How does the setting of a life at sea in Selection 1 affect the character?


A)He lives a life of unmatched ease.


B)He leads a life of great adventure.


C)He has many unmet needs.


D)He is in constant fear.




(the POEM)

I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a gray mist on the sea’s face and a grey dawn breaking.

I must go down to the seas again, for the call of the running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.


I must go down to the seas again, to the vagrant gypsy life,
To the gull’s way and the whale’s way, where the wind’s like a whetted knife;
And all I ask is a merry yarn¹ from a laughing fellow-rover²,
And quiet sleep and a sweet dream when the long trick’s over.

Which word is most clearly used denotatively?

A well-groomed cat has a delightful fragrance, while dogs are typically. Filthy and inclined to stink.

A. Stink
B. Dogs
C. Fragrance
D. typically

Which claim from Selection 1 has insufficient evidence?


A)Major crimes usually occur at night.


B)Some cities offer flexibility in curfews.


C)Teen curfews can work if they are enforced.


D)Minor crimes can use up valuable resources


(the paragrapg)



1 Crime is a continuing problem in our society, and to combat it, we must engage in a variety of tactics to give the courts and law enforcement the tools they need to keep us all safe. One valuable tool is a teen curfew, a simple law that restricts when youths under 18 years old can be outside of the home.

2 The benefit of curfews is twofold—they reduce the number of people on the streets who might cause trouble, and they keep youths safe. Even good kids might be tempted to get in minor trouble late at night. Small violations can take up large amounts of police time—time that is better spent dealing with more serious issues. A curfew just takes away the opportunity for kids to get in trouble by keeping them at home.

3 While some teens may be irritated by such restrictions, curfews actually keep youths safe. An old saying goes, “Nothing good happens after midnight.” For young people, this is particularly true. Serious crimes often happen at night, and curfews can keep kids from becoming victims.

4 Many cities set curfews for 11 p.m. during the week. There is simply no need for teens to be out of the house after that. At that hour, students should be done with part-time jobs, sports events, or other activities. Some cities allow teens to stay out until midnight on Fridays and Saturdays. However, most believers in curfews would argue that an earlier deadline would be much more effective.

5 Of course, children can always be out with their parents or guardians. The purpose of the curfew is to make sure teens are under some sort of adult supervision. This can take place at home or away from home, as long as adults are present. Curfews have been proven to work. A 1997 United States Conference of Mayors survey of 347 cities found that curfews improved safety in 88 percent of the cities that enforced them.

6 A teen curfew is not going to immediately end all crime, but it will help. In conjunction with other techniques, such as graffiti cleanup, educational and recreational opportunities for youths, and police intervention in high-crime areas, a teen curfew can help keep us all safer.

I will mark brainliest:

circle the predicates
star the subject
box the phrases

1: While taking his homework out of his desk, Alec heard a giggle from the girls behind him.
2: Having never seen an airplane before, the toddler was puzzled.
3: From out of nowhere, the teacher appeared in front of Sadie, clicking her tongue and wagging her finger.
4: Jules spoke excitedly to the honored guest, a famous singer.
5: Though disappointed about not getting any chocolate, Cole was happy to have so much candy.

Select three quotes that support the central idea in Part A.


A)"'Ultimately we hope to have advertisements on every bus to maximize our income,' said Robin Adair, D-38 spokeswoman.” (paragraph 23)


B)“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.” (paragraph 24)


C)“'It’s being part of the community, helping out the schools. They need funds. I thought it was neat to use dollars to support the community as well as the community supporting us.'” (paragraph 27)


D)“The districts report that the ads are approved by administrators before they are placed on the buses. There are none inside the buses to entice kids.” (paragraph 28)


E)“Advertisers can choose to run their ads only on certain bus routes to ensure coverage in certain neighborhoods and audiences, said Leigh Howe, of Brilliant Outdoor Media.” (paragraph 33)

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.

How does the author develop the idea that humanity's early fire-starting tools may have been dangerous? Please respond in three to five complete sentences, using evidence from the text to support your answer.

What is Kipling's tone toward Rikki-Tikki-Tavi in the following passage (This passage occurs when Rikki-Tikki-Tavi is fighting Nag to the death in the bathroom.)?

As he held he closed his jaws tighter and tighter, for he made sure he would be banged to death, and, for the honour of his family, he preferred to be found with his teeth locked.

sadness
awe
terror
admiration