50 POINTS EACH AND WILL GIVE BRAINLIEST!
Study this graph showing the amount of g-force an astronaut would experience at launch aboard one of the early space missions.

What can the reader conclude about planned G-force and the actual G-force at 5 minutes after launch?
(IMAGE BELOW!)
They are equal.
Their relationship is not clear.
Actual G-force is more than planned.
Actual G-force is less than planned.

The correct form using apostrophe will be:

Indonesia—see the map on page 119—comprises more than 13,500 islands in Southeast Asia, and its population is the world's fourth largest.

Apostrophe: "it's" was corrected to "its". "It's" is a contraction of "it is" or "it has," while "its" is the possessive form of "it." In this case, we are referring to the population belonging to Indonesia, so the correct form is "its."

Hyphen: No correction was made for hyphens. The hyphen was used correctly in "13,500" to separate the thousands.

Dash: No correction was made for dashes. The dash was used correctly to indicate a break or interruption in the sentence and separate the information in parentheses.

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The passage from The Race to Space: Countdown to Liftoff is organized by steps in the process. the passage is a good example of how to organize information in a way that is both informative and engaging.

The passage from The Race to Space: Countdown to Liftoff is organized by steps in the process. In the passage, the author outlines a series of events that occurred during the Apollo 13 mission. The passage begins by describing how Jim Lovell and Fred Haise got 13 onto course. Once this was done, the crew then had to shut down power to the LM as they would need the battery power later.

For the next couple of days, the entire Apollo 13 spaceship was running on 12 amps of power, which is less than what most regular hair dryers run on.The passage is sorted by the steps in the process because it provides the reader with a series of events that occurred during the Apollo 13 mission. These events are outlined in a logical sequence, which allows the reader to understand what happened and how the crew managed to overcome the challenges they faced. The author provides a clear and concise description of each step in the process, which helps to make the passage easy to follow.

The passage provides an example of how technical information can be presented in a way that is easy to understand. By organizing the information into a series of steps, the author is able to provide the reader with a clear picture of what happened during the Apollo 13 mission. This helps to make the passage engaging and interesting to read.

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Answer:

its c

Explanation:

just telling you

No, the phrase "how Lake Jocassee became polluted" is not an adjective clause.

It is actually a noun clause functioning as the direct object of the verb "is." An adjective clause modifies a noun or pronoun in a sentence, providing additional information about it. However, in this case, the phrase in question functions as a complete noun clause, representing the direct object of the verb "is" in the sentence.

An adjective clause typically begins with a relative pronoun (e.g., who, which, that) or a relative adverb (e.g., where, when, why) and provides additional information about a noun or pronoun in the main clause. In this case, "how Lake Jocassee became polluted" does not modify a noun or pronoun; rather, it serves as the answer to the question "What is it?" about Lake Jocassee.

To demonstrate an adjective clause, consider the following example: "The pollution that affected Lake Jocassee was caused by industrial waste." In this sentence, the adjective clause "that affected Lake Jocassee" modifies the noun "pollution," providing additional information about the specific pollution in question.

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Chapter 14, titled "Ender's Teacher," in the novel "Ender's Game" explores Ender's compassion and refusal to harm his friends during battle simulations, highlighting his moral integrity and leadership qualities.

In the novel "Ender's Game" by Orson Scott Card, Ender Wiggin's compassion and refusal to harm his friends during battle simulations is a prominent theme throughout the book.

This specific aspect of Ender's character can be found in Chapter 14, titled "Ender's Teacher," where he demonstrates his ethical dilemma and the resulting compassion that drives his actions.

In this chapter, Ender is faced with a simulation that requires him to launch a devastating attack on an enemy fleet. However, he realizes that in order to successfully execute the attack, he must sacrifice some of his fellow comrades.

Despite the strategic advantage it would bring, Ender refuses to sacrifice his friends and instead finds a creative solution that accomplishes the mission without causing harm to his teammates.

This display of compassion and refusal to harm his friends, even in the midst of battle, highlights Ender's moral integrity and his unique ability to empathize with others.

It serves as a significant turning point in the story, showcasing his leadership qualities and establishing his reputation as a compassionate and ethical commander.

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The best revision for the sentence is: The loyal customers, unaware of the change in the week's work schedule, saw Marquis arrive to work a day early.

However, this sentence may still be improved by rephrasing it into two shorter sentences as follows: The loyal customers were unaware of the change in the week's work schedule. They saw Marquis arrive to work a day early. The sentence “Unaware of the change in the week's work schedule, the loyal customers saw Marquis arrive to work a day early” is a bit unclear as it's not easy to understand which noun the introductory phrase “Unaware of the change in the week's work schedule” describes.

A modifier should be placed as close as possible to the word it describes. In this sentence, the phrase “Unaware of the change in the week's work schedule” should come after the noun it modifies "the loyal customers" in order to avoid ambiguity.Hence, the best revision for the sentence is: The loyal customers, unaware of the change in the week's work schedule, saw Marquis arrive to work a day early.

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Answer:

Strength:

Structure: The 5-paragraph essay provides a clear and organized structure that guides the writer and helps the reader follow the flow of ideas. It typically consists of an introduction, three body paragraphs, and a conclusion, making it easy to understand and navigate.

Conciseness: The format of a 5-paragraph essay encourages writers to present their ideas succinctly and focus on the main points. This brevity can be useful for conveying information efficiently and keeping the essay on track.

Clarity: The clear structure of the 5-paragraph essay, with each paragraph dedicated to a specific topic or point, promotes clarity of thought and expression. It allows for the development of a central argument or thesis and provides a framework for supporting evidence and analysis.

Introduction and conclusion: The 5-paragraph essay emphasizes the importance of a strong introduction to engage the reader and a concluding paragraph to summarize the main points and leave a lasting impression. This framework ensures that the essay begins and ends effectively.

Limitations:

Lack of flexibility: The rigid structure of the 5-paragraph essay can limit creative expression and exploration of complex ideas. It may not be suitable for topics that require in-depth analysis or multiple perspectives.

Limited depth: Due to its concise nature, the 5-paragraph essay may not allow for a thorough exploration of ideas. The three body paragraphs often provide a surface-level treatment of the topic, which can be restrictive for complex or nuanced subjects.

Formulaic approach: The formulaic structure of the 5-paragraph essay can lead to a repetitive and predictable writing style. This can result in a lack of originality and hinder the development of advanced writing skills.

Inadequate for advanced academic writing: While the 5-paragraph essay can be useful for introductory or basic writing tasks, it may not meet the demands of more advanced academic writing or research papers that require extensive analysis, synthesis of sources, and complex argumentation.

Explanation:

Fisherman: Good morning, little fish! How are you today?

Fish: Good morning, kind fisherman. I'm swimming along just fine, thank you. How can I assist you today?

Fisherman: Well, I've been thinking, little fish. As I cast my net into the water, I can't help but wonder about the impact of my actions. You see, over the years, I've caught countless fish, and it has made me ponder the consequences of my livelihood.

Fish: I appreciate your reflection, fisherman. It's important to consider the balance of nature. We fish play a vital role in the ecosystem, maintaining its delicate harmony. If too many of us are caught, it can upset the natural balance and affect the food chain.

Fisherman: That's precisely what I've been contemplating. I've come to realize that preserving the health of the ocean and its inhabitants is paramount. So, I've decided not to catch you or your fellow fish anymore.

Fish: Oh, thank you, kind fisherman! Your decision means a great deal to us. By sparing us, you're contributing to the sustainability of our habitat. We can continue to play our role in the marine ecosystem, ensuring the well-being of other species as well.

Fisherman: I'm glad you understand. It's time for us humans to take responsibility for our actions. We must find sustainable ways to coexist with nature, respecting the delicate balance that supports life on Earth.

Fish: Absolutely! We all have a part to play in the preservation of our planet. By making conscious choices, like not catching fish unnecessarily, we can ensure a healthier environment for future generations.

This dialogue between the fish and fisherman highlights the importance of conservation and the understanding that our actions can have a significant impact on the delicate balance of ecosystems. By choosing not to catch the fish, the fisherman acknowledges the need to protect the marine environment and its inhabitants.

It emphasizes the necessity of sustainable practices and the responsibility we have in maintaining the health of our planet. Through open communication and mutual understanding, we can work together to create a harmonious relationship between humans and nature, ensuring the well-being of all living beings.

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Headline: Au Revoir les Enfants: A Hauntingly Beautiful Film About the Loss of Innocence

Paragraph 1: Au Revoir les Enfants is a 1987 French drama film directed by Louis Malle. The film is set in a Catholic boarding school in Nazi-occupied France during World War II.  

Paragraph 2: The film is a beautifully made and heartbreakingly sad story about the loss of innocence. The performances by the two young actors, Gaspard Manesse and Raphael Fejto, are truly exceptional.

Paragraph 3: One of the things I liked most about the film was the way it explored the themes of friendship, betrayal, and the loss of innocence.

Paragraph 4: One of the things I didn't like about the film was the ending. I felt that it was a bit too abrupt and didn't really give the audience enough closure.

Paragraph 5: Overall, I thought Au Revoir les Enfants was a very well-made and moving film. It is a film that will stay with you long after you have seen it.

Paragraph 6: The film is rated PG-13 for some disturbing thematic material and violence. I would recommend it to adults and older teenagers.

Paragraph 7: I give Au Revoir les Enfants a score of 5 out of 5 stars. It is a film that is both beautiful and heartbreaking, and it is a film that will stay with you long after you have seen it.

Overall, I thought Au Revoir les Enfants was a very well-made and moving film. It is a film that will stay with you long after you have seen it. I would highly recommend it to anyone who is interested in World War II films, coming-of-age stories, or films about the loss of innocence.

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The statement that is an example of a plot summary is A. Maddie and Dominic put aside their differences to save a local park.

The statement "Maddie and Dominic put aside their differences to save a local park" is an example of a plot summary because it provides a concise description of the main events and conflict in a story.

It indicates that the characters Maddie and Dominic, who presumably had some sort of conflict or disagreement, come together and work together to save a local park from some sort of threat or danger. This statement gives a brief overview of the plot and the central conflict that drives the narrative.

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An unusual way for a narrative to progress is through non-linear storytelling, which is a technique that deviates from traditional, chronological storytelling.

This style of storytelling can create a unique and memorable experience for the audience and can help create a deeper emotional connection to the characters and themes of the narrative. Non-linear storytellingNon-linear storytelling is a narrative technique that presents events out of chronological order. Instead of beginning at the beginning, events can start at the end, in the middle, or anywhere in between.

This technique allows the writer to emphasize the most significant events and reveal information slowly over time. In the case of film and television, it also allows for creative transitions, the use of flashbacks, and other effects that can keep the audience engaged and interested. In non-linear storytelling, the audience must actively engage with the narrative and piece together the timeline of events.

This engagement can lead to a deeper understanding of the characters and their motivations, as well as an appreciation for the complexity of the story being told. Overall, non-linear storytelling is an effective tool for adding depth and nuance to a narrative, making it a unique and memorable experience for the audience.

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The author emphasizes the main idea by providing examples of Soviet successes in the space program. The author uses specific examples such as Luna 1, Luna 2, Luna 3, and Venera 1 to highlight these achievements.

In the given passage from "The Race to Space: Countdown to Liftoff", the author emphasizes the main idea by providing examples of Soviet successes. The passage talks about the Soviet space program's big successes, including Luna 1, Luna 2, Luna 3, and Venera 1.

The author uses examples of Soviet space program successes to emphasize the main idea. The Soviet Union launched a series of space missions in the late 1950s and early 1960s, and this passage highlights some of their successes. The author mentions Luna 1, Luna 2, Luna 3, and Venera 1. Luna 1 was the first "cosmic rocket" launched by the Soviets, which missed the moon's orbit and drifted into deep space.

Luna 2 became the first man-made object to crash into the lunar surface, while Luna 3 was the first spacecraft to photograph the dark side of the moon. Venera 1 became the first probe to reach Venus, making it a significant accomplishment in the space program.

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Explanation:

Based on the information in the excerpt, a reader can infer that the Germans sent secret diplomatic messages to their ambassador in Washington, DC, and the British saw the transatlantic cables as an opportunity to gain access to those messages.

The British couldn't tap the cables the way they could tap phone lines, so they cut all five of the cables that carried communications through the channel.

Therefore, it can be inferred that without the underwater cables, the Germans had no way of communicating with their ambassadors.

The excerpt does not provide any evidence to suggest that the Germans were planning to lay new cables as quickly as possible.

It is also unclear whether the German ambassador in Washington, D.C. was aware of the situation or not.

Answer:

Sheikh Mujibur Rahman (also known as Sheikh Mujib; 17 March 1920 – 15 August 1975) was the founder of Bangladesh. Bangabandhu (Bengali: বঙ্গবন্ধু, romanized: Bôṅgôbôndhu, lit. 'Friend of Bengal') first served as the titular president of the Provisional Government of Bangladesh between April 1971 and January 1972.

Answer:

"One theory suggested that the colonists made an attempt to return to England on their own."

Explanation:

he passage mentions that officials conducted a search to determine the fate of the colonists, but it did not turn up any answers. This indicates that there is no evidence or indication that the colonists successfully returned to England on their own. Additionally, the passage states that the colony is still considered a mystery, and there is no evidence defining what happened to the colony.

Therefore, without any evidence or indication of the colonists' successful return to England, this theory appears to be the least likely among the suggested options.

Because your request relates to English Language Arts, I am fully qualified to help you, but don't expect me to help you with your math work. ;-)

dependent + independent + independent

Answer:

Title: The Empowered Journey: A Comparison of Esperanza and the Women of "The House on Mango Street"

Introduction:

In Sandra Cisneros' novella, "The House on Mango Street," the character of Esperanza stands out as a beacon of hope amidst the challenges and limitations faced by the women in her community. This essay aims to explore the character of Esperanza and compare her to the other women in the novella. By examining their similarities and differences, we can gain insight into the unique qualities that allow Esperanza to rise above the pitfalls of her environment.

Body:

1. Characterizing Esperanza:

Esperanza, the narrator and protagonist of the story, is a young Latina girl growing up in a poor neighborhood in Chicago. She is intelligent, imaginative, and determined to escape the confinements of Mango Street. Throughout the novella, Esperanza expresses her longing for a better life, emphasizing her desire for self-discovery, independence, and personal fulfillment. Her dreams and aspirations set her apart from the other women in her community.

2. Similarities between Esperanza and the Other Women:

While Esperanza may possess distinct qualities, she also shares commonalities with the women of Mango Street. Like them, she faces societal expectations and limitations placed on women. The women in the novella struggle with poverty, marginalization, and societal norms that confine them to traditional gender roles. Esperanza's mother, for instance, works tirelessly to support her family but is trapped in a cycle of poverty and limited opportunities. Similarly, Marin, a teenager on Mango Street, dreams of escaping her environment and finding love but is confined by societal expectations and her lack of agency.

3. Differences between Esperanza and the Other Women:

Esperanza's character diverges from the other women in several key aspects. Firstly, Esperanza is fiercely independent and determined to break free from the constraints of Mango Street. She refuses to succumb to the fate that awaits many women in her community, who often become trapped in unhappy marriages or succumb to the pressures of conformity. Esperanza rejects the notion that women are limited to traditional roles and instead seeks to forge her own path.

Furthermore, Esperanza possesses a strong sense of self-awareness and agency. She recognizes the power of her own voice and the importance of storytelling. Esperanza's writing becomes a tool for self-expression and a means of transcending her surroundings. She uses her words to reclaim her identity and shape her own narrative. This ability to articulate her experiences and emotions sets her apart from the other women in the novella.

4. Avoiding the Pitfalls of the Environment:

Esperanza's ability to avoid the pitfalls of her environment stems from her determination, resilience, and the support she receives from other women. Despite the challenges she faces, Esperanza refuses to succumb to despair. She remains steadfast in her pursuit of a better life, drawing strength from her dreams and aspirations. Additionally, Esperanza finds solace and inspiration in the stories and experiences shared by the women in her community. Their collective wisdom and solidarity provide her with the necessary support and guidance to navigate the obstacles she encounters.

Esperanza's avoidance of the pitfalls also stems from her refusal to accept the limitations imposed on her. She challenges societal norms, particularly regarding gender roles and expectations, and instead embraces her individuality. By rejecting the notion that her destiny is predetermined, Esperanza takes control of her own narrative and shapes her future.

Conclusion:

"The House on Mango Street" presents a vivid depiction of the lives of women in a marginalized community, with Esperanza emerging as a symbol of empowerment and hope. While she shares similarities with the other women in her environment, Esperanza's unique qualities, such as her independence, self-awareness, and determination, enable her to

transcend the pitfalls that trap many others. Through her journey, Cisneros reminds us of the transformative power of imagination, storytelling, and the pursuit of self-discovery. Esperanza's story serves as an inspiration, encouraging readers to challenge societal norms and forge their own paths towards fulfillment and liberation.