanced condition from the outset. The only thing that would be accomplished by this is that there is a greater amount of HCl present, which increases the chances of the NaOH encountering it, thereby speeding up the neutralization. However, the total amount of energy released would not change, because we still have the same number of NaOH molecules reacting.

If, on the other hand, HCl was our limiting reagent, and we increased it, we would expect the total amount of energy to increase, since more reactions are taking place in total, and therefore the temperature should increase as well. 

Thus, we can summarize that the amount of energy released depends directly upon the number of neutralization reactions taking place. Temperature change depends on the amount of energy released, and the heat capacity and mass of molecules capable of distributing it. 

What is the double replacement reaction for ammonium chloride and potassium acetate? Do they form a precipitate?

The balanced double replacement reaction for ammonium chloride plus potassium acetate is:

   `~NH_4Cl` + `~KC_2H_3O_2` -> `~NH_4C_2H_3O_2` + `~KCl`

The two products of the reaction are ammonium acetate (`~NH_4C_2H_3O_2`) and potassium chloride (`~KCl` ).

We can determine whether either of the products in this reaction is a precipitate by looking at a list of solubility rules. You can find a list of solubility rules online or in your textbook.

The solubility rules tell us that:

• Acetates are always soluble.


• Compounds with ammonium are always soluble.


• Chlorides are soluble unless combined with `~Ag^+` , `~Pb^2^+`, or `~Hg_2^2+`

Therefore, both of the products are soluble and a precipitate will not be formed. We can also say that no actual reaction has occurred. Because all of the reactants are soluble ionic compounds, they all disassociate into positive and negative ions in solution. So, the same ions are present in solution(s) before and after the substances are combined.

How does Winnie respond when the Tucks take her home to meet Angus?

I'm not 100% sure if you are referring to the moment when the Tucks "kidnap" Winnie from the woods or when they decide to actually take her home with them.  The two occasions are separated by the Tucks' explanation of the spring water and their resulting immortality.  I'll go ahead and give Winnie's feelings for both.  

When the Tucks first scoop up and take Winnie with them, she is not as scared as she thinks that she should be.  

Winnie had often been haunted by visions of what it would be like to be kidnapped. But none of her visions had been like this, with her kidnappers just as alarmed as she was herself.

Winnie admits that she has thought about being kidnapped before, and she uses the word "haunted."  She anticipates being scared, but she is not scared now that she is actually being kidnapped.  The reason for that is because the Tucks are more frightened than her.  Winnie's feelings are probably closer to shock and surprise.  The text says that Winnie was even calm about the entire situation.  

Winnie herself was speechless. She clung to the saddle and gave herself up to the astonishing fact that, though her heart was pounding and her backbone felt like a pipe full of cold running water, her head was fiercely calm.

After the Tucks' explanation of their immortality, it was decided that the group should head to the Tuck house.  Winnie's feelings are completely different now.  She's calm, she's happy, she's excited, etc.  She lets Miles carry her and even falls asleep in his arms.  Gone are the thoughts of being kidnapped.  Instead, now Winnie has convinced herself that she is running away like she had planned to do.  Only this time, she has company.  

And Winnie, laughing at him, lost the last of her alarm. They were friends, her friends. She was running away after all, but she was not alone. Closing the gate on her oldest fears as she had closed the gate of her own fenced yard, she discovered the wings she'd always wished she had. And all at once she was elated.

I always get the feeling that Winnie has convinced herself that, in a way, the Tuck family is rescuing her.  

. . . Winnie put vanity aside and dozed gratefully in Miles's strong arms, her own arms wound around his neck.

In the poem "Old Woman's Message," what does the speaker mean by lines 10 and 11?

The speaker, the old woman, is dying and believes she does not have long to live. She sends a message to her two sons, Polin and Manuai, to come to her. We can assume they have left home, left the town where they grew up, perhaps to find work and make their livings elsewhere. The old woman acknowledges their right to do so: "Let them keep the price of their labour." Perhaps the sons have been sending money back to their mother to help support her, but now that she is dying, she needs their emotional support and their physical presence. She doesn't want their financial support anymore--indeed, she will not need it much longer--so she tells them to keep their money.

"Their eyes are mine" has a double meaning. First, because they are her sons, she has passed on to them all of their physical characteristics, including, as the old woman points out, their eyes. Perhaps their eyes resembled hers; if so, every time they look in the mirror, they should be remembering their mother. The old woman uses this connection between herself and her sons as an argument to bring them home. Second, saying "their eyes are mine" is synechdoche--a type of figurative language in which a part represents the whole. The boys' eyes cannot be separated from their bodies; by claiming their eyes, she claims each boy's entire being. Since she has a degree of ownership of her sons because she is their mother, they should come to her now in her hour of need. 

Additionally, an old proverb says that "the eyes are the windows to the soul." In this sense, the old woman, by claiming the eyes of her sons as her own, is claiming their souls, the seat of their emotions. What she longs for as her death draws near is the ability to connect emotionally, soul to soul, with the people she loves most in the world. 

How does Shakespeare convey the changes in Macbeth throughout the play?

Macbeth is about a man who changes from hero to villain. In the first act, both the ominous witches and a group of soldiers mention Macbeth. The king refers to him as noble, and the men describe his brave--and bloody--feats on the battlefield. We first meet Macbeth when he and Banquo come across the witches. They tell him he will be thane of Cawdor and king. Banquo marvels at the news, but Macbeth wants to know more. His curiosity is evident and possibly foreshadows his later behavior. Once granted the title thane of Cawdor, he immediately starts pondering the horrible possibilities of how he could become king: “The Prince of Cumberland! that is a step / On which I must fall down, or else o'erleap, / For in my way it lies.”

Lady Macbeth describes Macbeth as being ambitious but “too full o' the milk of human kindness.” He expresses reluctance to assassinate his king, but Lady Macbeth convinces him to proceed. This demonstrates that Macbeth does have a conscience--he struggles with it throughout the play--but his desire for the crown overcomes his compassion and sense of honor. He kills King Duncan and suffers terribly for it, stating, “To know my deed, 'twere best not know myself.”

After Duncan’s murder, Macbeth sinks further into bloodshed and paranoia. He slays the king’s guards, whom he and his wife framed, and proceeds to kill Banquo and attack Fleance, who escapes. The Macbeths are afflicted by “terrible dreams / That shake us nightly.” Macbeth cannot rest in his power for fear of it being taken away. He further consults with the witches. His trust in these forces of fate and darkness reveals how far he has come, from curious skepticism to absolute faith. The witches refer to him not as a hero but as “Something wicked.” After speaking with them, he decides to massacre Macduff’s entire household, including his wife, children, and servants.

By the time Lady Macbeth dies, her husband seems completely numb. He merely remarks, “She should have died hereafter,” before giving a monologue about the pointlessness of life. Still, he believes himself to be invincible. At the end of the play, the once great Macbeth has become an egomaniacal, manipulative, and bloodthirsty man who has lost his love of life.

In Nathaniel Hawthorne's "Young Goodman Brown," what happened before the beginning of the story? How do you know about it?

At some point prior to the beginning of the story, young Goodman Brown had met his companion, who we later find out to be the Devil, before. Brown says to him, "'having kept covenant by meeting thee here, it is my purpose now to return whence I came.'" In other words, he says that he's kept to their agreement by meeting this man in the forest tonight, but now—having kept that contract—he plans to return home right away. They would have had to be together before now in order to make the arrangements to meet at this time and place.

Further, the Devil says that, long before Goodman Brown was even born—and therefore before the beginning of the story—he'd been "'well acquainted'" with Brown's family. He knew his grandfather and father, and helped them both to hurt others: one, to "'[lash] a Quaker woman,'" the other, to burn an Indian village with "'a pitch-pine knot kindled at [the Devil's] own hearth.'" He claims that Brown's father and grandfather were both good friends of his.

Please provide evidence that Macbeth is the protagonist.

To be a protagonist, typically a character need only be the main character of the text in which he or she figures.  One good clue that Macbeth is the play's protagonist is that it is named after him; he is the titular character.  Further, it is his actions, and the things that happen to him, that the text follows.  It begins with the Weird Sisters in Act 1, scene I, but even they reference Macbeth, the character, as they make plans to meet him.  From then, the play follows Macbeth as he learns the Sisters' prophecies, goes home to confer with his wife, kills Duncan, arranges for Banquo's murder, and so on.  Although some scenes do not include Macbeth -- one shows just the Weird Sisters, another Macduff and Malcolm, another Macduff's family, etc. -- even characters in these scenes discuss Macbeth or witness the result of his actions.

What are two impressions you have of Cherry from pages 88, 89 and 90 of The Outsiders?

Since there are several different versions of The Outsiders, I am guessing that in your book, pages 88, 89, and 90 are part of the eighth chapter, since Cherry makes a small number of appearances in The Outsiders, most of which are clustered toward the beginning of the novel.

In Chapter Eight, Cherry drives her Corvette to the hospital parking lot to inform Two-Bit and Ponyboy about the Socs’ plans for the rumble. She also tells the boys that Randy, Bob’s best friend, will not participate in the fight because he is “sick of fighting,” especially after seeing his “best buddy” killed. From this scene, I infer that Cherry enjoys being the messenger between the greasers and the Socs. She relishes having the information from both sides and getting attention from two different communities. She also enjoys being seen by the greasers as an ally. I also think she is trying to keep her distance from the greasers. Cherry will never become a “greaser girl,” no matter how much sympathy she feels for Ponyboy and his friends. She clings to the symbols of her wealth and privilege (her Corvette, nice hair, and fancy clothes), even as she reaches out to the greasers. 

In Chapter Eight, I’d also like to draw your attention to Cherry’s refusal to visit Johnny in the hospital. Ponyboy, of course, is outraged at her decision and skeptical of her argument that “I couldn't ever look at the person who killed him. I know I'm too young to be in love and all that, but Bob was something special. He wasn't just any boy. He had something that made people follow him, something that marked him different, maybe a little better, than the crowd.” From this quote, as well as Cherry’s comment that she’s in danger of falling in love with Dallas Winston, I can infer that Cherry chooses entirely inappropriate men to love, which consequently clouds her decision-making process. Bob, from what the reader glimpses of him, is not “something special.” He’s a selfish, cruel person who’s willing to potentially murder Ponyboy for kicks. Refusing to visit Johnny in the hospital because of loyalty towards Bob shows Cherry’s misplaced love for a cruel person.

In Lyddie by Katherine Paterson, what does Luke Stevens promise to do while Lyddie and Charlie are gone in Chapter 2?

Luke Stevens is the nearest neighbor to Lyddie and Charlie. Because he is a Quaker, and Lyddie's mother didn't approve of "heathens and abolitionists" and considered the Stevens family to be both, Lyddie feels awkward around Luke. Charlie, however, seems to get along with him well. As Luke is giving Charlie a ride to the mill and Lyddie a ride to the tavern, Charlie expresses his concern for leaving their cabin empty. Luke offers to stop over to their house during the winter and to shovel snow off the roof. Lyddie is about to say no, but Charlie thanks him for his kindness. Lyddie warns Luke that there will be no trail between their homes, but Luke responds cheerfully that he will simply use his snowshoes to get there. When Luke drops Lyddie off at the tavern, he also tells her that he will look in on Charlie as well. Lyddie doesn't know "whether to be pleased or annoyed" at his offer. Despite Lyddie's rude behavior toward Luke, he remains kind and cheerful.

What is the pancreas?

Structure and Functions

The pancreas is an organ about 15 to 18 centimeters long and weighing 100 grams that is located in the abdominal cavity. The head of the organ is situated in the loop of the small intestine that forms at the site where the small intestine joins the stomach. The pancreas is enclosed in a thin connective tissue capsule. As an accessory gland of the digestive system, the pancreas is an exocrine gland. Scattered within the tissue of this exocrine gland, however, are small distinct regions known as the islets of Langerhans, which are a part of the endocrine system. The exocrine portion composes by far the greatest mass of tissue. In the guinea pig, for example, about 82 percent of pancreatic cells are exocrine cells, while the endocrine portion is about 2 percent. The remaining cells are associated with the duct system and the blood vessels.

The exocrine pancreas is an arrangement of tubules that continue to branch until they form very fine ducts called the intercalated ducts. Along the edges of the intercalated ducts are the acinar cells. These cells produce the pancreatic juices that aid in the digestion of food in the small intestine and help neutralize the contents of the small intestine. The products drain from the ducts into the main collecting duct, which joins the common bile duct and empties into the duodenum.

The islets of Langerhans, as is the case with all endocrine glands, have a well-developed blood supply. The hormones produced by these endocrine cells are emptied into the surrounding capillaries. The hormones flow into the general circulation where they are distributed to target cells throughout the body. Since the two portions of the pancreas are anatomically as well as functionally different, they will be considered independently.

The exocrine portion of the pancreas produces about 1 liter of aqueous fluid per day that is delivered directly to the duodenum. The two major components of the pancreatic juices are ions, which are used to neutralize the stomach contents as they enter the small intestine, and enzymes, which metabolize intestinal contents for absorption.

The various ions that are secreted include sodium, potassium, chloride, and bicarbonate ions. The sodium, potassium, and chloride are present in concentrations similar to their concentrations in the bloodstream. The bicarbonate ions act as the major buffer of the body. With only a few exceptions, the bloodstream and the contents of the body must be maintained at a pH of 7.4. Bicarbonate ions ensure that there is no change in pH.

The stomach is one of the areas of the body in which the pH varies. It may be as low as pH 1, which is highly acidic. The contents of the stomach empty directly into the duodenum, and while the cells of the stomach are capable of withstanding an acid environment, the cells of the small intestine are not. The acid must be rapidly neutralized in order to protect these cells. In addition, the enzymes that help to digest the food reaching the small intestine work optimally at about pH 7. If the pH varies significantly, the food will not be properly digested and vital nutrients will not be absorbed by the intestinal cells.

The production of bicarbonate by the duct cells is controlled by a hormone called secretin. The contents of the small intestine become acidic as food moves into the area from the stomach. When the pH is lowered, the cells of the small intestine release secretin, which in turn stimulates the pancreas to produce more bicarbonate. As bicarbonate enters the small intestine, it neutralizes the acid, and the stimulus to produce secretin is removed.

The pancreas also produces a variety of enzymes that digest proteins, sugars, lipids, and nucleic acids. In order for protein to be absorbed by the cells of the small intestine, it must be broken down into its building blocks, amino acids. This breakdown is an enzymatic process that occurs only when the appropriate enzymes are present and at a pH near neutrality. The enzymes that digest proteins include trypsin, chymotrypsin, and carboxypeptidase. Like protein, sugars, nucleic acids, and lipids must be digested to their subunits if they are to be absorbed. Sugars are metabolized by amylase, nucleic acids by either ribonuclease or deoxyribonuclease, and fats by lipase, phospholipase, or cholesterol esterase.

The secretion of enzymes by the pancreas is controlled by the hormone cholecystokinin. As the content of protein and fat increases in the lumen of the duodenum, the duodenal cells release cholecystokinin, which acts on the acinar cells of the pancreas to release the enzymes. As the food is digested, the level of cholecystokinin decreases and the release of enzymes from the pancreas also decreases.

The islets of Langerhans have four different cell types and produce four different hormones. The alpha and beta cells produce glucagon and insulin, respectively. The delta cells produce somatostatin, which inhibits the secretion of hormones by the alpha and beta cells. The F cells produce pancreatic polypeptide, the function of which is not yet understood.

Insulin secretion is stimulated or inhibited by a large number of factors. Blood glucose levels are the most important factor in the release of insulin from the beta cells. If blood glucose increases, insulin is released until glucose levels return to normal. When insulin is released into the bloodstream, it stimulates the uptake of glucose by target cells. Although insulin is best known for its action on glucose, it also stimulates the uptake of amino acids and fatty acids from the bloodstream during periods of adequate nutrition. Glucagon is an antagonist of insulin. It is released in response to low levels of glucose and acts on cells to release glucose, amino acids, and fatty acids into the circulatory system.

Disorders and Diseases

Diseases of the pancreas can be divided into two basic categories: diseases of the exocrine cells of the organ and those diseases that effect the function of the endocrine portion, the islets of Langerhans. The exocrine cells of the pancreas can be affected by various conditions, including acute pancreatitis, chronic pancreatitis, cystic fibrosis, and carcinoma of the pancreas. Also, because the pancreas is a gland and glandular organs typically have a large blood supply, it is at risk of injury any time that circulation is impaired. The islets of Langerhans may be affected by diabetes mellitus.

Inflammation of the pancreas (pancreatitis) can be either acute or chronic. While some cases are mild, it is considered a serious disease and has a high mortality rate. Although the acute form is more serious, patients with chronic
pancreatitis may suffer from acute episodes.

Acute pancreatitis may result from obstruction of the pancreatic duct (possibly by gallstones from the gallbladder or by mucous plugs, as in cystic fibrosis), bile reflux, acute intoxication by alcohol, shock, infection by the mumps virus, hypothermia, or trauma. The diagnosis, pathology, and prognosis are the same regardless of the cause.

The onset of the disease is usually quite sudden, with severe pain in the abdomen, nausea, and vomiting. Diagnosis is made by the presence of amylase in the blood serum. Amylase is an enzyme produced by the pancreas that is used to digest carbohydrates in the small intestine. The presence of elevated levels of the enzyme is an indication that it is not reaching the small intestine and is spilling over into the bloodstream.

The powerful enzymes produced by the pancreas are used to digest proteins, carbohydrates, and fats. If for any reason these substances are not released from the pancreas, they will digest the cells of the pancreas and destroy them. As pancreatitis progresses, it will cause tissue inflammation and will lead to swelling of the organ. In addition, the enzymes may start to digest the cells of the blood vessels in the immediate area, causing bleeding into the tissue. The inflammation, combined with the bleeding, may lead to greater swelling and further inflammation.

Acute pancreatitis can lead to complications in other tissue as well, such as fat necrosis leading to the release of fatty acids from adipose tissue. The fatty acids bind to circulating calcium and may cause tetanus of the skeletal muscle as a result of calcium deficiency. If the enzymes released from the exocrine cells destroy the endocrine cells, the resulting loss of hormone production will lead to hyperglycemia and the complications that stem from it. Cysts or abscesses may also result from acute pancreatitis. Although this disease is usually self-limiting, in many cases it will lead to death.

Chronic pancreatitis is a recurring disease that may also demonstrate acute episodes. It has generally been associated with chronic alcoholism, which seems to be the major cause. Chronic pancreatitis is primarily a disease of middle age and occurs more frequently in men than in women. The patient generally complains of abdominal or back pain, often after a large meal or excessive alcohol consumption. Because of the lack of enzymes for lipid digestion, patients often excrete large quantities of undigested lipids. Without fat absorption, many fat-soluble substances such as vitamins A, D, E, and K will not be absorbed.

Because the patient with chronic pancreatitis is often malnourished from inadequate digestion and absorption of food and from vitamin deficiencies, there is associated weight loss and muscular wasting. The exocrine portion of the pancreas is gradually replaced by scar tissue, but the endocrine cells remain unaffected.

Disease of the pancreas can also be caused by cystic fibrosis. Cystic fibrosis, also known as mucoviscidosis, is an autosomal recessive disease of the exocrine glands. It occurs in about 1 in 2,500 live births of Caucasians but rarely occurs in African Americans or Asians. Cystic fibrosis affects the mucus-secreting glands in the body and leads to the production of abnormally thick mucus. About 80 percent of these patients have involvement of the pancreas. The onset and severity of the disease vary widely, but most infants born with cystic fibrosis have a pancreas that appears to be normal. As the abnormal mucus is produced, however, it may block the ducts of the exocrine glands and lead to the destruction of the exocrine tissue. The glandular tissue is progressively replaced by fibrous or adipose tissue or by cysts. The loss of pancreatic activity may lead to malabsorption of nutrients and vitamins. Although the islets of Langerhans are not affected by the disease in its early stages, eventually they also may be destroyed.

Tumors of the pancreas
are primary tumors; there is almost no incidence of tumors metastasizing to the pancreas from other locations in the body. The exocrine tumors are generally adenocarcinomas, a type of cancer that is increasing in frequency throughout the world. An association with cigarette smoking and diabetes mellitus has been established. The tumors most commonly occur in the area of the gland where the major ducts leave the pancreas. As the tumors enlarge, they may put excessive pressure on the common bile duct, which is located in the same region. This pressure leads to the backup of bile in the liver known as obstructive jaundice; this is one of the earliest signs of pathology. Tumors located at other sites will not be detected until much later because they do not produce symptoms. Metastases of these tumors may be to the liver or surrounding lymph nodes. Because diagnosis is usually after the disease has progressed, the prognosis is poor even in operable cases.

The most common disease of the endocrine portion of the pancreas is diabetes mellitus. In 2009, over 68,000 individuals died of diabetes in the United States. Diabetes is a chronic disorder affecting carbohydrate, fat, and protein metabolism. It may be further classified as insulin-dependent or juvenile diabetes (type 1), non-insulin-dependent or adult-onset diabetes (type 2), or secondary diabetes. All forms of diabetes have a common pattern in which insulin is present in insufficient quantities, is absent, or does not function normally—all of which lead to hyperglycemia. Both type 1 and type 2 diabetes are inherited. In identical twins, there is a 50 percent concordance rate for type 1 and a 90 percent concordance for type 2. The latter figure indicates that heredity plays a more important role in type 2 diabetes.

Patients with type 1 diabetes are insulin-dependent. The disease starts at an early age and is sometimes referred to as juvenile diabetes. The decrease in insulin supply is caused by a decrease in functional beta cells in the islets of Langerhans. Evidence indicates that the beta cells are damaged or destroyed by an autoimmune reaction, which may follow a viral infection. Type 1 diabetics often have other endocrine disorders that are a result of autoimmunity. Type 2 diabetics produce some insulin, but not sufficient quantities. It appears that the tissues of these patients are resistant to insulin. The symptoms are less severe than those associated with type 1. Secondary diabetes is a result of some other disease that causes injury or destruction of beta cells. Diseases such as chronic pancreatitis or carcinoma of the pancreas can interfere with insulin production. The severity of the three forms of the disease varies widely, as does the treatment. The type 1 diabetic requires insulin for survival, while in many type 2 diabetics the disease may be controlled by diet and exercise.

Although the presence of insulin has several effects on the body, the lack of insulin has the most pronounced effect on serum glucose levels. If insulin supply is diminished or if the cells do not respond to the insulin produced, there is a rise in blood glucose levels exceeding the amount that the kidney can retain. As a result, glucose is excreted in the urine along with large quantities of water. The loss of glucose and water may lead to hypoglycemia and dehydration. The problem is further complicated if there is inadequate glucose available, which causes the cells to metabolize fats. One of the by-products of fat metabolism is the production of chemicals known as ketones, which are acids. Thus the dehydration may be accompanied by a more acidic serum.

The symptoms described above are acute and demand immediate attention. In addition to these symptoms, many abnormalities may appear in patients who have diabetes for ten or more years. The cardiovascular system is highly vulnerable to the disease, and the cause of death in about 80 percent of diabetics is a cardiovascular abnormality.

Perspective and Prospects

Since the pancreas is a vital organ, any disease or injury to it will have serious consequences. Problems with the pancreas may be magnified because the diseases associated with the exocrine portion of the gland are not easily detected. In acute cases of pancreatitis, the onset is sudden and requires immediate treatment to control the extent of the disease. Even when the disease is treated early, many patients die. Surgery is complicated by the inflammation and hemorrhaging that may have previously occurred.

Chronic pancreatitis and cancer of the pancreas are even more difficult to diagnose since many of the symptoms are common to other ailments and may not even be present until the disease has progressed to an acute stage. The chronic condition is complicated because the body cannot absorb nutrients and vitamins. By the time that the diagnosis has occurred, the patient is weakened by the loss of weight and muscular wasting from malnutrition.

Diabetes presents its own unique set of problems. In type 1 diabetes, the patient is often unable to follow the prescribed diet and must continually monitor his or her glucose levels to ensure that the insulin doses are appropriate. Assuming that the patient is able to follow the diet and takes the medication as prescribed, there will still be complications—particularly of the cardiovascular system—that may include renal damage.

Pancreas transplants provide type 1 diabetics with hope when all other standard treatments have failed and they are faced with serious and often life-threatening complications. Pancreatic transplants are often performed in conjunction with a kidney transplant since the majority of patients are in the end states of renal failure, but the procedure is rarely performed on individuals suffering from pancreatic cancer because that form of cancer is highly malignant and the probability of it returning and attacking the new pancreas is very high .

Pancreatic transplants usually involve implanting a healthy (and insulin producing) organ into a patient while leaving the original pancreas in place since it is still able to produce essential digestive enzymes. Following surgery, many patients are able to maintain normal blood glucose levels, and diabetes-related nerve damage is often stabilized and sometimes repaired following transplantation. The risks involved in the surgery, however, are significant and should be taken into consideration: In addition to the potential for blood clots, infection, and inflammation of the new pancreas, rejection of the new organ is of great concern and can occur immediately following the surgery or at any time during the recipient's life. Because of this threat, the patient must take powerful immunosuppressive drugs for the remainder of his or her life, and these drugs come with their own set of potential side effects such as thinning of the bones, high cholesterol and blood pressure, weight gain, and acne and excessive hair growth over the body.

New procedures have been employed that involve the transplantation of only the beta cells of the islets of Langerhans rather than of the entire organ. Similar side effects and risks, such as blood clots and the necessity of immunosuppressive drugs, are also associated with this procedure.

It is likely that there will be significant progress with the treatment of diabetes as more becomes known about somatic gene therapy, cell transplants, immunosuppression, and the control of insulin receptors.

Bibliography

Calvagna, Mary. "Pancreatitis." HealthLibrary, October 31, 2012.

Goodman, H. Maurice. Basic Medical Endocrinology. 4th ed. Boston: Academic Press/Elsevier, 2009.

Howard, John M., and Walter Hess. History of the Pancreas: Mysteries of a Hidden Organ. New York: Kluwer Academic, 2002.

Marieb, Elaine N. Essentials of Human Anatomy and Physiology. 10th ed. San Francisco: Benjamin Cummings, 2010.

O’Reilly, Eileen, and Joanne Frankel Kelvin. One Hundred Questions and Answers About Pancreatic Cancer. 2d ed. Sudbury, Mass.: Jones and Bartlett Publishers, 2010.

"Pancreas Transplantation." American Diabetes Association, July 25, 2013.

"Pancreatic Islet Transplantation." National Diabetes Information Clearinghouse, August 1, 2012.

Pizer, H. F. Organ Transplants: A Patient’s Guide. Cambridge, Mass.: Harvard University Press, 1991.

Valenzuela, Jorge E., Howard A. Reber, and André Ribet, eds. Medical and Surgical Diseases of the Pancreas. New York: Igaku-Shoin Medical, 1991.

How does George influence/affect three other characters in Of Mice and Men?

Though he is a small man, Georg Milton, who possesses the name of kings and a metaphysical poet, is intelligent and very discerning about people; therefore, he is able to influence others.

Here are three people upon whom George has an affect or some influence:

Lennie is virtually George's ward because he is mentally-challenged and is very childish in his thinking. George plays the role of a big-brother/parent who must constantly watch out for Lennie. Furthermore, he dominates Lennie as much as possible so that Lennie will not endanger others or threaten his and Lennie's own welfare.
In Chapter 1 as George and Lennie camp out, George scolds Lennie as though he is the bigger man's parent when Lennie has a mouse in his pocket; George then orders him to throw it away. When Lennie whines about not having ketchup for his beans, George scolds him, again. But, later, like a loving parent, George acquiesces to Lennie's request to recite their dream. This recitation soothes Lennie; afterwards, George then instructs Lennie to remember the place where they are in case he gets into trouble. If this happens, Lennie can just follow the river from the ranch where they are going to be working to the clearing and wait for George.

Once they are at the ranch, George gives Lennie strict instructions to let him do the talking, and to stay away from Curley, who is very pugnacious. Since Lennie was almost charged with rape in Weed where they worked previously, George tries to keep Lennie under control. Certainly, George tries very hard to keep Lennie away from females. So, frequently Lennie tells others, "George don't want me to ------" as he tries to follow George's orders.

When Lennie and George arrive at the ranch and they are in the bunkhouse, Candy is respectful to George as he answers the newcomer's questions. George also inspires enough ease in old Candy that the swamper feels comfortable enough to tell him in confidence about Curley. He adds,

"Don't tell Curley I said none of this. He'd slough me. He just don't give a damn. Won't ever get canned 'cause his old man's the boss."(Ch. 2)

Also, after Candy loses his dog and he hears George recite the dream to Lennie, he is revived from his depression by a hope that he can be a part of the farm that they are going to have; in fact, he offers his savings to the men. After George accepts and says that now owning a farm is a real possibility, Candy becomes much happier, and proudly boasts to Crooks that he and George and Lennie are going to own a ranch and have a future.

The mule skinner is a tall man with "God-like eyes" who is highly respected by both bosses and the ranch hands alike. Yet, he engages George in conversation and is interested in his history. When he first talks with George, Slim moves back out of the light in order to give George a "calm invitation to confidence." As they talk, Slim is "quiet and receptive" (Ch. 3), displaying a respect for George. Further, he asks George about "going around" with Lennie because most men are loners.
Of course, he later befriends George after Lennie's death, consoling him by saying, "You hadda, George. I swear you hadda. Come on with me" (Ch. 5).

During which part of the cell cycle does a cell spend the majority of its time?

There are three main phases of the life cycle of a cell: interphase, mitosis and cytokinesis. Mitosis is further divided into 4 phases: prophase, metaphase, anaphase and telophase. Among all these phases, the cell spends most of its life in interphase. It has been estimated that a cell may spend more than 3/4th of its life in interphase. During this phase, the cells make preparations for division, including chromosome replication, cell enlargement, and protein synthesis. Interphase consists of three sub-phases, including the G1 phase, S phase and G2 phase. After interphase, cells enter mitosis, where the cell makes all the preparations for division. The cell division actually takes place in the cytokinesis phase and each cell gives rise to two daughter cells. Among all the phases of mitosis, the cell spends most of its time in prophase, while anaphase is the shortest of all the phases.

Hope this helps.  

How would one describe nine-year-old Scout Finch based on the Old Sarum bunch mob scene in Harper Lee's To Kill a Mockingbird?

As the children approach and observe the mob scene unfold, Scout, being young, does not share the same fears Jem does. In fact, she's not certain exactly why Jem is afraid that Atticus may be in danger. Hence, when Atticus responds, "Do you really think so?" to one of the mob member's statement that the sheriff being off in the woods on a wild-goose chase changes Atticus's ability and need to defend Tom Robinson from the mob, Scout thinks he is playing some sort of game of whits and happily bounds out of hiding to greet him. Scout phrases her young line of thinking in the following:

This was the second time I heard Atticus ask that question in two days, and it meant somebody's man would get jumped. This was too good to miss. I broke away from Jem and ran as fast as I could to Atticus. (Ch. 15)

Even once she is in the midst of the mob, Scout still doesn't feel Jem's fear; instead, she only feels embarrassed to find herself in the midst of a crowd of strangers, not in the midst of the same crowd of friends who had gathered in Atticus's lawn the night before. Scout's brave actions that serve to break up the mob stem from a combination of her youthful embarrassment and her efforts to show politeness.

Standing on the steps of the jail, Scout searched the mob until she found a familiar face, that of Walter Cunningham. She instantly greets him and asks him, "How's your entailment gettin' along?" because she knows it's the polite thing to do. When he doesn't respond, she introduces herself and reminds him that his son, Walter Cunningham Jr. is in her class, asking Mr. Cunningham to say "hey" for Walter for her. When he still doesn't respond, she goes back to talking about his entailment, saying, "Entailments are bad," because she remembers Atticus once told her it is polite to "talk to people about what they were interested in, not about what you were interested in." She continues forth to remind Mr. Cunningham that Atticus had once promised he and Mr. Cunningham would "ride [his entailment] out together." All of these attempts at conversation are simply Scout's way of being polite, not realizing the extent of the imminent danger.

Scout's youthful, naive attempt at making polite conversation with Mr. Cunningham inadvertently serves to break up the mob. Scout inadvertently breaks up the mob by reminding Mr. Cunningham of his humanity, first by being polite, second by empathizing with his plight due to his entailment, and third by reminding him of the amount of respect he has for Atticus. Scout's actions before the mob show us just how much childlike innocence can accomplish, especially when such innocence reflects polite and empathetic behavior.

What is the timeframe of the Gothic movement?

The Gothic movement was a metamorphosis of literature and art away from the optimistic toward the pessimistic view of life and society.  Castle of Otranto by Horace Walpole is widely considered to be the first true Gothic novel.  It was written in 1764 and spawned many early followers.  The Old English Baron (1778) by Clara Reeves and The Monk (1796) by MG Lewis helped to create the movement by mirroring the dark settings of Walpole's original work.

The Gothic movement continued well into the early 1800s but was on the decline by 1840, ending by 1850.  The movement inspired authors such as Poe, Dickens and Kipling, who turned toward the psychological thriller rather than pure gothic themes.

What are landforms?

Landforms are naturally occurring features of the Earth's surface.  They are the natural physical features that the Earth possesses and are part of its landscape.  Some common examples of landforms are:  mountains, valleys, plateaus, hills, glaciers, valleys, canyons, and caves.  

Landforms form on the surface of the Earth over many hundreds or thousands of years or more.  Surface erosion often contributes to the creation of landforms.  In addition, wind, meteorites, and changing condition of the Earth can create landforms.  The movement of the crust of the Earth can also result in landforms appearing in time.

An archipelago is a landform that is a group of multiple islands.  A basin is an area of land that is surrounded by higher land.  A valley is an area of depressed land that is located between mountains or hills.  There are a number of other types of landforms that exist as well.

In Harper Lee's To Kill a Mockingbird, what does the gavel symbolize for Tom Robinson in literal terms and symbolic terms?

Judge Taylor pounds his gavel several times throughout the trial as a way to restore order in the court. Scout mentions that Judge Taylor's court was rather serene, and he only needed to pound his gavel a few times to settle the audience.

In Chapter 17, while Bob Ewell is on the witness stand, he stands up and points at Tom Robinson and says, "I seen that black nigger yonder ruttin' on my Mayella!" (Lee 213). Scout mentions that Judge Taylor pounds his gavel for five minutes straight in order to calm the crowd down. Later on in the trial, when Atticus asks Tom what happened after he got down from the chair, Tom says that Mayella hugged him around the waist. Once again, Judge Taylor smacks his gavel with authority to restore order, and the overhead lights turned on. At the end of the trial, as Judge Taylor is reading the verdict, Scout says, "His gavel was in his fist, but he wasn't using it" (Lee 282).

In the first two examples, Judge Taylor uses his gavel to quell the audience's reactions. The audience is made up of predominately prejudiced individuals who wish to see Tom Robinson convicted. Judge Taylor's gavel silences their voices, which benefits Tom Robinson. Symbolically, his gavel represents justice. "Real justice" is not swayed by popular opinion and does not take into consideration one's race, gender, background, or social status. His gavel symbolizes fairness and silences the lies and prejudice throughout the courtroom. Whenever Judge Taylor uses his gavel, Tom is receiving a fair trial and justice is being delivered. Scout mentions that Judge Taylor was simply holding his gavel, rather than using it while he read the verdict. The gavel, which represents "real justice," was not being utilized. As a result, Tom is wrongly convicted and becomes a tragic victim of injustice.

Relate the Black Power movement with the Black Lives Matter movement. Do they deal with the same issues? What strategies does each employ? What...

There are a lot of parallels between the Black Power movement and the Black Lives Matter movement. Obviously, both movements are about advancing the rights of Black people in the US. Both movements are also complex, decentralized social movements with no clear leadership and varied, often conflicting objectives.

The Black Lives Matter movement had a clear triggering event, the public attention given to a number of high-profile killings of young Black men by police officers, facilitated by social media and the Internet. As a result, their grievance is very specific---police killings.

The Black Power movement did not have such a clear triggering event, but grew over time as a response to the widespread discrimination against Black people in the US both in law and in practice. Their grievances were much broader, and included everything from segregation of schools to intimidation of Black voters. Indeed, it also included police brutality against Black people.

The Black Power movement was in many ways more divisive than the Black Lives Matter movement; part of the Black Power agenda was a sense of unity and pride in being Black that sometimes bordered on separatism or Black supremacy (an odd mirror of the far more common White supremacy). Of course, not all members of the movement supported these ideas; in fact it may even have been a minority, but definitely an influential one.

The tactics of both movements were quite varied, and overlapped with each other a great deal. Protest marches, disruptions of other people's events, and even calls for Black people to arm themselves against police or White people in general have been part of both movements. Both movements were linked to riots.

The Black Power movement had a number of important successes, as part of the more general successes of the Civil Rights movement as a whole; segregation was eliminated under the law (albeit not always in practice), voting rights for Black people were given much stronger protections, anti-discrimination statutes were established, and schools began teaching about African culture and heritage that they had previously suppressed or ignored.

They also had a number of failures, not only against de facto segregation and discrimination, but also in their broader socialist agenda, which was wildly unpopular in the US during the 1960s and 1970s and likely contributed to the animosity felt toward them by the general population. Almost none of the socialist reforms they asked for were implemented, not even the relatively simple ones like public housing (and certainly not the more radical ones like collectivization of industry). Such a radical socialist agenda was clearly dead on arrival in the 1960s US, and probably wouldn't fare all that well today (though I'm sure it would do better than it did then).

It remains to be seen whether Black Lives Matter will have such successes. Its narrow focus is a double-edged sword; on the one hand it could have very well-defined success if reforms are implemented to reduce police shootings, but on the other hand once that happens or has clearly failed to happen the movement serves no other function. Unlike the Black Power movement it doesn't really have broader goals to turn to once the initial objective is completed. Indeed, aside from its goal of ending police shootings, its policy agenda has been surprisingly weak; several times policymakers (notably Presidential front-runner Hillary Clinton) have asked them for a specific policy agenda and they've largely failed to deliver one. Campaign Zero tried to fill that gap, but its specific agenda hasn't been adopted by the movement as a whole and still isn't entirely clear about how it would achieve its goals.

In "As I Walked Out One Evening," the line, "I'll love you, dear, I'll love you till China and Africa meet," is an example of what literary device?

The speaker is walking along a street and he hears a lover singing about his love. The lover uses a series of exaggerated statements (hyperbole) to express how much he loves. The key theme here is that he will love his significant other for an endless amount of time. Time is no match for his passion. He will love "her" until two separate lands meet (China and Africa). Even if Auden (or the lover in this poem) is talking about continental drift, Africa would "meet" South America before it would ever meet China. But the notion here is that China and Africa would probably never meet. Therefore, he would love her forever.

The lover's hyperbolic statements become even quirkier and more impossible. This is how he wants to express that his love is timeless. He adds that he will love until the stars squawk like geese and the oceans dry up. These grandiose statements of love are then brought back to earth with the real human experience of time:

But all the clocks in the city 

Began to whirr and chime: 

'O let not Time deceive you, 

You cannot conquer time. 

Using exaggerated, hyperbolic statements is the lover's attempt to do just that: to use love to escape or conquer time.

Provide quotes that describe both the myths and facts about Boo Radley throughout the novel To Kill a Mockingbird.

Arthur "Boo" Radley is a shy, misunderstood citizen of Maycomb, who is discriminated against because of his unconventional, reclusive lifestyle. There are numerous myths and legends surrounding his life story which fascinate Jem, Scout, and Dill throughout the novel. Early in the novel, Scout repeats several rumors that she heard about Boo Radley by saying,

"People said he went out at night when the moon was down, and peep in windows. When people's azaleas froze in a cold snap, it was because he had breathed on them" (Lee 10).

Scout also mentions that her brother, Jem, received most of his information from Miss Stephanie Crawford, the neighborhood scold. Miss Crawford said,

"Boo was sitting in the livingroom cutting some items from The Maycomb Tribune to paste in his scrapbook. His father entered the room. As Mr. Radley passed by, Boo drove the scissors into his parent's leg, pulled them out, wiped them on his pants, and resumed his activities" (Lee 13).

In Chapter 3, when the children are walking home with Walter Cunningham to eat lunch, Jem asks Walter if he ever heard of Boo. Walter says,

"Reckon I have...Almost died last year I come to school and et them pecans---folks say he pizened 'em and put 'em over on the school side of the fence" (Lee 31).

These false rumors give Boo Radley a bad reputation throughout his community, and many of the children fear him.

In Chapter 5, Scout finally hears the truth about Boo's personality when she has a discussion with Miss Maudie. Miss Maudie tells Scout,

"I remember Arthur Radley when he was a boy. He always spoke nicely to me, no matter what folks said he did. Spoke as nicely as he knew how" (Lee 61).

Maudie even elaborates on Boo's radically religious father and explains why Boo never leaves his home. At the end of the novel, Boo saves Jem and Scout's lives and Scout finally gets her chance to meet Boo. After she walks Boo home, she stands on his porch and says,

"Boo was our neighbor. He gave us two soap dolls, a broken watch and chain, a pair of good-luck pennies, and our lives" (Lee 373).

Scout's comment depicts her maturation and understanding of Arthur Radley. She no longer sees Boo as the "malevolent phantom," and instead views him as her friendly neighbor.

Describe three things that Hitler did in the lands that he occupied in World War ll

Once Adolf Hitler's Nazi troops attacked and overtook a land, the direction they received from Nazi leadership was to ensure that the German military retained a stronghold on the land. The military did this by quashing any possibility of resistance. In essentially every land that Hitler conquered, the following three things would occur:

• Raiding of supplies: As soon as Nazi troops overtook a region or land, the troops made a practice out of scavenging for items and supplies that could strengthen and fortify them. This scavenging for items included gathering food, taking raw materials, and obtaining war stocks. 

• Forced servitude: Many of the people and political leaders who lived in the areas that were overtaken were subsequently shipped off to Germany to work in concentration camps. Those who weren't sent to Germany often were instead required to work for the German military in local areas by working on military construction projects. As has been well documented, millions of deaths occurred in Nazi concentration camps in the 1930s and 1940s.

• Destruction of cultural items: One of the ways that the German military was able to quash the spirits of those in the lands they overtook was by stripping the overthrown country of its cultural significance. German troops would destroy art, topple statues, burn churches, and level public buildings.

In The Boy in the Striped Pajamas, how does Gretel feel about the new house?

Gretel hates their new home at "Out-With." In Chapter 3, Bruno mentions that he hates it here and says that it's horrible. Gretel agrees with her brother and says, "I know what you mean...it's not very nice, is it?" (Boyne 24). Whenever Bruno mentions that he misses his friends, Gretel tells him that she misses her friends too. After Bruno shows Gretel the view of the concentration camp from the window in his room, Gretel is perplexed, and comments, "Who would build such a nasty-looking place?" (Boyne 32). Gretel notices the size and symmetry of each of the houses in the concentration camp and thinks deeply about their new environment. Bruno mentions that he was right when he told Gretel that there were children nearby. However, Gretel comments that they aren't the type of children she would be interested in playing with. She also says, "Those children look like they've never had a bath in their lives" (Boyne 37). As the novel progresses, Gretel develops a crush on Lieutenant Kotler and seems to occupy her time with fantasizing about him and studying. Overall, Gretel is not happy in their new home at "Out-With" and wishes to go back to Germany. 

In The Watsons Go to Birmingham, what are the strengths and weaknesses of the Watson family?

One of the great strengths of the Watson family is that they have a great sense of humor and can laugh together. For example, during the cold spell in Flint, Michigan in Chapter One, the dad starts talking "Southern-style" and making fun of Momma's former beau, "Hambone Henderson" (page 4). His sense of humor, and Momma's humorous replies, keep the family laughing and take their minds off the cold. The dad even makes the family's lack of money funny at times. For example, when their 1948 Plymouth starts up (this car is fifteen years old in 1963), the dad says, "the Great Brown One pulled through again!" (page 6). His humor makes everyone cheer, so he is able to turn their tribulations into camaraderie. 

The weaknesses of the family is that Byron often makes life difficult for them, and Byron does not always support his family. For example, when Byron's mouth gets stuck on a frozen mirror, Kenny says, "If it had been me with my lips stuck on something like this he'd have tortured me for a couple of days before he got help" (page 13). Bryon does not always support his siblings, though they support him, and he even tries to beat Kenny up with his friend, Buphead. While the Watson parents are very loving, they don't know how to handle Byron, and they are often inconsistent in discipling him. Momma threatens Bryon to stop lighting paper on fire, but when Joetta cries, Momma lets Byron off the hook (page 43). As a result, Byron starts lighting fires again, endangering the entire family. Eventually, Momma has to threaten to burn Byron to make him stop lighting fires. Later, the Watson parents decide to take Byron to Momma's mother in Birmingham because they realize they just can't handle him. Byron's difficulty create a strain on the entire family, and they don't always know how to respond consistently and effectively. 

What is a macrobiotic diet?

Overview

Japanese philosopher George Ohsawa developed the macrobiotic
lifestyle, which includes the macrobiotic diet, meditation,
exercise, and stress reduction. The lifestyle also involves limiting exposure to
pesticides. Ohsawa also believed that eating healthy food is part of a process
that promotes world peace and harmony.

The macrobiotic diet is based on the traditional Japanese diet. Food choices
for the diet are based on the principle of yin and yang,
opposing forces that are viewed as needing to balance each other. In the 1960s,
Ohsawa’s student Michael Kushi, of the Kushi Institute, popularized the
macrobiotic diet in the United States. The original diet proposed by Ohsawa is now
viewed by macrobiotic diet teachers to be too restrictive; the current macrobiotic
diet has been modified to prevent problems such as scurvy, other
forms of malnutrition, and death, which were reported in some followers of the
original diet.

Organic foods that are minimally processed are recommended for the macrobiotic diet. Up to 60 percent of the diet’s components are whole grains and up to 30 percent are vegetables, with the remainder of the diet being made up of beans and seaweed. The diet does not include meat, animal fats, dairy, eggs, refined sugar, or artificial sweeteners. Warm drinks are to be avoided too.

The diet also recommends specific approaches to food preparation. For example, only gas stoves are to be used, and cooking vessels or utensils containing copper, aluminum, or Teflon are to be avoided.

Mechanism of Action

As a means of restoring the balance of yin and yang, teachers of macrobiotics attempt to adjust the individual person’s diet based on the areas affected by illness.

Uses and Applications

Proponents of the macrobiotic diet state that it can have curative properties for cancer and acquired immunodeficiency syndrome (AIDS), can prevent heart disease, and can contribute to an overall sense of well-being.

Scientific Evidence

No randomized-controlled clinical trials of the macrobiotic diet exist. Reports of macrobiotic dieters who have recovered from cancer are anecdotal.

Safety Issues

The macrobiotic dieter may become deficient in vitamins B12 or D,
fluid, calcium, iron, and riboflavin. Experts recommend that pregnant or nursing
women and children on the macrobiotic diet may need to consume eggs, dairy
products, or other forms of supplementation to prevent nutritional deficiencies
that can lead to rickets, retarded growth, or slow motor or mental
development in the fetus.

Bibliography

American Cancer Society. “Macrobiotic Diet.” Available at http://www.cancer.org/treatment.

Kushi Institute. “What Is Macrobiotics?” Available at http://www.kushiinstitute.org/html/what_is_macro.html.

MD Anderson Cancer Center, University of Texas. “Macrobiotics: Detailed Scientific Review.” Available at http://www.mdanderson.org/education-and-research.