Why did American colonists criticize the Stamp Act of 1765?

The Stamp Act, like the Sugar Act before it, was passed by Parliament to raise revenue. The reason the Stamp Act was more heavily criticized by the colonists is because it was relatively far reaching, it was viewed as raising money for England, and it was passed without any representation for the colonies. Taking these in turn may be helpful.
The Stamp Act was more far-reaching than other tasks. While the Molasses and Sugar Taxes had placed levies on sugar imports, the impact of these taxes was focused. Sugar was not a widely available staple like today, so the tax largely hit wealthier individuals and the rum industry. The Molasses Tax had ample room for getting around the tax, while the Sugar Tax increased enforcement but remained relatively narrow in scope. The Sugar Tax did give rise to some unrest, but it was quenched. The Stamp Act impacted essentially any activity that required printed paper. This impacted colonists in every class and it impacted colonists in every colony. The stamp used as proof of payment also made it difficult to accomplish legal activities without complying.
While all taxes focus somewhat on raising revenues, the prior levies had been viewed as ways to regulate commerce in the colonies. The Sugar Tax was viewed as a way to both regulate the commerce of the colonies and raise money for England, which is why there was some unrest following its passage. However, the Sugar Tax was imposed following the French and Indian Wars after England had spent significant sums of money defending colonists, which may have undermined some of the complaints. The Stamp Act, by contrast, did not appear to regulate any commercial activity, and it was passed at a time when colonists did not think England's need for money was due to the colonies themselves. This made the Stamp Act seem like a means of extracting more money from the colonies.
No colonial representation was afforded when the Stamp Act was passed. This made it look to the colonists as if Parliament believed colonists did not have the same rights as individuals residing in England. The colonists were adamant that they were English and deserved the same rights as the English in England. By passing a revenue raising measure specific to the colonies without allowing for colonial representation, the English were essentially placing colonial residents below the residents of England.

Anti LGBT folks may actually be gay themselves and hide within these hate groups. Do you know of any names of these groups besides the Nazi party?

It is well documented by social scientists that many who exhibit extreme homophobia do so as a means of reaction to the homosexual feelings they harbor within themselves. It is for this reason that there have been several cases where the founders of anti-gay therapy camps (which are illegal in many countries) have been uncovered as gay themselves, or what they call "ex-gay." These people define homosexuality as "same-sex attraction" and imagine it as a disease which can be cured, which is itself an attack on LGBT people.
Many of the anti-LGBT hate groups active in the United States at the moment would not be considered, by many, to be in the same league as the Nazi Party or other virulent right-wing groups. Indeed, they often masquerade as pro-Christian "support" groups committed to protecting the American way of life. One of the more widely known anti-gay groups is the Westboro Baptist Church, which has picketed the funerals of many gay people and is widely known for its "God Hates F*gs" signs. But other, quieter groups continue to disseminate harmful information about gay people—Focus on the Family, for example, is a good example of a group which pretends to crusade for "family values" while actually peddling a very harmful homophobic agenda.
You can read more about anti-gay hate groups here (also linked below).
https://www.splcenter.org/fighting-hate/intelligence-report/2010/18-anti-gay-groups-and-their-propaganda

List and explain seven social functions of language.

It seems most likely you are asking about Michael Halliday's theories of language. He argues children have seven main functions they use language for. Halliday's theories are often used to critique Noam Chomsky's theories that language is unique and inherent in humans.
The first four are for a child's needs. The last three help a child with their environment.
Instrumental function is when a child uses language to explain a desire.
Regulatory function is when a child uses language to give an order to others.
Interactional function is when a child uses language for relationships.
Personal function is when a child uses language for opinions or feelings
Heuristic function is when a child uses language to ask about surroundings.
Imaginative function is when a child uses language to imagine.
Representational function is when a child uses language to tell things and pass on information.

What are a few ideas for an interesting focused thesis on Othello employing a critical perspective for an essay? (Deconstruction Criticism, Psychoanalytical Criticism and Marxist Criticism) The essay will be employing only one of these criticisms but multiple ideas would be helpful.

A Marxist analysis of Othello should include a discussion of the class divisions in Othello’s world. Focus on the motivations for the characters’ behavior and the causes of the conflict between them. Othello is a member of the upper class, and Iago is a member of the working class, and Iago is angry at Othello for denying him a promotion and giving it instead to a person of means. Iago embodies the working-class struggle to get ahead, despite the subjugation by the ruling class. He strives for personal advancement, but he is also the victim that responds in a society that institutionalizes oppression. Thus, his actions reflect learned behavior in an unjust and materialistic world.
A psychoanalytical analysis of Othello could focus on the propensity for destructiveness, both in Othello and in Iago. You might discuss whether their destructiveness is the result of trauma or whether it is instead, an instinctive response. Both characters suffer rejection and both exhibit anger and aggressiveness. You might explore whether their responses and reactions are the result of narcissism, and to what extent their failures reflect insecurities they feel about their power and about their desirability in love.

What language Techniques are in this quote: “It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal.”

This quote uses two distinct language techniques to illustrate the point.
The first of these is antithesis. This is a rhetorical device in which the author or speaker sets up an extreme contrast in order to emphasize a particular point (e.g., “highest of highs and lowest of lows”).
The antithesis in this passage is the juxtaposition of “Supreme Court of the United States” and “humblest J.P. court in the land.” While the Supreme Court is the highest court in the country, a justice of the peace court is considered to be on the lowest level of the judicial system. This contrast emphasizes the point that, regardless of the their relative "level" in the justice system, all courts should interpret laws justly.
The other language technique used in this quote is metaphor. A metaphor is a direct comparison without the use of the words "like" or "as." The metaphor in this quote is when the courts are called “the great levelers.” This metaphor is intended to underscore how courts are impartial and how, regardless of those involved in a case, the courts should remain objective. This metaphor, of course, is in reference to not allowing racism to impact the outcome of Tom Robinson’s trial.

Did the colonies benefit from mercantilism?

During the 17th and 18th centuries, mercantilism was the prevailing philosophy of trade. The concept behind mercantilism is the control of raw materials, production, and finished goods. The American colonies provided the raw materials to British manufacturers in England. The finished products were sold to European and American colonies. The critical component of the international trade pursued by Great Britain under the policies of mercantilism was to maintain the manufacturing and production of products in Great Britain. The objective was to restrict the American colonies from developing their production capabilities and competing with factories in Great Britain.
The British placed restrictions upon the types of products the colonists were allowed to purchase. British mercantilism required the American colonists to use only British ships for transportation. Taxes and tariffs for non-British goods were imposed on the American colonists. The additional cost of purchasing non-British products made them too expensive for the colonists and less attractive to buyers.
The primary objective was to increase the wealth of the supplier country (Great Britain) by creating a dependency (American colonists) on Great Britain as the leading supplier of finished products. In one sense, Great Britain was able to control the price of the purchase of the raw goods from the American colonies and the cost of the finished product. Under mercantilist philosophy, the benefactor can profit from supply and demand by eliminating competition.
In the earliest years of the colonies, it can be argued that the American colonists benefited, as they had no way to produce goods, and selling raw materials to an economically stable country generated revenue that assisted in the economic development of the colonial economy. As time progressed and more skilled labor immigrated to the American colonies, the relationship began to sour. Limiting the colonies to one trading partner was not good economically for the Americans, and they started to find ways to circumvent the British trade system.

Why did Openshaw's uncle return to Europe in "The Five Orange Pips"?

In the Sherlock Holmes story "The Five Orange Pips" by Arthur Conan Doyle, a man named John Openshaw comes to Holmes and Watson because his uncle Elias Openshaw was murdered, and he now considers his own life in danger. He says that his uncle Elias had emigrated to America and had become a planter in Florida. During the American Civil War, he served in the Confederate army. A few years after the war, he returned to Europe and took a small estate in Sussex. The reason Elias gave to his nephew was "his aversion to the Negroes, and his dislike of the Republican Party in extending the franchise to them." In other words, he didn't like the recently-freed African Americans and the government that had freed them.
During the course of the story and the investigation by Holmes, this proves to be an excuse and is not the real reason that Elias Openshaw returned to England. In fact, Elias fled the United States because he had taken a register and diary from the Ku Klux Klan. Former members of the Klan were concerned that these papers would implicate them in crimes, and so Elias was afraid that they would come after him. The five orange pips are a message that Klan assassins send to their victims that they are about to be killed.
Eventually, the assassins catch up with John Openshaw and kill him too. Sherlock Holmes discovers the ship that the killers are on and plans to have them arrested. However, the ship is lost at sea and never reaches port.

What was the significance of certain individuals during the civil rights movement?

Martin Luther King, Jr. is the most prominent figure of the civil rights movement. He was not only a gifted orator—often opined to be one of the best in history—but he was a prominent social and political activist. He is known for the monumental "I Have a Dream" speech, as well as "“Beyond Vietnam: A Time to Break the Silence," "The Other America," and "I've Been to the Mountaintop." Although known for his fiery delivery of political speeches, King also promoted economic policy improvements, especially for the working-class. His assassination on April 4, 1968 marked a turning point in the country's civil rights movement by accelerating direct-action tactics by activists and reinvigorating the passions within black activism in general.
Another prominent figure, and often considered a direct opposite of MLK, was Malcolm X. He was formerly a member of the Nation of Islam, but later converted to orthodox Sunni Islam after performing the hajj in Mecca and realizing the destructive and deceitful methods of the Nation of Islam. Like King, Malcolm X was a brilliant orator and writer. However, their ideologies differed in minor ways. Malcolm X, at least in his early political career, advocated an extreme form of black nationalism. However, before his assassination in 1965, Malcolm X adopted a more all-inclusive and open-minded approach.
Rosa Parks, by simply refusing to move out of her seat in a segregated bus, led to the Montgomery Bus Boycott. This pivotal moment is considered by historians as one of the contributing factors to the birth of the civil rights movement. Parks not only became a symbolic figure of the movement, as well as defiance of the South's Jim Crow laws, but she became an activist as well.
https://www.dallasnews.com/opinion/commentary/2018/03/27/how-mlk-s-death-changed-america/

Motor neuron substances have to move across the membrane to ensure the correct functioning of the nervous system. How is the movement of Na+/K+ (charged ions) different from the movement of neurotransmitters (large protein molecules) across the cell membrane? Explain.

The difference is that one process is dependent on the inflow of sodium ions inside the nerve membrane, while the other is dependent on the inflow of calcium ions inside the nerve membrane. Let us see how this works.
The nerve membrane has a sodium-potassium pump. In a resting state, the pump sends three sodium ions out of the cell for every two potassium ions that it brings in. Stimulation of the nerve membrane increases its permeability to sodium ions. As sodium ions rush into the cell, a positive charge develops inside the nerve membrane. This creates an action potential.
The action potential travels down the axon to its terminal portion. The axon terminal contains synaptic vessels filled with neurotransmitter molecules. The action potential activates the calcium channels in the nerve membrane. Calcium ions rush into the cell to release the neurotransmitter molecules from the synaptic vesicles. The neurotransmitter molecules move across the synapse and bind to the receptors (proteins) on the cell membrane that are supposed to receive the impulse.
https://mcb.berkeley.edu/courses/mcb135e/nervous.html

How can the literary elements in the 2011 film (directed by Cary Fukunaga) based on Charlotte Brontë's book "Jane Eyre," be classified as a Gothic text? How does the cinematography reinforce these literary elements and contribute to the overall tone/mood of the film?

Charlotte Brontë's Jane Eyre was significantly influenced by the Gothic literature movement, which focused on mystery, suspense, death, and chaos in the context of the late eighteenth and early nineteenth centuries. Gothic fiction is also referred to by the subgenre of Gothic horror, which in some cases, as in Jane Eyre, contains romance.
Gothic literature was inspired by imagination and associated gloomy, macabre, and supernatural elements of medieval buildings and ruins. Jane believes she has seen the ghost of her Uncle Reed in the red room at Gateshead where he had originally died; she later reasons that she had likely seen a lantern or been mistaken. Mr. Rochester's residence at Thornfield Hall is the novel's main Gothic setting. Both Jane and Mr. Rochester report seemingly supernatural occurrences in the old mansion, which turn out to be the very real presence of Bertha Mason, Rochester's insane wife who has been locked up in the house for years.
Cinematography in the film features extensive dim lighting in accordance with the dark elements of Gothic literature. Scenes are frequently shot in a way that contrasts exterior lighting with dark rooms. This filming technique creates strong shadows, particularly when candles are used. While watching the film, one is frequently given the sense of something malevolent lurking in the shadows, and the emphasis of darkness over color enhances the Gothic elements.
Note that mood is the overall feeling or emotion evoked by an author or filmmaker, while tone is the attitude of the author or technique of the filmmaker toward their subject. Jane Eyre evokes moods of gloominess and eeriness, while the tone of the novel and film are Gothic and romantic.

What social hierarchies facilitated the invention of white people, and how did these hierarchies work to render the invention acceptable?

The term "white people" or simply "white" is a general term in the same way that "black" or "Asian" are non-specific terms regarding cultural identity. During the early years of the United States up until the mid-twentieth-century, some Anglo Protestant white Americans believed that non-Anglo, European-descent American citizens and immigrants were sub-types of the white race.
For instance, immigrants of Irish, Polish and Italian-descent were "secondary whites" compared to the Anglo-Americans. Although considered racist in today's society, this hierarchical and categorical way of thinking regarding the whites of America illustrated the ethnic differences of the white race. Additionally, religion was a factor in one's "whiteness." Such religious intolerance was a form of discrimination or intra-Christian rivalry that is rooted in the atrocities of Catholics and Protestants towards each other in Europe.
The predominantly Catholic Italian, Polish, Greek, Irish, French, and, to a lesser-extent, German immigrants who came to occupy the eastern coast of the United States between the 1800s and 1900s felt discrimination from the Anglo Protestant multi-generational Americans.
Today, there is a generalization of white people that is accepted in American society. "White people" became a term to identify anyone of pure European descent, regardless of their specific ethnic ancestry. In contemporary America, someone who has Italian or even Eastern European Jew ancestry is considered a white person.
So how did the xenophobic hierarchies within the white sub-groups (e.g., English, Irish, German, Italian, Russian, etc.) evolve into a unified white people? Sociologists believe that Jewish and other non-Anglo Protestant whites began to gain social acceptance during the mid-twentieth century. Non-Anglo peoples held corporate jobs, gained social and economic power, as well as produced prominent mainstream celebrities, such as Robert De Niro and Al Pacino.
As white people as a whole began to accumulate more wealth, power, and influence in contemporary American society, the racial hierarchy began to lean towards the discrimination of non-whites, especially African Americans during much of the twentieth- century, and Hispanics and Muslim-Americans today.
It appears that each wave of immigrants across different eras were placed at the bottom of the hierarchy in America. As they rose to the top of that hierarchy, the more they became accepted into the "majority" represented by the whites, who are still the predominant race in America.
https://ojs.lib.uwo.ca/index.php/jst/article/download/507/294/

https://www.racialequitytools.org/resourcefiles/power_privilege.pdf

What is Paul going to do with his science group after school?

In the novel Tangerine, Paul is partially blind and has been shunted to a new school after a catastrophic sinkhole destroyed parts of his original one. Due to his disability, as well as the abuse he has suffered from his pampered older brother, Paul is something of a loner. He finally makes some friends at Tangerine Middle School through his science class and the soccer team that he manages to get on by lying about his handicap.
The science group comes together in class, and they are going to Luis's house—Luis is another boy at the middle school—after school to work on a paper about a tangerine. It is in this group that Paul finally begins to learn acceptance, and he becomes close with the members of the group and sees a happy and wholesome family at Luis's house.

Which of Machiavelli's ideas did you find the most intriguing in The Prince?

Machiavelli's most prevalent and well-known idea is perhaps the most impactful, in large part due to its controversy. I will address this concept for those reasons and because I believe it is the most important.
First explored in The Prince, Machiavelli makes the controversial claim that the end justifies the means (though not is so many words), which can be stated as meaning that it does not matter the manner in which something was accomplished (especially from an ethical perspective) as long as the end result is positive and successful.
This concept has been used to justify many unspeakable acts and is one of the main arguments behind things like preemptive strike war policies, among many other terrible things. While these actions may seem to pave a road to accomplish beneficial things, they fly in the face of standard morality and contradict established codes of ethics.

How does Priestley explore the importance of social class in An Inspector Calls?

Priestly explores the importance of social class in this play by showing how the wealthy Birling family is shielded from the consequences of their actions towards the lower classes. The lower classes are represented by a young woman who is harmed in turned by all of the Birlings, as well as by Sheila Birling's fiancé, Gerald Croft, without any of them being fully aware of what they have done to her. Their wealth and privilege shields them from their wrong-doing and allows them to think they are good and moral people when, in fact, they are moral hypocrites.
They are exposed when an Inspector Goole (Ghoul) arrives at their home to question them about a young woman who has committed suicide. It comes out that in various ways, all the family members contributed to the desperation that caused her to kill herself. Arthur Birling, for example, fired her from her job in his factory because she asked for a raise. He was indifferent to her needs and only concerned to protect himself from paying his employees higher wages. After the young woman, who went sometimes by the name Eva Smith and sometimes by Daisy Renton, got on her feet again and found another job as a shop clerk, Sheila thoughtlessly had her fired for what she thought was rudeness. Sheila gave no consideration to how devastating losing the job might be to the young woman. Both Gerald and Eric took sexual advantage of this lower-class woman's vulnerability and need as a desperate unemployed person, and when she bore Eric's child, Mrs. Birling turned down her request for charity, saying the father should be publicly shamed and named and forced to support the child. Of course, she was willing to do that to someone else, but when she found out it was her own son who would have been shamed, it was another story.
Priestly illustrates how the selfish, cold-hearted, and often petty self-interest of the upper classes can have a cruel and devastating effect on lower class people struggling to survive. The play demands that the privileged to be less oblivious to how their actions hurt people with far fewer resources.

Priestley's main thesis in An Inspector Calls is that the British upper classes have abandoned their responsibility towards society in the headlong pursuit of wealth and pleasure. This selfish attitude is illustrated by the appalling way that the members of the Birling family treat Eva Smith. To them, Eva's little more than an object, someone to be used and abused as and when it suits them. They are so obsessed by wealth and social status that they never stop to think for a moment that Eva, though much lower down in the social pecking order, is still a human being in the fullest sense.
This is the lesson that Inspector Goole hopes to teach them when he turns up on the Birlings' doorstep that fateful evening. He wants this rich, privileged family to understand that they have obligations towards those much less fortunate than themselves. Whether the Birlings are capable of learning that lesson—and by extension, the British upper classes they represent—is a different matter entirely.

In So Far from the Bamboo Grove, what does Yoko get her mother for New Year's Eve?

In chapter 9 of So Far From the Bamboo Grove, Yoko and her sister Ko are struggling to raise enough money to buy clothes—let alone food and gifts—to celebrate New Year's Day.
As the day draws closer, however, they start to find ways to earn money. Yoko sells cans to Mr. Naido and Ko shines shoes. On the big day, Yoko has enough to buy a fish to fry on the fire and an orange for her mother, which she places next to her mother's urn. Yoko says that she wanted to buy her mother a bouquet of flowers, but she didn't have enough money. Ko says she shouldn't have even bought the orange, and the two of them agree to eat the orange at a later date.

Describe the theme of marriage in The Vendor of Sweets.

The Vendor of Sweets is, in many ways, a story about the ways that marriages are built to tie up two people's autonomy together and ultimately to give husbands power and control over their wives. Jagan and Akimba's marriage is presented as traditional. Jagan, the husband, has complete control over Akimba, who serves him. This control extends to his ability to forbid her access to potentially life-saving medication for a disease she is suffering from.
When Akimba dies, Jagan's son, Mali, blames Jagan's commitment to tradition and to maintaining power over Akimba for her death. This causes Mali to reject traditional marriage in favor of something different. Mali finds westerners who also challenge these traditional views of marriage and eventually falls in love with, but does not marry, a woman named Grace, with whom he shares power cooperatively.

The Vendor of Sweets was written by R. K. Narayan and published in 1967. It tells the story of Jagan, who sells sweets in a fictional Indian town. His wife, Ambika, dies, leaving Jagan to care for their son, Mali.
The differing views on marriage is a central theme in this novel. Jagan is a traditionalist and, as such, ruled over his wife when she was alive. Mali blames his father for the death of his mother as, after being diagnosed with a brain tumor, Jagan insisted his wife only use natural remedies. Unable to forgive his father for his mother’s death, Mali rejects the traditional Indian way of life and moves to America to study writing.
In America, Mali meets Grace, an American-Korean woman. When he has finished his studies, he returns to India with Grace. However, Jagan is horrified to learn that not only are Mali and Grace not married, but that they have no plans to ever marry. Grace is also an independent woman not ruled by Mali. Jagan realizes that he must try to accept Mali’s way of life.

Several themes run throughout the pages of the book The Vendor of Sweets, but one of the most predominant ones is the theme of marriage. Because the novel deals with the dichotomy of modern versus traditional views of marriage, we see the theme interwoven into the characters' lives throughout the novel. Jagan and his son, Mali, begin to have very different views on marriage after Ambika, Jagan's wife and Mali's mother, passes away. Her death is brought to pass because of Jagan's insistence upon using natural remedies to cure her brain tumor. Because Jagan and Ambika's marriage is a very traditional one in the Hindu culture, Jagan's rule is absolute. Mali never forgives his father for his mother's death, as he realizes it is Jagan's authoritarian rule over Ambika that ultimately kills her. Traditional marriage is represented as males having complete dominance over females in this instance.
Mali turns away from the life he's known to a more "westernized" one and moves to America to become a writer. There, he falls in love with a woman named Grace. Mali and Grace move back to India to be with Jagan, and Jagan subsequently learns that, while Mali and Grace are partners and lovers, they are not legally married. This shocks Jagan and goes against everything he has ever been taught about marriage. It seems that contemporary marriages may sometimes show themselves as mere partnerships, without the legality or religious constraints of traditional ones. Jagan recognizes that Grace is not ruled by Mali as Jagan ruled Ambika, and this shows a very different kind of relationship that Jagan had never seen or experienced. The theme of marriage is illustrated through the conflict between traditional and contemporary marriage and partnerships. Jagan, who comes from an older generation, must come to terms with the fact that times are changing and that his views on marriage are slowly fading into history.

What thesis should I use for a essay on why the death penalty should not be used for certain crimes?

There are several reasons one could argue in opposition to the death penalty as a legal consequence for convicted criminals.
Convicts who are sentenced to death are granted an extensive appeals process, which means they usually stay on “death row” for many years before facing execution. Part of this appeals process includes exorbitant court costs that are subsidized by the taxpayers.
Another reason is that there is always a chance someone innocent is convicted of a crime he or she did not commit. It would be a moral travesty if an innocent person were killed.
Lastly, capital punishment is somewhat hypocritical. If we as a society condemn murder, then we should not then murder the murderers. This represents an ideological paradox, and it goes against our pledge to eliminate “cruel and unusual punishment.”
So, you could include these reasons in sentence form. I have included a sentence stem below for your convenience:
Because of ______________, _______________, and ______________, the death penalty should not ___________________.

What audience is the author writing to in the essay "Me Talk Pretty One Day"?

The primary subject of “Me Talk Pretty One Day” is learning a new language. Although Anglophone cultures tend to be more monolingual than most, practically everyone has had the experience of learning a foreign language at some point in life, meaning that they could relate to this subject specifically.
However, it is clearly not necessary to have experienced the exact situation described to appreciate and participate in a literary experience. Few readers of War and Peace will have been on a wolf-hunt. Thus, Many of the thoughts and feelings Sedaris describes are universal.
At the beginning of the essay, he writes about the nerve-racking, intimidating experience of being in a new place for the first time, surrounded by people who already know each other. There cannot be many people in the world who have never been in such a situation or have not felt as Sedaris does. At the end of the essay comes a more optimistic universal experience. Sedaris suddenly understands what the teacher is saying. He writes:

Understanding doesn’t mean that you can suddenly speak the language. Far from it. It’s a small step, nothing more, yet its rewards are intoxicating and deceptive. The teacher continued her diatribe and I settled back, bathing in the subtle beauty of each new curse and insult.

Everyone who has ever studied anything with any degree of success knows the mental state of satisfaction and accomplishment Sedaris is describing. This essay, like most of Sedaris’s work, is universally relatable. It is written to and for everyone.

David Sedaris is a humor writer who often styles his work in a relatable way, trying to appeal to a broad majority of people. His book Me Talk Pretty One Day is a collection of essays recalling his life in North Carolina and his travels to other places in America and the world. In particular, he focuses on how he feels out of place and, in his words, “bumpkinish." He feels like he is less intelligent than the others around him because he is not as cultured or doesn’t speak their language, such as when he travels to New York or moves to Normandy.
His audience, therefore, is anyone who has felt “other," especially regarding language and intelligence, which I feel most people can relate to. He shows the embarrassment and humor of trying to fit in where he is not as familiar (New York) or where he doesn’t speak the language at all (Normandy, France). This resonates with readers everywhere who have felt out of place in situations and cities and yearned to feel included. We can all find the humor in these scenarios.

In this essay about learning French in Paris, David Sedaris is writing for people who have been in the position of being different or uncomfortable in a new situation. While he concentrates on his own experience in the language classroom, he also provides a look at the other students and their approaches. As he also examines the power dynamics between teachers and students, he appeals to people who have been in situations where another person exerted more authority than was warranted. Sedaris is a white, gay, upper-middle-class American man who moved to France to continue living with his long-term partner. The other language class students come from different countries and have different reasons for living in Paris, so the reader might also identify with them in other ways than with Sedaris himself.

As he is primarily a humor and lifestyle writer, David Sedaris’s work is very approachable, and the audience is expansive. His book Me Talk Pretty One Day chronicles his attempts to learn French. The humor in the story is refreshing and relatable, making it available to a wide audience.
I believe his intended audience is the majority of Americans who have experienced something similar. Most students take a foreign language class at some point and know the feeling of reverting to a childlike vocabulary and stumbling around linguistically. Sedaris intends to communicate with an audience who understands the trials of learning a new language, and he does so well. Additionally, in that vein, he could have well intended this work for non-native speakers who are learning or have learned English.

One of the beautiful things about David Sedaris’ essays is how accessible they are. The intended audience of the essay "Me Talk Pretty One Day" might be someone considering learning a new language, but truly most people can find something to love about this essay. In it, Sedaris details his experience of taking a French class while living in Paris. His classmates are mostly young people from around the world, and although they are coming from different backgrounds, they all have one thing in common: a fear of their French teacher. Sedaris describes the cutting things she says to them, the way she picks apart their poor French, turns simple answers into weapons to be used against them. It is a humorous essay, easily relatable to by anyone who has suffered embarrassment while embarking on something new or made themselves vulnerable in a new situation. A possibly unintended audience of the essay was the French teacher herself, who was displeased when she read it. Sedaris later said in an interview with Colin Marshall of the Los Angeles Review of Books, “I meant it at the time, but since then things have changed. She’s still moody, but I think she’s a good teacher. I can see that now, whereas I couldn’t before.”
https://lareviewofbooks.org/article/will-we-ever-talk-pretty-david-sedaris-and-the-american-struggle-with-foreign-languages/

What "unusual behaviors" were the girls in Salem exhibiting?

The behavior of the girls accused of witchcraft in Salem was very strange indeed. No one had ever seen anything quite like it. The girls would scream blasphemous insults against God—scandalous to the deeply religious Puritan townsfolk—as well as falling into trances and shaking their whole bodies in convulsive seizures. All manner of natural explanations have been put forward to explain the girls' behavior, but at that time and in that place, the near-universal consensus was that they'd been possessed by the Devil.
Medical science in those days wasn't very advanced so the local doctors weren't able to determine a natural cause for this sudden outbreak of strange behavior. Like just about everyone else in town, they concluded that the girls were in the grip of dark, demonic powers that threatened to spread like wildfire throughout Salem unless firm action were taken by the authorities. This meant identifying witches—thought to be in league with Satan—and punishing them severely.

Do foreign countries penalize the United States if they find contraband within our cargo?

This question is extremely complicated. The basic answer is, no, foreign countries do not penalize the United States when they find contraband in our cargo. The kind of “contraband” found in US cargo is almost always contraband about which the US government has no knowledge. This is because the United States has a rigorous process for licensing and screening outgoing cargo. Shippers are required to provide documentation attesting to the type and quantity of items being exported and, in certain cases, the destination to which the cargo is being shipped. US government officials from multiple federal agencies, including Customs and Border Patrol, the Drug Enforcement Administration (DEA), and the Department of Commerce, each monitor exports for items that require a special license (e.g., so-called “dual-use” items that have both commercial and military uses) or that are illegal to possess in the first place, such as drugs. The DEA monitors for drugs entering the country hidden in cargo and monitors for the cash (or other items of value) that leaves the country as payment for those drugs.
Besides revenue associated with the illicit trade in narcotics, the main exports from the United States that cause problems abroad involve weaponry and the aforementioned dual-use goods, many of which are used in the development and construction of nuclear and chemical weapons. These are the types of exports that are regulated. When a dual-use item is being shipped to certain countries, like China or Pakistan, the Department of Commerce Bureau of Industry and Security must review and authorize the export—a process in which the Departments of State and Defense play a role, to ensure all potential uses for the items in question are considered. The main problem is that hostile and quasi-hostile governments, like those in Iran, North Korea, Russia, and China, use circuitous routes involving black markets, front companies, and espionage to circumvent the US licensing process. Consequently, what is contraband to the United States is not contraband to those other countries. They do not penalize the United States; it is the United States that penalizes them when these illicit procurement systems are discovered.
The only “contraband” leaving the United States which results in penalization of the United States involves ideas. During the Cold War, the Soviet Union devoted a great deal of time and effort to preventing the import of anything associated with political and religious freedom, such as Bibles and political tracts. Similarly, China today continues to guard against the introduction of American ideals that could threaten Communist Party control. China in particular will penalize the United States when it believes the US government has condoned or authorized the export to China of technologies or ideas that complicate the Chinese government’s determination to regulate the flow of information. China will, then, retaliate by sanctioning US activities in China, including banning American companies from doing business in that huge market, and it will disrupt official US operations there.
In short, contraband leaving the United States is very rarely an issue. Cash associated with drug trafficking, and material threatening to hostile regimes’ hold on power, constitutes the bulk of such exports. Militarily sensitive goods are regulated and only leave the country destined for certain regimes when efforts are made by importers across the ocean to violate US export laws and evade American border controls.

What does the word "but" in line 9 emphasize in Sonnet 18?

The ninth line of a sonnet is traditionally what's called a volta, or turn. In the previous eight lines—the octet—the poet presents us with a problem, which is then solved in the following six lines, or sextet.
In the first eight lines of Sonnet 18, the speaker presents us with a problem: namely, how difficult it is to compare his lover to a summer's day. There are all kinds of reasons why this may not be the best comparison. Summers are often short and hot, for example, and everything that's fair in nature will eventually decline.
In the remaining six lines of the poem, starting with the word "But" in the ninth line, the speaker solves his problem by rejecting the comparison. Instead, he insists that his lover, unlike a summer's day, will live on forever, immortalized as he will be by this famous sonnet.
https://www.poetryfoundation.org/poems/45087/sonnet-18-shall-i-compare-thee-to-a-summers-day

What are some examples of the theme of community in The Odyssey?

The Odyssey has numerous examples of community in action. We have the example of Odysseus and his followers, who I would suggest represent a community forged in shared suffering, fighting together in the Trojan War and then in the desperate journey home. It is a fragile community, which breaks down entirely at several points in the poem (there are moments in The Odyssey where Odysseus and his followers come into conflict with one another: to give just two examples, the suspicion and betrayal that sets in after the encounter with Aeolus or when, driven by hunger, his followers slaughter the cattle of Hyperion), but it is a kind of community all the same.
In addition, one could point towards Odysseus's own family and the loyalty and fidelity which Telemachus and Penelope consistently display. Furthermore, we have images of civilized society, where community is writ large: for example, Odysseus's encounter with the Phaeacians or Telemachus's own travels, where he encounters Nestor and, later, Menelaus and Helen. In these examples, we see civil community functioning according to the expectations of the bronze age.
That being said, it should be noted that The Odyssey also depicts the breakdown of community or even the absence of it altogether. Odysseus suffers for years in a state of virtual isolation, kept as a captive by the nymph Calypso. We have examples by which the laws of community and hospitality are abused: Penelope's suitors back in Ithaca, for example, or Circe, who bewitches her guests and turns them into animals. Furthermore, there is the example of the Cyclopes, who have collectively spurned civilization altogether and are "each a law to himself, ruling his wives and children, not a care in the world for any neighbor" (Homer, The Odyssey. Translated by Robert Fagles. New York: Viking Penguin, 1996. Book 9, p. 215, lines 127-128). If community is a critical theme in The Odyssey, we should not be surprised to find its absence or corruption as well. These examples also constitute a meaningful reflection on the theme.

What was the government like in Rhode Island during the 1600s?

Colonial Rhode Island was formed in the 1600s. Anne Hutchinson, the leader of all the colonists that stayed in the region, formed a government together with her followers, which detached the church and state. Furthermore, every trial in the region required the presence of a jury.
King Charles II issued a charter to the colony in 1663 which gave the colonists much more freedom. The government was made up of three main bodies. The Governor of the colony made all executive decisions. Conversely, the Governor’s Council was made up of powerful figures that had an influence on the judiciary and the administration of the colony. Members of the council acted as advisers. Furthermore, there was an Assembly that represented all the inhabitants in the region. The citizens elected the Assembly.
http://sos.ri.gov/divisions/Civics-And-Education/teacher-resources/rhode-island-charter

Why do speakers with different dialects feel that some forms of language are prejudice towards them?

To answer this question, we need to look at the history of languages in Europe and other continents.
In each of the nation-states of modern Europe, there were and are multiple dialects spoken of that country's language. At an earlier time, all the dialects of a given language were on a more-or-less equal footing, and in most cases, it was only in the late middle ages or even more recently that a particular dialect gained special prestige and became the standard (especially literary) form of the language. For instance, in Italy it was Tuscan, the dialect of Florence, which from Dante's time on became "standard" Italian—though there were (and still are) other dialects spoken in different parts of Italy, some of which are different enough from Tuscan that they may not be recognizable to the uninitiated as part of the same language. In England, the dialect of London (unsurprisingly) became the standard from Chaucer's time in the late fourteenth century onwards. In Germany, it was the dialect of Saxony that became standard German from the time Martin Luther translated the New Testament into German in the sixteenth century.
In every country, people learn the standard version of their language in school, though a dialect may be spoken in their home and in their region overall. To outsiders, a given dialect, because it doesn't have the prestige of the standard version, is often (wrongly) looked upon as if it were illiterate speech. But originally there were no standard versions, so one can see why this attitude would be resented by people who do speak a different dialect.
One could argue that it was only by a kind of accident that Tuscan, for example, became standard Italian. There is no objective reason that Sicilian or Neapolitan should not have a claim to the same validity or integrity as a language. It took centuries for the European countries as they exist today to become unified, and everyone tends to have a dual loyalty: to the nation as a whole, and to the particular province or region where they were born. In Germany, for instance, many people from Bavaria see themselves as Bavarians first and Germans second. So if one's regional form of the language is marginalized or dismissed by outsiders—in other words, when a value judgment is implied in outsiders's view of it—it's understandable that those who speak it would see that attitude as high-handed and possibly demeaning.
In the US, the same situation exists but in a less striking way, because the dialects of English spoken here have less variation among them than the dialects in Europe. There are different reasons for this. Even from before independence, the new Americans came not just from England but from other countries. All had to learn the standard form of English in order for communication to be universal among them. With the major and obvious exception of the Native Americans, people in the US did not have the kind of centuries-old roots in a local region that existed in the Old World. Nevertheless, as we can see, there are obvious differences in speech throughout the country, and it's unfortunate if some people still tend to make value judgments with regard to those differences.

How would I write a monologue expressing what Frankie would say to her father about how she really feels in The Member of the Wedding?

A monologue is a speech delivered by one character entirely, without interruptions or response from the person listening. Usually, a monologue is used to express deep inner feelings. It's a term used to refer to drama; The Member of the Wedding was originally written as a novel, but, fittingly, it was also turned into a play, so, if you have been asked to write a monologue in Frankie's voice, you can refer to that play for some inspiration in terms of style, phrasing, and so on. You can find the whole text of the play online—please see my link below.
You haven't specified in your question when the monologue should take place. We're going to write about Frankie's real feelings, but you need to decide which version of Frankie you're going to think about. Will it be the Frankie of the beginning of the story, before the issue of the wedding even arises? At this point, Frankie is feeling extremely lonely and despondent. Her best friend has left, she is too old to sleep alongside her father anymore, she hates her hair and her gangliness, she has no other friends at school, and she feels generally out of place and lonely. So, what would this Frankie confess to her father? You might imagine her sitting him down to explain all of the above: why she is so unhappy and that she feels as if she doesn't belong and will never belong. Perhaps she might appeal to her father to console her—she is entering her adolescence, and she feels unanchored and unbalanced.
Or, you might write a monologue from the perspective of Frankie at the end of the story. This Frankie could have a lot more to say. She could express to her father all the things she felt at the beginning of the story—as detailed above—but could also tell him how she felt when the prospect of her brother's wedding arose. Over the course of the summer, Frankie felt important, because she was going to finally be a part of something everyone was interested in, and as if she were growing up—F. Jasmine Addams, no longer a child, might have a better chance of belonging to something than Frankie ever did.
Then, of course, what transpires with the soldier makes Frankie feel as if she has been burned, punished for reaching out. She is frightened by his behavior; what would she say to her father about this? Would she ask for consolation on this front, too?
And how does Frankie feel at the very end of the story? Why has she changed her name—is it a desire to fit in as another person, the need to create a new persona and reinvent herself? Does she feel more connected to the world now she has a new friend, or is she more lonely than ever without Berenice and John Henry, the only people who stuck by her the whole time?
There's a lot to think about here. I think you could easily make arguments in either direction in Frankie's voice.
https://archive.org/stream/in.ernet.dli.2015.3318/2015.3318.The-Member-Of-The-Wedding-A-Play_djvu.txt

What is the major dramatic question for How I Learned to Drive?

The major dramatic question in a play is the question that drives the action of the plot. In cinema and drama, the major dramatic question is often answered through the climax of the action, with some of the answer coming through the resolution and denouement of the story. The text must always answer the major dramatic question. Therefore, when trying to determine what the major dramatic question is and is not, it is prudent to ask if the question you are thinking of has an answer.
In the case of How I Learned to Drive by Paula Vogel, the major dramatic question centers around the actions and decisions made by the main protagonist Lil Bit. The play forays into the grotesque experience of familial sexual abuse and the issues surrounding repression of negative memories. Lil Bit is the subject of abuse by her uncle Peck, who is the one who teaches her how to drive. It is during those driving lessons that Peck first molests Lil Bit and, through the years, continues to molest her.
Based on the action of the play, the major dramatic question seems to be as follows: Will Lil Bit ever be free of the demons of her past? We can conclude this because of the action in the play. Despite being her uncle, Peck slowly falls in love with Lil Bit in the play, oscillating between perversion and gentleness. Lil Bit is unable to get away from her uncle, and his abuse is cyclical in that he is the one she turns to when the rest of her family or life get out of hand. The audience, therefore, wonders when she will be free and when she will finally cut off Peck. How will she break the cycle of abuse?
The answer to the question comes in the climax of the play where Peck proposes to Lil Bit—and she tells him no. She then walks away and never sees her uncle again. We, the audience, have wondered the entire play if she would overcome her demons, and we see in the final scene that she does. At the very end of the play Lil Bit wonders, “Who did it to you Uncle Peck? How old were you? Were you eleven?” Which shows Lil Bit empathizing with her uncle despite his part in hurting her. Her concern for his problems shows that she is moving beyond the demons of her past. This last part of the answer is symbolized by her driving away and leaving the memory of her uncle standing behind on the stage—the final part of the answer to the major dramatic question.

In "The Storm," does Chopin prepare us for the adultery that occurs, or is it a surprise? Is the incident itself shocking, or is it only the explicit description that creates discomfort in the readers?

Chopin certainly puts the ingredients together for adultery to take place in "The Storm," but the foreshadowing is very subtle, so it definitely sets the reader up to be surprised by Calixta and Alcee's infidelity.
The first hint Chopin gives is this:

As she stepped outside, Alcée Laballière rode in at the gate. She had not seen him very often since her marriage, and never alone.

Readers can infer that Calixta knows Alcee from this passage, since the narrator states she had not seen him often since she got married. The fact that the narrator comments that she had never seen Alcee while she was alone after her marriage implies that there was some type of attraction between them or that they were in a past relationship.
Shortly after this, the narrator mentions that Alcee intended to stay outside on the porch, which throws the reader off by making them think that Alcee has honorable intentions. Due to the strength of the storm, however, he is forced to go inside for shelter.
The next hint of the upcoming fidelity is this:

Calixta put her hands to her eyes, and with a cry, staggered backward. Alcée's arm encircled her, and for an instant he drew her close and spasmodically to him.
"Bonté!" she cried, releasing herself from his encircling arm and retreating from the window, "the house'll go next! If I only knew where Bibi was!" She would not compose herself; she would not be seated.

In this passage, Chopin again skillfully plays with the reader. First, there is the hint of sexual tension with Alcee pulling Calixta to him, and then Calixta pulls away, speaking with concern of her husband.
Considering this story was written in 1898 by a woman, the explicit details of Calixta and Alcee's love affair would have been shocking. But for the modern reader, what is most striking is Chopin's skill as a writer. With the framework of the raging storm, this story could have taken many different turns. Chopin artfully dangles a carrot, then draws it away, leaving the reader wondering if their suspicions are warranted. When the consummation occurs, and then the two characters return to their lives seemingly happy with their spouses, the reader is left to wonder about human nature and whether or not any of us can truly know the heart of another.

In Kate Chopin's short story entitled "The Storm," a woman named Calixta is unfaithful to her husband, Bobinôt, during a bad storm that brings a former lover, Alcée Laballière, to her doorstep. Chopin helps to set a foreboding mood—suggesting that something less than ideal is coming—when the narrator describes the dark clouds that appear to roll in with:

. . . sinister intention from the west, accompanied by a sullen, threatening roar.

The storm "[shakes] the wooden store" at which Bobinôt and his son, Bibi, wait, and it seems to rip "great furrows in the distant field." Both the personification of the storm as sinister and the comparison of it to a lion (or some other big cat that might roar) imply its power, and they seem to create a mood of expectation, of something coming.
At home, Calixta is unconcerned; in fact, she hardly notices the growing storm. She is perspiring heavily and takes off a garment that covers her neck, and it is then that Alcée Laballière rides up. The narrator tells us that:

She had not seen him very often since her marriage, and never alone.

This lines indicates that there may be some impropriety in their being alone, especially with Calixta's husband away from home. Our concern grows when Calixta invites this man—with whom she is never alone—to come right into her home. For these reasons, we should not be surprised when the two get together.
At one point, Calixta is described as behaving "nervously," and she has a "greatly disturbed look on her face." Lightning strikes, and she "stagger[s] backward" when Alcée draws her "close and spasmodically to him." It is as though they are uncomfortable themselves, and this makes the reader feel uncomfortable as well. The tension mounts as the storm's force grows. We see this in the description, especially, of Calixta's own sexual response:

Her firm, elastic flesh that was knowing for the first time its birthright, was like a creamy lily that the sun invites to contribute its breath and perfume to the undying life of the world. The generous abundance of her passion, without guile or trickery, was like a white flame which penetrated and found response in depths of his own sensuous nature that had never yet been reached.

Such a description is certainly explicit, and the fact that Calixta does not experience this kind of passion with her husband could certainly make us uncomfortable.

How does Rosalind want to cure Orlando of his love?

Rosalind isn't interested in curing Orlando of his love; she wants to teach him how to be a better, more devoted lover. Orlando, much like Romeo in Romeo and Juliet, loves "by the book," and the other characters in the play mock his poor love poems. He is unlearned in the realm of romantic love and wooing.
Rosalind claims (as Ganymede) that she can cure Orlando of his lovesickness by annoying him. Ganymede will pretend to be Orlando's mistress, and then they will playact how lovers are supposed to interact with one another. Ostensibly, this will serve to put him off romance forever, but in reality, Rosalind is hoping to get to know Orlando better and make a better lover of him through these interactions.

It's not so much that Rosalind—disguised as Ganymede—wants to cure Orlando of his love-sickness. It's more that she wants to find out what his true feelings are. She asks him what time it is. Not unreasonably, Orlando replies that, as there are no clocks in the Forest of Arden, he doesn't know. To which Rosalind—still disguised as Ganymede—retorts that a true lover could tell the time quite easily by the sighing of his heart every minute and his love-sick groans every hour.
Rosalind goes on to claim that she can indeed cure Orlando of his love-sickness. She tells him that she once drove a man to seek sanctuary in a monastery by acting unpredictably towards him, thus putting him off love for good. Orlando claims that he doesn't want to be cured, but Rosalind/Ganymede persists, telling him to drop by her cottage every day and try to woo her as her previous lover had done. Then before long all trace of love will be completely removed from his soul.

How does this poem exemplify a loss of innocence for the narrator?

The death of the fisherman in a terrorist bomb blast does indeed represent a loss of innocence for the speaker to some extent. He is very sad at the death of the man he knew well and deeply respected and condemns the terrorists for their actions. At the same time, the terrorist bomb has shattered his illusions about the supposed solidarity of the members of his tribe, as he calls it.
The fisherman, like the speaker, was a Catholic. But because of the curfew imposed in Derry after the Bloody Sunday massacre, he has chosen to drink in bars normally frequented by Protestants. It is one such bar that is blown up by the Provisional IRA, killing the fisherman in the process. Whatever rhetoric has been used by the terrorists to justify their actions—most notably that they are defending Catholics—is immediately exposed as phony and hollow by this latest outrage. The tribal mentality afflicting both sides means that those who do not subscribe to the dominant narrative of interreligious hatred are singled out as traitors to their community. The fisherman in the poem was himself the victim of this mindset and was subjected to intimidation from his own people:

But he would not be held At home by his own crowd Whatever threats were phoned, Whatever black flags waved.

He would not yield. If he wanted to drink in a bar frequented by Protestants, then he would so without hesitation. His subsequent murder at the hands of his own people forces the speaker to realize that, in this horrendous, bloody conflict, so-called religious solidarity is little more than petty tribalism that dehumanizes those who refuse to go along with it.

What is the role of women in inter-religious dialogue in Nigeria?

Nigeria is a country made up of both Muslims and Christians. Christians constitute about half of the population in the country, while the other half is made up of Muslims. The disparity in religious beliefs between the two religions has been a recipe for conflict among Nigerian citizens. As a result, the Nigerian Inter-religious Council (NIREC) was formed so as to foster dialogue between the Christians and Muslims in the country. Among the 50 members constituting NIREC, 9 of them are women. This shows that women play an important role in inter-religious dialogue in Nigeria. Despite their inclusion in NIREC, women have always advocated for the inclusion of more women in the council. Further, in Kaduna, a program made up of leaders from both Christian and Muslim women's organizations has been initiated with a purpose to foster peace by coming up with efficient conflict-resolution mechanisms. In addition to conflict-resolution, the program also addresses other problems (including early marriage among girls) and acts as a voice for the women in their society. Thus, it is evident that women in Nigeria play an important role in fostering peace and conflict-resolution through inter-religious dialogue.
https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/18460/Isaiah_Dada_2017_These.pdf?sequence=2

According to Adah, marriage is not a bed of roses but a funnel of thorns, fire, and hot nails. Why does she say that?

Adah does not marry for love; she marries to pursue her dreams. She has wanted to go to the United Kindgom since she was eight years old, and she stops at nothing to pursue that goal. Still, even though marriage is the only way she knows to achieve this goal, it also has many challenges of its own.
Even after she finally makes it to London, she finds herself caring for a man who is lazy, violent, and works very hard to crush her dreams. Still, she knows that she must remain married to him despite these difficulties, because the realities of being a Nigerian single mother living in London would be even worse. To Adah, marriage is a "funnel of thorns, fire, and hot nails" both because of its horrors and also because of the ways that she finds it utterly unavoidable.

What proposal does Ebenezer Dorset offer Sam and Bill?

I love this story! Bill and Sam think they've got a sure thing when they make their plan to kidnap Johnny Dorset. They know that Ebenezer, as a loving father, will gladly pay their ransom to get his son back. Little do the kidnappers know that Johnny Dorset is not any ordinary boy. Right from the onset of his kidnapping, he proves that he is a wild one by throwing a rock and hitting Bill in the eye with it. Once they finally get him back to camp he continues to torment them both physically and mentally.
When the men set camp and prepare to go to bed for the evening, Johnny talks for three hours straight, driving them insane with his incessant prattle. As if this wasn't bad enough, Bill wakes up terrified with Johnny sitting on top of Bill's chest,

[Johnny had] one hand twined in Bill's hair. In the other, he had the sharp case-knife we used for slicing bacon; and he was industriously and realistically trying to take Bill's scalp, according to the sentence that had been pronounced upon him the evening before.

The next day he continues to torment Bill as Sam goes off to surreptitiously deliver the ransom note and then wait for the ransom money to appear. When he checks the drop-off location, he finds only a note from Ebenezer.
The men are beside themselves trying to figure out what to do with this messed-up kidnapping venture that they believed would be so easy. When they open Ebenezer's note and find out he has offered to take back his little hellion son for the mere cost of two hundred and fifty dollars, they are relieved to say the least.
Once Ebenezer has gotten his ransom money from the attempted kidnappers, he holds tight to his son while Sam and Bill run as fast as they can away from the young boy. Ebenezer must have surely known that no sane individual could handle his son!

If an individual has a warrant out for their arrest and is a passenger in a car, can police pull the car over on a traffic violation but go directly to the individual's window and demand they exit the car? If the individual asks for the watch commander, does the deputy have to call the watch commander?

In the United States, the police generally have the authority to control the movement of the driver and passengers of a vehicle they have stopped on a potential traffic violation. More specifically, police can lawfully order all occupants of a vehicle—including passengers—to exit the vehicle. The Supreme Court addressed this question in the 1977 case Pennsylvania v. Mimms and the 1997 case Maryland v. Wilson.
In Mimms, the right of officers to compel the exit of drivers of a vehicle was decided. Wilson extended this to the passengers as well.
In other words, a police officer can require a passenger exit the vehicle during a traffic stop whether or not they have an arrest warrant in their name.
Because the order to exit a vehicle is therefore a lawful order, failure to comply with the order may subject the non-compliant person to arrest for obstruction of justice or a state-specific similar statute. To effect an arrest, an officer has the authority to use physical force, including forcing entry into a vehicle.
A law enforcement officer has no legal obligation to contact a watch commander, or anyone else, if demanded by a passenger in a vehicle or any other person.
http://www.accesskansas.org/kbi/PDF/court/RCD19771205.pdf

https://www.law.cornell.edu/supct/html/95-1268.ZO.html

When was Hamlet written?

Hamlet was likely composed between 1600 and 1602.

How can King Lear be understood as a morality play?

A morality play offers moral lessons about good and evil, with the characters representing different virtues and vices.
In King Lear, the main characters likewise represents different virtues and vices. Cordelia, for example, represents the virtues of loyalty and filial love for her father, as well as the virtue of honesty: unlike her sisters, she refuses to exaggerate her love for Lear.
In opposition to Cordelia, her older sisters Goneril and Regan represent the vices of disloyalty, dishonesty, disrespect of a parent, and treachery. They will lavish any praise on their father to get what they want, which is his kingdom and the power it offers them. They lie when they claim great and undying love for Lear, for as soon as they are able, they rob him of his dignity and finally cast him into a cold storm as if he is so much refuse.
The Fool, ironically, represents the virtue of wisdom: from the start he knows Lear is making a huge mistake in giving away his power and trusting the words people say. Lear, on the other hand, represents the vice of foolishness for being unable to distinguish between words and deeds and discern who truly loves him.
As you read the play, you will find more of these oppositions between virtue and vice in the various characters.

There are many features of William Shakespeare’s King Lear that are reminiscent of the morality play, a genre of Medieval theatre. Morality plays are allegories in which the main player meets personified symbols of various virtues and faults. It is heavily drawn from earlier dramas. It is clear from the references in this play that Shakespeare was very familiar with morality drama.
King Lear features a powerful king figure and powers of good and evil. While the deep structure of other Shakespeare plays like Othello are based on the morality play, it only comprises the bare outline. King Lear, however, is full of details that suggest the morality play as well. For instance, the morality play often depicted scenes of “comic depravity” that alternated with scenes of “tragic seriousness." This is clear in the comic elements of the King Lear tragedy. The presence of an “all-licensed fool” in the tragedy is an interesting comedic element (Act 1, Scene 4, Line 198). Also, after being banished, Kent comes back in disguise, which is usually an element of comedies. For the true tragedy, the audience does not need to suspend disbelief, but the verisimilitude of Kent’s disguise is questionable. This feature points towards the morality play.
One of the most obvious ways that this tragedy derives material from the morality play is the plethora of vice characters—Edmund, Goneril, Regan, Oswald, and Cornwall. These characters all have a similar viewpoint on life and nature, which is modeled on that of the vice character’s. Edmund states this worldview: “Thou, Nature, art my goddess; to thy law/My services are bound. Wherefore should I/Stand in the plague of custom and permit/The curiosity of nations to deprive me” (Act 1, Scene 2, Lines 1-4). He, like the rest of the vice characters, believes that people who want something can have it as long as they have the ability to take it. Specifically for Edmund, the rules of legitimacy are manmade rather than natural. It means nothing if Edmund can be clever and strong enough to take his father’s land by cunning manipulation and force.

What did the boatman say about Betsey Trotwood in David Copperfield?

In David Copperfield by Charles Dickens, Miss Betsey Trotwood is David Copperfield's eccentric, sharp-tongued great-aunt (on his father's side) who seriously disliked and distrusted men. Nevertheless, underneath it all, she had a kind heart, and she took David in, sent him to school in Canterbury, and helped guide his life until he got married and embarked on his literary career.
After Mr. Micawber was released from debtor's prison and decided to move with his wife to Plymouth, David ran away from his dreary, degrading job in London labelling wine bottles and set out to find Miss Trotwood, his only living relative, who he learned from Clara Peggotty was living in Dover.
After six days of non-stop traveling—and a few harrowing adventures along the way—David arrived in Dover "a dusty, sunburnt, half-clothed figure" in "ragged shoes."
David went to the harbor to make inquiries as to where he could find Miss Trotwood, which is where he met some boatmen.

I inquired about my aunt among the boatmen first and received various answers. One said she lived in the South Foreland Light, and had singed her whiskers by doing so; another, that she was made fast to the great buoy outside the harbour, and could only be visited at half-tide; a third, that she was locked up in Maidstone jail for child-stealing; a fourth, that she was seen to mount a broom in the last high wind, and make direct for Calais (chapter 13).

Evidently, some of these boatmen had either heard about or actually experienced Miss Trotwood's less-than-friendly attitude towards men, one of whom even characterized her as a witch who flew on her broomstick across the English Channel to Calais!
Later, David was directed to her home by a "fly-driver" (a driver of a "fly," which is a lightweight, one-horse carriage), where David was greeted with, "Go away! Go along! No boys here!"
After explaining who he was and his predicament, Miss Trotwood took him in, which was the beginning of yet another set of adventures in his adventure-filled life.

Why was the North Carolina colony started?

The Roanoke Colony was England's the first initiative to found a permanent settlement in North America in what is now Dare's County, North Carolina. Also referred to as the Lost Colony, the settlement on Roanoke Island was attempted in 1585. Many members of the expedition returned to England due to lack of supplies and tense relations with Native Americans less than a year later. By the time a second expedition returned in 1590, the entire colony went missing, and no bodies or pieces of archaeological evidence have ever been found.
The English had several key motivations for colonizing the New World. Spain had already begun to profit on colonization in North America, and it was a means of increasing England's comparative wealth by expanding mercantilism and trade for resources such as gold, silver, and timber. The two countries were engaged in an ongoing Anglo-Spanish war, and England sought to establish military capabilities in the New World and direct wealth and resources to the conflict.
It also provided employment for non-landowning Englishmen and wage laborers. Additionally, the English were searching for a passage to the Pacific Ocean and wished to spread the influence of Protestant Christianity.

How do Mrs. Hopewell's assumptions about life compare with those of Krebs's mother in Hemingway's "Soldier's Home"? Explain how the conflict in each story is related to what the mothers come to represent in the eyes of the central characters.

In “Good Country People,” Mrs. Hopewell has a hopeful attitude about life and a conventional worldview. She believes she is superior to most everyone else, and thus, she is highly critical of others. Most importantly, however, she is highly critical of her daughter, Hulga, and has expectations of her that Hulga can never meet. The conflict between these two women revolves around the fact that Mrs. Hopewell treats Hulga like a child and expects her to conform to her mother’s standards of behavior. Hulga, however, is a grown woman and her own person. She clashes with her mother because her mother refuses to accept that her daughter’s choices are different but right for her, and she appears to be ashamed of her daughter for choosing different ways. Mrs. Hopewell struggles with the idea that she cannot control how her daughter lives her life, and Hulga believes she will never be a "good" person in her mother's eyes.
In “Soldier’s Home,” Krebs’s mother also has a conventional worldview and is highly set in her beliefs. She also has expectations for her son that he can never meet. Most significant to the story is the fact that Krebs’s mother is highly religious, and she believes that anyone who is religious is a good and honest person and anyone who is not religious is dishonest and should be reformed. Much like Mrs. Hopewell tries to control Hulga, Krebs’s mother tries to control what her son believes and how he lives his life. Her son, however, has been changed by his experience at war and has lost his belief in God. But his mother tries to force religion on him and make him pray. When he can’t, she prays for him. The patronizing and condescending ways of both Mrs. Hopewell and Krebs’s mother strain their relationships with their children, who feel they can never live up to their mothers’ expectations and will always be looked down upon by them because of this. Thus, both mothers come to stand for beliefs that the children can never fully accept and expectations they can never meet.

Is Phileas Fogg the bank robber?

A major bank robbery has rocked the nation. A gentleman thief has broken into the Bank of England and made off with a substantial sum of money. The daring heist is the talk of the Reform Club, where someone mentions how easy it would be for the thief to make himself scarce. Phileas Fogg, however, is not so sure. With developments in transport technology the world's a much smaller place than it used to be and so it wouldn't be that easy for the thief to remain hidden for long. Out of this brief exchange emerges the bet that will see Fogg attempt his daring circumnavigation of the globe in just eighty days.
Fogg himself is most certainly not the bank robber. But Inspector Fix of Scotland Yard is convinced that he is. In Fix's experience as a detective, all serious criminals are so-called gentlemen; he's not going to allow himself to get taken in by Fogg's wealth and respectability. So the intrepid Fix sets off around the world on his own journey, hot on the heels of Phileas Fogg, determined to bring him to justice for the Bank of England robbery.

What is the economic impact of the detained immigrants at the US southern border?

Immigration, both documented and undocumented, has had a huge impact on almost every aspect of the political, social, and economic climate of USA. The current president has tried to limit immigration by increasing border security (at least at the southern border) and intensely scrutinizing asylum applications. For those who immigrated as a family, he has implemented the so-called "zero tolerance policy," where children are separated from their parents/guardians, which made headlines around the world. The policy was stopped in late June 2018. However, neither of these measures ended immigration, of course, and many immigrants still attempt to enter American soil.
The US immigration detention system is the biggest in the world, and according to several sources I've managed to find online, the country spends billions of dollars (nearly $20 billion in 2016) of the economic budget on enforcement agencies and border security. The majority of the immigrants that arrive and are often detained at the Southern Border are from the Northern Triangle countries of El Salvador, Guatemala, and Honduras, and the main reasons they choose to leave their own countries are poverty and the high crime rates. At first, the immigrants were mostly men who wanted to find better working opportunities, but now, around 60% of them are children and families.
According to the Trump administration, this has taken a toll on the economy, as it "burdened the American taxpayers" and limited the public safety. However, several studies and reports done in 2017 stated that immigrants pay nearly $12 billion dollars in taxes every year. This means that immigrants pay more taxes and take less government benefits than citizens, which in turn means that they actually have a more positive impact on the US economy, in general.
Another way these immigrants impact the economy is that, contrary to popular belief, they tend to go for jobs that most Americans wouldn't take, and they do not negatively affect American citizens' jobs or wages. In fact, if less immigrants were detained, the American workforce and birth rate would be much higher. Children would be much more productive citizens in the future if they weren't detained and were instead given citizenship.
You can find more information on the subject here.

What brings Rip to deep sleep?

To escape his nagging wife, Rip often wanders off into the Catskill Mountains to hunt. On one such expedition, he comes across the ghosts of Henry Hudson's men. Hudson was an English explorer of the early seventeenth century, famous for his voyages around modern-day New York. After hearing the sound of thunder, Rip follows Hudson's men deep into the wilderness. While the men play a game of nine-pins, Rip drinks a particularly heady brew that sends him into the deepest of deep slumbers.
The mysterious purple liquor drunk by Rip clearly has magical properties, and it's these properties that send him off to the Land of Nod for the next twenty years. This is just one of the many folkloric elements in the story. Magic potions of some kind or another are commonly used in fantasies and fairy tales. They offer characters a means of escape from an often harsh, uncomprehending world. Rip Van Winkle feels completely at odds with the society in which he lives, and it is only through wandering off into the Catskills and deeply imbibing the magic sleeping draught that he can escape it completely.

What scientific tools and methods does the astronomer use in "When I Heard the Learn'd Astronomer" by Walt Whitman?

Walt Whitman’s poem “When I Heard the Learn’d Astronomer” contrasts the technical expertise of an astronomer with the sense of wonder experienced by the poem’s speaker. The speaker of the poem attends a lecture by a “learn’d astronomer,” who is an expert in the study of the planets and stars that dot the night sky. The astronomer is rewarded with “much applause” as he outlines his expansive knowledge and shares it with his audience. The clearest answer to your question can be found in lines 2-3 of the poem.

When the proofs, the figures, were ranged in columns before me, When I was shown the charts and diagrams, to add, divide, and measure them,

The lecturing astronomer is well-prepared for his presentation. He provides his audience with “proofs” and “figures” to mathematically support his theories. The data is “ranged in columns” and well-organized. The astronomer displays “charts and diagrams” that help his audience visualize his ideas. But the unnamed speaker of the poem is not enthralled with the lecture. Instead, he finds himself “tired and sick”. Presumably, he finds the data-driven lecture sterile and devoid of wonder. The speaker leaves the lecture in favor of looking up “in perfect silence at the stars.”
I hope this helps!

How would the US be different today had Tilden defeated Hayes in the 1876 election?

Had the Democrat Samuel J. Tilden (1814–1886) won the election of 1876, the United States probably would not have been much different at all. Presidents are made—or broken—by the times in which they govern. Great presidents, such as Franklin Delano Roosevelt, led the country through times of peril. James Buchanan and other presidential disappointments failed to provide leadership when it was sorely needed.
Had Tilden won the election, he would probably have been just another Gilded Age president of the United States. Tilden was a brilliant, honest, and munificent man. But a Tilden presidency would probably not have altered American history very much.
The Republican Rutherford B. Hayes won the disputed election of 1876. Tilden won the popular vote, but a dubious deal gave Hayes all the disputed Electoral College votes. His victory hastened the end of the Reconstruction (1865–1877). But the Reconstruction was winding down anyway. Had Tilden won, it might have lasted a few more years, but its end was inevitable, as both the North and South were tired of the Reconstruction.
The outcome of the disputed 1876 election should have led to the abolition of the Electoral College. But the Electoral College still exists, and the popular vote is sometimes ignored in American presidential elections.

Why or why not was it the right decision for Ponyboy to run away with Johnny Cade? Please explain.

This question asks you to state your opinion and then to support your opinion with evidence from the novel. Here are some ways to begin to formulate your ideas.
First of all, think to yourself if you would have advised Ponyboy to run away with Johnny had he come to you for advice. What questions might you have asked Ponyboy and how might he have answered? For example, if you asked Ponyboy why he wants to go with Johnny, he might say he doesn't want Johnny to go on his own, or he is scared he will get in trouble with the police. How do you feel about these responses? If you understand Ponyboy's motivation for wanting to accompany Johnny while he goes on the run, then perhaps you would support his decision. However, if you don't agree with Ponyboy, you might advise him not to go.
Once you are clear on where you stand on these kinds of issues, you will be in a better position to answer the question. If you do agree that Ponyboy should have gone with Johnny, you might discuss the terms and conditions of their friendship and the protective feelings Ponyboy might have for Johnny. As well, you might discuss the position of Greasers in society as a way to justify their avoidance of the police. On the other hand, if you disagree with Ponyboy's decision, you might back up your ideas with an argument that involves the emotional impact of Ponyboy's disappearance on others, like his brothers, or the legal impact of evading the law.

What are 3 points that show how Ray achieves his goal in the book Shoeless Joe?

You might already be familiar with the story of Shoeless Joe, as the book by W. P. Kinsella inspired the movie Field of Dreams. In the book, Ray Kinsella gets three messages from legendary baseball players, and by carrying out what he interprets to be the instructions in the messages, Ray goes on a journey of self-discovery.
The first message Ray receives is “If you build it, they will come." Ray believes this is an instruction from baseball great Shoeless Joe, one that is telling him to build a baseball field in his cornfield in Iowa. After he does, Ray allows the baseball players of the past to relive their experiences out on the field.
The second message Ray hears is “ease his pain.” He believes this means that he is to find the reclusive author J.D. Salinger, who is most famous for Catcher in the Rye. Ray finds Salinger, and he takes him to a baseball game in Boston’s Fenway Park.
At this point, Ray and Salinger begin to hear voices together. While at the baseball game at Fenway Park, they hear the third message from the past, this one telling them to “go the distance.” Ray believes that this message is from baseball legend Archie “Moonlight” Graham, and he and Salinger “go the distance” to discover the meaning of the message—they travel to Minnesota to find out what they can about the player and his life and dreams.
W.P. Kinsella uses baseball as a metaphor for life. By following the messages, Ray allows imagination into his real life. He gives life to the baseball players, as they give life to his dreams.

What did Anna forget to say to her mother?

In the story, Anna forgot to say good night to her mother.
Although we may think of forgetting as normal in the hubbub of daily life, Anna is especially troubled by it. This is because Anna's mother died giving birth to her little brother, Caleb. In Anna's mind, her forgetfulness meant that she missed the opportunity to say any meaningful last words to her mother.
In Chapter 1, Anna recounts to Caleb the circumstances of his birth. Shortly after Caleb was born, Anna's mother had handed her little brother to him.
Her mother's only words were," Isn't he beautiful, Anna?" To Anna, however, Caleb was homely and plain. She also thought that Caleb cried too loudly and that he smelt terrible. Certainly, Anna had not agreed with her mother's assessment of Caleb.
Anna remembers that she had gone to bed thinking about the ugliness of a newborn baby. She also remembers that she had forgotten to wish her mother goodnight. This is something that Anna continues to regret, as her mother died the morning after giving birth to Caleb.
Anna also confesses that it took three whole days before she could feel any affection for Caleb. In Anna's mind, Caleb's birth resulted in her mother's death.

"The primary concern of good nonfiction is the representation of truth." To what extent does this statement relate to Henrik Ibsen's A Doll's House?

Henrik Ibsen's play A Doll's House sought very hard to reveal the truths of marriage and gender expectations in the late nineteenth century. During this time period, women were expected to play the role of doting mother and wife. A wife was expected to heighten her husband's status by being beautiful and by pretending to be totally fulfilled with the domestic world in which she was confined. As the play progresses, the reader sees the reality of the society's restrictive demands of women. The reader is also allowed an honest look at how the limitations on women affected the marital relationships of the time. They see that Nora does not feel free to reveal her true emotions and abilities to her husband. Thus, Nora's marriage with her husband lacks substance and truth. To reveal this fact, Ibsen uses many symbols in the play which hint at the damage done by falsity and lies. The costume party and the act of forgery committed by Nora both symbolize the false personas that women had to wear to survive in a setting that did not validate the needs and abilities of women. In the end, the author shows Nora's true heroism when she reveals the truth to her husband about her own feelings and the superficiality of their marriage. The play caused much controversy in society, namely due to Nora's action of leaving her husband and children to find herself. When Nora leaves on this journey, she literally slams the door on her husband. This action reveals the anger Nora feels at being so misunderstood and invalidated by her husband and society. This action was called "the slam heard round the world" because the play caused women to look more deeply at the truth of their own lives and marriages. Ibsen's play allowed women to see the truth of their own existence and the confining society in which they lived.

What is the underlying theme of The Sniper?

The key underlying theme O'Flaherty exposes in "The Sniper" is the absolute futility, and unnaturalness, of civil wars such as the one being fought in Ireland at the time the story is set. Wars of this sort create such division in families that the two brothers in the story are fighting on opposite sides; the protagonist inadvertently kills his brother, without ever knowing it was him, because their identities as Republicans and Unionists have depersonalized them so entirely. He does not kill his brother by accident—on the contrary, he kills him deliberately, because of what he is in political terms. He may not know that this is his brother in literal terms, but he certainly knows that he is, in the broader sense, his brother, a fellow Irishman. The outcome of the story, a brother killing his own flesh and blood, is a metaphor for the broader war as a whole. This type of civil conflict drives rifts between families, but moreover drives an unnatural rift between Irishmen based upon their political alliances.

What do you find particularly intriguing about the way in which the story "There Will Come Soft Rains" by Ray Bradbury starts?

The opening paragraph of "There Will Come Soft Rains" is intriguing firstly because of the singing clock, and secondly because of the mysterious emptiness of the house. This story was first published in 1950, when the idea of a singing alarm clock would have been more unusual, and so more intriguing than it would perhaps be today. The alarm clock is also personified. It is described as singing the time "as if it were afraid" that nobody would hear it. Personifying the clock in this way is intriguing because it makes it seem as if it is sentient, just like an ordinary, human character. The fact that the alarm clock has seemingly been set to go off also makes the emptiness of the house more conspicuous. It seems that there should be somebody in the house to hear the alarm clock and to wake up.
In the second paragraph of the story, the personification of inanimate, electrical items is continued when the stove gives "a hissing sigh." This further suggests that the house has some sort of artificial intelligence. This impression is compounded shortly after by the one-line paragraph, "Somewhere in the walls, relays clicked, memory tapes glided under electric lights." The house seems to be alive in its own way, and the more the house is personified, the more conspicuous and intriguing the absence of any human presence becomes.

Of all the worlds, both real and imaginary, that would appeal to children, why do you suppose Wendy and Peter chose to focus their attention on the African veldt in "The Veldt"?

The classic science fiction short story "The Veldt" by Ray Bradbury tells of some parents who have invested in a technologically advanced home and have installed a virtual nursery for their children. The nursery can create imaginary landscapes for the users. When the story opens, the children have an African veldt in the nursery, complete with lions and vultures. Their parents wonder if it's good for the children, and they threaten to shut down the nursery. The children, in turn, lock their parents within the African landscape and let the lions devour them.
In answer to the question, it is important to understand the timeframe in which the story takes place. The children have already been playing with the nursery for some time. In the beginning, as their father recalls, they created Alice's wonderland, Aladdin's kingdom, Oz, and other worlds from fairy tales and legends. The African veldt is a recent occurrence. As the psychologist who visits explains, the room has "become a channel towards destructive thoughts, instead of a release away from them." The psychologist says that after the father, George, took away the room from the children for a few days as a punishment, he became a Scrooge instead of a Santa Claus. In other words, he has become to them someone who takes things away, instead of giving.
The children create the violent landscape of the African veldt not so much as a play area for themselves, but as a means to get back at their parents and win their independence from them, so they can live in their virtual worlds without opposition. In the end, they get what they want in the destruction of their parents.

Wendy and Peter have had everything done for them and, as a result, have developed a sense of entitlement. They have been protected, sheltered, never having to face or endure consequences for their behavior. They have been parented, essentially, by their Happylife Home, which "clothed and fed and rocked them to sleep and played and sang and was good to them." In choosing the African veldt, the children have constructed a place "so real, so feverishly and startlingly real that you could feel the prickling fur on our hand, and your mouth was stuffed with the dusty upholstery smell of their heated pelts." This scene seems even more real than the lives which the children lead day-to-day. I think the children's fascination with this setting happens because they are entitled and have never been made to understand the consequences of their actions or the authority of their parents. This brutal and violent setting seems like only a play-place for them, because it is as real-life as anything else they've experienced in their sheltered, coddled existence. It is exciting in a way that nothing ever has been before. They do not respect their parents; they respect the house, because the house has raised them. When their parents threaten to come between them and the house, the children exploit the setting they've created to eliminate the threat their parents pose.

As the Hadley parents comes to understand, the Happylife house they have purchased has taken over as the parent of the children. As Mrs. Hadley puts it,

The house is wife and mother now, and nursemaid. Can I compete with an African veldt?

The nursery with giant view screens that the parents built for the children at extra cost has especially become their surrogate parent. Wendy and Peter delight in focusing on the African veldt because it is an exciting place. Most importantly, it brings all their fantasies to life. Rather than putting boundaries around the children, as a normal parent would, the nursery lets them indulge their aggressions. It is only natural that the children gravitate to a place that allows their dreams to come true. The veldt says "yes" to them when their parents say "no" to them. The veldt is especially appealing to them because of its relentlessly, ruthlessly aggressive nature, which frees their ids to enact their repressed violent fantasies. This is far more satisfying to them than, say, a gentle bunny scene. It even allows them to enact their fantasy of killing their parents.

Consider the need for the criminal justice system to evolve and regulate morality and social behavior.

As society evolves, the criminal justice system needs to evolve. Consider, for example, that there is now a need for laws to govern how people treat one another online. Fifty years ago this need did not exist, because the internet did not exist.
Consider the evolution that has taken place in society over the last 100 years in terms of the treatment of women in society. While this should never have been the case, women at that time were considered inferior to men and had less rights and protections. As patriarchy has become a thing of the past (at least in some countries), laws have needed to evolve to protect women.
Another example is that when owning cars became common, it became necessary to have more laws concerning drivers' behavior on the roads.

In “Old Man at the Bridge,” what does the narrator keep watching for as he visits with the old man?

The setting of "Old Man at the Bridge" is during the Spanish Civil War. The narrator, who is a soldier for the Republican side of the war, finds this lone elderly man sitting near the bride, unable to walk any further. He tells the narrator, "I am seventy-six years old. I have come twelve kilometers now and I think now I can go no further." But the narrator has a growing sense of urgency to clear him from this area because he expects the enemy line to approach at any moment. This urgency is captured here:

I was watching the bridge and the African looking country of the Ebro Delta and wondering how long now it would be before we would see the enemy, and listening all the while for the first noises that would signal that ever mysterious event called contact, and the old man still sat there.

He tries to engage the old man in conversation in order to motivate him, but the man instead is worried about the animals he has left behind. Taking care of these animals is the reason he'd stayed so long in a place that he'd been told was going to take heavy artillery fighting. Near the end, he tries to stand but cannot. The narrator knows that the enemy's approach is imminent and concludes with, "There was nothing to do about him."

What are the practical challenges and theoretical challenges in the relationship between government and media?

Because the media has more power than the government to mold public opinion, the relationship between these two institutions has always been tempestuous. Government leaders constantly struggle to use the media to gain support and advance their agendas, and journalists constantly exercise their freedom to print anything and everything they deem important to inform the public about—including ideas that attack the character of government leaders, expose information they want to hide, and convey information that is subversive to the government agenda. Theoretically, the government is unable to use the media solely to its advantage, as the press has a right to exercise their freedom of expression. Also, journalists are obligated to report unbiased news and present both sides of an issue. Even more importantly, though, the media is expected to play the role of government watchdog. It is accountable to the people—not to the government —and its job is to inform the people about what the government is doing.
In practice, the relationship between government and the press is even more discordant. In reality, the press is not objective. Journalists have opinions, and whether or not they inject them into their reports, those opinions are often obvious. A media outlet can control the content of the news simply by selecting what to report and what not to report, for instance. Furthermore, investigative journalism can easily be taken to extremes. Journalists have often resulted to underhanded tactics to dig up dirt on government leaders and create media scandals that destroy their reputations, for example. As scandals escalate, facts become distorted, and the focus of the media shifts from reporting the truth to launching personal attacks.

Modernization describes the processes that increase the amount of specialization and differentiation of structure in societies, resulting in the move from an undeveloped society to a developed, technologically driven society. How is the idea of modernization related to social movement and social change?

The question implies a sociological definition whereby a society moves from a traditional agrarian rural society to a progressive, technological, or industrialized urban society. The impetus for the evolution is technological advances reshaping society towards specialization and away from generalization and diversification. The historical evidence from the Renaissance Period, the Industrial Revolution, and more recent Technological Revolution, as well as globalization, are insightful when considering how modernization relates to social movements.
Changes in human interactions, relationships, and organizational structures are an inevitable consequence of modernization. Possibly an overgeneralization, social movements, and social change are the responses to modernization. Globalization is an example. In some instances, societies have embraced globalization and mitigated the social consequences by liberalizing social programs to protect citizens during the transitional period from an agrarian to industrialization and developing technological society. In other instances, some communities have hunkered down, vehemently protested, and resisted change.
In either case, social movements are inextricably linked to the pro or con modernization of society. Within this context is the notion of specialization or the idea a person needs to become an expert in one particular skill to survive and succeed in a technologically advanced society.
In a world driven by technological advance, the idea is a person will have to develop skills that align with the needs of the technological change. In past times, generalization or a person with knowledge in multiple skillsets was coveted. Modernization does not entirely eliminate the need for generalists, but it significantly devalues their need in terms of economic and societal worth. We consider an educator critical to a functioning society, but by many measures, an engineer is more highly valued, even though without education, an engineer would not have the skills to perform their specialty.
By nature, a person engaged in generalization is not restricted to one skillset and interacts with a broader, more diverse group. Specialization is the idea of expertise in one skillset and interacts with a much less diverse group. A person engaged in a specialty limits their interaction to people with the same interest. For example, an engineer designing a bridge would have no need to interact with the construction worker pouring the cement to construct the bridge. Specialization is an isolating factor in society.
To tie this all together, the prevailing idea is that modernization requires a high degree of people with specialized skills. Specialization reduces the interaction between various levels of society and creates momentum for a response. Social movements are the response to modernization and the inevitable de-emphasis on diversity as both a skill and an essential part of human interaction in society. Social change is either the coerced effect of modernization or the humane consensus that since change is inevitable, then some provision must be made, for those that change will have a negative consequence.
https://hbr.org/2011/07/the-big-idea-the-age-of-hyperspecialization

https://www.snhu.edu/about-us/newsroom/2017/11/what-is-social-change