Provide a brief summary of chapter 10 in A Long Walk to Water

Explanation:

Summary Analysis

The visitors to Nya’s village finish their meeting with the village chief. They walk through the village toward a tree, speaking a language Nya can’t understand. Then, they tell the chief that there should be water underneath the ground, at the point midway between the two biggest trees. Nya finds this unlikely—there’s no water above ground in this area, so why should there be anything beneath it?

The mysterious visitors appear to be designing a well in the center of the village. This well could save Nya huge amounts of time every day, since she wouldn’t have to walk miles to the pond; however, Nya seems skeptical that there’s actually water underneath the village.

THEMES

Analysis

The visitors to Nya’s village finish their meeting with the village chief. They walk through the village toward a tree, speaking a language Nya can’t understand. Then, they tell the chief that there should be water underneath the ground, at the point midway between the two biggest trees. Nya finds this unlikely—there’s no water above ground in this area, so why should there be anything beneath it?

The mysterious visitors appear to be designing a well in the center of the village. This well could save Nya huge amounts of time every day, since she wouldn’t have to walk miles to the pond; however, Nya seems skeptical that there’s actually water underneath the village.

THEMES

Survival Theme Icon Development Theme Icon

Salva and the rest of the group have stopped to nurse the dying men in the middle of the desert. Salva is tempted to share some of his own water with the men, but Jewiir prevents him from doing so—Salva is too young to give up his water. After a time, some of the men are able to stand and join the rest of the group. But they leave five dead companions behind—there’s no time to bury them beneath the ground. Salva is petrified by the sight of the dead bodies. He wonders if he would have given the men some of his water had he been older and stronger, or if he would have kept the water for himself.

Very bravely, some of the refugees sacrifice their water to help the dying men, in the process endangering their own lives. This is a striking example of how, at times, people choose to do the “right thing” instead of the smart thing—they help others, even if it means hurting themselves. It’s important to note that Salva doesn’t know what he would do if he were older. By the same token, Park suggests, the moral dilemma presented in the passage is too serious to be resolved here.

THEMES

Survival Theme Icon Hope and Resilience Theme Icon Development Theme Icon

RELATED QUOTES

On the third and final day in the desert, Salva talks to Uncle Jewiir about his family. He wants to know if he’ll be able to find them, and if his family will be able to find him. Jewiir tells Salva the truth; the village of Loun-Ariik was attacked and burned. He says, “Your family…” but then falls silent. Jewiir then tells Salva that he’s going to take him to a refugee camp, and then go back to Sudan to fight. Salva is shocked, but he also realizes that Jewiir is doing the right thing. Jewiir doesn’t want to leave his nephew, but he knows he has to go back to fight.

Evidently, Jewiir believes that Salva’s parents and siblings are dead. Their village was burned, meaning that most of the villagers who were living there were probably murdered. Salva doesn’t seem to grasp the truth about his family—the notion that his parents and siblings are no longer alive seems too grave for him to accept so quickly. But Salva receives news of Jewiir’s plans maturely: he sees the situation from Jewiir’s point of view instead of begging Jewiir to stay and take care of him.

THEMES

Survival Theme Icon Hope and Resilience Theme Icon Social Strife Theme Icon Development Theme Icon

RELATED QUOTES

The group is on the verge of collapsing. Nobody has eaten anything in days, and there’s almost no water left. By afternoon, the group notices trees and puddles of water, but the water is unfit for drinking. Then, suddenly, a group of six armed men arrives and orders Salva and his peers to surrender. The men demand to know where the group is headed, and if they’re “with the rebels.” Uncle Jewiir denies this, and explains that they’re headed to a refugee camp. The men tie him up and confiscate his gun. The men also force the others to surrender their clothes and possessions

NEED ANSWERS ASAP
(Score for Question 2: of 20 points)
Read the passage. Then answer the question.
Out of Place
“Ben bunu yapmayacağım . . . I will not do that. He can’t have my shoes, he stole my guitar!” Erkan’s eyes looked impudent beneath his dark brow as his cheeks reddened in fury. His gray-whiskered lips trembled as his hand gripped tightly around the nurse’s wrist. The nurse carefully but firmly freed himself from Erkan’s grasp. He then turned to the caregiver who was assisting him, smiled, and said calmly, “Go get Michelle.”
Michelle was scanning boxes of gauze bandages and stacking them onto a shelf in the storeroom when the caregiver came in and announced, “Phillip’s trying to get Erkan to take a shower and he needs your help.” Michelle rushed out of the store room and down the hall to Erkan’s room.
This was the last week of Michelle’s internship. It was her junior year, and the internship was part of her “Workplace and Consumer Education” class. At first she wanted to intern at her dad’s gas station, but her teacher told her she needed to branch out and signed Michelle up at the Oakcourt Nursing Home, only 15 minutes away from her house.
Wearing a Pittsburgh Steelers sweatshirt and jeans, with dark curls pushed back in a hair clip, Michelle stood out from the crowd of nurses and caregivers in white pants and polo shirts who were standing huddled in the doorway of Erkan’s room. She moved past them and rushed to Erkan’s side. As soon as he saw her, Erkan’s face brightened and he stopped looking like a stricken animal and instead looked like someone who recognized a dear old friend.
“He can’t have them, Michelle. I sold them at the corner,” Erkan shouted, pushing his way to Michelle. “He stole my guitar,” he whispered.
“I know, Erkan, but he was only trying to help you get some money to pay for your trip.” Michelle had been frightened by a lot of the residents of the nursing home when she first started the beginning of the semester. Many of them were incoherent and loud, and some could be very aggressive and scary. Erkan often pushed or kicked and ranted. Michelle had started to regret this internship, and she even avoided going near Erkan’s room whenever possible. “He lives in his own world,” Philip, the managing nurse, explained to Michelle after her first encounter with Erkan’s temper.
Still, Michelle had been curious, and she felt sorry that Erkan had a bad reputation among the staff. She too had felt like everyone mistrusted her—especially at the nursing home where she was so much younger than the rest of the staff—so she understood how he must feel. Besides, he was the only person in the whole place with skin nearly as dark as hers.
Over time, she noticed patterns in Erkan’s rants: He would sometimes mention his guitar and his father and the city of Diyarbakir, which she learned is in Turkey. So she decided that the next time she brought supplies to his room, instead of avoiding Erkan, she would play along with whatever he said. If he lived in his own world, then she would try to join him there. Bit by bit, she discovered that he had immigrated to the United States from Turkey when he was very young. His father had saved as much money as possible to pay for his journey, but he needed to sell Erkan’s guitar to help cover the cost. Erkan had moved in with his aunt’s family in Scranton, Pennsylvania, and finished school there. Eventually he got married, had children of his own, and worked for years signing Turkish singers to a small record label. But he’d never quite felt at home in the United States.
“I know he sold your guitar, but you told me yourself he just wants what’s best for you,” Michelle said, while Philip and the caregiver looked on in amazement as Erkan settled into an armchair. “Now why don’t you listen to Philip, take your shoes off, and have a shower?”
“For you, Michelle, I’ll do it.”
You can feel out of place in a country, in the place where you live, or even in your own head, Michelle thought. But if you’re lucky, someone will know how to find you and remind you that we all feel that way sometimes.
In “Out of Place,” how has Ekran’s relationship with Michelle affected him? Discuss interactions between the two characters and explain how Ekran reacts to these interactions. Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here

The accused’s fate would be decided in the king’s arena;the arena well deserved its name

"The doorbell rang. Mama stood and nervously smoothed her skirt. Then she pulled open the door with a mile-wide smile on her lips. "Good evening!" she said. . . .She stepped back to let the Bennetts through. Mr. Bennett came in first with a suitcase. Mrs. Bennett followed with two shopping bags and Caleb brought up the rear holding a big box." ---What is the effect of the hyperbole on the passage's meaning and tone?
A. It shows that the narrator's mother is angry.
B. It implies that the narrator's mother is exaggerating her feelings.
C. It suggests that the narrator's mother is close friends with the visitors.
D. It suggests that the narrator's mother is excited for the salesperson at the door.

Read the chart carefully, then answer the question located beneath.

A chart contains boxes that show parts of a paragraph. The first box contains the word Introduction, with dangers of texting too much written underneath. Under the box that says introduction, there are two more boxes side by side. In the left box it says main fact 1, body paragraph with topic sentence written underneath. In the right box it says main fact 2, body paragraph with A person who texts too much can put others at risk written underneath. Under the box for main fact 1 is another box that says supporting details. In that box are bulleted items that say stiff neck from constant looking down at phone, texting thumb numbness from overuse, and eyestrain can cause headaches and dry eyes. Under the box that says main fact 2 is another box that says supporting details. There are no additional details listed in this box. Below all of the boxes, in the middle, is one final box that says conclusion with thesis recap and call to action written underneath.

Based on the supporting details for Main Fact 1, which topic sentence would you expect to read?

Texting is the leading cause of injury in teenagers.
People who text while driving can cause accidents.
Limiting time spent texting will protect your wellness.
Excessive texting can be harmful to your physical health.

S
1. a_hl___S it is in olympic​

Read the excerpt from "Ellis Island."

For 62 years, some 12 million people passed through Ellis Island for the promise of a better life in America. They came on huge steamships, the majority from Eastern Europe and Italy, the rest from other corners of the world: Lebanon, Cyprus, China, Jamaica, and numerous other places. Many had left their homelands to escape poverty, while others had fled religious persecution or war.

Which words signal the passage of time?

some 12 million people
fled religious persecution
through Ellis Island
For 62 years

please help me asap​

I NEED ANSWERS FAST PLEASE HELP
(Score for Question 2: of 20 points)
Read the passage. Then answer the question.
Out of Place
“Ben bunu yapmayacağım . . . I will not do that. He can’t have my shoes, he stole my guitar!” Erkan’s eyes looked impudent beneath his dark brow as his cheeks reddened in fury. His gray-whiskered lips trembled as his hand gripped tightly around the nurse’s wrist. The nurse carefully but firmly freed himself from Erkan’s grasp. He then turned to the caregiver who was assisting him, smiled, and said calmly, “Go get Michelle.”
Michelle was scanning boxes of gauze bandages and stacking them onto a shelf in the storeroom when the caregiver came in and announced, “Phillip’s trying to get Erkan to take a shower and he needs your help.” Michelle rushed out of the store room and down the hall to Erkan’s room.
This was the last week of Michelle’s internship. It was her junior year, and the internship was part of her “Workplace and Consumer Education” class. At first she wanted to intern at her dad’s gas station, but her teacher told her she needed to branch out and signed Michelle up at the Oakcourt Nursing Home, only 15 minutes away from her house.
Wearing a Pittsburgh Steelers sweatshirt and jeans, with dark curls pushed back in a hair clip, Michelle stood out from the crowd of nurses and caregivers in white pants and polo shirts who were standing huddled in the doorway of Erkan’s room. She moved past them and rushed to Erkan’s side. As soon as he saw her, Erkan’s face brightened and he stopped looking like a stricken animal and instead looked like someone who recognized a dear old friend.
“He can’t have them, Michelle. I sold them at the corner,” Erkan shouted, pushing his way to Michelle. “He stole my guitar,” he whispered.
“I know, Erkan, but he was only trying to help you get some money to pay for your trip.” Michelle had been frightened by a lot of the residents of the nursing home when she first started the beginning of the semester. Many of them were incoherent and loud, and some could be very aggressive and scary. Erkan often pushed or kicked and ranted. Michelle had started to regret this internship, and she even avoided going near Erkan’s room whenever possible. “He lives in his own world,” Philip, the managing nurse, explained to Michelle after her first encounter with Erkan’s temper.
Still, Michelle had been curious, and she felt sorry that Erkan had a bad reputation among the staff. She too had felt like everyone mistrusted her—especially at the nursing home where she was so much younger than the rest of the staff—so she understood how he must feel. Besides, he was the only person in the whole place with skin nearly as dark as hers.
Over time, she noticed patterns in Erkan’s rants: He would sometimes mention his guitar and his father and the city of Diyarbakir, which she learned is in Turkey. So she decided that the next time she brought supplies to his room, instead of avoiding Erkan, she would play along with whatever he said. If he lived in his own world, then she would try to join him there. Bit by bit, she discovered that he had immigrated to the United States from Turkey when he was very young. His father had saved as much money as possible to pay for his journey, but he needed to sell Erkan’s guitar to help cover the cost. Erkan had moved in with his aunt’s family in Scranton, Pennsylvania, and finished school there. Eventually he got married, had children of his own, and worked for years signing Turkish singers to a small record label. But he’d never quite felt at home in the United States.
“I know he sold your guitar, but you told me yourself he just wants what’s best for you,” Michelle said, while Philip and the caregiver looked on in amazement as Erkan settled into an armchair. “Now why don’t you listen to Philip, take your shoes off, and have a shower?”
“For you, Michelle, I’ll do it.”
You can feel out of place in a country, in the place where you live, or even in your own head, Michelle thought. But if you’re lucky, someone will know how to find you and remind you that we all feel that way sometimes.
In “Out of Place,” how has Ekran’s relationship with Michelle affected him? Discuss interactions between the two characters and explain how Ekran reacts to these interactions. Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here.

How does Anne Frank directly acknowledge conflicting viewpoints in her diary in Anne Frank: The Diary of a Young Girl?

(A) She writes why she thinks people should believe what she does.

(b) She quotes her family's conversations and explains how she disagrees.

(c) She describes and interprets other people's facial expressions.

(d) She guesses what her family members are thinking when they don't respond.

Analyzing Exposition
bd
Why then do we continue in this miserable condition?
Because nearly the whole of the produce of our labour is
stolen from us by human beings. There, comrades, is the
answer to all our problems. It is summed up in a single
word-Man. Man is the only real enemy we have. Remove
Man from the scene, and the root cause of hunger and
overwork is abolished for ever.
-Animal Farm,
Why is this passage an example of exposition?
O It introduces one of the main conflicts of the novel.
It introduces several main characters in the novel.
O It describes the physical environment of the novel.
It describes the time period in which the novel takes
place.
George Orwell

SPENCER, North Carolina (Achieve3000, May 17, 2019). Don't ever let anyone tell you that young people can't do great things. Take it from Mrs. Fleming's 7th-grade class at North Rowan Middle School in North Carolina. This compassionate classroom crew is proof-positive that young people can make a difference in the lives of others. And activism can begin with four little words: How can we help?

So how do you go from sitting in a classroom to tackling the problems of the world? For Mrs. Fleming's class, it all started with learning about horrible global events that devastate individuals, families, and communities.

"We planned a trip to Washington, D.C., so that we could immerse ourselves in learning about the Holocaust and refugees," said Mrs. Fleming. "We [also] had the opportunity to participate in a Doctors Without Borders interactive refugee exhibit. We read Achieve3000 articles and novels about refugees, and we watched documentaries and news clips."

Then, the students had yet another extraordinary experience: the chance to speak via video teleconference to a refugee named Lubo, one of the estimated 20,000 Lost Boys who found themselves displaced or orphaned during a deadly civil war that began in Sudan in the 1980s. The students were very moved by Lubo's story as he told them about what he witnessed before he fled Sudan.

"The enemy from the North attacked, people were caught, houses burned, nothing [was] left," student Katie P. remembered him saying. "[It was] really sad because all he had and everything he lived for was no longer there, no one to count on, nothing."

"[We realized that] we usually took everything for granted," said Katie's classmate, Jennifer G. "We never appreciated what we had."

It's one thing to read about history, and quite another to hear from someone who lived it, and who made it clear that Sudan is still affected by life-threatening issues like poverty and lack of access to clean water. The students knew they had to do something, and that's when they asked: "How can we help?"

Soon, they found their answer.

The class was invited by the nonprofit group Mothering Across Continents to host a Walk for Wisdom walkathon to raise money and awareness for impoverished schools in South Sudan. It was a great idea—but the students wanted to take it further.

"We said 'yes,' but asked if we could involve our whole community," Mrs. Fleming said. She joined forces with Karen Puckett, a media specialist at Isenberg Elementary School in Salisbury, North Carolina, which had participated in a school-based Walk for Wisdom for several years.

Meanwhile, the students in Mrs. Fleming's class leaped into action, working in teams to design t-shirts and flyers for the April 2019 walkathon. They also created an iMovie, a website, and a GoFundMe page to help raise money.

Even after all that, the students were just getting started! They planned a Refugee Awareness Community Night at their local bookstore, where they spoke to Ngor Kur Mayol—another Sudanese refugee. The event featured their presentations, art, and writing, as well as a marketplace to raise money for a source of clean water for the students at Nyarweng Primary School in South Sudan.

Mrs. Fleming and her students hope they will eventually be able to exchange messages and photos with the Nyarweng Primary School pupils.

All this might be just the beginning of an ongoing effort. "Our hope is that these events will turn into yearly global events for our county, and that our community will unite for a global cause to help youth in another country," Mrs. Fleming explained.

Needless to say, Mrs. Fleming is extremely proud of how her class has stepped up to help—not that she's surprised.

"Our students have incredible ideas," she said. "All we need to do is listen and encourage. I love seeing where my students' voices and actions can lead us."

And if you want to make a difference in the lives of others, student Kimberly F. has some advice.

"You may think that starting a project to change the world would be difficult," she said. "But if you really put your mind into it, you can achieve amazing things. It can start with a simple act in your community, but you'll see that it will grow and grow."

Most importantly, the students say, don't ever feel like you're too young to make a mark on the world.

"There are many things we are limited to do because we are kids," Katie said. "A lot of people may underestimate [us], but that is what drives us to stand out and help other people."


The best alternate headline for this Article would be __________.

A.Mothering Across Continents Arranges Walk for Wisdom Walkathons

B.Middle School Class Creates GoFundMe Page To Raise Money

C.Students Use Achieve3000 Articles To Learn About Tragic World Events

D.Students Tackle Global Problems One "Step" at a Time

from the details in this passage, choose the inference that dickens most likely wants readers to make about the members of the board in charge of the workhouse

A figure of speech in which one directly addresses an absent or imaginary person, or some abstraction​

Why should a reader recognize the author's purpose?
A. It guides the respons of the reader.
B. It helps the reader honor the author's name.
C. It makes the reader agree with the author
OD. It encourages the author to write more.

Change to passive "Has anyone seen the postman?"​

Please help me get this chart filled out

How does dialect help an author portray a historical time period?

A It introduces themes that relate to present times.
B It reminds readers that the characters are fictional.
c It incorporates famous people from the past and present.
d It makes the story seem realistic for that time in history.

We must do something to help the bee population win the battle against a colony collapse or the world faces horrendous consequences. Bees are important to our food chain. The loss of bees would mean the extinction of food as we know it.

What is the purpose of this passage?

Write An Example Of Ethos In '' An Fable For Tomorrow''

Which sentence has the MOST objective tone?
The Northeast has at least five months of cold weather, which is four months too
many.
O We have a long, dreary wait until the beginning of spring.
O I can't agree with the poet that April is a cruel month.
O The northern United States is statistically colder for longer than the South.

Why does a bannana curve

What is the size of the matrix resulting from

Read this passage from Dragonwings by Laurence Yep.

The demon was a big, cheerful-looking demon with a bland, round face. He eyed father. "I dunno, John." Many demons called Tang men John because, they insisted, they never could get the hang of our real names. "You know anything about horselesses?"

"Some," Father said. Truth to tell, he had never handled a horseless carriage in his life, though he had a book on them and cut out articles whenever they appeared in the demon magazines and newspapers. That was the extent of Father's knowledge. But to know facts is nothing. He had an intuitive feeling for what made the horseless carriages tick. He looked around inside the engine for about ten minutes and then wiped his face absentmindedly, so that the grease stained his cheek. He did not even notice.

Which quote from this passage is an example of indirect characterization?

“The demon was a big, cheerful-looking demon with a bland, round face.”
“Many demons called Tang men John because, they insisted, they never could get the hang of our real names.”
“He had an intuitive feeling for what made the horseless carriages tick.”
“He looked around inside the engine for about ten minutes and then wiped his face absentmindedly, so that the grease stained his cheek.”

1) In line 7, the word “knell” most nearly means...

A. The past tense of kneel
B. The sound of ringing bells
C. A song
D. A type of se animal

2) This poem can be best describes as

A. Celebratory
B. Elegiac
C. Humorous
D. Persuasive

4) The topic of this poem can be best described as

A. The difficulty of continuing life after death
B. The transformative nature of death
C. the just death of the villain
D. Man’s return to the heaven after death

5) In line five, the word “suffer” most nearly means

A. To experience pain
B. To undergo
C. To die
D. To patiently endure

write an informative essay on the topic of immigration. Your essay will use to research to describe the changes and challenges that today's immigrant children experience ​

HELP AGAIN !!!!!!!!!!

21
Select the correct answer.
Which citation style is used in literature?
ОА.
APA
OB.
AMA
Ос.
Chicago
OD.
MLA

Scouts honor describes the narrative you at the end of the story

what are some promo codes

Read the quotation from "To My Dear Loving Husband."


"I prize thy love more than whole mines of gold,

Or all the riches that the East doth hold."


These lines contain an example of

simile.

metaphor.

hyperbole.

synecdoche.