​ In November 1904, American workers began completion of the Panama Canal. American officials wanted to avoid the problems that caused France to abandon the project. They wanted to protect workers from disease. An engineer, John F. Stevens, was sent to the work camp in Panama. He began building hospitals as well as water and sewage systems making the working conditions sanitary. He supported the camp doctor’s efforts to fight mosquitoes, the cause of malaria and yellow fever. All of these efforts helped to keep the workers healthy and focused on the task at hand.
​
​Using the Panama Canal
​ Since the water level of the Pacific and Atlantic Oceans is not the same, a system of locks and gates had to be built in the canal. These locks are a pathway for ships to move from one ocean to the other. A lock is a giant box made of concrete. A ship must pass through three locks in the Panama Canal. Each lock holds millions of gallons of water. A ship moves into a lock, which is filled with water. Water is pumped into the lock or out of the lock. This raises or lowers the ship to the level of water in the next lock. The gates open, and the ship moves into the next lock.
​ By early 1913, the canal was nearly complete. It took several months to fill the canal with water. On September 26, 1913, an old tugboat was the first ship through the canal. Thousands of people watched and cheered. The locks worked perfectly.
​ In modern times, approximately 14,000 ships make the 50-mile trip through the canal each year. On average, the trip through the canal takes a ship 8 to 10 hours. The ship captain does not steer the ship through the canal. A specially trained canal pilot takes control of the vessel and expertly guides it through the canal.
​ Time, money, and possibly even lives have been saved as ships use the shorter route from ocean to ocean provided by the canal. The Panama Canal, a highway of water, is a phenomenon.
​

Does technology make you more intelligent or less so? If you look at recent scientific studies, you might be surprised to learn that while tech-savvy humans may be smarter about some things, we’re dumber about others. Certainly, the importance of technology in our everyday lives can’t be disputed. It allows us to connect and work with people around the world, and it helps us keep track of our busy lives. On a broader scale, technology has improved the safety of transportation, productivity in the business world, and—especially in some parts of the world—access to higher levels of education. However, scientists now say there are some good reasons for using advanced technology in moderation. Recent studies show that technology has caused a loss of short- and long-term memory, a decrease in our ability to take in concepts and make connections, and a loss of creative drive.

To understand one of the key impacts of living in such a connected world, ask yourself this question: How often do you have to look up a familiar phone number—say, for your best friend or one of your children? Information that humans once stored in our minds is now delegated to smart phones. And according to an article in the online publication Futurism, 90 percent us can no longer remember numbers when we want to—we suffer from “digital amnesia.” Chelsea Pullano, the author of “Is Technology Making Us Dumb?” explains that while modern humans know many more ways to find information, we no longer store that information in our brains. Perhaps more troubling, the trend applies not only to information stored

1. How does the evidence in this second paragraph relate to the claim?
2. What kind of reasoning does Simmons use in the second paragraph? Is her reasoning sound?

If you guys have read Number the Stars, by Lois Lowry, can you summarize chapter 14 (On the Dark Path) in 2 sentences?

A simple sentence contains

a fragment
a subject and a predicate
only a subject
only a predicate

Literally all I need to know is the definition of dissemble as it is used here:
“Villains!” I shrieked, “dissemble no more! I admit the deed!— tear up the planks!—here, here!—it is the beating of his hideous heart!”

Consider the children who have been introduced in Act I. Choose one of those characters and design a poem from that character’s point-of-view that illustrates how they are feeling thus far in the play.

You must use at least three of the figurative language techniques from this lesson, and your poem must be at least three stanzas with four lines per stanza (twelve lines total). Your poem can be free verse or have a rhyme scheme.

repost of a question because the people last time didn't even read it
please only answer this according to what the question needs
the play is The Diary of Anne Frank
please tell me what character you're writing aout and if you don't know the answer, leave it for someone else

Rewrite the passage to add commas where needed.

Waiting hours for the ferryboat to arrive Shep and I decided to play a fun engaging game to pass the time. I would act out a scene from a famous movie and Shep would guess by acting out another scene from the same movie.

the first team with twenty - one runs would win the game subject or predict

______________: alphabetical list of important terms, along with the
definitions and pronunciations of the terms; located
near the end of the book.
_: an alphabetical list of topics in the book with the page
numbers; located near the end of the book.
_____________: a list of the major parts of a book and the starting page numbers; located at the front of a book.

Part II- “Print” Terms:

____________: text printed darker or in color to make words stand out.
____________: a style of print with the letters slant to the right.
____________: the type and size of the text.
____________: the title of the text.
____________: the title of a section of the text.
____________: symbols used to emphasize a list of items.
____________: additional information at the bottom of the page;
usually the definition of an unfamiliar word in the main text.
____________: words used to explain what is shown in a picture;
these words are located above, beneath, or beside the picture.

Part III- “Graphic” Terms:

____________: a chart that shows and explains the steps in a process or cycle.
____________: a graphic used to show events in chronological order.
____________: a drawing that has all the parts of the object labeled.
____________: a representation of the earth’s surface or the location of a place.
____________: a chart divided into rows and columns, containing numbers and words.
____________: related information in a box or in the margin to the side of the main text.
____________: displays numerical information & often compares things in a visual way.
____________: a visual image (picture) taken with a camera.
____________: a visual image (picture) created by sketching or drawing.

word bank:
1. illustration
2. photograph
3. sidebar
4. table of contents
5. heading
6. index
7. subheading
8. glossary
9. bold
10. map
11. italic
12. diagram
13. font
14. bullets
15. caption
16. timeline
17. graph
18. footnote
19. table
20. flowchart

Submit a response, in 5 - 7 sentences, that describes how the author's word choice creates a different tone in each poem. Use textual evidence from the recipes to support your answer.

Read the passage from The Phantom Tollbooth.

"I'm Alec Bings; I see through things. I can see whatever is inside, behind, around, covered by, or subsequent to anything else. In fact, the only thing I can't see is whatever happens to be right in front of my nose."

Which experience helps to shape Alec's perspective?

living in the air
living on the ground
living in Dictionopolis
living on the Scenic Route
answer now pls ty i give brianlestit if i find out how

When placing a paragraph in a particular structure, what part of the writing process should be consistent all the way through the paragraph

Consider the children who have been introduced in Act I.
Choose one of those characters and design a poem from that character’s point-of-view that illustrates how they are feeling thus far in the play.

You must use at least three of the figurative language techniques from this lesson, and your poem must be at least three stanzas with four lines per stanza (twelve lines total).
Your poem can be free verse or have a rhyme scheme.

Please tell me what character you're writing about
The play is The Diary of Anne Frank

need help pls??? ssomeone

Please help me i will make you brainy

What conclusion can be drawn from the presence of groups like the Puritans, Pilgrims, Huguenots, and Catholics in the early British North American?

Does anyone need a brainliest

not on subject

3) Which person would MOST likely be able to make a personal connection
to the story of Roald Dahl?
A)
An author who recently finished an autobiography
about his own life.
B)
A poet whose tragic life experiences have inspired
much of her writing.
A singer whose hits have made her one of the most
famous singers of all time.
D)
A child whose favorite book is James and the Giant
Peach by Roald Dahl.

HELP! it’s either A or D

If Kitty were a person instead of a diary, Anne Frank might expect to receive a response. How might a friend respond to Anne in her time of crisis? Suppose you are Anne’s friend, and that the entries from her diary are letters to you. Choose one of the three entries and write a letter to Anne in response. Be sure to include an appropriate day, date, greeting, and signature. Refer to details from her letter, including Anne’s central idea, in your response. If you wish, you may also include fictional details as if you lived during that time. Use narrative techniques, such as pacing, description, and reflection, to develop the experiences and events you describe in your letters.

i really need help!!!!! +brainliest!!! this is ELA

The carpenter singing his, as he measures his plank or beam,

The mason singing his, as he makes ready for work, or leaves off work;

The boatman singing what belongs to him in his boat – the deckhand singing on the steamboat deck;

The shoemaker singing as he sits on his bench – the hatter singing as he stands.

—“I Hear America Singing,”
Walt Whitman

In what three ways does Whitman use repetition in this passage from his poem?

1.by repeating rhymed words
2.by repeating “singing”
3.by including the workers’ first names
4.by starting each line with a type of worker
5.by ending each line with what each person does while singing

Both teams played hard; however, only one team could win. complete subject or complete predicate ?

Can y’all find a quote I don’t feel like reading


And some thoughts about it
If answer gets brainly

HELP ME! THIS IS REAL AND REALLY IMPORTANT!!
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These are words you studied before reading Benjamin Franklin's proposal on education. See if you can match each word to its correct meaning.

1.
prosperity ..............................a.avoiding extremes in behavior or opinion

2.
harbor ....................................b.to have a thought or feeling

3.
merchant.....................................c. lack of knowledge or information

4.
ignorance ...............................d.a person involved in sales or trade

5.
cultivation..................................e.the act of developing a quality or skill

6.
moderation.................................. f. wealth and good fortune

Submit a response, in 5 - 7 sentences, that describes how the author's word choice creates a different tone in each poem. Use textual evidence from the recipes to support your answer.

Are they correct if not put the number of the question then the correct answer

Besides opinions and the specific details included by the writer, what else should you look for in science articles to determine the author's perspective?
tone
themes
purpose
signal words

An example of a scheduling aid is a(n)
A. friend to remind you.
B. parent as an overseer.
C. electronic calculator.
D. electronic planner.

Identify an example of a metaphor.

Group of answer choices

A. Her heels clacked on the hardwood floor.
B. Your smile is the sun.
C. Martin's wit is as sharp as a needle.
D. He cried so long that he made a lake.

What makes "We will see the dolphins an independent clause"