please answer fast please ​

Answer:

Explanation:

i think it would be C

Answer:

b

Explanation:

correct me if I'm wrong

Answer:

is that the question

Explanation:

Answer:

The First Amendment does not protect you from using vulgar or obscene language

Explanation: Under the 1st Amendment using vulgar or obscene picture or language can get a person in trouble and it is considered a fedral offense. Because wearing a shirt in public a minor would be able to view your shirt. And minors under age of 16 yrs old are not allowed to be able to possess or view such items.

Explanation:

this looks like they are about to eat each other

2.these men look like they are angry

3. they look like they're going to be enemies

4. they look like they are Harry baboons

Answer: yes

Explanation:

yes

Answer:

Explanation:

Joe mama

Answer:

b) If you go to bed late, you will be tired tomorrow.

c) If you touch that hot pan, you will burn yourself.

d) If you take some medicine, you will feel better.

e) If you do not take an umbrella with you, you will get wet.

f) If you don't hurry, you will be late.

g) if you drive too fast, you will have an accident.

h) if you leave your books here, you will lose them.

I don't remember what happens in those sections, but C should be the answer because all the other ones aren't very honourable.

Answer:

The Art of War continues to be the most influential strategy text in East Asian warfare, influencing both Eastern and Western military thinking, business tactics, legal strategy, lifestyles, and more. Sun also emphasized the importance of spies and intelligence operatives to the war effort.

Explanation:

Hope it helps:)

Answer:

(Hope this helps can I pls have brainlist (crown)☺️)

Explanation:

In his "Declaration of Independence," Thomas Jefferson used rhetorical tactics to deliver his message, which is to proclaim that the colonies have opted to dissolve their ties with the King and Great Britain, and to explain why they have done so. Parallelism was one of the most common tactics he employed to express his message.

Jefferson often employs repetition to emphasise his points. Some may believe that his use of restatement clarifies his views even more; nonetheless, they are mistaken. To convey the reasons for the Colonists' determination to dissolve their ties with the King and Britain, Jefferson used rhetorical strategies such as parallelism and repetition. The use of parallelism by Jefferson clarified his point to the King.

Some of the King's acts are explained by Jefferson in order to persuade people to surrender to him. These are some of the reasons why the colonists chose to dissolve their ties with the United Kingdom. Another example is: We believe these truths to be self-evident: that all men are created equal, that their Creator has endowed them with certain unalienable Rights, among them are Life, Liberty, and the Pursuit of Happiness.

That governments are established among men to guarantee these rights, deriving their legitimate powers from the consent of the governed, and that whenever any form of government becomes destructive of these aims, the people have the right to change or abolish it.

Jefferson used repetition by using the same phrases to educate the King about their convictions, in the hopes that these beliefs will persuade the King to concur with the Colonists' resolve to secede without bloodshed.

The goal of the repeated statements was to convey Jefferson's views about changing the King's attitude of maintaining the colonists as resources for Britain and allowing them to have their independence. Finally, Jefferson used repetition; some believe he did so successfully because it clarifies his argument and emphasises essential points.

Explanation:

how am i suposed to answer this

Answer:

Evasive is a way of saying that something is always gone before you can get it. A good example of this is if you are looking for a person and follow them somewhere but they somehow getaway, you could say they are evasive.

Explanation:

hope this helps. . . <3

good luck!    uωu

Answer:

it is very simple but very important

1 they do not make spelling mistakes...

2 they have a strong grammar concept...

3 they stay away from plagiarism

4 they try to summarize whole topic to make it easy to understand

5 they try to write different topics in comparison...

Explanation:

O>O

Answer:

they do not make spelling mistakes...

they have a strong grammar concept...

they stay away from plagiarism

Explanation:

Answer:

alliteration is the correct answer.

Answer:

Your argument can be summed up quickly. Your claim is that you need a new cell phone. Your mom's counterclaim is that you don't need one. Your reason is because yours doesn't have Internet access, and your evidence says that students with Internet access make better grades.

Answer:

B. alliteration ( repeated beginning sounds)

Explanation:

"Chapter 16 Video Case of Tyler", features strategies for using

augmentative communication in the classroom. Various strategies are discussed and demonstrated by the teacher and speech therapist. While you watch the video, pay close attention to all the ways language use is encouraged.

-Make a list of the various strategies, both demonstrated and discussed, for the facilitation of language.

-Discuss some examples of how peer to peer communication is fostered.

-Describe one (1) additional communication strategy you would use to expand the use of language for a young child.

-Compare how these communication strategies can be used with a child who is an English Language Learner or a child with a hearing impairment.In your two responses to peers and/or instructor, expand upon their ideas regarding facilitating language.

Tyler case: Tyler is in his 2nd year of kindergarten. He's autistic and has a severe language disorder but this has been a very successful school year for him. Tyler's teacher Whitney Meed [assumed spelling] describes his progress and one of the augmentative or alternative communication techniques that has brought about his success. &gt;&gt; Last year when I got him he came from the center where he had been in, you know, pre-services. He was nonverbal, very typical, sitting in the corner, very content to play by himself, no interaction. Then last year we had him in the inclusion classroom and we started using what's called PECS with him. It's a picture exchange communication system where you teach a child to associate a picture with an item and if I give you that picture you're going give me that item. And from that you're teaching to pair verbalizations. I want popcorn, whatever you choose to use and you want to pick something that's very inviting that you know that they want, and we started at that. We started with chocolate milk and popcorn and we ate bag upon bag of popcorn. But he figured it out and so then you move to a notebook where you put all the picture symbols and you teach them to manipulate it and to use speech once they've lined it up. It's kind of a queuing system. And now he is very verbal. He interacts with his peers. He loves his classmates. He's really starting to come out of his shell and really pick up a lot of skills. &gt;&gt; Here Tyler's making a snack with Whitney Meed and a classmate. &gt;&gt; Tyler, do you want a turn? &gt;&gt; Yeah! [ Inaudible Remark ] &gt;&gt; I want 4 -- &gt;&gt; 4 pretzel -- &gt;&gt; Pretzel please. &gt;&gt; Good job. [ Inaudible Remark ] Good, okay, all done pretzel. [ Inaudible Remark ] &gt;&gt; Cereal &gt;&gt; Fruit Loops. [ Inaudible Remarks ] &gt;&gt; Good girl! &gt;&gt; In fact, the speech and language pathologist for Tyler's school encourages all teachers to use visual strategies. This includes sign language for speech or language delayed children along with other basic approaches. &gt;&gt; Slow down, to use less words, to give the child time to respond, never to call attention to the problem, never ever to make fun of them or allow other children to make fun of them, that's the first thing we do. Then we start looking for

Answer:

migrant workers

Explanation:

they are the workers who either migrates within their home country or outside it to pursue work.

Answer:

best-selling author go together

written story go together

that's all I know I will

answer the rest

tomorrow if

it is not answered

already

Answer:

B

Explanation:

i guess since mostlikely we want to try something new

Answer:

The answer I found is B

Explanation:

B is most likely to be the plot of a fantasy story because it is least likely to happen in reality.

Hope this helps!

Answer:

b

Explanation:

Answer:

City officials never determined the exact cause of the blaze, but the rapid spread of the fire due to a long drought in the prior summer, strong winds from the southwest, and the rapid destruction of the water pumping system explain the extensive damage of the mainly wooden city structures.the exact cause of the fire remains a mystery. ... Rain put out the fire more than a day later, but by then it had burned an area 4 miles long and 1 mile wide.

wrote this and got 100%

Explanation:

The Chicago fire of 1871 was one of the most devastating fires in US history. Many people believe that the fire started in the barn of Partick and Catherine O’Leary on the southwest side of the city, and it burned for 36 hours leaving people's homes and businesses destroyed. Many lives were lost causing a huge mix of emotions of devastation and sadness. What was the cause of the fire to grow so big and spiral out of control as it did?  

The main things for a fire to start and sustain itself are fuel, oxygen and heat. Luckily for Chicago, they had all three of these ingredients. Since Chicago was built on a swamp, and other materials were too expensive, Chicago's infrastructure including its sidewalks and streets were made from wood. Because Chicago had experienced a long drought in their summer year the wood became dry, as a result it ended up serving as fuel for the fire. The surrounding area was full of houses that were close together, this helped the fire spread rapidly jumping from house to house.

At the time of the fire Chicago had strong winds coming from the southwest. Due to the sudden rise in heat the winds increased quickly. This could be seen in the novel The Great Fire when it states, “the stronger winds, the ones people remembered the best, were probably caused by rising consecutive heat” (Murphy 1). This made things so much worse for Chicago. Those winds carried out burning debris, which would later fall on top of the dry wood located in other areas. Those areas would soon also catch on fire. Making things worse than they already where firefighters at the time did not have the proper equipment to fight these fires and to top it all off, they were sent to the WRONG location. This whole entire catastrophe was the cause of the fire spreading quickly and uncontrollably.  

After multiple hours of burning a fire would eventually come to a stop since there is flammable left. That’s exactly what happened with the Chicago fire. Open areas in the north end of the city helped stop the fire because there was simply nothing left to burn in that area. Fire fighters ended up using explosives as a last-minute recourse to blow up abandoned buildings and homes in the area to help stop the spread. Finally, it started to rain which helped the firefighters put out the fire entirely.  

The after math of fire had left people devastated, heartbroken, and sad. Over 100,000 people were left without a home or a job. 300 people were estimated dead, 100,000 homes and 17,000 buildings including businesses were all destroyed. The damage fee came out to be 200 million dollars which would be around 4 billion dollars in today's money.  

In November of 1871, Chicagoans had rebuilt their city and elected a mayor who would enforce stricter building and fire rules. Architectes came together to start building and designing the first skyscrapers. This resulted in people moving to Chicago to help out with the building process. The population had grown to have 500,000 citizens and a decade later the city was back to normal with over a million people.  

Explanation:

Larger the population, higher the (water) tension

The rise in population leads to higher demand for water for domestic, industrial, agricultural and municipal needs and also evacuation for waste materials.