HELPPPPP PLEASEE
On pages 3 and 4, Roosevelt's repetition of the phrases "everywhere/anywhere in the world" helps to emphasize the concept that the United States of America
A. is beyond the reach of those who threaten freedom
B. has a moral duty to fight for freedom beyond its borders
C. must establish a strong military presence in other nations
D. is unique in its devotion to freedom and democracy​

Answer:

Where is the passage?

Explanation:

Answer:

The answer is B

Explanation: I have done this before and have gotten it correct.

THE CATCHER IN THE RYE

HEY CAN ANYONE WRITE A SUMMERY OF TODAYS CNN and also answer those questions!

Which sentence correctly revises this sentence? Until class was
dismissed and all the students poured into the hall.
Select one:
Until class was dismissed, and all the students poured into the hall.
Until class was dismissed; and all the students poured into the hall.
He talked until class was dismissed, then all the students poured into the hall.
He talked until class was dismissed then all the students poured into the hall.

need help asap please​

Haley: Would you get a move on? Are you deaf?1
Kenneth: I'm going! Would you just wait a second?
Haley: Sorry, but I'm just anxious to meet Francis. I think he gypped some of my tips from last night?
Kenneth: What? Francis wouldn't do that! He always splits the tips between the wait staff fairly. Besides he's
Catholic. He would never steal.3
Haley: Right, because you wouldn't say anything at all to defend your best friend.
Kenneth: I wouldn't!
Haley: You're a guy, Kenneth. All boys stick together. It's a part of your code or something. 4
Kenneth: Now you're just being unreasonable. I guess you can't help it. You're young after all.
Haley: You're one month older than me!
What type of biased language can be found in Line 3?
5
а.
ability
b. race
C. ethnicity
d. religion

Mahmoud "felt the stirrings of indignation, of anger, of sympathy" when he saw 2 boys attacking another boy for his bread; yet, he did nothing. What should he have done? What would YOU do?

Which statement BEST explains the diction in this poem

what is the definition of a memorial. (in your own words)

The narrator (panchito) and his family faced many obstacles in "The circuit". Using details from the text identify and explain the mood that conveyed in "The circuit"

direction determite the aspect of verb used in each sentence by placing them in the corek down

simple. perfect. progressive




perfect progressive

​

please help!!!!!!!!!​

Read the following passage:
Every year, more and more immigrants from Bandera move
in. I personally think that the Banderans have a very rich,
interesting culture and that many of them are good people.
Nevertheless, I support the proposed curfew of 11:00p.m.
for the time being.
Which is the most plausible inference about the passage's narrator?
A. She believes the Banderans are prone to criminal behavior.
B. She believes that Banderans are likely to take other people's jobs.
C. She thinks that the Banderans have a rich, interesting culture.
D. She thinks that Banderans have a tendency to stay out too late,

Please send help within 30 minutes!

Examine the epic similes in lines 39-44, 162-164, 379-281, 385-389, 822-827, 1031-1033, and 1408-1413. What is compared in each simile? What is the emotional effect of each simile?

EASY QUESTION!!!! 10. True or False: The dictionary definition of a word is known as the denotative definition

This is a project so this is worth 100 points and branliest
Things Fall Apart Final Project
the reason there is two pictures is because it would not let me put it in one
This project is based off of the book things fall apart by Chinua Achebe

Best answer questions always include a. Qualified and absolute terms c. Important vocabulary words b. The correct answer d. None of the above Please select the best answer from the choices provided A B C D

write any one importance of environment education​

1. wandering from place to place
Peregrination
meandering
narcissist
convoluted

3. PART B: Which of the following quotes from
paragraph 2 best supports the answer to Part A?
A "that all men are created equal, that they are
endowed by their Creator with certain
unalienable Rights, that among these are Life,
Liberty and the pursuit of Happiness"
B "to secure these rights, Governments are
instituted among Men, deriving their just powers
from the consent of the governed"
C "whenever any Form of Government becomes
destructive of these ends, it is the Right of the
People to alter or to abolish it, and to institute
new Government"
D "Prudence, indeed, will dictate that Governments
long established should not be changed for light
and transient causes"

words:etymology:: _____

insects:entomology
humans:anthropology
life:biology
literature:history

PLSSS HELP! WILL GIVE BRAINLIEST

THE WORLD WITH A THOUSAND MOONS
CHAPTER 1: Thrill Cruise
By Edmond Hamilton

Lance Kenniston felt the cold realization of failure as he came out of the building into the sharp chill of the Martian night. He stood for a moment, his lean, drawn face haggard in the light of the two hurtling moons.

He looked hopelessly across the dark spaceport. It was a large one, for this ancient town of Syrtis was the main port of Mars. The forked light of the flying moons showed many ships docked on the tarmac—a big liner, several freighters, a small, shining cruiser and other small craft. And for lack of one of those ships, his hopes were ruined!

A squat, brawny figure in shapeless space-jacket came to Kenniston's side. It was Holk Or, the Jovian who had been waiting for him.

"What luck?" asked the Jovian in a rumbling whisper.

"It's hopeless," Kenniston answered heavily. "There isn't a small cruiser to be had at any price. The meteor-miners buy up all small ships here."

"The devil!" muttered Holk Or, dismayed. "What are we going to do? Go on to Earth and get a cruiser there?"

"We can't do that," Kenniston answered. "You know we've got to get back to that asteroid within two weeks. We've got to get a ship here."

Desperation made Kenniston's voice taut. His lean, hard face was bleak with knowledge of disastrous failure.

The big Jovian scratched his head. In the shifting moonlight his battered green face expressed ignorant perplexity as he stared across the busy spaceport.

"That shiny little cruiser there would be just the thing," Holk Or muttered, looking at the gleaming, torpedo-shaped craft nearby. "It would hold all the stuff we've got to take; and with robot controls we two could run it."

"We haven't a chance to get that craft," Kenniston told him. "I found out that it's under charter to a bunch of rich Earth youngsters who came out here in it for a pleasure cruise. A girl named Loring, heiress to Loring Radium, is the head of the party."

The Jovian swore. "Just the ship we need, and a lot of spoiled kids are using it for thrill-hunting!"

Kenniston had an idea. "It might be," he said slowly, "that they're tired of the cruise by this time and would sell us the craft. I think I'll go up to the Terra Hotel and see this Loring girl."

"Sure, let's try it anyway," Holk Or agreed.

With the Jovian clumping along beside him, Kenniston made his way from the spaceport across the ancient Martian city.

Read the following lines from the text:

And for lack of one of those ships, his hopes were ruined!

This line suggests Kenniston is (3 points)

Select one:
a. desperate
b. angry
c. dramatic
d. realistic

Which of the following presents an example of economic racism?
A. An insurance company charges higher premiums to non-white
drivers
B. A store has a rule against having unaccompanied children in its
store
C. A stock market crash is blamed on African-Americans
D. None of the above
SUBMIT

to commence baking a cake would you stir the batter or study the recipe?​

Write an email about your school

Some facts about The Climate change in Arctic , talk about the polar bears

I remember well the remark made to me once by one of my teachers—and a very good teacher, too, who nevertheless did not see what her own observation ought to have suggested. “School-children,” she said, “regard teachers as their natural enemies.” The thought which it would have been logical to suppose would have followed this observation is, that if children in general are possessed of that notion, it is because there is a great deal in the teacher’s treatment of them which runs counter to the child’s nature: that possibly this is so, not because of natural cussedness on the part of the child, but because of inapplicability of the knowledge taught, or the manner of teaching it, or both, to the mental and physical needs of the child. I am quite sure no such thought entered my teacher’s mind,—at least regarding the system of knowledge to be imposed; being a sensible woman, she perhaps occasionally admitted to herself that she might make mistakes in applying the rules, but that the body of knowledge to be taught was indispensable, and must somehow be injected into children’s heads, under threat of punishment, if necessary, I am sure she never questioned. It did not occur to her any more than to most teachers, that the first business of an educator should be to find out what are the needs, aptitudes, and tendencies of children, before he or she attempts to outline a body of knowledge to be taught, or rules for teaching it. It does not occur to them that the child’s question, “What do I have to learn that for?” is a perfectly legitimate question; and if the teacher cannot answer it to the child’s satisfaction, something is wrong either with the thing taught, or with the teaching; either the thing taught is out of rapport with the child’s age, or his natural tendencies, or his condition of development; or the method by which it is taught repels him, disgusts him, or at best fails to interest him.

When a child says, “I don’t see why I have to know that; I can’t remember it anyway,” he is voicing a very reasonable protest. Of course, there are plenty of instances of wilful shirking, where a little effort can overcome the slackness of memory; but every teacher who is honest enough to reckon with himself knows he cannot give a sensible reason why things are to be taught which have so little to do with the child’s life that to-morrow, or the day after examination, they will be forgotten; things which he himself could not remember were he not repeating them year in and year out, as a matter of his trade. And every teacher who has thought at all for himself about the essential nature of the young humanity he is dealing with, knows that six hours of daily herding and in-penning of young, active bodies and limbs, accompanied by the additional injunction that no feet are to be shuffled, no whispers exchanged, and no paper wads thrown, is a frightful violation of all the laws of young life. Any gardener who should attempt to raise healthy, beautiful, and fruitful plants by outraging all those plants’ instinctive wants and searchings, would meet as his reward—sickly plants, ugly plants, sterile plants, dead plants. He will not do it; he will watch very carefully to see whether they like much sunlight, or considerable shade, whether they thrive on much water or get drowned in it, whether they like sandy soil, or fat mucky soil; the plant itself will indicate to him when he is doing the right thing. And every gardener will watch for indications with great anxiety. If he finds the plant revolts against his experiments, he will desist at once, and try something else; if he finds it thrives, he will emphasize the particular treatment so long as it seems beneficial. But what he will surely not do, will be to prepare a certain area of ground all just alike, with equal chances of sun and amount of moisture in every part, and then plant everything together without discrimination,—mighty close together!—saying beforehand, “If plants don’t want to thrive on this, they ought to want to; and if they are stubborn about it, they must be made to.”

In the second sentence of the second paragraph, the repetition of the word “things” primarily serves to

qualify a claim by acknowledging an exception to it
A

portray contrasting viewpoints as equally legitimate
B

clarify an argument by restating it in simpler terms
C

illustrate a generalization with a particular case
D

strengthen an assertion by broadening its implications
E

Holden has just finished gathering notes for his research project on how steel is made. Describe what is his next step in preparing to write a report.

What do scientific essays do?

Submit your written technical directions that provide step-by-step instructions for either a recipe, a complex process, or the bylaws for a club or organization. Be sure to include a supplies/ingredients list (as needed), a title, headings, bullet points, numbering, graphics, and special fonts.

please try not to copyright

Speech by Barbara Jordan (D-Texas), Member of the House Judiciary Committee. Mr. Chairman: I join in thanking you for giving the junior members of this committee the glorious opportunity of sharing the pain of this inquiry. Mr. Chairman, you are a strong man and it has not been easy, but we have tried as best we can to give you as much assistance as possible. Earlier today, we heard the beginning of the Preamble to the Constitution of the United States, “We, the people.” It is a very eloquent beginning. But when the document was completed on the seventeenth of September, 1787, I was not included in that “We, the people.” I felt somehow for many years that George Washington and Alexander Hamilton just left me out by mistake. But through the process of amendment, interpretation and court decision I have finally been included in “We, the people.” Today, I am an inquisitor; I believe hyperbole would not be fictional and would not overstate the solemnness that I feel right now. My faith in the Constitution is whole, it is complete, it is total. I am not going to sit here and be an idle spectator to the diminution, the subversion, the destruction of the Constitution. …The subject of its jurisdiction are those offenses which proceed from the misconduct of public men. That is what we are talking about. In other words, the jurisdiction comes from the abuse or violation of some public trust . . . The North Carolina ratification convention: “No one need to be afraid that officers who commit oppression will pass with immunity. . . . Common sense would be revolted if we engaged upon this process for petty reasons. Congress has a lot to do: Appropriations, tax reform, health insurance, campaign finance reform, housing, environmental protection, energy sufficiency, mass transportation. Pettiness cannot be allowed to stand in the face of such overwhelming problems. So today we are not being petty. We are trying to be big, because the task we have before us is a big one. . . . We should now forthwith proceed to answer the the question.

It is reason, and not passion, which must guide our deliberations, guide our debate, and guide our decision.

Mr. Chairman, I yield back the balance of my time. Select the correct answer.
Which audience does the passage most likely target?

A.
politicians
B.
students
C.
business leaders
D.
community members