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Home

Hattie stepped off the screeching subway train and lugged her possessions onto the escalator. When she finally emerged from the underground, she got to the sidewalk and looked at the landscape. She was used to flatness and green; the farm that they’d just sold had cattle grazing as far as the eye could see. There was nothing green in sight here as cement behemoths sprung out of the ground taller than the stalks of corn back in Iowa. People zipped in front of her with briefcases tucked to their sides as high heels clacked on the pavement. It was all so overwhelming, so loud, and Hattie put her hands over her ears to shut out the sounds of the taxi horns and the thousand different conversations. Her little sister Evelyn didn’t; she was trying to take it all in.

Her mother pulled out a map from her purse and held it in shaky hands. “According to this, our new home should be right here.”

Hattie traced her mother’s index finger to a building that was so high that she had to crane her neck to see the top.

“This?” Evelyn gasped.

Her father, the man who was never at a loss for words, didn’t say anything. He adjusted the weight of the three bags that contained most of the possessions they’d been able to bring on the three-hour plane journey that had uprooted them from their old lives and deposited them in New York City.

Her father struggled to open the heavy front door, and when they were inside, the smell of hundreds of different meals clashed in her nose: spaghetti, fried chicken, fish, and curry. They stood in front of a bank of elevators as Evelyn pushed the button for the seventeenth floor. When they entered what would be their new home, Hattie spun around in tiny circles as her father gave them the “grand” tour.

“Here is where you and Evelyn will sleep,” he announced. He pointed to a room that was half the size of the Iowa bedroom that was hers alone, the same Iowa bedroom where she’d had all her sleepovers and whose walls still showcased the crayon scribbles from when she was a toddler. She’d tried to scrub them clean, but they were more stubborn than she was, so they would be there for the new family that would be moving in soon.

Evelyn tried to sound excited. “We get to share a room!”

Hattie was grateful for her younger sister, for the way that she could always look at the bright side of things. Hattie couldn’t say anything in response—she’d been speechless for most of the trip. Instead, she followed her father down the hallway that was narrow enough for one person to fit through, maybe two if they squeezed shoulder to shoulder.

“And here is where your mom and I will be.” She could hear the forced excitement in her father’s voice for a move that he didn’t want to make either. But they’d had to sell the farm, and when this opportunity presented itself, there had really been no choice.

The tour was over as soon as it started—a tiny kitchen, one bathroom, boxy living room. The four of them would be sharing an apartment that was smaller than the drafty old kitchen in the farmhouse.

Without a word, they grabbed boxes and started about the business of unpacking in rooms that were inches away from one another rather than feet. Hattie walked over to a dirty square window in her new shared bedroom. She wiped it clean, hoping to see something that would remind her of Iowa, but the window only looked out onto more concrete and glass. A wave of sadness washed over her—the first crack in the numbness that she’d been feeling for the past month since she found out about the move. She turned her back and lowered her head so Evelyn wouldn’t see her, but then the sobs came, each louder than the previous one.

There was a hand on her shoulder. She wanted to put the smile back on because she knew it would be better for Evelyn and everyone else that way, but she couldn’t summon it now. She turned around and saw her blurry sister through tear-filled eyes. In front of her face, Evelyn was holding a folded-up picture of the whole family in front of the farmhouse.

“I miss it too,” Evelyn began, “but we don’t have to forget it.”

Together, they taped the picture to the corner of the bedroom window so they could see it whenever they wanted. Hattie pulled Evelyn close, knowing that a place would never be as important as the people in it.

Which two details should be included in a summary of "Home"?

Hattie and her family move from Iowa to New York City.

Hattie's sister Evelyn comforts her and helps her to get over her sadness.

Hattie thinks the view outside her bedroom window in the apartment is dismal.

Hattie hears the forced excitement in her father's voice about the move.

Answer:

A. Hattie and her family move from Iowa to NYC

B. Hattie's sister Evelyn comforts her and helps her get over her sadness.

Why do you think the Germans believed Hitler was a good leader?

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Why does a bannana curve

Analyzing Exposition
bd
Why then do we continue in this miserable condition?
Because nearly the whole of the produce of our labour is
stolen from us by human beings. There, comrades, is the
answer to all our problems. It is summed up in a single
word-Man. Man is the only real enemy we have. Remove
Man from the scene, and the root cause of hunger and
overwork is abolished for ever.
-Animal Farm,
Why is this passage an example of exposition?
O It introduces one of the main conflicts of the novel.
It introduces several main characters in the novel.
O It describes the physical environment of the novel.
It describes the time period in which the novel takes
place.
George Orwell

Please help me get this chart filled out

How does Anne Frank directly acknowledge conflicting viewpoints in her diary in Anne Frank: The Diary of a Young Girl?

(A) She writes why she thinks people should believe what she does.

(b) She quotes her family's conversations and explains how she disagrees.

(c) She describes and interprets other people's facial expressions.

(d) She guesses what her family members are thinking when they don't respond.

What is the size of the matrix resulting from

HELP AGAIN !!!!!!!!!!

Read the chart carefully, then answer the question located beneath.

A chart contains boxes that show parts of a paragraph. The first box contains the word Introduction, with dangers of texting too much written underneath. Under the box that says introduction, there are two more boxes side by side. In the left box it says main fact 1, body paragraph with topic sentence written underneath. In the right box it says main fact 2, body paragraph with A person who texts too much can put others at risk written underneath. Under the box for main fact 1 is another box that says supporting details. In that box are bulleted items that say stiff neck from constant looking down at phone, texting thumb numbness from overuse, and eyestrain can cause headaches and dry eyes. Under the box that says main fact 2 is another box that says supporting details. There are no additional details listed in this box. Below all of the boxes, in the middle, is one final box that says conclusion with thesis recap and call to action written underneath.

Based on the supporting details for Main Fact 1, which topic sentence would you expect to read?

Texting is the leading cause of injury in teenagers.
People who text while driving can cause accidents.
Limiting time spent texting will protect your wellness.
Excessive texting can be harmful to your physical health.

What is something that happens because of new technologies?

SPENCER, North Carolina (Achieve3000, May 17, 2019). Don't ever let anyone tell you that young people can't do great things. Take it from Mrs. Fleming's 7th-grade class at North Rowan Middle School in North Carolina. This compassionate classroom crew is proof-positive that young people can make a difference in the lives of others. And activism can begin with four little words: How can we help?

So how do you go from sitting in a classroom to tackling the problems of the world? For Mrs. Fleming's class, it all started with learning about horrible global events that devastate individuals, families, and communities.

"We planned a trip to Washington, D.C., so that we could immerse ourselves in learning about the Holocaust and refugees," said Mrs. Fleming. "We [also] had the opportunity to participate in a Doctors Without Borders interactive refugee exhibit. We read Achieve3000 articles and novels about refugees, and we watched documentaries and news clips."

Then, the students had yet another extraordinary experience: the chance to speak via video teleconference to a refugee named Lubo, one of the estimated 20,000 Lost Boys who found themselves displaced or orphaned during a deadly civil war that began in Sudan in the 1980s. The students were very moved by Lubo's story as he told them about what he witnessed before he fled Sudan.

"The enemy from the North attacked, people were caught, houses burned, nothing [was] left," student Katie P. remembered him saying. "[It was] really sad because all he had and everything he lived for was no longer there, no one to count on, nothing."

"[We realized that] we usually took everything for granted," said Katie's classmate, Jennifer G. "We never appreciated what we had."

It's one thing to read about history, and quite another to hear from someone who lived it, and who made it clear that Sudan is still affected by life-threatening issues like poverty and lack of access to clean water. The students knew they had to do something, and that's when they asked: "How can we help?"

Soon, they found their answer.

The class was invited by the nonprofit group Mothering Across Continents to host a Walk for Wisdom walkathon to raise money and awareness for impoverished schools in South Sudan. It was a great idea—but the students wanted to take it further.

"We said 'yes,' but asked if we could involve our whole community," Mrs. Fleming said. She joined forces with Karen Puckett, a media specialist at Isenberg Elementary School in Salisbury, North Carolina, which had participated in a school-based Walk for Wisdom for several years.

Meanwhile, the students in Mrs. Fleming's class leaped into action, working in teams to design t-shirts and flyers for the April 2019 walkathon. They also created an iMovie, a website, and a GoFundMe page to help raise money.

Even after all that, the students were just getting started! They planned a Refugee Awareness Community Night at their local bookstore, where they spoke to Ngor Kur Mayol—another Sudanese refugee. The event featured their presentations, art, and writing, as well as a marketplace to raise money for a source of clean water for the students at Nyarweng Primary School in South Sudan.

Mrs. Fleming and her students hope they will eventually be able to exchange messages and photos with the Nyarweng Primary School pupils.

All this might be just the beginning of an ongoing effort. "Our hope is that these events will turn into yearly global events for our county, and that our community will unite for a global cause to help youth in another country," Mrs. Fleming explained.

Needless to say, Mrs. Fleming is extremely proud of how her class has stepped up to help—not that she's surprised.

"Our students have incredible ideas," she said. "All we need to do is listen and encourage. I love seeing where my students' voices and actions can lead us."

And if you want to make a difference in the lives of others, student Kimberly F. has some advice.

"You may think that starting a project to change the world would be difficult," she said. "But if you really put your mind into it, you can achieve amazing things. It can start with a simple act in your community, but you'll see that it will grow and grow."

Most importantly, the students say, don't ever feel like you're too young to make a mark on the world.

"There are many things we are limited to do because we are kids," Katie said. "A lot of people may underestimate [us], but that is what drives us to stand out and help other people."


The best alternate headline for this Article would be __________.

A.Mothering Across Continents Arranges Walk for Wisdom Walkathons

B.Middle School Class Creates GoFundMe Page To Raise Money

C.Students Use Achieve3000 Articles To Learn About Tragic World Events

D.Students Tackle Global Problems One "Step" at a Time

21
Select the correct answer.
Which citation style is used in literature?
ОА.
APA
OB.
AMA
Ос.
Chicago
OD.
MLA

What is the usual way for a narrative to progress

What did brother Quang leave behind

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"On Twitter, Fake News Has Greater Allure Than Truth Does" suggests that the spread of fake news is

difficult to combat through social media.

Which statement from the article serves as a sound basis for this analysis?

On Twitter, Fake News Has Greater Allure Than Truth Does

So fake news could not be blamed just on bots, Roy's group concluded. Instead, people

are the main culprits in retweeting fake news.

One approach might be for social media platforms to discourage people from spreading

rumors. (Paul Resnick] says.

Flagging potentially false headlines or news sites only works a little it found. Sometimes

the tactic could even backfire.

That approach might have more impact than simply booting off bots that behave badly

PLEASE PLEASE PLEASE HELP WILL GIVE ALOT OF POINTS!!!!

Read this excerpt from the passage.
"Only five minutes until showtime, people!" called Mrs. Kseniya to the crowd of students rushing around backstage.
"Great," Nancee muttered under her breath. "I only have a million things to do before then." Her friend Tremina patted her shoulder reassuringly.
"The costumes look great, Nan," Tremina told her. "After you finish hemming my skirt, everything will be perfect."
"Perfect? Hardly!" exclaimed Nancee. "It takes at least ten minutes for me to hem a skirt, and you are expected on the stage in five minutes."
"Three minutes," Sandomir corrected her as he raced past. He and Dmitry were attempting to assemble the backdrop before the curtain rose, and they both looked as stressed as Nancee felt.
"Forget it," Nancee said. "I'll just tape the hem on your skirt, and it will have to be good enough. I never should have agreed to design the costumes for this production."
"I'm worried about the show, too, but you don't hear me complaining," said Tremina. "It seems to me that your pessimism is more of a problem than our tight deadline." Nancee quickly taped the hem of the costume and thrust it at Tremina, who hurried to get dressed.
"Places, everyone," announced Mrs. Kseniya. Tremina began walking toward the stage when the heel of her shoe caught on the taped hem. She tripped and knocked over several of her fellow actors. One of the students fell forward into the backdrop, which then crashed to the floor. The curtain lifted at that moment, and the audience roared with laughter at the disastrous scene.
"Maybe I should change careers from actor to comedian," said Tremina as she enjoyed the sound of the audience's laughter.
"What a mess," Nancee moaned. "My career in show business is officially over."

How does this excerpt contribute to the theme of the passage?
"I'm worried about the show, too, but you don't hear me complaining," said Tremina. "It seems to me that your pessimism is more of a problem than our tight deadline."

A. It shows that tight deadlines prevent people from expressing their creativity.
B. It suggests that a person's attitude can rise above difficult circumstances.
C. It expresses the idea that a person's hard work will eventually be rewarded.
D. It shows that actors are better at handling stressful circumstances than others.

Laws permitting, and even requiring, their separation in places where they are liable to be brought into contact do not necessarily imply the inferiority of either race to the other, and have been generally, if not universally, recognized as within the competency of the state legislatures in the exercise of their police power.


How does this relate to the premises of Brown v. Board of Education?

The Brown case addresses whether state legislatures are equipped to judge the quality of education offered at segregated schools.

The Brown case addresses whether authorities believe that one race is inferior to another when creating public schools.

The Brown case addresses whether these laws inherently deny certain citizens equal protection under the law.

The Brown case addresses the legality of using police power to monitor public places separated by race.

Why should a reader recognize the author's purpose?
A. It guides the respons of the reader.
B. It helps the reader honor the author's name.
C. It makes the reader agree with the author
OD. It encourages the author to write more.

What is the impact of Emma Watson sharing her own experiences with inequality, as a woman in her he for she speech

NEED ANSWERS ASAP
(Score for Question 2: of 20 points)
Read the passage. Then answer the question.
Out of Place
“Ben bunu yapmayacağım . . . I will not do that. He can’t have my shoes, he stole my guitar!” Erkan’s eyes looked impudent beneath his dark brow as his cheeks reddened in fury. His gray-whiskered lips trembled as his hand gripped tightly around the nurse’s wrist. The nurse carefully but firmly freed himself from Erkan’s grasp. He then turned to the caregiver who was assisting him, smiled, and said calmly, “Go get Michelle.”
Michelle was scanning boxes of gauze bandages and stacking them onto a shelf in the storeroom when the caregiver came in and announced, “Phillip’s trying to get Erkan to take a shower and he needs your help.” Michelle rushed out of the store room and down the hall to Erkan’s room.
This was the last week of Michelle’s internship. It was her junior year, and the internship was part of her “Workplace and Consumer Education” class. At first she wanted to intern at her dad’s gas station, but her teacher told her she needed to branch out and signed Michelle up at the Oakcourt Nursing Home, only 15 minutes away from her house.
Wearing a Pittsburgh Steelers sweatshirt and jeans, with dark curls pushed back in a hair clip, Michelle stood out from the crowd of nurses and caregivers in white pants and polo shirts who were standing huddled in the doorway of Erkan’s room. She moved past them and rushed to Erkan’s side. As soon as he saw her, Erkan’s face brightened and he stopped looking like a stricken animal and instead looked like someone who recognized a dear old friend.
“He can’t have them, Michelle. I sold them at the corner,” Erkan shouted, pushing his way to Michelle. “He stole my guitar,” he whispered.
“I know, Erkan, but he was only trying to help you get some money to pay for your trip.” Michelle had been frightened by a lot of the residents of the nursing home when she first started the beginning of the semester. Many of them were incoherent and loud, and some could be very aggressive and scary. Erkan often pushed or kicked and ranted. Michelle had started to regret this internship, and she even avoided going near Erkan’s room whenever possible. “He lives in his own world,” Philip, the managing nurse, explained to Michelle after her first encounter with Erkan’s temper.
Still, Michelle had been curious, and she felt sorry that Erkan had a bad reputation among the staff. She too had felt like everyone mistrusted her—especially at the nursing home where she was so much younger than the rest of the staff—so she understood how he must feel. Besides, he was the only person in the whole place with skin nearly as dark as hers.
Over time, she noticed patterns in Erkan’s rants: He would sometimes mention his guitar and his father and the city of Diyarbakir, which she learned is in Turkey. So she decided that the next time she brought supplies to his room, instead of avoiding Erkan, she would play along with whatever he said. If he lived in his own world, then she would try to join him there. Bit by bit, she discovered that he had immigrated to the United States from Turkey when he was very young. His father had saved as much money as possible to pay for his journey, but he needed to sell Erkan’s guitar to help cover the cost. Erkan had moved in with his aunt’s family in Scranton, Pennsylvania, and finished school there. Eventually he got married, had children of his own, and worked for years signing Turkish singers to a small record label. But he’d never quite felt at home in the United States.
“I know he sold your guitar, but you told me yourself he just wants what’s best for you,” Michelle said, while Philip and the caregiver looked on in amazement as Erkan settled into an armchair. “Now why don’t you listen to Philip, take your shoes off, and have a shower?”
“For you, Michelle, I’ll do it.”
You can feel out of place in a country, in the place where you live, or even in your own head, Michelle thought. But if you’re lucky, someone will know how to find you and remind you that we all feel that way sometimes.
In “Out of Place,” how has Ekran’s relationship with Michelle affected him? Discuss interactions between the two characters and explain how Ekran reacts to these interactions. Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here

write an informative essay on the topic of immigration. Your essay will use to research to describe the changes and challenges that today's immigrant children experience ​

Read the excerpt from "Ellis Island."

For 62 years, some 12 million people passed through Ellis Island for the promise of a better life in America. They came on huge steamships, the majority from Eastern Europe and Italy, the rest from other corners of the world: Lebanon, Cyprus, China, Jamaica, and numerous other places. Many had left their homelands to escape poverty, while others had fled religious persecution or war.

Which words signal the passage of time?

some 12 million people
fled religious persecution
through Ellis Island
For 62 years

In "The Ride of His Life," what is the author's viewpoint toward Senko’s career?

Senko is passionate about working with marine wildlife.

Senko is overly protective of sea turtles.

Senko is on the cutting edge of modern technology.

Senko is an avid fisherman who wants to help save wildlife.

Is 0.4 greater than 0.127

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"We can't fight our way through this, Robinson. We've got no army. There's virtually nobody on our side. No owners, no umpires, very few newspapermen. And I'm afraid that many fans will be hostile. We'll be in a tough position. We can win only if we can convince the world that I'm doing this because you're a great ballplayer and a fine gentleman."

—I Never Had It Made,
Jackie Robinson, as told to Alfred Duckett

What is the central idea in this advice from Branch Rickey to Jackie Robinson?

It will be hard to earn respect for Robinson, both on and off the field.
He thinks some fans will support Robinson, but only if he proves that he is a great ballplayer.
Robinson is strong enough for the job, but he is not a great ball player.
Robinson does not know how to talk to newspapermen, but Rickey does.

What information is missing from this introduction to a

rhetorical analysis essay?

the rhetorical strategies used by the writers

the content of the original text being analyzed

the claim regarding whether the strategies used are

effective

the rhetorical situation regarding the text being

analyzed