with is 100bs-65bs =

Which sentence is correctly capitalized?
the gulf coast is threatened annually by hurricanes.
The gulf coast is threatened annually by hurricanes.
The Gulf Coast is threatened annually by hurricanes.
The Gulf Coast is threatened annually by Hurricanes.
The Gulf coast is threatened annually by hurricanes.

What do you think would happen if you never looked a person in the eyes during a convseration. How do you think the other person might feel?

How do the people, spaces, and things in your home help you to do all the activities you do at home?

Study the structure of "Sonnet 14” by Elizabeth Barrett Browning.

If thou must love me, let it be for nought
Except for love's sake only. Do not say,
"I love her for her smile—her look—her way
Of speaking gently,—for a trick of thought
That falls in well with mine, and certes brought
A sense of pleasant ease on such a day”—
For these things in themselves, Belovèd, may
Be changed, or change for thee,—and love, so wrought,
May be unwrought so. Neither love me for
Thine own dear pity's wiping my cheeks dry:
A creature might forget to weep, who bore
Thy comfort long, and lose thy love thereby!
But love me for love's sake, that evermore
Thou mayst love on, through love's eternity.

Which statement correctly identifies the structure of this sonnet?

It is an Italian sonnet because the octave is followed by a sestet.
It is a Shakespearean sonnet because it relies on quatrains and a volta.
It is a Spenserian sonnet because it contains quatrains with an abab bcbc cdcd ee rhyme scheme.
It is an English sonnet because the abba rhyme scheme continues throughout each section of the poem.

The evil monster loomed above Ella, Kai and Jerome. It was taller than the Empire State Building, and it had green, scaly skin. Sparks flew out of its ears as it raised its fist. Ella took a deep breath. "Are you ready?" she asked her friends. A to persuade B to inform C to entertain D to persuade, inform and entertain

Please answer this i need it please answer​

2. What is the relationship between the American dream and consumer abundance, and how does the image above illustrate this idea?please can I get an explanation ​

Which phrase has a more negative connotation? an inconsistency a variation ​

Why is bayanihan important in this time of
pandemic?

If someone asks me, "why do you keep sitting on the fence?" what does that mean? How do I respond?

somebody please help me with my problems please look at my previous question!!!​

Essay 5 paragraph about the causes of the ozone depletion​

what are the tips to write an essay?

Which kind of conflict is represented by Mr. Bedford's return journey to Earth? Man vs. Man Man vs. Society Man vs. Nature Man vs. Self​

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1 Change the following sentences into
negative and interrogative:.
a lt takes time.
b He's got three parrots.
c My car is being repaired.
d You can mend my watch.
e She loves talking to friends.
f. It worries him.
g There's a man in the street.
h They've got all she wishes.
i They look tired.
j There are two old ladies at the door.
k We need a teacher.
I She can speak five languages.
m l work in Bristol.
n You can play tennis.
o They swim very well.
​

speech on Whoever said money can’t buy happiness didn’t know where to shop. so igotta write a speech for a contest just need ideas for how to start a introduction for the topic

The purpose of expository writing is to convince someone to agree with your viewpoint or cause.
TRUE OR FALSE?

what people cannot say or do under the first amendment

Read the excerpt from "The Bet" by Anton Chekov and answer the question.

[1] It was a dark autumn night. The old banker was walking up and down his study and remembering how, fifteen years before, he had given a party one autumn evening. There had been many clever men there, and there had been interesting conversations. Among other things they had talked of capital punishment. The majority of the guests, among whom were many journalists and intellectual men, disapproved of the death penalty. They considered that form of punishment out of date, immoral, and unsuitable for Christian States. In the opinion of some of them the death penalty ought to be replaced everywhere by imprisonment for life. "I don't agree with you," said their host the banker. "I have not tried either the death penalty or imprisonment for life, but if one may judge a priori, the death penalty is more moral and more humane than imprisonment for life. Capital punishment kills a man at once, but lifelong imprisonment kills him slowly. Which executioner is the more humane, he who kills you in a few minutes or he who drags the life out of you in the course of many years?"
[2] "Both are equally immoral," observed one of the guests, "for they both have the same object—to take away life. The State is not God. It has not the right to take away what it cannot restore when it wants to."
[3] Among the guests was a young lawyer, a young man of five-and-twenty. When he was asked his opinion, he said:
[4] "The death sentence and the life sentence are equally immoral, but if I had to choose between the death penalty and imprisonment for life, I would certainly choose the second. To live anyhow is better than not at all."
[5] A lively discussion arose. The banker, who was younger and more nervous in those days, was suddenly carried away by excitement; he struck the table with his fist and shouted at the young man:
[6] "It's not true! I'll bet you two million you wouldn't stay in solitary confinement for five years."
[7] "If you mean that in earnest," said the young man, "I'll take the bet, but I would stay not five but fifteen years."
[8] "Fifteen? Done!" cried the banker. "Gentlemen, I stake two million!"
Select the sentence that advances the plot and creates tension in the excerpt.

A: "The majority of the guests, among whom were many journalists and intellectual men, disapproved of the death penalty." (Paragraph 1)
B: "'If you mean that in earnest,' said the young man, 'I'll take the bet, but I would stay not five but fifteen years.'" (Paragraph 7)
C: "'Both are equally immoral,' observed one of the guests, 'for they both have the same object—to take away life.'" (Paragraph 2)
D: "A lively discussion arose." (Paragraph 5)

they cant be serious
there so ridicules

As a six-year-old, Ruby Bridges faced an incredibly stressful, challenging situation. Put yourself in her shoes for a moment. Why do you think she continued to go to school? What may have motivated her? What strengths did she show at this young age — what does this story reveal about her character? Your response should be ONE paragraph (4-6 sentences).

Write a brief response to Polonius's statement "And thus do we of wisdom and of reach... By indirections find directions out." What do you think of his method of finding out the truth about his son?

What is the moment of highest tension in the story? A)Cameron's father tells her to clean her room.B)Cameron starts the stopwatch before cleaning the room.C)Cameron finds a stopwatch to use to time herself.D)Cameron makes her bed and cleans her room.

^^^^EXAMPLE
I’m doing cookies and cream ice cream sandwich
Describe the
Sight,sound,touch , smell and taste

Nila briefly brushed the baby's hair. This sentence uses
А
assonance
B
alliteration
с
onomatopoeia
D
juxtaposition

Select the correct answer.
In a Station of the Metro
The apparition of these faces
in the crowd;
petals on a wet, black
bough.

Closely read the poem and determine which figure of speech is used.

A.
paradox

B.
metaphor

C.
simile

D.
metonym

number the verses in the correct order of lyrics according to the song

ROAR BY katty Perry

PLSSS HELP I WILL GIVE BRAINLIES

​

Part A

What is the speaker's overall opinion of the subject in "The Unknown Citizen"?

A
He is of value to society.

B
He has a great influence on others.

C
He is a sad and worthless person.

D
He should make better decisions.

Part B

Which line from "The Unknown Citizen" best supports the answer to Part A?

A
And had everything necessary to the Modern Man,

B
For in everything he did he served the greater community.

C
For in everything he did he served the greater community.

D
That he held the proper opinions for the time of year;

Read the passage from Sugar Changed the World.

You could date a great change in the world to a visit one Madame Villeneuve made to France in 1714. That year, Pauline, an enslaved woman from the Caribbean, arrived in France as the personal servant of her mistress. When Madame Villeneuve set off from the coast to visit Paris, she left Pauline in a convent. The young woman spent her time studying with the nuns and went so far in her training that she asked to become a nun herself and remain in the convent. The nuns agreed, which enraged Madame Villeneuve. She rushed to a judge, demanding to have her property back. Was Pauline a free woman, a bride of Christ, or an item to be bought, sold, and warehoused when she was not in use?

Twenty-three years earlier, King Louis XIV had issued a set of rules that defined slavery as legal in the French sugar islands. But when two slaves managed to reach France, he freed them—saying they became free "as soon as they [touched] the soil" of France. The judges sided with Pauline—she was real to them, human, not a piece of property. For Pauline's judges, as for King Louis, slavery far off across the seas was completely different from enslaved individuals in France.

Slave owners fought back, arguing that owners should be able to list their slaves as property when they arrived in France and take them with them when they left. Though most parts of France agreed to this, law­makers in Paris hesitated. Pierre Lemerre the Younger made the case for the slaves. "All men are equal," he insisted in 1716—exactly sixty years before the Declaration of Independence.

To say that "all men are equal" in 1716, when slavery was flourishing in every corner of the world and most eastern Europeans themselves were farmers who could be sold along with the land they worked, was like announcing that there was a new sun in the sky. In the Age of Sugar, when slavery was more brutal than ever before, the idea that all humans are equal began to spread—toppling kings, overturning governments, transforming the entire world.

How do the details in the passage support the central idea?

A. They compare the end of slavery in the French colonies with the end of slavery in other colonies.
B. They provide details about the final few years of slavery in Europe and its many colonies.
C. They provide examples of how laws and attitudes about equality changed in France.
D. They explain why enslaved people entered convents in an attempt to gain their freedom.