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1
yeknisaspe
https://www.smithpartnership.co.uk/files/webform/Bo-v-Mi.html https://www.smithpartnership.co.uk/files/webform/Bo-v-Mi.html https://www.smithpartnership.co.uk/files/webform/Bologna-v-Milan_0.html https://www.smithpartnership.co.uk/files/webform/Bologna-Milan-In-Diretta-Streaming.html https://www.smithpartnership.co.uk/files/webform/Bologna-Milan-In-Diretta.html https://www.smithpartnership.co.uk/files/webform/7milan-bologna-in-diretta.html https://www.smithpartnership.co.uk/files/webform/7milan-bologna-in-diretta_0.html https://www.smithpartnership.co.uk/files/webform/b-a.html https://www.smithpartnership.co.uk/files/webform/a-v-b.html https://www.smithpartnership.co.uk/files/webform/ab-2.html https://www.smithpartnership.co.uk/files/webform/mb-2.html https://www.smithpartnership.co.uk/files/webform/m-v-b.html https://www.smithpartnership.co.uk/files/webform/a-2.html
Tue Dec 18 2018 12:52:46 GMT-0500 (EST) 0 english
26
alhasan5
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Tue Dec 18 2018 12:51:27 GMT-0500 (EST) 0 english
7
rrobbins9
Mrs. Butterworth made 36 cupcakes for her 5th grade class. Some of the cupcakes were chocolate and some were strawberry. If 2/3 of the cupcakes were chocolate, how many strawberry cupcakes were there? A) 12 B) 22 C) 24 D) 30
Tue Dec 18 2018 12:50:23 GMT-0500 (EST) 1 mathematics
43
fuggincloudnine
“…that all railway companies carrying passengers in their coaches in this State shall provide equal but separate accommodations for the white and colored races by providing two or more passenger coaches for each passenger train, or by dividing the passenger coaches by a partition so as to secure separate accommodations: - excerpt from the decision Plessy v. Ferguson What developed throughout the South as result of the decision in Plessy v. Ferguson? A) poll taxes and voting restrictions B) "Jim Crow" laws that supported segregation C) overturned laws that legalized segregation D) Black codes whose purpose was to restrict African-Americans The NAACP argued that Plessy v. Ferguson was a violation of which amendment that offers equal protection under the Constitution? A) 13th B) 14th C) 15th D) 16th
Tue Dec 18 2018 12:49:59 GMT-0500 (EST) 0 history
46
kgoodw39
Make me laugh ¯\_(ツ)_/¯
Tue Dec 18 2018 12:49:40 GMT-0500 (EST) 111 english
37
efrayim93
https://osbcng.org/groups/123movies-watch-bumblebee-2018-hd-full-movie-online/
Tue Dec 18 2018 12:49:40 GMT-0500 (EST) 0 biology
53
imoku01
Document creation is a key business function because: A.it provides many entry-level job opportunities. B.it allows documents to be stored, distributed, and analyzed for decision-making. C.it prevents cyber bullying in the workplace. D.without documents there could be no government reporting.
Tue Dec 18 2018 12:49:39 GMT-0500 (EST) 1 business
4
little_byrd
Read the passage. excerpt from Narrative of the Life of Frederick Douglass by Frederick Douglass Frederick Douglass was born into slavery in the early 1800s. He would escape and become a famous writer, orator, and politician. A leader in the abolitionist movement, Douglass's memoir detailed his life as a slave and his hunger for freedom. Published in 1845, this memoir fueled the abolitionist movement and is considered one of the most influential abolitionist texts. Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. To use his own words, further, he said, "If you give a [slave] an inch, he will take an ell. A [slave] should know nothing but to obey his master—to do as he is told to do. Learning would spoil the best [slave] in the world. Now," said he, "if you teach that [slave] (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy." These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty—to wit, the white man's power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both. . . The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey's ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. "You will be free as soon as you are twenty-one, but I am a slave for life! Have not I as good a right to be free as you have?" These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free. Question 1 - What is the effect of the first-person narration? It allows the story to move backward and forward in time. It provides insight into the narrator's opinions. It makes the story easier to follow. It gives weight to the opinion of an unreliable narrator. The answer is - It provides insight into the narrator's opinions. Question 2 - Reread the first two paragraphs. Which phrase best describes Douglass's purpose for including this particular experience in the narrative of his life? to show the connection between education and freedom to show that slaveholders sometimes disagreed about teaching enslaved people to read to show the kindness of Mrs. Auld to illustrate that all slaveholders were mean and cruel The answer is - to show the connection between education and freedom Question 3 - How do the last two paragraphs contribute to the central idea of this passage? They show that life for children is often more difficult than for adults. They show that Douglass is smarter than most boys his age. They demonstrate how desperately Douglass longs to be free. They demonstrate that Douglass is not willing to risk anything to learn to read. The answer is - They demonstrate how desperately Douglass longs to be free. Question 4 - Read these sentences from Paragraph 2 of the passage. These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty—…. Which definition best expresses the connotative meaning of the word youthful as the author uses it in the second sentence? sensible brand new active ignorant Part B What effect does the author's use of the word youthful have on the meaning of this passage? It shows that Douglass's youth makes him more courageous than he might otherwise have been. It shows that Douglass knows that he is too young to know what is best for him. It shows that Mr. Auld is able to manipulate Douglass into obeying his orders by taking advantage of his good nature and lack of experience in life. It shows that Douglass's new awareness of how owners maintain control over slaves allows him to better understand how to improve his situation. Answer - Pt. A - Ignorant & Pt. B - It shows that Douglass's new awareness of how owners maintain control over slaves allows him to better understand how to improve his situation. Question 5 - Reread the first two paragraphs of the passage. How does this opening section develop the central idea of the passage? It explains how Douglass comes to understand that white people take advantage of ignorance to keep black people enslaved. It shows that Douglass is a quick learner and sets the stage for the passage's exploration of how Douglass learns to read. It shows the mean-spirited attitude of Mr. Auld and sets the stage for the central idea: the cruelty of white slaveholders. It describes Douglass's relationship with Mr. and Mrs. Auld and introduces the central idea: Douglass's resentment of Mr. and Mrs. Auld. Answer - It explains how Douglass comes to understand that white people take advantage of ignorance to keep black people enslaved. Question 6 - Read these sentences from Paragraph 3 of the passage. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. Which statement best describes the effect of these sentences? The sentences explain the cause of the events in Paragraph 4. The sentences are a flashback to earlier events from Douglass's childhood. The sentences contrast with the perspective Douglass provides in Paragraph 2. The sentences present a problem and a solution to that problem. Answer - The sentences explain the cause of the events in Paragraph 4. Hope this helps someone.
Tue Dec 18 2018 12:48:46 GMT-0500 (EST) 0 english
12
dancy
https://answers.launchpad.net/ubuntu/+question/676885
Tue Dec 18 2018 12:48:28 GMT-0500 (EST) 0 health
37
onlivetvsports
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Tue Dec 18 2018 12:47:43 GMT-0500 (EST) 0 business
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houstontexas
How does a communist system of government differ from a democracy?
Edit · Unsubscribe · Report · Mon Feb 22 2016 13:05:16 GMT-0500 (EST) history
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117
nightowl
In communism, the government owns means of production.
Edit · Delete · Report · Mon Feb 22 2016 13:16:13 GMT-0500 (EST)
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