What is the function of stanza 4 in the structure and message in the poem? (To his excellency, general washington)​

Answer:

C because i know theeeeew anwerr to the question

The function of stanza 4 in the structure and message in the poem is:

According to the complete poem, we can see that the the poet tries to remind the British about the defeat of the French and how America would always win, even if the odds were against them.

As a result of this, we can see that the function of the stanza 4 in the poem was to warn others that America would always come out victorious in armed conflict.

Additionally, the message of the poem is to assure Americans of victory.

Therefore, the correct answer is option C

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“To dissolve the political bands which have connected them with another.”

- Declaration of Independence

“To assume . . . a position different from that which they have hitherto occupied.”

- Declaration of Sentiments

What is Stanton’s goal?

A for women to reach a new position in society

B for women to avoid changes to their positions

C for women to create a society separate from men

Review the definition.

The root dict means "to say."

Which answer best identifies the prefix and explains how it affects meaning in the word contradict?

The prefix is contra- and it suggests that what is said is the opposite of something else.

The prefix is contra- and it suggests that the comment is cruel and unfair.

The prefix is contra- and it suggests that this is the first point in a conversation.

The prefix is contra- and it suggests that a comment is nice and generous.

I NEED HELP ASAP THIS IS BIG BUT I WILL MAKR YOU BRANILYST, You were asked to choose and complete one random act of kindness. Now, you get to tell me all about it. On the word document attached to the assignment, please do the following: You will be writing three full paragraphs. It must look and be structured as paragraphs. · INDENT ALL THREE · Each paragraph should have a topic sentence. Suggested ones are included but you can write your own. · End with a mature and thoughtful reflection. · Spellcheck and grammar check before submitting. Paragraph One: Suggested topic sentence: We were given an assignment to complete a random act of kindness, and I choose to do _____________________ 1. What act did you choose to do? 2. Why did you choose that act? 3. Before you did it, how did you feel about doing it? About life in general (your frame of mind)? Paragraph Two: Suggested topic sentence: The next step was to complete the act I had chosen. 4. Describe how you did the act of kindness. 5. How did the person respond (if applicable)? Was their reaction what you hoped? Paragraph Three: Suggested topic sentence: Finally, after it was completed, I understood why kindness matters. -OR- After it was completed, I felt ____________ 6. How did you feel about doing it after it was done? Frame of mind afterwards? 7. Reflection- why is kindness so important?​

The boy sat close to his friend. "Close" in this sentence is a/an:
-adverb.
-adjective
-noun
-verb

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Summarize the text. List five to seven key events from the story in the order in which
they happen. Your summary should include main points from the beginning, middle,
and end of the story.

WHY YOU LIKE TO LEARN? ​

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I’ll give brainliest

Simple Present/ Simple progressive

Can go out to the park if __________ right now? (Not study)

Is the answer "are not studying"?

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PART A: Which of the following identifies the central idea of the text?

Hard Times
Charles Dickens

1 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'

2 The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders,-nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was,-all helped the emphasis.

3 'In this life, we want nothing but Facts, sir; nothing but Facts!'

4 The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.
From the context of the passage, it can be determined that
Group of answer choices

the speaker of the passage believes that the teacher is the most important facet of a child's education.

the speaker of the passage is not certain about what makes a child's education the most profitable.

the speaker of the passage does not like fanciful information and prefers confirmable, concrete, scientific facts.

the speaker of the passage believes that the most important part of a child's education is learning with joy.

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What time of figurative language is this and why? ​

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Read the following paragraph. The underlined sentence is the main idea of the paragraph. Answer the question that follows.

The main negative effect of reality television is that it spreads common stereotypes. Stereotypes cause us to make incorrect assumptions about different groups of people. For instance, the belief that people who wear glasses are math geniuses is a stereotype. We have long known about the effects of stereotyping. That’s why we have been fighting to put an end to these stereotypes. Now, reality television is harming our progress. One researcher at Syracuse University, Sherri Williams, found that people on reality shows were chosen based on how well they fit certain stereotypes. During the show, they were encouraged to play up these stereotypes as much as possible. In this way, the show helped to strengthen stereotypes about different types of people.

Which sentence can be added to the paragraph as supporting evidence for its main idea?

A. Italian Americans were told to use a strong Italian accent while speaking on a reality show. B. Reality shows help to spread common stereotypes about different cultures.

C. Studies have shown that reality shows are becoming less popular.

D. TV comedy shows are the most likely to create characters based on stereotypes.

E. Polls show that reality shows and scripted TV shows are equally popular.

arrange the steps in making a research paper by using a flow chart​

Analyzing means to look at all the parts of a problem to see how they relate to each other.


Please select the best answer from the choices provided

T
F

What is the strongest way to say that you are hungry?
A. I could use something to eat.
B. I am craving a snack.
C. I am ravenous.
D. I need to eat.

Where should there be a paragraph break in the following text?

Greg could not believe what he just saw. He watched the magician take his wife Molly from the crowd. She then put an Egyptian mask on her face and he spun her around. He laid her into a sarcophagus and placed a sheet over it. (1.) Then it happened. (2.) BANG! The lights changed and the whole thing vanished. (3.) Of course Molly saw things differently. (4.) Once the mask was on they spun her around, she was secretly pushed off stage and replaced with one of the assistants. 1. 2. 3. 4.

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Which piece of evidence from the article BEST explains WHY support for the American educational system advanced during the economic challenges of the 1930s? (A) (B) (C) (D) Many leaders believed it was in the interest of states, and the whole country, to educate people. As work and society grew more complex, however, more people understood that a better education meant they would earn more money. Working-class families realized their children would benefit from more schooling. The goal was to keep more children and teenagers in school. This kept kids from taking jobs early and becoming competition for unemployed adults. With the support of government programs, war veterans from a variety of social classes went to college in record numbers. Read the following conclusion. As a result of public unease about the quality of schools in the 1960s, conservatives pushed forward radical changes to address these issues. Which sentence from the article provides the BEST support for the above statement? (A) (B) (C) (D) A series of reviews followed, accompanied by many proposed changes. The main concerns were the curriculum, achievement as measured by student test scores and teacher performance. In order to clarify what was expected of teachers and students, states increasingly detailed curricula and set competency standards. More schools added computer-assisted instruction systems, which offered interactive lessons on a one-on-one basis. This article is available at 5 reading levels at https://newsela.com. 53 4 HOW does the author convey his or her own perspective in the article? (A) (B) (C) (D) by discussing how the rich have received a better education since the start of public education despite efforts to create greater equality for all students by arguing that education is best when it is free and accessible for everyone, despite a person's race, ability or gender by showing that the education system was founded on an American ideal of equal opportunity and has since been shaped by policies responding to historical changes by showing how students are better off when they are instructed with rigorous, standards curricula and take standardized tests to ensure their academic achievement Conservatives thought schools should focus on the basics by emphasizing traditional schooling and clearly defined standards. Which of the following BEST explains HOW the liberal perspective is different? (A) (B) (C) (D) Liberals believed that standardized testing would hurt the development of students by decreasing their self-confidence. Liberals advocated for open schools for students where whole-group instruction and testing were not used. Liberals advocated for more structured classrooms where students could personalize their learning by customizing the curriculum. Liberals felt the "back to basics" approach to learning would hurt students but agreed that standardized testing was important.