where's an grammar error.

Answer:

What Homer’s Odyssey Sounded Like When Sung in the Original Ancient Greek October 31, 2020 It’s been a humanist truism for some time to say that Shakespeare speaks to every age, transcending his time and place through the sheer force of his universal genius.

Explanation:

Answer:

b- c or d

Explanation:

Answer:

low

Explanation:

the relationship is opposites.

Answer:

the answer is low.   open:shut as high:low

Explanation:

the relationships are opposites

Answer: I know I’m late but for people the answer is D. I visited my aunt's farm, you could hear crickets chirping at night.

Explanation: I took the K12 test hope this helped! :)

Answer:

definitely punishment but you should have equality in mind when doing the punishing. which then brings me to fairness because it wouldn't be fair if a man and woman committed the same crime but the woman got less time in jail. and then restoration i guess lol.

Answer:

With a historical example

Explanation:

Machiavelli was an Italian Renaissance diplomat, philosopher, and writer. He is often referred to as the father of modern political philosophy and political science.

In the given passage, he states that rulers must sometimes be cruel. The evidence he uses to support his claim is a historical example. He gives us an example of a historical figure, a real ruler - Cesare Borgia. He was cruel, but his cruelty brought peace to his country. In his case, it was better to be cruel than to be merciful and that way harm his people. This is how Machiavelli supports his opinion.

Answer:

B. with a historical example

Explanation:

Answer:

School Segregation and Integration

The massive effort to desegregate public schools across the United States was a major goal of the Civil Rights Movement. Since the 1930s, lawyers from the National Association for the Advancement of Colored People (NAACP) had strategized to bring local lawsuits to court, arguing that separate was not equal and that every child, regardless of race, deserved a first-class education. These lawsuits were combined into the landmark Brown v. Board of Education Supreme Court case that outlawed segregation in schools in 1954. But the vast majority of segregated schools were not integrated until many years later. Many interviewees of the Civil Rights History Project recount a long, painful struggle that scarred many students, teachers, and parents.

Three years before Brown v. Board in November 1951, students in a civics class at the segregated black Adkin High School in Kinston, North Carolina, discussed what features an ideal school should have for a class assignment. When they realized that the local white high school indeed had everything they had imagined, the seeds were planted for a student-led protest. Without the assistance from any adults, these students confronted the local school board about the blatant inequality of local schools. When the board ignored their request for more funding, the students met by themselves to plan what to do next. In a group interview with these former students, John Dudley remembers, “So, that week, leading to Monday, we strategized. And we had everybody on board, 720 students. We told them not to tell your parents or your teacher what’s going on. And do you believe to this day, 2013, nobody has ever told me that an adult knew what was going on. Kids.” They decided on a coded phrase that was read during morning announcements. Every student in the school walked out, picked up placards that had been made in advance, and marched downtown to protest. The students refused to go back to school for a week, and eighteen months later, Adkin High School was renovated and given a brand-new gymnasium. It would remain segregated until 1970, however.

Desegregation was not always a battle in every community in the South. Lawrence Guyot, who later became a leader in the Student Nonviolent Coordinating Committee, grew up in Pass Christian, a city on the Mississippi Gulf Coast that was influenced by the strong labor unions in the shipyard industry and the Catholic Church. He explains how the Catholic schools were desegregated there: “The Catholic Church in 1957 or '58 made a decision that they were going to desegregate the schools.  They did it this way.  The announcement was we have two programs.  We have excommunication and we have integration.  Make your choice by Friday.  Now there was violence going on in Louisiana.  Nothing happened on the Gulf Coast.  I learned firsthand that institutions can really have an impact on social policy.”  

Answer:how is life real

Explanation:it’s real because we live in it

Answer:

The archetype for the "The Devil and Tom Walker" would be that of Faust. Washington's story describes the archetypal "deal with the devil" that ends in tragedy.  

It is usually the case that the benefits associated with a Faustian bargain are dwarfed by what is required in return. In the story, Tom Walker makes a deal with Old Scratch: in return for access to the pirate's treasure, he will use his newfound wealth in the Devil's service.  

For his part, Old Scratch demands that Tom engage in what is known as "black traffic" or the slave trade. Tom refuses vehemently but agrees to the Devil's next suggestion: that he works as a money-lender. In due time, Tom becomes extremely wealthy. He revels in his new wealth and position in society. However, he begins to have second thoughts about his bargain with Old Scratch.  

In his old age, Tom begins to feel apprehensive about the next life. So, he begins attending church regularly, and he becomes a dogmatic believer in God. As we learn, Tom's panicked rituals of contrition do little to secure his salvation. The Devil comes for him, sealing the Faustian bargain. So, the archetype for "The Devil and Tom Walker" is the story of Faust, where a "deal with the devil" ends in tragedy.

Answer:

B

Explanation:

A word element that is attached to the beginning of a word to change it's meaning is called an affix.

Answer:

C. Prefix

Explanation:

In order to change the meaning at the beginning of a word, there has to be a prefix.