he is portrayed strict and does not necessarily care for the musketeers. He continuously reprimands them, while the king applauds him.
hope it helped :)
Respond if you have seen ateez song fireworks,I'm the one.
Answer:
I have lol hi
What do tree roots do?
A-Tree roots absorb water.
B-Tree roots make mushrooms grow.
C-Tree roots deposit salt into the soil.
D-Tree roots protect the tree from earthworms.
Answer: A
Explanation:
Educational volunteers work without pay in elementary, middle, and high school classrooms. Their work is difficult but very rewarding. Teachers are very grateful for their volunteers. Most schools have openings for this type of work. Which is the BEST summary of this excerpt?
A. Volunteering for schools is fun
B. Volunteers are needed at every school
C. Educational volunteers work in elementary school classrooms
D. Educational volunteers work hard and are greatly appreciated
Answer:
D
Explanation:
Answer:
D
Explanation:
(plz help i'll give brainliest to a good and correct answer)
Describe how Milady (Lady de Winter) is portrayed in the novel through the eyes of D'Artagnan.
Answer:
Milady, alias Lady de Winter She represents the quintessence of evil in the novel; she is d'Artagnan's wicked nemesis (someone bent on revenge). At first, d'Artagnan is deeply attracted to her physical beauty and charm; however, even after he hears how much she despises him and how she plans to have him murdered, he is still captivated by her loveliness. She acts as the cardinal's personal spy and is responsible for the deaths of (1) a young priest; (2) the duke of Buckingham; (3) de Winter's assistant, John Felton; (4) Constance Bonacieux; and (5) she is probably responsible for her husband, de Winter's, death. In all probability, she is responsible for the deaths of many other innocent, insignificant people who got in the way of her crafty machinations. Milady is finally tracked down by d'Artagnan. the three musketeers, and her brother-in-law, and she is tried and beheaded for her numerous and brutal crimes.
Explanation:
that might be it just write half of it
Read the first line from Henry Wadsworth Longfellow’s "The Pslam of Life." What is the meter of this line from the poem?
Tell me not, in mournful numbers,
A.
trochaic tetrameter
B.
iambic pentameter
C.
iambic dimeter
D.
dactylic trimeter
E.
anapestic hexameter
Answer:
D
Explanation:
Read the passage.
story adapted from The Odyssey, BOOK IX
by Homer
The cave had looked like a promising place, awash with food and drink aplenty. It was empty, so Odysseus suggested that they wait for its owner to return, hoping for a hospitable inhabitant. The soldiers advised against this, but Odysseus insisted. Not long after, they discovered that their host was the quite inhospitable Cyclops, who proceeded to trap them in the cave by blocking the entrance with an enormous rock.
Many of Odysseus’s men had suggested ending the beast’s life, but that would leave them trapped in the cave. Even if they all worked together, they would not have the strength to remove the boulder from the cave’s opening.
For the past few days, Odysseus had observed the one-eyed monster. He had noticed that every morning, the Cyclops removed the rock from the cave’s opening to let out his flock of sheep before replacing it to keep Odysseus and his men confined inside.
"We will blind the monster. Then, we’ll use his own sheep to aid us in our escape,” Odysseus explained to his crew. “I have noticed that the males are fully grown and have thick black wool. We can tie three of them together. Then, we can hide a man under the belly of the middle animal. This way, he’ll be able to pass by the Cyclops unnoticed.”
Once the monster had fallen asleep, Odysseus blinded the Cyclops. The beast cried out in pain but then drifted back into slumber as the soldiers had shared their strong mead with him that night.
Odysseus and the men worked all night to make sure there were three sheep for each man. Once his crew was hidden, Odysseus leapt onto the remaining sheep—a ram that was finer than all the others. Then, he wiggled his way underneath the animal, concealing himself in the dark wool hanging below the ram’s belly.
As dawn approached, the men were fearful that the plan would not succeed, but they knew they must carry on if they hoped to escape the Cyclops’s lair. When the sun rose above the horizon, the Cyclops awoke and opened the cave entrance for his flock. Despite his pain, the Cyclops felt the back of each animal as it stood up and left the cave. He was not aware that the men were hidden beneath their bellies.
As the last sheep went out, the fine ram concealing Odysseus, the Cyclops grabbed hold of the animal.
“My good ram, why are you last today? You never let the others go ahead of you,” the Cyclops mused aloud. “You’re usually the one leading the rest—whether it is to go out and eat in the morning, or it is to come home at night.”
Odysseus held his breath; would they be discovered? But to his relief, the monster let the ram go out to the pasture with the other sheep. Finally, when they were far enough from the cave, Odysseus let go of the ram’s belly and helped his men to do the same. They drove the sheep to their awaiting ship, and once all men and animals were on board, the soldiers cried in relief at their narrow escape.
Odysseus signaled for them to hush. He realized that they were still in range of the Cyclops’s hearing. The men understood and quickly began to row the ship out to sea.
But Odysseus could not resist taunting the Cyclops from the deck of the ship. “Cyclops,” Odysseus shouted, “you did wrong by trapping us, and now the gods have punished you.”
The Cyclops grew furious. In his rage, he ripped off the top of a mountain and hurled it toward the sound of Odysseus’s voice. The piece of the earth plunged into the water just in front of the ship. This caused a wave that carried the ship back toward the Cyclops's land.
Odysseus picked up a long stick and quickly drove it into the sea to stop the motion of the ship. He nodded his head toward the men, indicating that they must row for their lives, which they did.
Odysseus was so angry he could not resist insulting the Cyclops further. “Monster,” he yelled, “if anyone asks you how you lost your sight, you can tell them that it was I, the valiant warrior Odysseus.”
The Cyclops grabbed a giant piece of land, even larger than the first, and threw it with all his might. This time, the wave it caused drove the ship toward the island, where the rest of the soldiers were anxiously awaiting Odysseus’s return.
In the story adapted from Book IX of The Odyssey, what does Odysseus's scheme involving the sheep reveal about him?
A: He is an expert fighter.
B: He is unnecessarily cruel.
C: He is a cunning strategist.
D: He is motivated by fear.
When reading a novel, when should you revise a prediction?
1. when you start the novel
2. when you finish the novel
3. when you learn more about the characters and plot
4. when you discover your prediction is accurate
Read Mary Antin’s biography from "The Promised Land."
Mary Antin (1881-1949), immigration rights activist, came to the United States during the third great wave of immigration (1881-1920), when more than 23 million immigrants came to America. These new arrivals were largely from eastern and southern Europe. Although born into poverty, Antin rose out of it through education and eventually attended Columbia University.
Which detail from the biography helps the reader understand Antin's interest in education?
A. "Mary Antin (1881-1949), immigration rights activist"
B. "came to the United States during the third great wave"
C. "new arrivals were largely from eastern and southern Europe"
D. "rose out of it through education and . . . attended Columbia University"
Answer:
c
Explanation:
Answer:
c
Explanation:
#8 Which paragraph best conveys this purpose?
A) paragraph 1
B) paragraph 2
C) paragraph 4
D) paragraph 7
I need help with this word i need the answer!
please help with question 3 and 4 PLEASE
What do you do when you summarize?
1. rewrite something in your own words
2. select a variety of sources
3. take notes on what you find to answer your research question
4. explain the main ideas in something you read, heard, or watched
Answer:
4 explain the main ideas in something you read, heard, or watches
What is an example of what happens when two objects with forces and mass collide with one another.
Answer:
In a crash between two objects , the two items experience powers that are equivalent in greatness and inverse in bearing. ... In this way, if the impacting objects have inconsistent mass, they will have inconsistent speed increases because of the contact power that outcomes during the crash.
Explanation:
Read the excerpt from "Amigo Brothers.”
Antonio danced, a joy to behold. His left hand was like a piston pumping jabs one right after another with seeming ease. Felix bobbed and weaved and never stopped boring in. He knew that at long range he was at a disadvantage. Antonio had too much reach on him. Only by coming in close could Felix hope to achieve the dreamed-of knockout.
Which type of conflict is evident in the excerpt?
The excerpt contains an internal conflict, because it shows Felix thinking about his own dreams.
The excerpt contains an internal conflict, because it shows Felix worrying about winning the bout.
The excerpt contains an external conflict, because it shows Antonio and Felix opposing the rules of boxing.
The excerpt contains an external conflict, because it shows Antonio and Felix opposing each other.
The excerpt contains an **external conflict**, because it shows Antonio and Felix opposing each other.
Antonio and Felix are both boxers, and they are competing against each other in a boxing match. This is an external conflict because it is a conflict between two people. The conflict is physical, as the two boxers are trying to knock each other out. The conflict is also personal, as the two boxers are friends, and they want to win the match to prove that they are the better boxer.
The other options are not correct. Option A, internal conflict, is incorrect because the excerpt does not show Felix thinking about his own dreams. Option B, internal conflict, is incorrect because the excerpt does not show Felix worrying about winning the bout. Option C, external conflict, is incorrect because the excerpt does not show Antonio and Felix opposing the rules of boxing.
#5 Read the following sentences from the text. All of the 58 U.N. member nations now had a chance to suggest revisions to the declaration. In the end, the nations’ delegates offered almost 170 amendments. This frustrated Eleanor, who, along with the rest of the commission, had spent nearly two years crafting the document. Most of the revisions that the commission ultimately allowed merely refined ideas already present in the declaration. What does the author’s use of amendments tell you about the delegates’ response to the declaration?
A) They approved of all of the declaration’s articles.
B) They couldn’t understand it.
C) They thought it needed a lot of changes
D) They thought it was well written.
Please helppppp I will mark you Brainliest
Answer:
yes
the first two options
no answer text provided
Explanation:
Help me hurry please
Answer:
A video could show people working in different disease control careers.
Explanation:
I think it would best show what Dr. Dowell is explaining.
CHALLENGE:
READ the following quotation:
“The greatest treasures are those invisible to the eye but found by the heart”-
Judy Garland
THINK carefully about owning a wanted treasure.
WRITE- about whether it is important to treasure something of value or to value a friendship.
Be sure to —
• clearly state your controlling idea
• organize and develop your explanation effectively
• choose your words carefully
• use correct spelling, capitalization, punctuation, grammar, and sentence.
WILL MARK BRAINLIEST TO WHOEVER ANSWERS CORRECTLY make 4 paragraphs (intro, 2 body paragraphs and conclusion) each paragraph can be up 5 sentences each
Rewrite this excerpt using a simpler language that a classmate would under-stand. In the excerpt "he" refers to the general male population of the United States
He has never permitted her to exercise her inalienable [undeniable] right to the elective franchise [vote]. He has compelled her to submit to laws,in the formation of which she had no voice.
Answer:
he or she is an undeniable verb therefore "He has never permitted her to exercise her inalienable [undeniable] right to the elective franchise [vote]. He has compelled her to submit to laws,in the formation of which she had no voice." which is the question he=she and she=he
Explanation:
Should the students be allowed to perform their school play? Why or why not? Give three reasons to support your decision. At least one of your reasons should be based on what you learned about the Hazelwood v. Kuhlmeier case.
Reason #1:
Reason #2:
Reason #3:
The drama class at a middle school was preparing for their spring play in the school auditorium. One week before the performance, a parent complained to the school board that the play was inappropriate for middle school students. The school board agreed and contacted the principal, who then informed the classes that the show was canceled. Students were upset that their preparations were a waste. They believe they have the right to freedom of expression in performing the play. The school board said that students are minors and that it must approve decisions about what is presented in school by teachers or students. The students did not have time to plan a different show. A group of the students’ parents brought the case to court on their behalf, but they lost the case in state district court. The students’ parents appealed the district court’s decision to their state court of appeals. There the students and their parents won the case, but the school board appealed the decision to their state-level supreme court. The state supreme court ruled in favor of the school board. Unhappy with the state supreme court’s decision, the students’ parents are now appealing to the U.S. Supreme Court.
Answer:
1 . it's good for them to be able to work in groups
2 . it's good to get them out of there comfort zone
3. it's good for them to be able to do other activities at school besides just work
Prompt
You are the president of the Red Cross Society at your school. Many students at your school are having difficulties accessing online classes because they do not have a device to use. Your club has decided to embark on a Tablet Drive to purchase/collect tablets to assist over 200 students with online learning.
Task
Write a letter to the Manager of Jamaica Energy Partners Company requesting tablets from their tablet distribution program to help with your club’s tablet drive.
You are required to use the block style format to write the letter and include all the relevant details.
I’m sick can someone please help will give brainliest
Answer:
1. stooped
2. j rked
3. dangled
4. contritely
5. delirious
6. doubled
7. despair
DUE SOON!!! 60 PTS!!!
Write a speech of at least 500 (250 will work) words arguing for or against the use of videogames for learning in the classroom. Provide compelling reasons in support of your position using information from at least three credible sources.
All of your sources should be correctly cited, using the MLA format for in-text citations and providing a works-cited list.
Answer: Video games are a ubiquitous part of almost all children’s and adolescents’ lives, with 97% playing for at least one hour per day in the United States. The vast majority of research by psychologists on the effects of “gaming” has been on its negative impact: the potential harm related to violence, addiction, and depression. We recognize the value of that research; however, we argue that a more balanced perspective is needed, one that considers not only the possible negative effects but also the benefits of playing these games. Considering these potential benefits is impor- tant, in part, because the nature of these games has changed dramatically in the last decade, becoming in- creasingly complex, diverse, realistic, and social in nature. A small but significant body of research has begun to emerge, mostly in the last five years, documenting these benefits. In this article, we summarize the research on the positive effects of playing video games, focusing on four main domains: cognitive, motivational, emotional, and so- cial. By integrating insights from developmental, positive, and social psychology, as well as media psychology, we propose some candidate mechanisms by which playing video games may foster real-world psychosocial benefits. Our aim is to provide strong enough evidence and a the- oretical rationale to inspire new programs of research on the largely unexplored mental health benefits of gaming. Finally, we end with a call to intervention researchers and practitioners to test the positive uses of video games, and we suggest several promising directions for doing so.
Keywords: video games, mental health, adolescents, social, motivation
The game of Chess is not merely an idle amusement. Several very valuable qualities of the mind, useful in the course of human life, are to be acquired or strengthened by it, so as to become habits, ready on all occasions . . . we learn by Chess the habit of not being discouraged by present bad appearances in the state of our affairs, the habit of hoping for a favourable change, and that of persever- ing in the search of resources.
—Benjamin Franklin, “The Morals of Chess”
Today, in the United States, 91% of children between the ages of 2 and 17 play video games (NPD Group, 2011), and a nationally representative study of U.S. teenagers found that up to 99% of boys and 94% of girls play these games (Lenhart et al., 2008). In the United States alone, video games brought in over $25 billion in 2010, more than doubling Hollywood’s 2010 box office sales of $10.8 billion in the United States and Canada (Motion Picture Association of America, 2011). Against this back- drop of nearly ubiquitous play, the popular press regularly
pulses out urgent warnings against the perils of addiction to these games and their inevitable link to violence and ag- gression, especially in children and adolescents. Indeed, the vast majority of psychological research on the effects of “gaming” has been focused on its negative impact: the potential harm related to aggression, addiction, and depres- sion (e.g., Anderson et al., 2010; Ferguson, 2013; Lemola et al., 2011). It is likely that this focus will not diminish in the near future, in part because of the enormous media attention garnered when mass killings (e.g., the Columbine High School slayings in 1999) are associated with youth who play violent video games (Ferguson, 2007).
Explanation:
Read the passage. Then, select the antonym of the word in bold.
I need help with the remaining ones which need to be explained.
Read the passage. Then, select the synonym of the word in bold.
In Jean Toomer's "Beehive," what contrast do the verbals create between the drone and other bees?
black nights and a silver moon high above in the sky
millions of bees leaving and one who can never leave
busy working bees and a lazy, dreaming bee
a wishing, hopeful bee and despairing worker bees
Answer:
The contrasts the verbals create betweens the drone and other bees are its comparing the buzzing of the bee and the buzzing noise to the drone because almost all drones fly. Sorry if this is incorrect :p
Explanation:
The verbals show how bees can explore the world and have new experiences, while drones live in monotony without being able to have an active life.
What does the poem "Beehive" talk about?It's about living like a drone inside the hive.It's about not being able to explore the world around you.It's about dreaming about the lives of other individuals.It's about dissatisfaction with yourself.In the poem, we can see how a drone compares to a bee. It shows how bees can get out of the hive, fly through the fields and explore the environment. The drone really wants to have that kind of life, but it can't and is forced to live inside the hive, eating honey and dreaming of what it can't have.
It is important to note that verbs are verbs used in sentences like another type of word.
More information about bees is at the link:
https://brainly.com/question/3781368
Summarized this pls----------- Identity negotiation refers to the processes through which people reach agreements regarding "who is who" in their relationships. The process of identity negotiation thus establishes what people can expect of one another. Identity negotiation thus provides the interpersonal "glue" that holds relationships together.
Answer:
Identity negotiation refers to the processes through which people reach agreements regarding "who is who" in their relationships. Once these agreements are reached, people are expected to remain faithful to the identities they have agreed to assume.
Explanation:
Answer:
the answer is right above me
Explanation:
Plz Help I feel stoopid
Answer:
c
Explanation:
Answer: c
no, you’re not ! Everybody hits a block sometimes! I bet you’re really smart.
Explanation:
Compare and contrast the scene when Ponyboy meets Cherry in the book and movie.
Answer:
Ponyboy says the main difference was money that separated us, but Cherry also thought that there was something more that made the groups different. to Cherry Valance, the main dividing factor was how the two groups dealt with their emotions: You greasers have a different set of values.
Explanation: