Parents should encourage their kids to participate in sports because it
has a direct impact on their success in the classroom.
Which of the following supporting details provides the most relevant and
credible evidence for the claim?
A. "Sports teach a number of skills that can help students focus in
the classroom," notes best-selling author Ina Glitch, "but these
same skills can be developed by other extracurriculars, too."
B. A poll of 1,000 high school and middle school student-athletes
found that 65 percent felt that participating in sports "neither
helped not hurt their performance in the classroom.
C. Studies conducted by Western College show that high school
student-athletes score 22 percent higher on standardized tests
than students who don't participate in sports.
D. Though soccer is gaining in popularity on the middle school and
high school levels, it still lags far behind football, basketball, and
baseball in our national consciousness.

Answer:

Hey people its C

Explanation:

Answer:

Explanation:

It is C, tysm man

Help please. I’m struggling.

Which of the following is not true of a concluding paragraph?
A. It usually includes some restatement of the thesis.
B. It crystallizes the argument in the mind of the reader.
C. It is the best place to introduce new ideas into the essay.
D. It represents the final attempt to convince the reader of the thesis

All the foreshadowing quotes in chapter 8 of animal farm

Free verse poem about a passtime your passionate about?
4 stanzas with 4 lines per stanza

I WILL GIVE BRAINLIEST!!!

Choose the relative clause in this sentence.

This type of cheese, which smells delicious, is called Limburger.

Choose 1 answer:

(Choice A)
A
which smells delicious

(Choice B)
B
this type of cheese

(Choice C)
C
is called Limburger

how does Mandela try to convince you of the importance of inauguration​

Where in the plot would a reader most likely meet a character for the
first time?

what is physical state

What do confessions represent to Danforth?

Which of these statements from "The Bet" shows that the banker has changed at the end of the story?

A. "The banker, spoilt and frivolous, with millions beyond his reckoning, was delighted at the bet."

B. "The old banker was walking up and down his study remembering how, fifteen years before, he had given a party one autumn evening."

C. "At no other time, even when he had lost heavily on the Stock Exchange, had he [the banker] felt so great a contempt for himself."

D. "It's not true! I'll bet you two millions [rubles—about $66,000] you wouldn't stay in solitary confinement for five years."
"The banker went at once with the servants to the lodge and made sure of the flight of his prisoner."

PLEASE HELP ASAP! I'LL MARK BRAINLIST

Read the excerpt from The Diary of Anne Frank.

MR. KRALER

That's the man. A couple of weeks ago, when I was in the storeroom, he closed the door and asked me . . . how's Mr. Frank? What do you hear from Mr. Frank? I told him I only knew there was a rumor that you were in Switzerland. He said he'd heard that rumor too, but he thought I might know something more. I didn't pay any attention to it . . . but then a thing happened yesterday . . . He'd brought some invoices to the office for me to sign. As I was going through them, I looked up. He was standing staring at the bookcase . . . your bookcase. He said he thought he remembered a door there . . . Wasn't there a door there that used to go up to the loft? Then he told me he wanted more money. Twenty guilders more a week.

What is a minor conflict in this excerpt?

A.The man in the storeroom expresses his concern about Mr. Frank’s well-being to Mr. Kraler.
B.The man in the storeroom warns Mr. Kraler that Mr. Frank may be in serious danger.
C.The man in the storeroom wants more money to keep quiet about the location of Mr. Frank.
D.The man in the storeroom does not believe that he is being paid enough money for the work he is doing.

1.While Nazi terror is only a rumor or distant threat, Eliezer's father chooses to remain in Sighet. Once they are forced into the ghetto, Eliezer's father tells his older children that they can go live with their former maid in her village, but that he will stay in the ghetto with their mother and little sister. Eliezer says, "Naturally, we refused to be separated" (p. 20). Can you sympathize with their choice? What would it feel like for a family to have to choose to leave their home or separate from each other? Are there places in the world where families are faced with this decision now?

Which statement is true of every comedy?

A) It features at least one clown.
B) It has a happy ending.
C) It contains unusual animals.

Which answer best corrects the inappropriate shift in person between the related sentences?
Jack broke Aunt Emma's window. If he is punished for his action, you will learn responsibility.
O Jack broke Aunt Emma's window. If he is punished for his action, he will learn responsibility.
O Jack broke Aunt Emma's window. When they are punished for his action, they will learn responsibility.
O Jack broke Aunt Emma's window. If she is punished for his action, you will learn responsibility
Jack broke Aunt Emma's window. If you are punished for his action, you will learn responsibility.

Which of these options is a compound sentence?
Choose 1 answer:
Choose 1 answer:

(Choice A)
A
Gizmo is scared of thunder: he hides under the covers whenever it storms.
(Choice B)
B
Whenever it storms, Gizmo hides under the covers.
C
Gizmo hides under the covers when it storms due to his fear of thunder.

how do Family feuds affect children? Please at least one 2 paragraphs

can someone help me I'm writing about segregation and how it prevents people from life basically and I need help finishing my paragraph. (look below) My teacher wants it to sound professional-ish

I think I would make some fair points that could persuade someone to adjust their thoughts on the subject. I can urge them to see the importance and necessity of the matter because being segregated keeps experiences and...

Identify two examples of each:
assonance
end rhyme

Can meteorologists predict weather perfectly? Why or why not?​

Fill in the blanks with the correct verb forms in bracket​

Which lines in this excerpt from Shakespeare’s Romeo and Juliet best develop the theme of fate and free will?
-----------------------------------------------------------------------------------------
LADY CAPULET: What say you? can you love the gentleman?
This night you shall behold him at our feast;
Read o'er the volume of young Paris' face,
-----------------------------------------------------------------------------------------
And see how one another lends content
And what obscured in this fair volume lies
Find written in the margent of his eyes.
-----------------------------------------------------------------------------------------
That book in many's eyes doth share the glory,
That in gold clasps locks in the golden story;
So shall you share all that he doth possess,
By having him, making yourself no less.
-----------------------------------------------------------------------------------------
JULIET: I'll look to like, if looking liking move:
But no more deep will I endart mine eye
Than your consent gives strength to make it fly.

How do you use PACED properly?

In line 37, what does the phrase "I kept my face glued to the window" suggest?
This is from the book excerpt from behind the mountains

Read the excerpt from "The Treasure of Lemon Brown.”

"Sweet Lemon?” Greg asked.

"Yessir. Sweet Lemon Brown. They used to say I sung the blues so sweet that if I sang at a funeral, the dead would commence to rocking with the beat. Used to travel all over Mississippi and as far as Monroe, Louisiana, and east on over to Macon, Georgia. You mean you ain’t never heard of Sweet Lemon Brown?”

"Afraid not,” Greg said. "What . . . happened to you?”

"Hard times, boy. Hard times always after a poor man. One day I got tired, sat down to rest a spell and felt a tap on my shoulder. Hard times caught up with me.”

"Sorry about that.”

How does Greg’s attitude toward Lemon Brown change in this excerpt?

- Greg goes from feeling afraid of Lemon Brown to feeling suspicious of him.
- Greg goes from feeling curious about Lemon Brown to feeling sympathetic about his
life.
- Greg goes from feeling respectful of Lemon Brown to feeling concerned about his
situation.
- Greg goes from feeling confused by Lemon Brown to feeling worried about him.

If you see this may you please help i have under 20 min to finish this.


Question:
What can you infer about Armory and Eleanor's relationship? Explain how you came to your conclusions.

Which of these is a correct use of parallel structure?
A.our company will remove dead branches,cut down unwanted trees,and you can pay extra for us to clean up the mess.
B.we have to cut back these trees because they block the light,drop leaves in the gutters,and look like they’re dying
C.one worker climbs the tree,the other holds the ropes,and a stump grinding machine on the ground below
D.someone who cuts down trees has to be good at planning,climbing,and have good balance

Why research is objective? Dont copy paste ^_^

EASY QUESTION!!!!!!!!
11. True or False: The connotative definition of a word always gives a neutral tone

4. PART B: Which of the following phrases from the
text best supports the answer to Part A?
A "trying for character / but just faking it" (
Lines 9-10)
OB "whole libraries that no one / got around to
writing" ( Lines 11-12)
OC "terrorized countryside
OD "where wild dogs / own anything that moves

The treatment of disease through the use of water is known as what?
Chiropractic therapy
Neuroceuticals
O Hydrotherapy
O Dog paddling

f the climax and pinnacle of science is our knowledge of the atom now, then what was known ten years ago must have been decidedly imperfect, for science has made great strides since then. What was known twenty years ago was even more imperfect, and the science of fifty years ago hardly worth knowing. Using a little imagination, we can ask what will become of the science of today, some twenty or thirty years from now? Unless the rate of scientific advance shows a notable slacking off (and there are no signs of this) our best knowledge of today will become decidedly frowsy1.


Since scientists have such overweening confidence in their own ability—in their collective ability, that is to say—it is no small wonder that they make no attempt to teach what are the limitations of science, for they hardly recognize any.


Yet there may be limits to what science can do. Consider this question: Can science disprove ghosts? In the supremely confident period, toward the end of the last century, when it was supposed that there was a conflict between Science and Religion, and Science was rapidly winning, it was the mark of an educated man to say “Science has proved that there are no such things as ghosts, they are merely the superstitions of the unenlightened.” Education is always behind the times, and much the same attitude is prevalent today; you can still hear people say, “Surely, science has proved that there are no ghosts.” And yet, is that so? Suppose, just suppose for the sake of argument, that ghosts can occasionally appear when the psychological conditions are just right, and suppose, what might quite well be true, that one necessary condition for the appearance of a ghost is the absence of a scientist: well then, “Science” (that is to say, scientists) would go on investigating ghost after ghost, and would “disprove” every one of them, and yet ghosts would continue to appear whenever the scientists were not looking.


This is a simple case, perhaps not a very important one, illustrating the impossibility of proving anything negative by the scientific method. At least it is enough to show that science is not infallible, and if science has any more serious defects than the inability to perceive an occasional spook in the corner, it is of the utmost importance that citizens, generally, should know what they are. Yet this sort of knowledge is very conspicuously absent from the populace at large and from the curriculums of institutes of learning. Non-scientists don’t even know what science can do; scientists are so obsessed with the past successes and future possibilities of their own specialty that they have no idea what the proper field of science in general is and no recognition that there are any limits. What they can’t do, some other scientists, presumably, can do, so that they come to think that science with a capital “S”—or rather its concentrated and distilled essence, the Scientific Method—is the universal cure-all for mankind.


They are wrong, for science is not a cure-all. The claims of the science fiends are preposterously exaggerated. Science has many important limitations, which will appear throughout this book in ever-increasing number. The idea that science is infallible and beyond criticism is a delusion, and even a dangerous one. The teaching of science only perpetuates this delusion, for it is always taught by scientists, who are so busy keeping up with science that they can never look at it from the outside. What with scientists who are so deep in science that they cannot see it, and non-scientists who are too overawed to express an opinion, hardly anyone is able to recognize science for what it is, the great Sacred Cow2 of our time.


John Dewey, a worshiper in the temple of science, said “the future of our civilization depends on the widening spread and deepening hold of the scientific habit of mind.” But perhaps there is more truth in an old wisecrack of Oliver Wendell Holmes: “Science is a good piece of furniture for a man to have in an upper chamber provided he has common sense on the ground floor.”


In the context of the passage as a whole, the first sentence of the third paragraph (“Yet . . . can do”) marks the transition between


a brief summary of a debate and a substantive analysis of that debate’s origins

A


an empirical investigation and a consideration of its theoretical implications

B


a description of a problem and an assessment of potential solutions

C


an explanation of a viewpoint and a rebuttal of that viewpoint

D


a challenge to a popular thesis and an argument in favor of that thesis

E