grass, zebra, lion
Explanation:
Answer:
grass, zebra, lion
Explanation:
ME IS SMART
What is the correct way to write sentences 10 and 11?
F Finally, when I had to repair my broken glasses following a particularly rough
basketball game is when I agreed. To give contact lenses a try.
G Finally, I had to repair my broken glasses following a particularly rough basketball
game, then I agreed to give contact lenses a try.
H Finally, after having to repair my broken glasses following a particularly rough
basketball game, I agreed to give contact lenses a try.
J
Sentences 10 and 11 are correct in the paper.
Answer:
H IS THE CORRECT CHOICE
Explanation:
I need help ASAP!
1) What contribution do you think you will make
to your country?
2) What contribution did Barack Obama make?
Which statement is an objective summary of the passage
Answer:
c
Explanation:
Answer: A (Edge 2020)
Explanation: Full answer: The fairs had detailed, specific rules about what merchants could sell and how they could see it.
4.Courage is to fearless as mercy is to?
Sugar plantations were Hell because of the endless labor they demanded from slaves. They were Hell because of the many dangers and the injuries that they caused. They were Hell because the slaves who labored without end got nothing for their work—except to live another day, to work more. But none of these miseries was the true reason the plantations were so evil. The plantations were Hell because the masters and overseers were treated as gods—which turned them into devils. The English historian Lord Acton famously said, “Power tends to corrupt, and absolute power corrupts absolutely.” That is a perfect description of sugar Hell. Men with absolute power over their slaves acted like creatures we would otherwise meet only in nightmares. Their cruelty had no limit—they preferred to kill their slaves rather than fear them. As Equiano explained, the island of Montserrat “requires 20,000 new Negroes annually, to fill
Answer:
The repetition and connotations of words emphasizes that slaveholders were merciless.
Explanation:
got it right on Edge.
Does anyone do creative writing? If so send me a link
Answer:
YES I DO
Explanation:
Answer:
like what creative writing i think i have a clue but i just want to make sure
Explanation:
What does impossibly interwoven even with its hostilities mean in the story A Quilt of a Country from this paragraph. PLEASE HELP 60POINTS
“What is the point of a nation in which one part seems to be always on the verge of fisticuffs with another, blacks and whites, gays and straights, left and right, Pole and Chinese and Puerto Rican and Slovenian? Other countries with such divisions have in fact divided into new nations with new names, but not this one, impossibly interwoven even in its hostilities.”
Answer: Other countries with such divisions have in fact divided into new nations with new names, but not this one, impossibly interwoven even in its hostilities." Quindlen suggests that, even though hostilities among ethnic groups exist in this country, we are also able to remain--on the whole--unified under one name.
is not copy and paste i did this work
I need answers for America and I on CommonLit.org!
Thank you!
Answer:
I will need a class code and i would love to help you! :) :D
13 hours and 12 minutes.
Answer:
wait wut- what ur question.
Explanation:
how should this sentence be changed? our spelling team preformed well because we studied the words for a long time.
1.insert comma after the word preformed
2.insert comma after the word because
3.insert comma after the word words
4.no change
Answer:its 2
Explanation:
keep the sign of the number with the largest absolute value
Answer:
To add integers having the same sign, keep the same sign and add the absolute value of each number. To add integers with different signs, keep the sign of the number with the largest absolute value and subtract the smallest absolute value from the largest.
Explanation:
Answer:
Yes. Keep the sign of the larger absolute value when adding an subtracting
Explanation:
I need help with these please!!!
In the first picture: 2nd choice is the answer.
In the second picture: the 4th choice is the answer
The clock struck twelve and the children ran out (end......children)
Answer:
those poor kids
Explanation:
are they our dinner?
hii guys , I need you help A short note on how are we spending this corona time ... who gives me the best answer I will mark him /her as a brainlist ....
Answer:
we have to manage our resources this kind of time cos the amount of money we earn has been reduced
what will you do if you achieve your dream job? explain
Answer: I would work hard that way all my hard work was really put in use and I would give my family a comfortable that they deserve.
Explanation:
All gmos have proven to be bad for our health and environment and should not be used or consumed at all. True or false?
Answer:
False
Explanation:
"In addition, over the two decades that GMOs have been on the market, there have been no occurrences of health issues due to genetically modified organisms. As GMOs stand today, there are no health benefits to eating them over non-GMO foods."GmosandHealth
Gmos arent necessarily bad, infact their beneficial to help prevent crop loss and insect damage.
Please help me with an essay due today :( i would appreciate it a lot
Do you think every school has equal opportunities and one's
Success simply depends on how much they put into it?or do you think some schools offer more opportunities for success than others ?
It is widely accepted that educational opportunities for children ought to be equal. This thesis follows from two observations about education and children: first, that education significantly influences a person’s life chances in terms of labor market success, preparation for democratic citizenship, and general human flourishing; and second, that children’s life chances should not be fixed by certain morally arbitrary circumstances of their birth such as their social class, race, and gender. But the precise meaning of, and implications for, the ideal of equality of educational opportunity is the subject of substantial disagreement (see Jencks 1988). This entry provides a critical review of the nature and basis of those disagreements.
To frame the discussion we introduce three key factors that underscore the importance of treating equality of educational opportunity as an independent concern, apart from theories of equality of opportunity more generally. These factors are: the central place of education in modern societies and the myriad opportunities it affords; the scarcity of high-quality educational opportunities for many children; and the critical role of the state in providing educational opportunities. These factors differentiate education from many other social goods. We follow this with a brief history of how equality of educational opportunity has been interpreted in the United States since the 1950s and the evolving legal understandings of equality of opportunity. Our subsequent analysis has implications for issues that are at the center of current litigation in the United States. But our philosophical discussion is intended to have wider reach, attempting to clarify the most attractive competing conceptions of the concept.
Education has both instrumental and intrinsic value for individuals and for societies as a whole. As the US Supreme Court stated in its unanimous decision in Brown v. Board of Education (1954), “In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education”. The instrumental goals of K–12 education for individuals include access to higher education and a constellation of private benefits that follow college education such as access to interesting jobs with more vacation time and better health care; greater personal and professional mobility, better decision-making skills (Institute for Higher Education Policy 1998) and more autonomy at work. Research further shows that education levels are correlated with health and wealth: the more education a person has, the healthier and wealthier she is likely to be. At the same time, education is also considered intrinsically valuable. Developing one’s skills and talents can be enjoyable or good in itself and a central component of a flourishing life, regardless of the consequences this has for wealth or health.
In addition to the instrumental and intrinsic value of education to an individual, education is also valuable for society. All societies benefit from productive and knowledgeable workers who can generate social surplus and respond to preferences. Furthermore, democratic societies need to create citizens who are capable of participating in the project of shared governance. The correlation between educational attainment and civic participation is strong and well-documented: educated citizens have more opportunities to obtain and exercise civic skills, are more interested in and informed about politics, and in turn, are more likely to vote (Verba, Schlozman, & Brady 1995: 432–437, 445).
It is therefore relatively uncontroversial to say that education is a highly valuable good to both individuals and to society, especially to democratic societies. This makes questions about who has access to high-quality educational opportunities, and how educational opportunities should be distributed, particularly important.
Questions about the just distribution of educational opportunity are especially vexing given the scarcity of resources allocated to education. Although developed societies provide some education for free to their citizens, funding for education is always in competition with the need to provide citizens with other social goods. As Amy Gutmann writes: “The price of using education to maximize the life chances of children would be to forego these other social goods” (Gutmann 1999: 129). Other basic welfare needs (e.g., housing, healthcare, food), as well as cultural goods (e.g., museums, parks, concert halls), must be weighed against public funds allocated to education, thereby making high-quality education—even in highly productive societies—scarce to some degree.
Neha said,"Oh no! I lost my purse! (into indirect)
Answer:
indirect = Oh no! The purse was lost
Explanation:
which answer option best evaluates how well the following summary reflects the original passage?
Upon the Burning of my
House
Anne Bradstreet
First Box
1. What's she doing when the fire
started?
2. What does she hear?
3. What was her first reaction?
In silent night when rest I took,
For sorrow near I did not look,
I waken'd was with thundering noise
And Piteous shrieks of dreadful voice.
That fearful sound of fire and fire.
Let no man know is my Desire.
I, starting up, the light did spy,
And to my God my heart did cry
To strengthen me in my Distress
And not to leave me succorless.
Then coming out beheld a space,
The flame consume my dwelling place.
And, when I could no longer look,
I blest His Name that gave and took,
That laid my goods now in the dust:
Yea so it was, and so 'twas just.
It was his own it was not mine
Second Box
1. Who is she blessing and why?
What is her mood by the end of
Explanation:
1. What's she doing when the fire started? We are told from the poem that she was lying on her bed to sleep.
2. What does she hear? The poem tells us that while sleeping on her bed, loud noise and screaming of Fire were heard by her.
3. What was her first reaction? We are told in that anxious moment, her first reaction was to pray for God's help.
4. Who is she blessing and why? In more appropriate terms, she is thanking God. She does this because she thinks God is the one responsible for the fire that burns her house.
which lines most contribute to the theme of rebirth in this poem? The passage is Earthwomb by R.Lee Walters
Answer:
I honestly can't find the passage
what had tapan done why
Answer:
backflip
Explanation:
She didn't think her day could get any worse.
Passive or Active Voice?
Answer:passive
if this helped leave a brainliest!
Answer:
passive
Explanation:
because it is and i am smart
Can some write this for me please? :)
Answer:
no
Explanation:
no you can do it
Answer:
heehehhe
Explanation:
hhhwwhwhwhwhw
Which detail from the paragraph is evidence that
enslaved people were not taught?
O Douglass did not know his location.
O Douglass knew the day of the week that he set sail
for Baltimore.
Douglass did not know the days of the month or
months of the year.
O Douglass did not know the nautical terms for a ship.
Answer:
Douglass did not know the days of the month or months of the year.
Explanation:
i just did it
Answer: c
Explanation:
Explain why you think superstitions are real.
Answer: i think they are real because sometimes the old stories or legends people say sometime become true it happend to someone once (no name saying ;-
Explanation:
Answer:
I believe that superstitions are real because there are a lot of things that are hard to explain.
Explanation:
What happens when Roger tries to steal Mrs. Jones's purse?
A. He changes his mind because he knows stealing is wrong
B. He changes his mind because he is frightened of her large size
C. He runs away but Mrs. Jones runs after him and catches him.
D. The purse is so heavy he loses his balance and falls
help me I'm stupid idk anything
Answer:
XD
Explanation:
hrfh erjh fer hjrhjv
Read the passage from "Mutability."
We are as clouds that veil the midnight moon;
How restlessly they speed, and gleam, and quiver,
Streaking the darkness radiantly!--yet soon
Night closes round, and they are lost for ever:
By contrasting “darkness” with “radiantly,” Shelley...
A. emphasizes that although life is fleeting, it is exciting.
B. compares the spark of creativity to the enduring night sky.
C. introduces the idea that people are destined to live life in darkness.
D. explains that people are permanent, bright fixtures like the heavens.
Answer:
Im almost positive it is A
Explanation:
By contrasting “darkness” with “radiantly,” Shelley emphasizes that although life is fleeting, it is exciting. This is a passage from "Mutability." Hence, option A is appropriate.
What is the meaning of the Passage?The Grammarly experts claim that most authors concur that a five-sentence paragraph is a solid general rule to go by. Five lines per paragraph give you room to create a complete thought without making it difficult for the reader to understand what it is you're trying to express.
The repository will expand with time. With this guarantee of an immediate end to the dim path, Jim quickened his sluggish movements. Sonya exited the hallway and headed for the barn.
The Grammarly experts claim that most authors concur that a five-sentence paragraph is a solid general rule to go by. A whole notion can be formed in five lines per paragraph without overwhelming the reader.
The length of a passage varies depending on the context and the goal of the extraction. A passage can be, for example, a sentence's clause, a few phrases, or a few pages.
Learn more about the Passage here:
https://brainly.com/question/18186625
#SPJ2
The sentence below contains one or more errors. Which answer shows the BEST way to correct the error(s)? Because ladybugs are often seen crawling.
A. Because, ladybugs are often seen crawling.
B. Because ladybugs are often seen crawling, it's hard to remember that they can fly.
C. Because ladybugs are often seen crawling; it's hard to remember that they can fly.
D. Because ladybugs are often seen crawling it's hard to remember that they can fly.
Answer:
B or D
Explanation: