Answer: Mrs. Putnam has lost a number of babies-- (nowadays it might be stillbirth or SIDS) She hopes that Ruth can have Tituba conjure the spirits of the babies.
Explanation: Tituba is a servant to Betty's father. She comes from Barbados where they have different dances and rituals. The girls seem to join in for fun, but there seems to be a spiritual aspect to her practices that the Puritans regard as satanic.
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:
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:
What figurative language is "The house will greet you warmly as you enter"
Please Help Asap
Explanation:
I think it's personification
"Now I say
by hook or crook this peril too shall be
something that we remember."
This idiom is an example of what literary term?
Answer:
Explanation:
From the old norse byname krókr meaning 'crook', 'bend', originally possibly ... He can be the example of what frodo would be if he had kept the ring for long. ... Normally a writer of textbooks and dictionaries—utterly self-contained literary ... us? now i say by hook or crook this peril too shall be something that we remember.
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:
An explicit detail is a
hint or suggestion.
clear statement.
narrative voice.
reference to a text
Answer:
b
Explanation:
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:
help me I'm stupid idk anything
Answer:
XD
Explanation:
hrfh erjh fer hjrhjv
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
Which line from "Harriet Tubman" best highlights Tubman's determination? "‘Farewell!' she sang to her friends one night" "But she ran away that dark, hot night" "Where those mean men couldn't find her" "And she kept on going till she got to the North"
Answer:
"And she kept on going till she got to the North"
Explanation:
This answer choice best represent determination. Harriet Tubman kept going to the North only until she got there. Nothing could get in her way.
Answer:
"And she kept on going till she got to the North"
Explanation:
I need help ASAP!
1) What contribution do you think you will make
to your country?
2) What contribution did Barack Obama make?
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:
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
13 hours and 12 minutes.
Answer:
wait wut- what ur question.
Explanation:
4.Courage is to fearless as mercy is to?
A speaker says:
You know, you could've finished your project if you hadn't gone to play at your friend's house
Answer:
Answer choices???
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
Which word could best replace discarded in Paragraph 2 without changing the meaning or tone?
A. Purged
B.
Rejected
C
Removed
D
Abandoned
Answer:
D. Abandoned
Explanation:
The clock struck twelve and the children ran out (end......children)
Answer:
those poor kids
Explanation:
are they our dinner?
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
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
Neha said,"Oh no! I lost my purse! (into indirect)
Answer:
indirect = Oh no! The purse was lost
Explanation:
what had tapan done why
Answer:
backflip
Explanation:
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.
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.
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
which answer option best evaluates how well the following summary reflects the original passage?
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.