help. determain if the thesis statement is strong or weak
1. citys need to take an active role in emproving the saftey of biycleists
2.A bicycle helmet protects the skull
and brain by absorbing shock
during an accident.
3.Bike lanes have proven to be very
effective in improving bike safety
in urban areas.
4.Many bicyclists do not buy
protective headgear, or they
buy a helmet but do not use it.

Answer:

Strong thesis: 1 and 3

Weak thesis: 2 and 4

Explanation:

2 is a fact, 4 is weak, 1 and 3 are not facts and can be discussed

I am 100 % sure.

wright a narritive about you going to a fish farm. what happened? what did you do?
this is a pretend story you did not have to actually go

PLEASSSSSSSSSSSSSSSSSSSSS HELPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

read the excerpt from Esperanza Rising. Isabel's eyes got bigger and she looked worried. "Esperanza, when I go to school next week, you will be here alone with the babies and will have to do the laundry." Esperanza took a deep breath and said weakly, "I can learn." "And later today, you must sweep the platform. You . . . you do know how to sweep?" "Of course," said Esperanza. She had seen people sweep many times. Many, many times, she assured herself. Besides, she was already too embarrassed about the washing to admit anything else to Isabel. This description shows Esperanza has which character trait? laziness persistence weakness hatred

Think about what competition is. Write a short definition in your own words.

My class is reading a series and my teacher gave us all the books but we are not allowed to read them!!! What is the point of giving a student the class book if they cant read it??? I am an avid book reader so anyone that answers please answer from actual experience.

you will get 36 pts and I will mark brainliest.
Environmental Heroes: Anyone Can Be One Worksheet
Part 1

Instructions: Select an organization that works to protect some element of the environment (ocean, land, trees, animals, etc.). Visit the organization’s website, and read the “About Us” section to learn more about the organization. Search to find the following information and record your findings in the chart below:

Essential Questions

The Answers

What is the name of the organization?



When were they founded?



Why were they founded? (This information may be found in an “Our Mission” section of the website.)



What do they actually do?



What are their goals? (This information may be found in an “Our Vision” section of the website.)



Why is their work important?




When you record information from research, write it in your own words. Do not copy the words from your source. It is easy to get a thought in your own words! First, read the paragraph. Next, explain aloud what you have just read without referring to the original text. What you say is what you should record in the chart above.

Part 2

Now that you have completed some research, you have a job! Answer the question: How has your selected organization helped the environment?

Write a five to seven sentence informational paragraph about the important work of the organization you have selected. Use the information you recorded in the chart above to help you write your paragraph to be featured on a webpage entitled “Environmental Heroes: Anyone Can Be One.”


All information should be in your own words. No portion of your paragraph should have words from the source you researched.


Part 3

Create TWO different formats that would be featured with your paragraph on a webpage entitled “Environmental Heroes: Anyone Can Be One.” Information that might be appropriate to incorporate may include (but is not limited to):

What can the average citizen do to help your organization’s cause?
Why is the organization’s cause important?
How has the organization made a difference?
Now, think about how you can communicate this information in different formats. Maps, organizer charts, graphs, pictures, hand drawn illustrations, audio, and video can be effective. Make sure you include the TWO media.

Read the passage. Next, match the transition with the paragraph in which it would best be used.

Growing up, I really misunderstood wolves. Fairy tales, —1— "The Three Little Pigs," gave me a false impression. I pictured wolves as big, bad creatures that could blow down houses.

As a teenager, horror movies confused me —2—. I envisioned wolves as bloodthirsty beasts or humans trapped in another form.

—3—, things changed. In college, I went camping with friends. I witnessed my first wolf up close. —3—, I finally understood the beauty and grace of the majestic creature.

Transition paragraph

Match Term Definition
— notably A) paragraph 3
— even further B) paragraph 1
— in the end C) paragraph 2
Question 6(Multiple Choice Worth 5 points)

Which of the following is an example of figurative language?

fly: to die and go to heaven
fly: an insect
fly: to glide through the air

Using "Saving Tobe," respond to the following prompt by typing your answer in the box: How do authors use historical times or events as a basis for fiction? How do authors transform to revise history? Use specific textual evidence to support your response.

Why does drama work well for illustrating adages and proverbs? The audience can interact with the characters. The audience can see and hear an example of the saying in action. The audience can easily reread any confusing details. The audience can ask questions at the end.

Write a short story using ALL FIVE POWER WORDS about a cobra seeking revenge after his parents had been killed by a mongoose in the short story Rikki-Tikki-Tavi.
Power Words: Quell, Recluse, Recuperate, Replenish, Repugnant

Do you think human space travel is necessary? Why?

What is the purpose of textual information?

It creates internal tension within the text.
It creates the mood in a shot story.
It creates the author's tone.
It creates context so that the reader can figure out the meaning.

Fill in the blanks to explain how to change a bad habit

15 POINTS PLEASE ANSWER FAST

Assignment
What is Important?
Use evidence from the text to support each response. Complete at least one full paragraph for each question.

1. Select one of the stories or poems in this unit and identify the author's purpose for writing. Then, identify
the theme of that same story or poem. What is the difference between the theme and the author's purpose?
Are they the same, or are they different?
Answer:

2. What views about what's important do most of the stories and poems in this unit share? How do the
selections differ in their views of what's important?
Answer:

3. Name two pieces that share a theme and explain how each story develops this theme.
Answer

PLEASE MAKE A POEM ABOUT PERSAVERENCE for me must be ten lines must have 2 examples of figurative language and must have either onomatopoeia or alliteration. I'm begging you I need one really fast because I had one on my wall I made and it got destroyed and I was supposed to show it to my class.

Which aspect of Gallegher's character is most important to the story?

A. his gift for absorbing details of city life

B. his ability to snap at his listeners

C. his lack of book learning

D. his home life far from the newspaper office

In what ways do you think Egyptian theatre is similar to theatre today? Why?

Ok i have to do an essay for sherlock holmes. I have till 3:15pm and i have no idea what to do-
Any examples for me to get this done quicker-

for 15 point answer thes riddels
What are two things you can never eat for breakfast?

2. What is always coming but never arrives?

3. What gets wetter the more it dries?

4. What can be broken but never held?

5. What word is spelled incorrectly in every single dictionary?

6. What is it that lives if it is fed, and dies if you give it a drink?

7. What never asks a question but gets answered all the time?

8. What word would you use to describe a man who does not have all his fingers on one hand?

9. What goes up but never ever comes down?

10. What can one catch that is not thrown?

Who were key people involved in the Civil Rights Movement?

Here is the story Problem With Bullies and the Brainstorming chart can you help me.

If You Have Time-----Can you tell me what the Ethos, Pathos, and Logos is:

Year after year, study after study has come to the same depressing conclusion: Women are paid less than men in most every occupation, from accounting to teaching to sales to nursing. In the 55 years since the federal Equal Pay Act was passed, the gap has shrunk a bit, but it’s still far too wide. In 1963, working women were paid, on average, 59 cents for every dollar paid to a man. It’s now about 80 cents on the dollar, and substantially less for women of color. The gap exists even in fields in which women vastly outnumber men, like secretarial work and grade school teaching.
It’s no great mystery how and why this gap came to exist, but it is unfair and dispiriting nonetheless. Well into the technologically enlightened 21st century, some prehistoric attitudes about the value of women’s work persist and are reflected in their collective pay. It’s wrong, but deeply held societal beliefs are hard to shake and structural inequities are difficult to rectify. That’s why we are heartened by the disruptive promise of a recent decision by the U.S. 9th Circuit Court of Appeals that bars employers from considering a new worker’s prior salary when deciding what to pay him or her.
Well into the technologically enlightened 21st century, some prehistoric attitudes about the value of women’s work persist and are reflected in their pay.
The ruling came in the case of a California woman who sued the Fresno County Office of Education when she found out her salary was $13,000 less than that of a man with less experience and education hired for the same job. Her employers argued that the disparity was not discriminatory because her lower salary was based on the fact that she had earned less in her last job, not on her gender. The court disagreed, adding (in an opinion written by Judge Stephen Reinhardt, who died in late March) that “to allow employers to capitalize on the persistence of the wage gap and perpetuate that gap ad infinitum — would be contrary to the text and history of the Equal Pay Act, and would vitiate the very purpose for which the Act stands.”
It’s a broad interpretation, to be sure. Even some of the concurring justices worried that Reinhardt’s absolute ban on considering prior salary was too broad, though they agreed with his larger point. But there’s certainly something to his logic. Discrimination is baked deeply into our system, and because past pay often is determinative of future pay, women underpaid in the past often continue to be paid less for the rest of their careers. Interrupt this pattern, and you have a better chance of stopping it before another century passes.
The ruling applies only to the nine states under the appeals court’s jurisdiction, but it likely will have a ripple effect across the nation, where concerns about the wage gap already have spurred a handful of states and cities — California among them — to adopt laws banning employers from asking about pay history. More states have considered similar proposals.
Businesses that employ people have been understandably wary of adding another subject to the list of topics that are verboten to ask about in the application process. This includes asking job applicants their race, religion or gender identity, or other personal information such as their sex or whether they are pregnant, unless is it relevant to the job they are seeking. The California Chamber of Commerce and other business groups opposed California’s law, AB 168, which went into effect in January, on the grounds that employers often seek past wage history for legitimate, nondiscriminatory purposes. For one thing, the chamber argued, employers don’t always know what the going market salary is for a particular job; for another, past wage history can help a company determine whether the potential employee’s salary expectations far exceed what it can offer.
But the benefits of the law outweigh those concerns. Besides, industry trade groups regularly produce salary surveys for employers in their fields. And the California law still allows employers to ask an applicant about their salary expectations — what they hope or expect to earn in the job for which they’re applying.
Pay inequity doesn’t only harm women. It also harms people of color. And it’s a matter of simple fairness too. Two people with the same amount of job experience and the same skills who do the same job equally well should be paid roughly the same amount, regardless of what they used to earn or what their race or gender is.
Everyone can be hurt by a system that bases compensation not on skill level, experience or industry standards but on what they were paid at their last job.

Do you guys think I Should ask out my crush (Max Lozano)(my name:Maryah)

Write a one page essay based on the following prompt:
What was your first worry when you were a child and how did you cope with it? What
worries are you experiencing now and how are you currently coping?
CAN SOMEONE DO ME AN ESSAY PLZ!!!!
**Remember to use proper grammar and use paragraphs to separate your ideas.

Only people who have read the book Lyddie can help me with this one:

Read the passage.

Almost everyone knows “Taps,” the haunting melody played by a military bugler at military and memorial services. This tune has twenty-four solemn notes, one for each hour of the day, and all the notes are part of a single chord.

“Taps” had its beginnings in Europe. It . . . functioned as a kind of curfew call. It warned [soldiers who were late returning to their barracks] that they had only a short time to return to base. Troops who were roaming at liberty needed to report to their officers, or they would be disciplined.

One evening during the Civil War, General Daniel Butterfield, a Union officer, fondly and sympathetically recalled the French tune. Somehow, “Taps” had crossed the ocean. Butterfield made his speech to his comrades, asking those in the group that the melody be played each evening at sundown instead of a bugle named “Extinguish the Lights.” The tune soon spread to the Confederate army, and it was even played at the funeral of Confederate General Stonewall Jackson.

These days, “Taps” no longer symbolizes a curfew call. Instead, it functions as a solemn farewell. When its twenty-four notes ring out at a state occasion, mellow and true, they often bring tears to the eyes of the spectators in attendance.
What best describes the type of organizational structure used in this passage?


A. order of importance

B. chronological order

C. spatial order

Project: Compare the stories.

In this project, you are going to use your critical reading skills to compare and contrast two different stories. You will follow the writing process to write a four-paragraph writing piece comparing "Robin Hood" and "Arthur and the Sword in the Stone."

Part A:
How did Brian’s attitude toward the hatchet change from earlier in the novel?

A. Brian determines that the hatchet may not be as important as he thinks.
B. Brian regrets accepting the hatchet as a gift from his mother.
C. Brian understands that the hatchet is the invaluable key to his survival.
D. Brian realizes that keeping the hatchet with him was more challenging than he thought it would be.

Part B:
Which quotation best supports the answer to Part A?

A. “He thought he could see the windows and that made him think again of the pilot sitting inside and he forced his thoughts from it—but he could see no hatchet.”
B. “He made one grab, missed, reached again and felt his fingers close on the rubber.”
C. “He clutched it and in one motion slammed his feet down into the mud and powered himself up.”
D. “He reached for the side of the raft and hung there, just breathing, until he could think once more—the hatchet clutched and shining in his right hand.”

Based on the details in the story what is one difference between Robin Hood and Little John.