Read these sentences from Paragraph 1. The wrongs done to trees, wrongs of every sort, are done in the darkness of ignorance and unbelief, for when light comes the heart of the people is always right. Forty-seven years ago one of these Calaveras King Sequoias was laboriously cut down, that the stump might be had for a dancing-floor. Another, one of the finest in the grove, more than three hundred feet high, was skinned alive to a height of one hundred and sixteen feet from the ground and the bark sent to London to show how fine and big that Calaveras tree was—as sensible a scheme as skinning our great men would be to prove their greatness. This grand tree is of course dead, a ghastly disfigured ruin, but it still stands erect and holds forth its majestic arms as if alive and saying, “Forgive them; they know not what they do.”

Which claim do these sentences best support?

A. People must find alternatives to cutting down sequoia trees.

B. People must be educated about the destruction of the sequoias.

C. People must speak out against the threat the lumber industry causes to sequoias.

D. People choose to ignore threats to sequoias even though the threats are common knowledge.

pandora was the poor unfortunate soul that was tricked into letting all of the evil of the world out of the pithos (any percy jackson fans out / box.

yes it did. that's been proven time and again. i used to be an elementary school teacher myself, and i worked with thousands of kids with cerebral palsy across the nation and in canada. what i observed was that children with dyslexia were struggling to read and learn. it was a serious issue that impacted teachers all over the country, but it was so often ignored and denied.

and children with disabilities – children who have learning disabilities – they got to spend a lot of time reading in a classroom.

i could not believe there was never any kind of conversation in my school about how to provide more opportunities for students with disabilities. the education system was still looking for ways to keep the pressure on children's teachers to improve their grades, that they have to be teachers who were in the grade for eight years, and they weren't even being evaluated.

so why weren't parents or guardians concerned about whether their kids were being by this system, if they could not see their kids in a classroom that they could improve? why couldn't you say, "i think you need to improve your reading skills," right? and they certainly believed it when i pointed it out to them. it doesn't matter if you said, "you need to go to an optometry class, or to a teacher's camp

answer :

in act 3, scene 3 of hamlet, claudius, in his prayer, says that he "cannot" be forgiven for his "foul murder" because he cannot give up the things for which he murdered.

the queen does not feature in the list of things that claudius cannot give up. claudius married gertrude only to use her as a means to achieve his goals. he never loved her or cared about her. she is of no value to him anymore. claudius only wished for the throne, the wealth, and the power and murdering hamlet's father allowed him to have a right over all these things.

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs