In paragraph 23 of Selection 1, the author uses the word dissipated to mean


A)vanished.


B)threatened.


C)gathered.


D)enlarged.

(the paragraph)
Sofia felt much obliged for their help. When she turned to leave, she felt as though the shop had become much brighter, as if a dark cloud had suddenly dissipated.

Answer:

Its answer is option A

Vanished

The author uses the term "dissipated" which means vanished. Therefore, option A is correct.

The word "dissipated" has several meanings, but the most common one is to disperse or scatter in different directions or to disappear gradually over time. It can also mean squandering or wasting something, such as money or energy, by using it in a frivolous or unproductive way.

Additionally, it can refer to a person who behaves recklessly or irresponsibly, such as someone who drinks excessively or engages in other forms of self-destructive behavior.

This sense of "dissipated" is similar to the first, but refers specifically to something gradually disappearing rather than being spread out. The author uses the term "dissipated" which indicates vanished. Therefore, option A is correct.

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"The queen of doom" Is an example of:
A. Personification
B. Simile
C. Alliteration
D. Allusion

In which sentence do all of the common nouns, and only the common nouns, appear in boldface?

A. I learned to ride at the ranch last July.
B. The eager horses quickly lined up at the gate.
C. The trainer, Joe Asch, slipped my foot into the stirrup.
D. "Rochelle," she said, "you will be just fine."

In the word geography, geo means

A) Stars.
B) Insects.
C) The earth.
D) The human body.

If you were going somewhere on vacation where would you go? Would you rather take a lengthy road trip or a flight?

WILL GIVE BRAINLEST A Surprise for Samantha
Latterly Croven

Samantha stood up from the computer and stared out the window at the group of boys and girls laughing and talking as they strolled past her house. They carried baseballs, bats, and gloves. Samantha had seen this group playing ball in the park, and she had longed to join them. Ever since her family had arrived in the United States from Mexico, she had been trying to figure out how to make friends.

“If I could play their game, I could join them,” she thought. To pass the time, Samantha decided to take a walk. Maybe if she passed the park, she would have the courage to speak to the ball players this time.

Before Samantha reached the park, she spotted Mr. Hernandez puttering in his garden. Her family had met him shortly after they had moved into their new home. When her parents learned that his wife had died recently, they began to invite him often for dinner. Samantha was eager to get to the park, but she knew that Mr. Hernandez was lonely. She called out a greeting.

“Samantha, it’s good you are here. I think I’ve been in the sun too long without a hat. I feel a little dizzy. Can you help me to the porch?”

Samantha guided him to the porch and brought a glass of water from the house. Mr. Hernandez seemed a little better in the shade but Samantha wanted to make sure, so she stayed awhile and chatted. Mr. Hernandez listened as Samantha poured out her longing to learn how to play baseball so that she could make friends.

By the time Samantha was sure Mr. Hernandez was all right, it was too late to walk past the park. She hurried home to help her mother prepare the evening meal. Then her mother sent her back to get Mr. Hernandez. He was sitting on the porch, with an excited look on his face.

“Imagine what I found in my closet!” he exclaimed.

Beside the chair were a worn baseball bat and glove and a few balls.

“You didn’t know I was a ballplayer in my day, did you?” he asked with a twinkle in his eye.

After supper that night, Samantha began her baseball lessons with Mr. Hernandez, and, within a week, she had become another one of the ballplayers in the park.

Read the passage on the left to answer the following questions:

15)
As the story ends, why does Mr. Hernandez have an excited look on his face?
A) He knew how to help Samantha.
B) He was happy to have a friend.
C) He was having dinner with Samantha.
D) He found his baseball bat and glove.
16)
Which word correctly completes this sentence?

Martha has volunteered to help plan the party; _______________, she's willing to bring refreshments.
A) however
B) although
C) in addition
D) nevertheless

The Help (If you don't know the answer don't answer)

Celia has never had a maid before so Minny has to ______________________.

If you don’t keep me, I’ll break. What am I?
This is easy

Plsssss help......
What is an artist? Write a paragraph.
Ts CD Com Com Cd Com Com Concl.

Read the excerpt from Heart of a Samurai.

Manjiro wondered why the foreigners didn’t just carry their small things in separate pouches, the way it was done in Japan. But once his hands discovered his pockets, he couldn’t keep them out. His hands wanted to explore those spaces just like, when he’d lost teeth as a boy, his tongue wanted to explore the empty holes where his teeth had been.

Which words best show Manjiro’s curiosity?

“lost” and “the empty holes”
“wondered” and “wanted to explore”
“foreigners” and “separate pouches”
“carry” and “the way it was done”

Which paragraph from Passage 1 contains information that supports the argument against the placement of advertisements on school buses? Select one.


Paragraph 2


Paragraph 8


Paragraph 13


Paragraph 17

Read this excerpt from Immigrant Kids.

Giuseppe and I held tightly to Stepfather's hands, while Liberta and Helvetia clung to Mother. Passengers all about us were crowding against the rail. Jabbered conversations, sharp cries, laughs and cheers -- a steadily rising din filled the air. Mothers and fathers lifted up babies so that they too could see, off to the left, the Statue of Liberty.

What best paraphrases the central idea of the excerpt?

It was noisy on the ship sailing to America. Immigrant parents and children made a lot of noise, especially when they got to the Statue of Liberty.
Immigrant families sailing to America were excited when they finally made it to the New York harbor. Everyone on board made happy noise as they reached the United States.
Everyone on board the ship was fighting to see the Statue of Liberty. Babies and mothers and fathers all cried because they couldn’t see it, because it was off to the left.
Immigrant children had to hold tightly to their parents’ hands. There was so much crowding and jostling on board the ship. If they didn’t stay close to their parents, they would fall off the boat.

Please help!!!!

You are the storyteller! Believe it or not, your day-to-day activities are the makings of a wonderful story. What words would you choose to describe your day? What information and evidence can you recall that could inspire your word choice? Let the reader feel what it is like being you.

Identify the sentence that correctly uses an apostrophe.
A) Is that you're book or is it mine?
B) Bob's house was renovated last year.
C) The 90 pound dog wagged it's tail as I walked past it.
D) I needed to use the Ladie's Room, but I could not find it.

it's seven o'clock, and Ronaldo is walking to school. Ronaldo opens the school door and closes the door. His friend says: Ronaldo at the door. Ronaldo says: No and runs to class

WHICH IS A TRUE STATEMENT ABOUT THE USE OF DETAILS WHEN WRITING ENGAGING LEADS?


1. Use descriptive details.

2. Use informational details.

3. Use repetitive details.

4. Use factual details.
will give brainliest for the CORRECT answer

"Now, well would it have been for him who had first spoken had he left Robin Hood alone; but his anger was hot. . . . So, of a sudden, without any warning, he sprang to his feet, and seized upon his bow and fitted it to a shaft. "Ay," cried he, "and I'll hurry thee anon." And he sent the arrow whistling after Robin."
—The Merry Adventures of Robin Hood,
Howard Pyle

Who is the conflict between in this passage? Answer by using the drop-down menu to complete the sentence.

The conflict is between Robin Hood and _______.
A: the deer
B: the sheriff
C: the archer
D: the king

In a short essay response of at least seventy-five words, explain what it means to analyze a piece of fiction. Your answer should include specific examples of how to go about forming an analysis.
i dont understand

Directions: write both pros and cons for each proposal.


1. Should children be allowed to drive when they turn thirteen?


Pros Cons
1. 1.
2. 2.
3. 3.

2. Should students get paid money for having good grades?

Pros Cons
1. 1.
2. 2.
3. 3.


3. Should students be allowed to have phones in school?

Pros Cons
1. 1.
2. 2.
3. 3.



4. Should the school day be reduced to three hours long?


Pros Cons
1. 1.
2. 2.
3. 3.


5. Should unpermitted streaming or downloading of music or movies be illegal?

Pros Cons
1. 1.
2. 2.
3. 3.


6. Should students have to maintain “C” grades or better to participate in sports and clubs?

Pros Cons
1. 1.
2. 2.
3. 3.



7. Should candy and soda come with the school lunch?


Pros Cons
1. 1.
2. 2.
3. 3.


8. Should students have to walk in lines when traveling as a class?


Pros Cons
1. 1.
2. 2.
3. 3.

Part 1: Describe in detail your work space environment. Explain how your work area is organizedand helps promote success in YOUR classroom.

I WILL GIVE BRAINLIEST!!
Using what you know about the words "decompose," "descent," and "deport," the prefix "de" means

to go forward
to build or form
to be empty
to do the opposite of

ILL MARK THE BRAINLEST

Hey can someone help me please this due today and no one answer it correctly there just trolling.so can someone answer this question thank you!!!!


EXT 1 :Since 1983, the Sudan People’s Liberation Army (SPLA) and the Sudanese Government have been at war in southern Sudan. The conflict has already claimed more than 500,000 lives and displaced huge numbers of people. Among these were at least 20,000 children, mostly boys, between 7 and 17 years of age who were separated from their families. These ‘lost boys’ of the Sudan trekked enormous distances over a vast unforgiving wilderness, seeking refuge from the fighting. Hungry, frightened and weakened by sleeplessness and disease, they crossed from the Sudan into Ethiopia and back, with many dying along the way. The survivors are now in camps in Kenya, the Sudan and Uganda

Question 1: What's the main idea,detail 1 and detail 2?

TEXT 2:This extraordinary exodus has its origins in traditional forms of migration. After being initiated into manhood, young adolescent boys in southern Sudan have generally been quite mobile. Organized into small groups of their peers, they would leave home for a period to look after cattle. Or they might head for the towns or cities to go to school or to seek their fortune, before eventually returning home. In addition, at times of stress families all over Africa send their children elsewhere to find safety, food, work and schooling.

Question 2: What's the main idea,detail 1 and detail 2?

TEXT 3:But during the war this process has escalated dramatically. Fearing they would be targeted as potential combatants, many boys left their villages and headed for cities such as Juba and Khartoum. Here they hoped to find work or schooling, though as these cities became saturated with migrants, the boys often had to resort to begging or petty crime.


Question 3: What's the main idea ONLY???

TEXT 4:.Others set out for refugee camps in Ethiopia. Some travelled with friends or relatives, others slipped away on their own at night. Few had any idea of what lay ahead of them. They believed the trek would last only a few days and discovered that they faced a harrowing journey of 6 to 10 weeks. Continually under threat, they would flee for their lives, losing their way in the wilderness. Often they lost everything en route—blankets, sheets, shoes, clothes and pots—to soldiers, swindlers or bandits. Many fell victim to killer diseases. Others were so weakened by hunger and lack of sleep that they could go no further and sat down by the roadside—prey for lions and other animals.

Question 4:What are the Hopes/Expectations and Realities


LAST QUESTION:Take a moment to jot down the central idea. So far, the author shows...

WILL GIVE BRAINLEST
Wild Plum Jelly
Tracy Wilson

1 In the winter of 1976, when I was only four years old, my family moved into a modest home in a growing Greenville neighborhood. Upon a slope on one side of the house, stood a dozen tree sprigs looking rather bald and barren. By springtime, however, the little trees began growing taller and bushier by the day. Upon exploring the hillside in mid-July, I noticed hundreds of quarter-sized, pinkish orbs dangling, daring me to pick just one. Of course, I did.

2Plums? I questioned. Yes, plums. she reiterated. She explained that these were not the same as the deeply colored, voluptuous kind I had seen in the market. These were a smaller and much sourer variety.

3 Knowing that they were safe, I ate enough that one afternoon to give me a stomach ache that lasted two days. As the plums became riper and sweeter, my grandma and I picked enough to fill two enormous buckets. She taught me to make jelly from the tiny fruits which we could enjoy all winter long.

4 Years later, I was driving down a long, winding highway when I noticed several wild plum trees lining the hedgerow. I had to pull over. I picked a heaping handful. As I sat there on the side of the highway, I basked in the tartness of my childhood fruit and in the sweetness of the memory of making jelly with the greatest woman I have ever known.

Read the passage on the left to answer the following questions:

7)
Wild Plum Jelly (Another Point of View)

When Tracy was just a little girl, maybe four years old, she came to visit my home just around the time my wild plum tree was bearing fruit. The plums were pinkish little spheres just begging for Tracy's little hands to pick them. When she grabbed one, I explained to her that the plums were edible and safe, but that they didn't taste like the rich, delicious plums at the grocery store. They were a little sour!

But their sour taste didn't stop little Tracy at all. She ate so many plums that she got a stomach-ache! Mercy! After she got better, I taught Tracy to make wild plum jellies. I hope that one day she can remember the good times we had together when she was young.
What do these two accounts of an early event in Tracy's life have in common?
A) Tracy's story is tinted with a tone of sadness, but the grandmother's story is mostly happy in tone.
B) The grandmother's story mentions that they picked apples instead of plum, but Tracy's story mentions only plums.
C) Tracy's story is a memory of picking plums with her grandmother, and the grandmother's story is a similarly happy memory.
D) The grandmother's story shows that she didn't enjoy picking plums, but Tracy's account shows that she had a really good time.
8)
Which text structure BEST describes how the author has organized the passage?
A) sequential
B) cause and effect
C) compare and contrast
D) problem and solution

A bus driver was heading down a busy street in the city. He went past three stop signs without stopping, went the wrong way down a one-way street, and answered a message on his phone. But the bus driver didn’t break any traffic laws. How?

What is the central idea of passage 1?


A)Jane must identify her attacker and move on.


B)Jane needs to apologize for her behavior to earn Mrs. Reed’s forgiveness.


C)Jane must express her own perceptions and emotions in her quest for independence.


D)Jane is learning how to understand why she is being asked to leave Mrs. Reed’s home.


(the paragraph)
1 I gathered my energies and launched them in this blunt sentence—



2 “I am not deceitful: if I were, I should say I loved you; but I declare I do not love you: I dislike you the worst of anybody in the world except John Reed; and this book about the liar, you may give to your girl, Georgiana, for it is she who tells lies, and not I.”



3 Mrs. Reed’s hands still lay on her work inactive: her eye of ice continued to dwell freezingly on mine.



4 “What more have you to say?” she asked, rather in the tone in which a person might address an opponent of adult age than such as is ordinarily used to a child.



5 That eye of hers, that voice stirred every antipathy I had. Shaking from head to foot, thrilled with ungovernable excitement, I continued—



6 “I am glad you are no relation of mine: I will never call you aunt again as long as I live. I will never come to see you when I am grown up; and if any one asks me how I liked you, and how you treated me, I will say the very thought of you makes me sick, and that you treated me with miserable cruelty.”
7 “How dare you affirm that, Jane Eyre?”

8 “How dare I, Mrs. Reed? How dare I? Because it is the truth. You think I have no feelings, and that I can do without one bit of love or kindness; but I cannot live so: and you have no pity. I shall remember how you thrust me back—roughly and violently thrust me back—into the red-room, and locked me up there, to my dying day; though I was in agony; though I cried out, while suffocating with distress, ‘Have mercy! Have mercy, Aunt Reed!’ And that punishment you made me suffer because your wicked boy struck me—knocked me down for nothing. I will tell anybody who asks me questions, this exact tale. People think you a good woman, but you are bad, hard-hearted. You are deceitful!”

In Passage 1, how does the author compare the issues of tax increases and advertising on buses?


A)They are both actions that require safeguards.


B)They are both issues of controversy in school districts.


C)They are both possible approaches to dealing with budgetary concerns.


D)They are both present problems that cannot be ignored by state representatives.




(THE paragraph)

1 Tight school budgets could soon translate into Missouri school districts’ selling ad space on yellow school buses.



2 Missouri state Rep. T.J. Berry, R-Kearney, says his bill—HB 224—isn’t a cure-all by any stretch. But legalizing ads inside and outside the buses would give school districts one additional way to raise money in these tough times.



3 “Every single school district has had to deal with budget concerns,” Berry said last week. “And generally speaking, the way they have had to deal with those has been cuts or tax increases.”



4 The school bus is something that is already out there and paid for, he said. His bill would permit districts to generate a modest stream of income from their buses.



5 Few question the need for finding additional funds when it comes to educating children, but at least two groups think the school bus exteriors should remain ad-free.



6 “There is no such thing as free money,” said Josh Golin, associate director for the Campaign for a Commercial Free Childhood. “There are real costs to this: the price of selling out your students to advertisers.”



7 Students don’t need the first and last message they receive from their schools each day to be advertisements, Golin said. Students boarding a bus are certainly a captive audience.



8 The National Association of State Directors of Pupil Transportation Services opposes advertising on safety grounds. Obscuring the recognizable school-bus yellow exterior with ads and distracting other drivers “present a safety problem around school buses that cannot be ignored,” the group said in its position paper.



9 National studies have shown that anything that diverts a driver’s attention from the road can pose a hazard, opponents say.



10 “And a big yellow bus doesn’t distract?” Berry asked.



11 Several years ago in Indiana, a Department of Education lawyer suggested that allowing advertisements on buses would invite First Amendment challenges by spurned advertisers, the group noted.



12 Berry said the bill would limit the types of advertising that would be allowed.



13 The regulations would prohibit ads that contain obscene or sexual material, or messages associated with gambling, tobacco products, alcohol, and political campaigns or causes. The ads could not promote drug use or “any illegal activity or antisocial behavior.” They can’t contain “harmful, discriminatory, false, misleading or deceptive” messages.



14 “There are a lot of safeguards being built in,” he said.



15 Berry emphasized that the space reserved for the ads would be “very limited,” meaning toward the back of the bus.



16 By 2012, nine states—Arizona, Colorado, Massachusetts, Nevada, New Jersey, New Mexico, Tennessee, Texas and Utah—permitted advertising on the exterior of school buses, according to the Campaign for a Commercial-Free Childhood. Several, including Missouri, considered it last year.



17 The bill made it out of the Missouri House last year but did not clear the Senate, Berry said. He acknowledged that the idea was “very controversial.”

I need help!!!!! ASAP

What sort of stimulus might a person seek if he or she were sleepy?

Read the citation below, which is from a computer file.

3

“Underground Railroad.” World Book Online. 2012. Web. 20 December 2012. .

Which best explains why “2012” appears twice in the citation?
The citation has been written incorrectly by the essay writer and should only include the second year.
The citation has been written incorrectly by the essay writer and should only include the first year.
The first appearance tells when the article was cited by the essay writer, while the second appearance tells when the article was produced.
The first appearance tells when the article was produced, while the second appearance tells when the article was cited by the essay writer.

What is the central idea of Passage 2?

A)Advertising on school buses helps local businesses, but their ads should be monitored.

B)Advertising on school buses allows larger numbers of people to see ads, and that amount of exposure leads to profits.

C)Advertising on school buses is gaining popularity, but has a long way to go before being widely accepted by the public.

D)Advertising on school buses is one way for school districts to make money, and the community may experience benefits as well.
(THE PARAGRAPH)
18 School buses are carrying more than students these days.
19 The vehicles sport fancy advertisements for local businesses and events.
20 It's part of the effort for school districts to make money in these budget-strapped times.
21 And it is paying off.
22 Lewis-Palmer School District 38 made about $8,000 in its first effort last year with eight advertisers and 11 buses. This year, it is expanding.
23 "Ultimately we hope to have advertisements on every bus to maximize our income," said Robin Adair, D-38 spokeswoman. The district, which has had $11 million in cuts in recent years, is seeking a $4.5 tax increase in the November election.
24 D-38 has 56 buses that collectively travel more than a half million miles a year. That could be a lot of bang for the advertising buck, and a nice amount of change for district coffers. Like Lewis-Palmer, most districts that allow advertising on their buses choose to put the money in general funds to help with such things as higher fuel and utility expenses and increased contributions to pension funds and student activities.
25 Other Pikes Peak districts that use their buses as rolling billboards are Colorado Springs School District 11 and Falcon School District 49.