Ghost Chapter for To Kill a Mockingbird
I need an example of bilbo baggins overcoming weakness and temptations.
Answer:
One of his weaknesses is that he is stubborn. Bilbo is one clever hobbit. The fact that he is able to adapt to new situations is what keeps him alive. A perfect example of this is his use of the ring when fighting the spiders
Which of these is an example of information being put into a song to make it
easier to remember?
Answer:
I think its A. The national anthem
Which of the following sentences contains a gerund?
A. A great babysitter can be very influential in a young child's life.
B. Babysitting is an absolutely tiresome job when you have to watch kids all evening.
C. Most babysitters find that kids are tough to look after if they have irregular bedtimes.
D. Parents enjoy the luxury of a babysitter after a long workweek.
Answer: That would be B. A Gerund is anything ending with "ing" :) Hope this helps!
Explanation:
Pls help me with this thesis statement no scamming pls or i will report but if u get this right u get brainliest and all my 57 points please help i don't want to fail
Answer:
In comparison of the short film and the printed version, the author makes it clear through their writing that there are multiple ways that they are similar, based upon the inferences the reader can make based on the knowledge of both the film and the printed version. The author also makes it clear that their are contrasting incidents throughout the film and printed copy such as, the setting, the mood, the characters, and the development of the plot. Based on this theory there are multiple ways that these forms, the film and the printed version, compare and contrast with each other.
Explanation:
I really hope this helps! I hope you don't fail :)
I WILL GIVE BRAINLIEST!!!
Choose the relative clause in this sentence.
At least the bear who ate all my honey offered to buy me more.
Choose 1 answer:
(Choice A)
A
At least the bear
(Choice B)
B
who ate all my honey
(Choice C)
C
buy me more
Answer:
its B the clause is my
Answer:
The answer is B
Explanation:
Please give me brainliest :)
Which can be considered a legacy?
a. a watch
b. a necklace
c. a name
d. a family photo album
e. all of the above
Answer:
E. all of the above
Explanation:
Answer:
E all of the above
Explanation:
It is this because all of these items can be considered a legacy
Theme constitutional monarchy
Discuss the pros and cons of having a monarchy in contract to being a republic?
Give me at least 4 pros and cons!
(I will give the "brainliest" to the best answer!)
Answer: Brainliest?
Advantages of a constitutional monarchy:
Stability. The head of state is appointed for a very long perdiod of time, usually until she/he abdicates or die. This gives the country more stability in comparison with republics where the head of state changes every few years.
Education. In a monarchy, the future head of state is known from birth, therefore she/he is raised and educated accordingly. Monarchs are usually well prepared for their role and enjoy a priviledged multidisciplinary education.
Neutrality. The head of state is not a politician, therefore is not tied to any particular party. She/he can ensure neutrality and balance while in power.
No election cost. In many countries, the campaign to elect the head of state can be very expensive. In monarchy, succession has little costs.
Less corruption? Advocates of constitutional monarchy claim that knowing you will serve for a life term reduces the risk of corruption, while an elected politician may feel the urge to take advantage of his position knowing it will not last. Presidents may have shorter term goals and incentives, while the monarch may care more about the long term. After all they want their children to inherit the throne and don't want them to have to face a complicated future.
Disadvantages of a constitutional monarchy:
Lack of democracy. The head of state is not elected and inherits the position. The citizen have little to say about who will reign, although in most constitutional monarchies the monarchs needs the approval of the Parliament, and therefore, indirectly of the people this institution represents.
Not every monarch is competent. The head of state may have been prepared to reign, but this does not guarantee that this particular person is suitable and competent for the position. HIstory is full of incompetent, arrongant, tyrannic or careless monarchs.
Monarchs are people; therefore have personal beliefs and political preferences, often they are quite conservative. Their views and beliefs may be at odds with those of the majority in their country.
Royal families often have a very expensive lifestyle. In addition to the king or queen, other members of the royalty also receive public salaries and perks. Moreover simply organizing their trips and security is very costly. Although we should keep in mind that presidents and prime ministers in republics are also costly, sometimes more than monarchs.
More corruption? Sometimes justice is permissive with the abuses of royal families. They are somehow protected because it is not in the interest of the country to see their figures delegitimized. However, this also creates an incentive for members of the royal families to abuse sometimes their status.
Explanation:
how does the author's use of metaphor and diction advance his viewpoint about the importance of attending to the environment?
Answer:
The author say how we can help the earth and we don't need to send our genes into space
Explanation:
that other guy what's his problem he did not even answer the question he just said haha.
Why research is feasible?
Answer:
A feasibility study will help you understand their offerings. This is an important component of building your identity. Feasibility studies help companies establish a clear vision of the steps between concept and grand opening.
Explanation:
Indicative, imperative, or subjunctive mood
Kai spends too much time on the internet
The word spends is highlighted
Answer:
indicative
Explanation:
please urgent please help
Answer:
2. -I'm hungry.- eat your sandwich, then.
3. You're in a hospital. Don't talk loudly.
4.-I think that I'm lost.- Ask for directions, then.
5. Jacob can't solve this problem. Help him, please!
6.It's hot today. Don't take your jacket with you, Lucy.
7.Look at this picture, kids. What can you see?
8. Don't throw rubbish on the street, Pete. We must protect our environment.
Explanation:
We use the imperative form to give orders, instructions, or to warn someone about something. To write sentences in the imperative form, we have to write the verb in the infinitive, and if it is a negative command, we have to write the do not or don't and the verb in the infinitive.
For example, if we want to give an instruction, we can say -Turn on the right- the verb is in the infinite form, the subject may or may not be present since the person can deduce to whom we are saying the command. An example of a sentence where we use the negative form can be - Don't run in the hallways- In this case, we use the auxiliary verb do and the auxiliary not followed by the verb.
how might several errors in the conventions of standard written english negatively affect a writer’s credibility?
Answer:
This will affect a writers credibility because if you have many errors of standard written english you writing will not be credible enough
Pleas brainlest
Answer:
This will affect a writer's credibility because if the writer has too many errors the writing won't be credible enough.
Explanation:
Create 'wh questions' which relate to the given statements.
a. I like soft chocolates best.
Which ________________?
b. Jack came on his bike.
How_________________?
c. Karen can swim over ten kilometres.
How far______________?
d. We have hundreds of cards.
How many____________?
e. We'll be there at about six o'clock.
What time_____________?
f. John arrived at eight.
_________________?
g. I will have finished work by five o'clock.
____________________?
Answer:
a.) which one will you get suzy?
b.) how will i go home then?
c.) how far can the rich girl swim?
d.) how many do we need to have so we can win?
e.)what time will mr. lopez's family be here ?
f.) on what did he come?
g.) what time were you expecting to finish?
Explanation:
there you go hope that helps
Which of the following are plant-eating consumers? There may be more than one answer.
rabbit
cow
grasshopper
frog
lion
spider
Answer:
rabbit
cow
grasshopper
Explanation:
cuz frog eats insects and lion eats flesh of animals
and spider also eats insects
May it heps u ❄️
Which best describes an objective summary?
an explanation written in one’s own words that provides all of the details and information in a text
a written response that provides a personal opinion related to the central idea of a text
a short statement written in one’s own words that provides the key points or central idea of a text
a formal report that provides scientific facts and data to support the ideas in a text
Answer:
C
Explanation:
A short statement written in one’s own words that provides the key points or central idea of a text.
Answer:
c
Explanation:
Practice 10
Rewrite the sentences below with “not”.
1 The men build a bridge.
………………………………………………………………………………………..
2 The mechanic is repairing a bus.
………………………………………………………………………………………..
3 The firemen saved the little girl last month.
………………………………………………………………………………………..
4 The students are eating in the canteen.
………………………………………………………………………………………..
5 The girl drinks the orange juice.
………………………………………………………………………………………..
6 The boys are playing football on the field.
………………………………………………………………………………………..
7 My parents watched a movie in the living room last week.
………………………………………………………………………………………..
8 The old man was watering plants in the garden in the evening yesterday.
………………………………………………………………………………………..
9 The boys bully Peter.
………………………………………………………………………………………..
10 Some dogs were barking loudly in the park at night a few days ago.
………………………………………………………………………………………..
11 The policeman was patrolling the neighbourhood last night.
………………………………………………………………………………………..
12 My mother bought a mug last night.
………………………………………………………………………………………..
13 Jenny wore a blue dress this morning.
………………………………………………………………………………………..
14 The man drives a bus.
………………………………………………………………………………………..
How does Pop'Art represent popular culture in our society?
PLSS HELP THIS IS URGENTTT PLS NO PLAGIARISM
Answer:
Pop Art is characterized by techniques and themes drawn from popular mass culture like comic books, advertising, and mundane cultural objects . Pop Art intended to employ images of popular in contrast to elitist culture in art, emphasizing the mundane elements of any given culture, usually through the use of irony. Today pop art is used in many different ways such as body painting, wall art, etc.
Hope This Helps!
y3 + x for x = 6 and y = 1
Answer: 9
Explanation:
To solve this, you'd first have to substitute the values of x and y. Since x=6 and y=1, all you have to do is plug them in.
Equation: (1)3+6
Next, all you have to do is solve. Since 3(1)=3, and 6+3=9, the value of the expression is equal to 9.
**Unless the 3 is an exponent. It didn't look like it to me but I solved that as well just in case***
y³+x
1. Substitute
(1)³+6
2. Solve
1³= 1 and 1+6=7
So, the answer is 7 (again, this is only if the 3 is an exponent. I couldn't tell)...
I promise I will give brainliest!Create a sentence with each word in it. The definition is under each word
1.
Supplication
Noun
The action of asking or begging for something earnestly
2.
Lamentation
Noun
The passionate expression of grief or sorrow
3.
Ravages
Verb
Cause severe and extensive damage to
4.
Disputes
5.
Faction
Noun
A small, organized group within a larger one
6.
Proclamation
Noun
A public or official announcement
7.
Barren
Adj.
Without much produce or vegetation
8.
Implacable
Adj.
Unable to be calmed down
9.
Decree
Noun
An official order issued by a legal authority
10.
Slander
Verb
To make false and damaging statements about someone
11.
Configurations
Noun
An arrangements of elements in a particular form
12.
Insolence
Noun
Rude and disrespectful behavior
13.
Edicts
Noun
An official order or pro
14.
Inquiry
Noun
An act of asking information
15.
Condemnation
Verb
To express complete disapproval of
16.
Discretion
Noun
The quality of behaving to avoid causing offense
17.
Seethes
Verb
To be filled with intense but unexpressed anger
18.
Conspired
Verb
To make secret plans jointly
19.
Embodiment
Noun
A visible form of an idea, quality, or feeling
20.
Explicitly
Adv.
In a clear and detailed manner
Why must the tumbleweed
shoot die to spread the seeds
Which of the following statements about the main character is true?
A He is imaginative and resourceful.
B He feels great affection for his dog.
C He is an experienced arctic traveler.
D He is a newcomer to the Klondike.
Answer:
We need to know the book
Explanation:
without the book we won't know who the main character is
THE FIRST MAN AND WOMAN
Answer:
I have two answers: Adam and Eve or Malakas and Maganda
Answer:
YOU PLAYED MY SH TO GET A FREE +29 BRAINLIST YOU
Explanation:
he product of two like terms, which in this case is x multiplied by x, is x squared. They are being multiplied and are the same term, so of course will be squared. Secondly, 2x is two lots of x. It means x + x.
Which of the following sentences is most likely a thesis statement?
A. The most important qualities for a leader are honesty,
accountability, and the ability to get along with a wide range of
people.
B. As you can see, all of history's great leaders, from Alexander the
Great to Winston Churchill, made sure they were accountable for
their major decisions.
C. As historian Clive Peach points out, "It's no accident Lincoln
became known as 'Honest Abe' – the name stuck because
honesty is one of the central values we demand from our leaders
and Abraham Lincoln was known for being forthright."
D. The third key quality for a leader is the ability to relate to others
from a variety of backgrounds, since it makes him or her
sympathetic to the needs of more citizens.
O
Answer:
B. As you can see, all of history's great leaders, from Alexander the Great to Winston Churchill, made sure they were accountable for their major decisions.
Explanation:
Answer:
A
Explanation:
I took the quiz
Read the beginning of "The Frog Prince" by Jacob and Wilhelm Grimm. In the olden time, when wishing was having, there lived a King, whose daughters were all beautiful; but the youngest was so exceedingly beautiful that the Sun himself, although he saw her very, very often, was delighted every time she came out into the sunshine. Near the castle of this King was a large and gloomy forest, where in the midst stood an old lime-tree, beneath whose branches splashed a little fountain; so, whenever it was very hot, the King's youngest daughter ran off into this wood, and sat down by the side of the fountain, and, when she felt dull, would often divert herself by throwing a golden ball up into the air and catching it again. And this was her favorite amusement In this excerpt, narration is used to O show the king's point of view. O introduce a character O describe the rising action. O develop the conflict.
Answer:
B
Explanation:
INTRODUCE A CHARACTER
(JUST TOOK THE TEST... THE OTHER PERSON GOT IT WRONG)
Which of the following is NOT something Pip learns from Herbert about Miss Havisham in chapter 22?
Group of answer choices
Her brother wastes his share of their inheritance and schemes to get it back.
Miss Havisham made up the story of her rejection to make people pity her.
Miss Havisham stopped the clocks at the moment she was rejected, so time "stands still" at Satis House.
Miss Havisham's fiance jilted her at the altar.
Answer:
She was spoiled as an only child. Dad married a cook. The cook died, and Miss H was told she had a half brother named Arthur. Arthur wanted wealth and class. The story goes on to show that life should be enjoyed with the simple things; love, affection, honesty and not allllll that money
Explanation:
In this first scene of the crucible what major themes or ideas does playwright Arthur miller represent? How do the characters in this scene establish and reinforce these themes? Compose your answer in an essay of 300 words, citing evidence from the text
The theme represented in the first scene of "The Crucible" is the search for freedom and the suppression of desires. This theme is established and reinforced by the girls who were in the forest.
Who were these girls?Betty.Abigail.Tituba.A mysterious girl.In the first scene of the first act of "The Crucible" we see Reverend Parris confronting Abigail about her, Betty, Tituba, and a mysterious girl who was running through the woods, dancing and talking intelligibly words, outside Salem city, at midnight, in the forest.
These girls live in a puritanical society that sets very strict norms that limit people's actions, create intolerance and prevent each individual from exercising their own will.
With this context, the reader could perceive that the girls were acting outside the established standards in society and outside the city where these standards are applied, which establishes the theme that the suppression of desires leads to the search for freedom.
Learn more about what themes are:
https://brainly.com/question/25336781
#SPJ1
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
Answer:
Its E Strengthen an assertion by broadening its implications 100%
Explanation:
In these lines, the author uses repetition to organize two assertions about the “things” that children are taught. She first asserts that these “things” have so little relevance that children will quickly forget them. She then broadens this assertion to apply to teachers, stating that they too would forget these “things” if they were not constantly repeating them on the job. By arranging these ideas in this way, the author strengthens her initial assertion about the reason that children have trouble remembering and supports her overarching claim that it is “reasonable” for children to protest that they cannot retain what they are expected to learn.
9.there was not enough evidence to prove that a King Arthur led the Britons to Victory at mount badon.
10.although many welsh clerics wort about a warrior named Arthur. their work cannot be trusted.
I need to know evidence quote from the source
Answer:
10. Quote "Such obviously impossible deeds as single-handedly killing 960 of the enemy clearly belong to the traditions of epic poetry, not history."
Explanation:
Just completed this James Madison High.
Cant remember #9.
Sorry I hoped this helped xxx
Me just writing out the truth.