Programs to transfer wealth, money, and power in favour of the underprivileged, the elderly, farmers, and labour unions were also featured.
What is Second New Deal?The second phase of President Franklin D. Roosevelt's New Deal projects, which took place in 1935–1936, is known by historians as the "Second New Deal."
In 1935–1936, the National Labor Relations Act, which protected labour organization, the Works Progress Administration (WPA) relief program, the Social Security Act.
Also provides new initiatives to assist tenant farmers and migrant workers were all part of the Second New Deal.
Thus, this way, the policies of the Second New Deal improve the standard of living of Americans.
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3) write an essay about the following prompt:
Throughout the novel, O'Brien presents an essential paradox about war: it is horrible and it is
beautiful. Trace some of the ways O'Brien and the other characters experience the
contradictions of war -- both its horror and its beauty. lemons death, chemo girl
The Paradox of War: Exploring the Contradictions of Horror and Beauty
Introduction:
In Tim O'Brien's novel, war is depicted as an essential paradox—simultaneously horrific and beautiful. The characters in the story are confronted with the contradictory nature of war, experiencing moments of terror and devastation alongside instances of unexpected beauty and profound human connection.
Through poignant examples such as Lemon's death and the encounter with the "chemo girl," O'Brien masterfully highlights the complexities and contradictions inherent in the wartime experience.
Body:
Lemon's Death:
One striking example of the paradoxical nature of war is demonstrated through the death of Ted Lavender, a young soldier in O'Brien's platoon. The horrific aspect of war is evident as Ted Lavender tragically loses his life, his death serving as a reminder of the unpredictable and destructive forces at play.
The gruesome realities of violence and loss are portrayed, leaving the characters and readers devastated. However, amidst this horror, O'Brien also manages to find beauty.
He describes the surreal and poetic nature of Lemon's death, depicting the tranquil setting of the battlefield and the delicate balance between life and death.
This juxtaposition underscores the paradox of war, where moments of unexpected beauty emerge amidst the chaos and tragedy.
The Chemo Girl:
Another instance that exemplifies the paradox of war is the encounter with the "chemo girl." While seeking refuge from the harsh realities of combat, O'Brien and his comrades stumble upon a young girl receiving chemotherapy in a medical facility.
Here, the horror of war is starkly contrasted with the beauty of compassion and shared humanity. Witnessing the vulnerability of a sick child prompts a collective introspection among the soldiers, challenging their notions of purpose and the value of life.
In this moment, war becomes a catalyst for a profound sense of empathy and an appreciation for the preciousness of existence, revealing the unexpected beauty that can arise even in the darkest of circumstances.
Personal Reflections and Transformations:
Throughout the novel, O'Brien delves into the characters' individual experiences and internal conflicts, further highlighting the paradoxical nature of war.
The soldiers grapple with their own emotions, navigating the tension between the horrors they witness and the resilience and camaraderie that emerge from these experiences.
Moments of fear, guilt, and despair are intertwined with instances of love, bravery, and loyalty, creating a complex tapestry of emotions and contradictions.
Conclusion:
In Tim O'Brien's novel, war is portrayed as a paradox—a juxtaposition of the horrific and the beautiful. Through vivid storytelling and introspective reflections, O'Brien captures the multidimensional nature of war, showcasing how moments of terror and devastation coexist with unexpected instances of beauty and humanity.
The death of Lemon and the encounter with the "chemo girl" are just two powerful examples that epitomize this paradox, provoking contemplation on the contradictory nature of war.
By exploring these contradictions, O'Brien invites readers to grapple with the complexities of human experience and challenges prevailing notions about war.
Ultimately, this examination of war's paradoxical nature serves as a poignant reminder of the enduring impact it has on individuals and society as a whole.
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What is the author's point of view in the passage?
O third-person omniscient
O second person
O third-person limited
O first person
Third-person omniscient is is the author's point of view in the passage. Therefore, the correct option is option A.
Author, one who represents the creator of a literary work such as a book, article, poetry, drama, or other type of literary work that is meant to be published. Typically, a distinction is drawn among an author and those people who combine, arrange, or manage literary materials (such as as a compiler, editor, or translator). Third-person omniscient is is the author's point of view in the passage.
Therefore, the correct option is option A.
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Dr. King compares just and unjust laws in order to explain why African Americans
a-have been too frightened to protest
b-are justified in feeling resentful
c-have the right to break some laws
d-are facing an unfair judicial system
Dr. King compares just and unjust laws to argue that African Americans have the right to break some laws and are facing an unfair judicial system.(option c)
Dr. King's comparison of just and unjust laws aims to shed light on the experiences of African Americans and the systemic injustices they face. He argues that African Americans have been justified in feeling resentful due to the existence of unjust laws that perpetuate discrimination and inequality. These unjust laws create a climate of fear and intimidation, making African Americans hesitant to protest for their rights.
Moreover, Dr. King asserts that African Americans have the right to break some laws in their pursuit of justice and equality. By breaking unjust laws, they challenge the status quo and draw attention to the systemic injustices they face. This act of civil disobedience is seen as a necessary means to bring about meaningful change and dismantle discriminatory systems.
Furthermore, Dr. King contends that the judicial system often operates unfairly against African Americans, resulting in systemic racial bias and unequal treatment. African Americans are disproportionately targeted, arrested, and sentenced, reflecting an inherent bias in the system. This unfair judicial system further reinforces the need for African Americans to challenge unjust laws and fight for their rights through peaceful protests and civil disobedience.
In summary, Dr. King's comparison of just and unjust laws highlights the reasons why African Americans may feel frightened, resentful, and justified in breaking certain laws. It also underscores the existence of an unfair judicial system that perpetuates racial disparities. His teachings continue to inspire discussions and actions towards achieving a more just and equitable society.
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A company anticipates monthly sales of $400,000 (i.e., per month in January, February, March, and April). Material costs represents 55% of sales and due to level production, material purchases will be equal for each month. Labor costs are expected to be $15,000 in January, $18,000 in February, $14,000 in March, and $19,000 in April. Fixed overhead is $10,000 per month. General and administrative expenses are $2,500 per month, an interest expense of $2,500 is paid in March, new equipment is purchased for $10,000 in February, and a dividend of $3,000 is paid in March. The company's total cash payments in March are _____
The company's total cash payments in March are $46900.
The company's total cash payments in March are $46900. The cost of goods sold (COGS) is given by the formula; COGS = Total Sales * Cost of goods sold %Given that the Material costs represents 55% of sales. Therefore, the cost of goods sold can be computed as; COGS = 400,000 * 0.55 = $220,000The total variable cost is computed as the sum of the material costs and labor costs. That is, Variable Cost = Material Costs + Labor Costs Variable Cost in January = $220,000 + $15,000 = $235,000Variable Cost in February = $220,000 + $18,000 = $238,000Variable Cost in March = $220,000 + $14,000 = $234,000Variable Cost in April = $220,000 + $19,000 = $239,000The operating profit for each month can be calculated as the difference between total sales and total variable cost and fixed cost. That is, Operating Profit = Total Sales - Variable Cost - Fixed Costs Operating Profit in January = $400,000 - $235,000 - $10,000 - $2,500 = $152,500Operating Profit in February = $400,000 - $238,000 - $10,000 - $2,500 - $10,000 = $139,500Operating Profit in March = $400,000 - $234,000 - $10,000 - $2,500 - $2,500 = $150,000Operating Profit in April = $400,000 - $239,000 - $10,000 - $2,500 = $148,500The following cash payment is made in March; Fixed Overhead = $10,000General and administrative expenses = $2,500Interest expenses = $2,500Purchase of new equipment = $10,000Dividend = $3,000Therefore, the total cash payments made in March is; Total cash payment in March = Fixed Overhead + General and administrative expenses + Interest expenses + Purchase of new equipment + Dividend= $10,000 + $2,500 + $2,500 + $10,000 + $3,000 = $46,900Hence, the company's total cash payments in March are $46900.
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Which statement best evaluates the effect of hyperbole in the texts?
OA. Hyperbole emphasizes a young person's fear in Jane Eyre and wonder in
"Jane Rivers."
OB. In both texts, hyperbole helps to satirize a character's imperious, arrogant
manner.
OC. Hyperbole shows an adult's breadth of knowledge in Jane Eyre and lack of it
in "Jane Rivers."
OD. In both texts, hyperbole conveys important details about the story's setting
and historical context.
The hyperbolic that is used in the poem is the literary device that the author or the speaker uses for the process of over expressing the thoughts by the poetic lines.
In the poem Jane Eyre presents her poem in a which is easy to understand and also clear. Here she uses the line that there is passing on and not grieve are the words that is used to show the emotions that is conveyed to the feelings of Helen's peacefulness and for her state of mind. Jane shows the various problems and struggles that are faced by the previous generation who were fighting for the equality and also for the domination of men over women. Jane also fought for the inequality that was faced by may women and also deal with the things where women were treated as inferior. She also says that she wants be as bird that is free from the restrictions. She also says that she is a free human who is free from the barriers and independent to take decisions.
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Typed in 12-points or tahoma front double spaced if you dont have a computer at home you cant write it legably on a piece of bond paper
There are still various options accessible if you don't have access to a computer at home to finish your studies.
For completing schoolwork if you do not have access to a computer at home you can follow:
1. To access online materials and finish work, utilize computers located in public libraries or other community centers.
2. Visit the library at your school and utilize the laptops or computer lab there.
3. Request permission to use a friend's or relative's computer.
4. To get your own laptop, find or use a school loaner program.
5. Benefit from free online learning resources like Khan Academy and Code Academy.
6. Purchase used textbooks online or from nearby bookshops, or borrow them from the school library.
7. Request advice from teachers on where to find free internet notes, movies, or other materials to help you with your assignments.
8. Access internet resources and finish work using a smartphone or tablet.
9. Consult handwritten notes, books, or other tangible sources of information.
10. Discuss possible alternatives to assignments that include computers in advance with your teachers.
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The complete question is:
What methods are available for completing schoolwork if you do not have access to a computer at home?
Who is a grotesque character in the story “The Legend of Sleepy Hollow?”
Support with text evidence.
The grotesque character in the story “The Legend of Sleepy Hollow” is Ichabod Crane. He is a schoolmaster who is described as being “lank” and “lanky,” with “a small head, large ears, and a long snipe nose.”
What is a grotesque character?A grotesque character is one that exhibits ugliness, deformity, or weirdness in literature or the arts. Grotesque characters can be found in a range of genres, including as horror, fantasy, and satire, and they are frequently employed to symbolize the darkest side of human nature.
In addition to being disturbing and even repulsive, grotesque personalities can also be fascinating and compelling. They can teach us about the darker aspects of human nature and help us face our own fears and concerns.
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I really know a lot more about this than you do, so you should listen to me." This comment example of defensive communication that: a. is descriptive b. claims superiority of the speaker. c. is tentative lacks sympathy d. dogmatic
Answer:
Expertise Assertion
Explanation:
The comment is an example of defensive communication that claims superiority of the speaker. The speaker is trying to assert their knowledge and expertise over the other person and is not open to considering the other person's perspective or input. This comment is not descriptive, tentative, or sympathetic, but rather dogmatic in its approach.
Based on this passage, what inference can be made about the english teacher? she did not pay attention to julia’s real name. she is also an immigrant who is new to the country. she did not like julia very much. she wanted to help julia fit in with the class.
Based on the passage, the inference that can be made about the English teacher is that she wanted to help Julia fit in with the class. There is no information provided to suggest that the English teacher did not pay attention to Julia's real name or that she is an immigrant who is new to the country.
The passage does not indicate any negative feelings towards Julia, so it cannot be inferred that the teacher did not like her. However, it does imply that the teacher took action to assist Julia in assimilating into the class. In the passage, it is mentioned that the teacher provided Julia with an "American name," which suggests that she wanted to help Julia feel more comfortable and integrated within the classroom environment. This action indicates a desire to facilitate Julia's sense of belonging and acceptance among her peers. By assigning an American name, the teacher likely aimed to ease any potential difficulties or barriers Julia may have faced due to cultural differences. Overall, the inference drawn from the passage is that the English teacher was supportive and proactive in helping Julia fit in with the class.
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It was Mark's first day of school in a new town. He walked into his new classroom.
A girl came up to him and said, ",begin underline,Your cheeks are like roses,end underline,. Is today your first day?"
Mark nodded and looked down at his feet.
"It's okay," said the girl.
"My name is Sadie. I'm new too. You don't have to be scared. Let's be friends."
Mark looked up from his shoes and smiled at Sadie. He was happy to have a new friend.
Question
What is the meaning of "Your cheeks are like roses" as it is used in the passage?
Answer options with 4 options
1.
Mark smells good.
2.
Mark has a nice smile.
3.
Mark's cheeks are red.
4.
Mark's cheeks are soft.
Answer:
3.Mark's cheeks are red.
Please mark as Brainliest!!!Answer:
3. Mark's cheeks are red.
Explanation:
roses are red and he is shy so he's blushing
how does the author use details and evidence to support their central idea?
Answer:
is this a general question for all authors, or was there supposed to be something attached?
What important fact about the wounded soldiers is reflected by the repetition of the bolded sentences in the excerpts from "In Another Country" by Ernest Hemingway?
A.
It establishes the irony that, although the wounded soldiers have physically left the warfront, the war continues to haunt them psychologically.
B.
It shows the gradual loss of hope and growing depression of the wounded soldiers and their need for distractions.
C.
It establishes the wounded soldiers’ determination to shun war and disobey military commands to return to the front after they recover.
D.
It shows the wounded soldiers’ sadness and disappointment at the lack of gratitude from the people they risked their lives to protect.
E.
It shows the wounded soldiers’ belief that the war would never end, even as thousands of soldiers were killed or wounded and sent to hospitals.
The repetition of the bolded sentences in the excerpts from "In Another Country" by Ernest Hemingway reflects the irony that, although the wounded soldiers have physically left the warfront, the war continues to haunt them psychologically. The correct option is A.
How to explain the informationThe soldiers are all suffering from physical injuries, but they are also emotionally scarred by the war. They are haunted by the memories of the violence and death they have seen, and they are struggling to come to terms with what they have experienced.
The repetition of the phrase "in another country" suggests that the soldiers are no longer living in the same world as the rest of us. They have been transported to a place of pain and suffering, and they are struggling to find their way back.
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A short story with the words decidedly,shudder,downcast
Jane sat in her dimly lit bedroom, her expression decidedly gloomy. The events of the day had left her feeling disheartened and downcast. She couldn't shake off the overwhelming sense of disappointment that lingered in her heart. It had started in the morning when she received a rejection letter from her dream job. The news had hit her like a blow, and she felt her confidence waver.
As the day progressed, Jane's mood worsened. She couldn't help but dwell on her perceived failure. The weight of missed opportunities weighed heavily on her shoulders, and she couldn't find solace in anything around her. The once vibrant room now felt suffocating, and she longed for a change of scenery.As the evening rolled in, Jane decided to take a walk to clear her mind. She stepped out into the cool autumn air, hoping the fresh breeze would provide some comfort. As she strolled through the park, the leaves rustled under her feet, and a sense of calm enveloped her. She found solace in nature's beauty, momentarily distracting her from her troubles.However, as darkness fell, a shudder ran down Jane's spine. The reality of her situation came crashing back, and her downcast expression returned. Doubt and uncertainty crept into her thoughts, making her question her abilities and worth.But just as Jane was about to give in to despair, she noticed a small flicker of light in the distance. Curiosity piqued, she followed it, and to her surprise, it led her to a cozy café tucked away on a quiet street. Intrigued, she stepped inside, and the warm atmosphere immediately embraced her.As Jane settled into a corner table with a cup of hot tea, she overheard snippets of conversations from the patrons around her. Stories of resilience, perseverance, and triumph filled the air. Listening to their tales, she realized that setbacks and disappointments were not the end of the road. They were merely detours that could lead to unexpected opportunities.With a newfound determination, Jane decided to face her challenges head-on. She would not allow a single rejection to define her worth or dampen her spirit. She left the café that evening, decidedly ready to embrace the journey ahead, knowing that her downcast days would be replaced with moments of triumph and growth.
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a plot diagram for “to kill a mockingbird” this picture for reference:
a foil character is one who contrasts the main character. why can we describe the englishman as a foil character?
The Englishman in literature can be described as a foil character because he contrasts the main character, typically the protagonist.
Foil characters are designed to highlight and emphasize the traits and qualities of the main character. In the case of the Englishman, he often embodies characteristics that are opposite or contrasting to those of the protagonist. For example, if the protagonist is emotional and impulsive, the Englishman may be calm and logical. The use of a foil character can also help to create tension and interest, as readers are drawn into the dynamic interplay between these contrasting personalities.
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read about some famous business partnerships- Best Business Partner Duos of All Time
In your own words, make a list of 6 factors that made these partnerships work followed by a brief description of each.
6 factors that made these partnerships work are Complementary Skills and Expertise, Shared Vision and Goals, Trust and Communication, Mutual Respect and Support, Clear Roles and Responsibilities and Compatibility and Chemistry.
Factors that made famous business partnerships work:
Complementary Skills and Expertise: Successful partnerships often thrive when partners bring different skills and areas of expertise to the table. This allows for a division of labor and ensures that all crucial aspects of the business are covered. By complementing each other's strengths and weaknesses, the partners can maximize their potential and contribute effectively to the partnership's success.
Shared Vision and Goals: Alignment in vision and goals is essential for a successful business partnership. When partners share a common purpose and work towards a unified vision, they can make collective decisions and move the business forward in a harmonious direction. A shared vision fosters collaboration, mutual understanding, and a sense of purpose.
Trust and Communication: Trust forms the foundation of any successful partnership. Open and honest communication builds trust and allows partners to share ideas, concerns, and feedback effectively. Trust also extends to making joint decisions, financial matters, and maintaining confidentiality. Strong communication channels enable partners to collaborate, resolve conflicts, and ensure transparency within the partnership.
Mutual Respect and Support: A healthy partnership thrives on mutual respect between partners. Each partner's opinions, contributions, and perspectives are valued and respected. Partners should provide support and encouragement to one another, fostering a positive and empowering environment. Celebrating each other's successes and working through challenges together strengthens the partnership.
Clear Roles and Responsibilities: Clearly defining roles and responsibilities is crucial for avoiding confusion and conflicts within a partnership. Partners should have a clear understanding of their individual duties and how they contribute to the partnership's overall success. Well-defined roles help streamline operations, enhance efficiency, and establish accountability.
Compatibility and Chemistry: Successful partnerships often stem from a natural compatibility and chemistry between the partners. Similar values, work ethics, and personalities contribute to a harmonious working relationship. Compatibility ensures that partners can work cohesively, resolve differences amicably, and maintain a positive rapport, which is vital for the long-term success of the partnership.
By incorporating these factors, famous business partnerships have managed to leverage their strengths, align their goals, and build strong, collaborative relationships that have yielded remarkable success in their respective industries.
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Write an essay supporting your opinion whether the challenges we face make us stronger or weaker
Challenges are an inevitable part of life, and it is necessary to encounter them to grow and become stronger. In my opinion, the challenges we face make us stronger rather than weaker because they push us out of our comfort zones and help us learn valuable lessons that we might not have otherwise discovered. While they can be difficult, they can also lead to personal growth and development. In this essay, I will discuss the reasons why I believe that challenges make us stronger and the ways in which we can support and overcome them.
To begin with, challenges help us to develop resilience and perseverance. When we are faced with difficult situations, we must learn to keep going even when we feel like giving up. This can help us to develop mental toughness and become more resilient in the face of adversity. In addition, challenges also teach us important lessons that we might not have learned otherwise. For example, if we fail at something, we can learn from our mistakes and use that knowledge to improve our performance in the future. While challenges can be difficult, there are ways in which we can support and overcome them. One way is to seek help and support from others. Whether it is a friend, family member, or professional, having someone to talk to and offer guidance can make a huge difference in how we approach and deal with challenges. Additionally, it is important to practice self-care during difficult times. This can involve getting enough sleep, eating well, and engaging in activities that make us happy and help us relax. In conclusion, the challenges we face in life can be difficult, but they can also make us stronger and help us grow. By developing resilience, learning important lessons, and seeking help and support when needed, we can overcome these challenges and emerge stronger than ever. So, we should always take the challenges as an opportunity to improve and grow.
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In class you have been discussing whether it is important for all students to have music lessons at
school.
Here are some comments from your classmates:
There are more important things to do at school.
Music isn't useful for what I want to do in life.
Well, I like the chance to do something creative.
I think I improve in my other subjects as a result
Write an article for your teacher, giving your views.
also use some ideas of your own
Title: The Importance of Music Education: A Gateway to Holistic Development
Dear Teacher,
As we have been engaging in discussions about the significance of music lessons for all students at school, I wanted to express my thoughts on this matter. While some of my classmates may argue that there are more important things to focus on or that music lacks practicality, I firmly believe that music education plays a crucial role in fostering holistic development and should be an integral part of every student's academic journey.Firstly, music provides a unique avenue for creativity and self-expression. It allows students to tap into their artistic abilities, explore their emotions, and communicate in ways that words alone cannot capture. Through music, we are encouraged to think outside the box, experiment with different melodies and harmonies, and truly express our individuality. This creative outlet nurtures our imagination, boosts our confidence, and enhances our problem-solving skills—attributes that extend far beyond the realm of music itself.Furthermore, music education has a positive impact on academic performance in other subjects. Numerous studies have shown that students who receive music lessons demonstrate improved cognitive abilities, including enhanced memory, attention, and mathematical skills. The discipline and focus required in learning an instrument or reading sheet music translate to greater discipline and concentration in other areas of study. Therefore, integrating music into the curriculum can yield academic benefits and provide a well-rounded educational experience.Additionally, music serves as a unifying force that brings diverse groups of students together. Collaborative musical activities such as playing in an ensemble or singing in a choir foster teamwork, cooperation, and mutual respect. Students learn to listen to one another, synchronize their actions, and contribute to a collective effort. These valuable social skills extend beyond the music classroom, enabling students to build harmonious relationships and work effectively in various group settings throughout their lives.Finally, music education offers a gateway to cultural appreciation and understanding. By exposing students to a wide range of musical genres and styles from different cultures and time periods, we develop a deeper appreciation for the rich diversity of our world. Music has the power to transcend language barriers and connect people across borders, promoting empathy, tolerance, and cultural exchange.In conclusion, music lessons should be regarded as an essential part of every student's education. They provide an outlet for creativity, enhance academic performance, foster social skills, and promote cultural appreciation. By incorporating music into the curriculum, we empower students to become well-rounded individuals who are not only academically proficient but also creative, empathetic, and culturally aware.Thank you for considering my perspective on this important topic. I hope that we can continue to foster an educational environment that recognizes the immense value of music in shaping well-rounded individuals.Sincerely,
[Your Name]
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Submit test
reader tools
info
save & ext
o previous
9
next
post test: how does conflict affect us?
9
drag each situation to the correct location
identify each situation as either internal conflict or external conflict.
a teacher thinking about
whether to call the parents
of a misbehaving child
siblings fighting over the
television remote
man on a diet wondering if
it would be ok to eat a
cheeseburger
two strangers arguing at the
supermarket over who will
check out first
internal conflict
external conflict
2021 edmentum. all rights reserved
o
3:40
Conflict can have both internal and external effects on individuals. Internal conflict refers to a personal struggle within oneself, such as decision-making or moral dilemmas. External conflict involves conflicts between individuals or groups, such as arguments or disputes.
Conflict can have a profound impact on individuals, affecting them both internally and externally. Internal conflict occurs when an individual experiences a struggle within themselves, often involving decision-making or moral dilemmas. An example of internal conflict is a teacher contemplating whether to call the parents of a misbehaving child. In this situation, the teacher is torn between the desire to address the child's behavior and the potential consequences that may arise from involving the parents.
On the other hand, external conflict involves conflicts between individuals or groups. These conflicts typically arise from disagreements, arguments, or disputes. An example of external conflict is when siblings fight over the television remote. This conflict arises due to a clash of interests or desires, with each sibling wanting control over the television. Another example is two strangers arguing at the supermarket over who will check out first. Here, the conflict arises from a disagreement over priorities or fairness.
Both internal and external conflicts can have significant effects on individuals. Internal conflicts can lead to feelings of indecision, self-doubt, or internal turmoil as individuals grapple with conflicting desires or values. External conflicts, on the other hand, can result in strained relationships, heightened emotions, and potentially negative outcomes if not effectively resolved.
In conclusion, conflict can impact individuals in various ways. Internal conflicts involve personal struggles within oneself, while external conflicts involve conflicts between individuals or groups. Understanding the nature of conflict and its effects can help individuals navigate and address conflicts more effectively, fostering better communication, understanding, and resolution.
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Hi Suzan,
I'm having a wonderful time in Los Angeles. The weather is A C and drier 23 ( a in England and Americans are friendlier than ¢
The food is better here; it's not the same
• the food in England at all!
From all the countries I've been to. I think English food is the G C pleasant. It's awful. Yesterday I had the best hamburger I g
eaten!
The hotel is beautiful. I think it's not as
C
© the hotel we staved in
New York, but it's g comfortable. They say that Los Angeles is one of the most expensive cities g © the world. but actually. I'm not spending 10
~ money as I
thought. I'll phone you when I get back.
The fill in the blank questions in the image related to present perfect and past simple tense can be correctly answered as follows:
1. Ouch! I can't walk! I think I just broke my foot.
2. George and Katy did not do the shopping last Saturday.
3. Sorry Ms. Coughlan, I have not finished my homework yet.
4. Helen has not swum for a while as she broke her arm in a basketball match last month.
5. I have lived in the same village since I was born. I love this place!
6. David has just come back from work and he is too tired to prepare something to eat.
7. Betty isn't hungry now because she had some chocolate biscuits an hour ago.
8. What time did you get up this morning?
9. Have you ever lived in a foreign country, Robert?
10. I bought a new pair of jeans last week, but I still have not worn them.
11. What did you do last night, Sarah?
12. Have you seen my belt, mum? I can't find it!
The past simple tense is used to describe a completed action in the past, while the present perfect tense is used to describe an action that started in the past and is still relevant to the present, or a past action with a connection to the present.
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you give a speech that teaches the audience how to make a lemon meringue pie. which contemporary speech genre does this fall under?
The speech about making a lemon meringue pie falls under the genre of demonstrative speeches, which is a contemporary speech genre.
Demonstrative speeches aim to teach or explain a process, a technique or a product to the audience in an informative and engaging way. In this case, the speaker is demonstrating how to make a lemon meringue pie, giving step-by-step instructions and highlighting the key ingredients and tools necessary for the recipe. This type of speech can be used in various contexts, such as cooking classes, workshops, or even public speaking events.
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Please help !
roning a drowsy syncopated tune,
rocking back and forth to a mellow croon,
i heard a negro play.
down on lenox avenue the other night
by the pale dull pallor of an old gas light
he did a lazy sway ....
he did a lazy sway ....
to the tune o' those weary blues.
with his ebony hands on each ivory key
he made that poor piano moan with melody.
o blues!
what does the word weary mean in the context of the poem?
a sad and negative feelings
b physically needing more sleep
c showing signs of wear and tear
tired of hardship and oppression
d tired of hardship and oppression
will give brainliest
In the context of the poem, the word "weary" means being tired of hardship and oppression. This can be inferred from the description of the tune as "weary blues" and the mention of the "pale dull pallor" of an old gas light.
The poem portrays a scene on Lenox Avenue where a Negro musician is playing a melancholic and drowsy tune on a piano. The use of the word "weary" suggests that the blues being played reflect the weariness and exhaustion experienced by the musician, possibly due to the hardships and oppression faced in their life. Therefore, option (d) "tired of hardship and oppression" is the most appropriate interpretation of the word "weary" in this context.
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L3 ERR
A Patch of Old Snow
What is the rhyme scheme of
the second stanza of Robert
Frost's poem?
A abcb
There's a patch of old snow in a corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.
B. Aabb
Cabab
D. Abbb
It is speckled with grime as if
Small print overspread it.
The news of a day I've forgotten --
If I ever read it
03-11
Audy of Sci. 4 gissRescreen
The rhyme scheme of the second stanza of Robert Frost's poem is Aabb.The poem titled "A Patch of Old Snow" is a short lyrical piece of literature by Robert Frost.
It is written in four stanzas, each of four lines. The second stanza of the poem is as follows:It is speckled with grime as ifSmall print overspread it.The news of a day I've forgotten --If I ever read it.The rhyme scheme of this stanza is Aabb. The first and the second line have an end rhyme of "if" and "it". On the other hand, the third and the fourth line have an end rhyme of "forgotten" and "read it". Thus, the rhyme scheme of the second stanza of Robert Frost's poem is Aabb.
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"jem condescended to take me to school the first day, a job usually done by one’s parents...." according to the context, condescended means _____.
Answer: Show feelings of supiriority
Explanation:
Make this better and more scary
The lights turned off. I’m standing alone in the elevator when all of a sudden I feel a tickle across my neck like someone is touching me then I felt something sharp cut my neck. I heard a ding and the elevator lights turn back on. I felt blood dripping down my neck. I look up and see a girl standing in front of me, she was standing there with her hair flipped onto her face, she was wearing a white robe that was so long it wipes the floor when she walks. Then I hear a voice ‘ la, la la, la la” I ran out of the elevator and up the stairs. Each time I run up another level I see her standing there. There are no more stairs, I have reached the roof. I start walking backwards to the edge of the building while she comes closer. ‘come play with me’ I feel her hand push me off the edge. ‘Ahhhhhh’ I woke up with a shock, my heart beating was beating so fast I felt like it was going to explode.
Answer: All of the sudden the lights in the elevator had shut off. Then i felt something touch my neck it felt like someone was tickling my neck... sudenly i felt a harsh pain in my neck it felt as if it were sharp i felt the blood dripping while the elevator started to become a bit shaky. I decided to raise my head up and there I spot a girl right there standing with her hair all infront of her face she looked a bit odd she was also wearing a white robe you couldn't even see her legs and it was basically sweeping the floor when she would walk. I hear a voice it sounded a bit like a little girls going "la la la" then it would have a creepy stop and I decided to go running as fast as I could out of the elevator ontp the satirs I still heard her voice "La,la,la,la." Then I saw her back there standing with her head tilted every single time when i reached a diffrent floor level. I started to trip among my breaths trying to run, then there were no stairs left there I had arrived to the roof. I looked around if there was anywhere to hide no there wasn't. I saw her getting closer as I panicked. I took a step back at the edge of the roof panting and panting, terrifed. She came more close with her head tilted in a blood-curdling way a smile was on her face but it wasn't any smile it was a payback smile that caused shivers through my spine. I turned around back to see what i could use to fight against... i felt her hands on me she had whispred something in my ear something like 'this is what you get' then she pushed me off the edge.‘Ahhhhhh’ I woke up with a shock, my heart was beating so fast fsater then ever it was hair-curling, i felt as I was gonna collaspe.
Identify the logical fallacy represented in the quote: "That bloody
mongrel Walcott charge her. He goes to court and claims from that day
to this he cannot keep a pig alive for more than four weeks because
my Martha bewitch them with her books. " Giles Corey says this to
Gov. Danforth and Judge Hawthorne in Act 3.
The logical fallacy represented in the quote is an example of ad hominem, specifically a form of character assassination or personal attack. Giles Corey attempts to discredit Martha by accusing her of witchcraft, linking her alleged supernatural abilities to the deaths of his pigs. By making this claim, he distracts from the main issue at hand and attempts to undermine Martha's credibility and reputation.
The logical fallacy in the quote is an ad hominem attack, a type of fallacy that involves attacking the person rather than addressing the substance of their argument. In this case, Giles Corey attempts to undermine Martha's credibility by accusing her of witchcraft and claiming that she bewitches his pigs, leading to their deaths. By making this accusation, Corey seeks to discredit Martha and divert attention away from the real issue being discussed in the courtroom.
Instead of addressing the actual evidence or arguments presented, Corey resorts to personal attacks, suggesting that Martha's alleged supernatural powers are responsible for the deaths of his pigs. This fallacious reasoning is a distraction tactic meant to undermine Martha's character and credibility. It does not provide any logical or rational basis for his claim or contribute to the discussion of whether Martha is guilty of witchcraft.
By focusing on the alleged bewitching of pigs, Corey attempts to paint Martha as a malicious and dangerous individual, relying on superstition and fear to support his argument. However, this argument fails to address the core question of whether Martha is a witch or whether she has engaged in any illegal or malicious activities. The logical fallacy of ad hominem diverts attention from the actual evidence and relies on personal attacks to discredit Martha's character instead.
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compose a story about a victim being threatened by a antagonist.show how the antagonist instill fear in the victim eventualy how the victim suceeds in overcoming the danger
In this story, a victim finds themselves being threatened by a menacing antagonist who instills fear through various means. The antagonist's actions and behavior create a sense of danger and uncertainty for the victim. However, as the story progresses, the victim manages to find inner strength and devise a plan to overcome the danger.
Emily was an ordinary young woman living a peaceful life in her small town until the arrival of Victor, a notorious criminal with a menacing reputation. Victor had his eyes on the valuable heirloom passed down through generations in Emily's family, and he saw her as an easy target. He began by sending threatening messages, leaving eerie notes and symbols around her house, and even following her wherever she went. The constant fear and intimidation instilled by Victor took a toll on Emily's mental well-being. She couldn't sleep, constantly looking over her shoulder, and her once vibrant spirit began to fade. However, she refused to be a helpless victim and decided to take matters into her own hands.
Emily started researching Victor's past and discovered his weaknesses and vulnerabilities. With newfound determination, she devised a plan to outsmart him. She enlisted the help of her trusted friends and family, who stood by her side throughout the ordeal. Together, they meticulously executed the plan, ensuring that every move was calculated and precise. As the final showdown with Victor approached, Emily's fear transformed into determination. She confronted him head-on, using her knowledge of his weaknesses to her advantage. With quick thinking and a brave heart, Emily managed to turn the tables on Victor, leaving him bewildered and defeated. In the end, Emily emerged victorious, not only reclaiming her sense of safety but also empowering herself in the process. Her journey from being a fearful victim to a courageous survivor serves as a reminder of the strength that lies within each person, even in the face of the most daunting challenges.
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How do Annabeth first felt when Percy had a helped her on the bus in the lightning thief
Answer:
In the book "The Lightning Thief" by Rick Riordan, Annabeth Chase is one of the main characters and a demigod. The scene you're referring to occurs early in the story when Percy Jackson, the protagonist, helps Annabeth on the bus during a field trip to the Metropolitan Museum of Art.
Annabeth's initial reaction to Percy helping her on the bus is not explicitly described in the book. However, as the story progresses, it becomes evident that Annabeth develops a strong bond and friendship with Percy. She appreciates his assistance and gradually becomes more comfortable and trusting around him. Their relationship evolves throughout the series, with Annabeth becoming one of Percy's closest allies and friends.
Explanation:
Maybe friendly, grateful, appreciative?
The park engineers decided that a large, warm water, fish tank would be a great attraction at the park’s entrance. based on the specific heats of plastic and glass, which material would best enable the water to be warmed by the sun? explain your choice. how many times more energy would need to be transferred to the plastic for it to get as warm as the glass? assume that the mass and the change in temperature are the same for both materials.
Since a large, warm water fish tank is to be used as an attraction at the park's entrance, one of the main considerations is which material would best enable the water to be warmed by the sun.
Because plastic has a smaller specific heat than glass, it would require less energy to warm it up than glass. As a result, plastic would be the ideal material for the fish tank.In order to determine how many times more energy would need to be transferred to the plastic for it to become as warm as the glass, we must use the following formula: Q=mcΔT, where Q is the amount of heat, m is the mass, c is the specific heat capacity, and ΔT is the change in temperature. Since the mass and the change in temperature are assumed to be the same for both materials, we can simplify the formula as follows:Q = cΔT.
To determine how many times more energy is needed for plastic to become as warm as glass, we need to compare the specific heat capacities of plastic and glass. We can use the following formula to do so:c = Q/ΔT.By rearranging this formula, we can calculate the ratio of the specific heat capacities:c_plastic/c_glass = (Q_plastic/ΔT)/(Q_glass/ΔT) = Q_plastic/Q_glass.To calculate how many times more energy would be required to heat the plastic than the glass, we can use this ratio:c_plastic/c_glass = Q_plastic/Q_glassQ_plastic = c_plasticΔTQ_glass = c_glassΔTc_plastic/c_glass = Q_plastic/Q_glassQ_plastic = c_plasticΔT = (c_plastic/c_glass) × Q_glassΔT= (1/0.55) × (8370 J) = 15218 J (approximately).Therefore, we can conclude that it would take approximately 1.82 times more energy to heat the plastic than the glass.
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as stated in "view from the empire state building," what is the main reason that helen keller is writing to dr. finley?
The main reason Helen Keller is writing to Dr. Finley, as stated in "View from the Empire State Building," is to express her gratitude and appreciation.
Why did Helen Keller write to Dr. Finley?Helen Keller wrote to Dr. Finley with a primary objective of conveying her deep sense of gratitude and appreciation. In her letter, she expressed her heartfelt thanks for the experience of visiting the Empire State Building. Keller, a renowned American author and activist who overcame the challenges of being deaf and blind, was profoundly moved by the opportunity to "see" the world from such a remarkable vantage point.
Born in 1880, Keller lost her sight and hearing at an early age due to an illness. With the help of her dedicated teacher, Anne Sullivan, Keller learned to communicate through touch and developed an exceptional intellect. She went on to become a prominent advocate for people with disabilities, fighting for their rights and promoting education. Keller's determination and resilience continue to inspire generations.
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