Read the following excerpt from Into the Wild.
I said hello as he approached, he mumbled a reply, and we
paused to chat in the drizzle. I didn't ask why he was
carrying a sodden log into the forest, where there seemed
to be plenty of logs already.
What two inferences can you draw from this excerpt?
A. The man carrying the log might be crazy; the author isn't
frightened of him.
B. The man carrying the log is angry, the author is worried about him.
C. The man carrying the log might be crazy, the author is in awe of
him.
D. The man carrying the log is in a hurry; the author is worried about
him.

Answer:

The man carrying the log might be crazy; the author isn't frightened of him.

apex

Explanation:

by carrying a log into a forest that already has logs isn't neccesary and the author shows that he is not afraid as he engaged in a conversation with the man.

What kind of transition does the word "since" usually indicate?

Which sentence has the MOST objective tone?
The Northeast has at least five months of cold weather, which is four months too
many.
O We have a long, dreary wait until the beginning of spring.
O I can't agree with the poet that April is a cruel month.
O The northern United States is statistically colder for longer than the South.

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1. a_hl___S it is in olympic​

What is the size of the matrix resulting from

What is the answer please please answer please what is the answer please please answer please

Which is not considered a Disney Princess a) Princess Leia b) Princess Cinderella c) Princess Auroa d) Princess Jasmine

Change to passive "Has anyone seen the postman?"​

The Amazon River is located in South America and is one of the longest rivers in the world. Is it compound or a simple sentence

what are some promo codes

We must do something to help the bee population win the battle against a colony collapse or the world faces horrendous consequences. Bees are important to our food chain. The loss of bees would mean the extinction of food as we know it.

What is the purpose of this passage?

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

Scouts honor describes the narrative you at the end of the story

What did brother Quang leave behind

What first struck the narrator in regards to Usher's appearance?

Initial Reader's Response: Identify and note any KEY WORDS or QUOTES that you found to be interesting or appealing
(think about the different rhetorical appeals - ethos, logos, pathos). Include brief notes on why you found them to be
noteworthy.
FROM THE POEM BARS FIGHT BY LUCY TERRY. Please someone help me please help

1) In line 7, the word “knell” most nearly means...

A. The past tense of kneel
B. The sound of ringing bells
C. A song
D. A type of se animal

2) This poem can be best describes as

A. Celebratory
B. Elegiac
C. Humorous
D. Persuasive

4) The topic of this poem can be best described as

A. The difficulty of continuing life after death
B. The transformative nature of death
C. the just death of the villain
D. Man’s return to the heaven after death

5) In line five, the word “suffer” most nearly means

A. To experience pain
B. To undergo
C. To die
D. To patiently endure

How would you describe the status of the Seven Commandments of the Principles of Animalism at the end of the stor

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

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

Is 0.4 greater than 0.127

please help me asap​

A figure of speech in which one directly addresses an absent or imaginary person, or some abstraction​

TRUE OR FALSE???

A writer is working on a research paper in which she argues that it’s important to be careful when consuming coconut oil and other coconut-based products. One of the paragraphs in her paper reads:

According to a 2018 New York Times article, “Coconut oil’s image has gotten a makeover in recent years, and many natural food stores stock the product. But despite ‘a lot of hype about it,’ said Dr. Alice H. Lichtenstein, a Tufts University professor of nutrition science and policy who is vice chair of the federal government’s dietary guidelines advisory committee, ‘there’s virtually no data to support the hype’” (Rabin). According to a CNN news report discussing coconut oil, “Health organizations tend to discourage the use of coconut oil, which is more than 80% saturated fat. The American Health Association says it’s better on your skin than in your food, and it recommends that no more than 5% or 6% of your daily calories come from saturated fats—about 13 grams per day. The association also advocates replacing coconut oil with ‘healthy fats’ such as polyunsaturated fats and monounsaturated fats, like those found in canola and olive oils, avocados and fatty fish” (Drayer, et. al). Additionally, “Like other oils, coconut oil is calorie-dense, which means consuming large amounts without reducing other calorie sources can lead to weight gain. Just one tablespoon has 120 calories, about the same as a large apple or four cups of air-popped popcorn” (Drayer, et. al).

This paragraph effectively relates the writer’s source material to her own ideas about coconut oil.

Throughout this unit, you have been planning how to seamlessly insert a new character, the child of another Greek god with a unique gift or power, into an existing scene of The Lightning Thief without changing the outcome of the scene.
In this assessment, you will write the narrative you have been planning.
Chapter 11
(Ur gonna get a lot of points if u will help me)

which of the following projects would you use as a dictionary entry

when you turn 18, will you register to vote? why or why not? some people believe the voting age should be lowered so that you would be able to vote right now. do you agree with this? explain your thinking.

This question is from the Excerpt From Frankenstein: The Creature Request By Mary Shelley.

1. Why do you think humans have rejected the creature? How have his interactions with
humans corrupted his originally kind character?

Please can you give me a paragraph answer because my teacher asked for a paragraph answer. ( Up to 5 sentences)

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

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.

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