"The Diamond Necklace” by Guy de Maupassant.

Mathilde suffered ceaselessly, feeling herself born to enjoy all delicacies and all luxuries. She was distressed at the poverty of her dwelling, at the bareness of the walls, at the shabby chairs, the ugliness of the curtains. All those things, of which another woman of her rank would never even have been conscious, tortured her and made her angry. The sight of the little Breton peasant who did her humble housework aroused in her despairing regrets and bewildering dreams. She thought of silent antechambers hung with Oriental tapestry, illumined by tall bronze candelabra, and of two great footmen in knee breeches who sleep in the big armchairs, made drowsy by the oppressive heat of the stove. She thought of long reception halls hung with ancient silk, of the dainty cabinets containing priceless curiosities and of the little coquettish perfumed reception rooms made for chatting at five o’clock with intimate friends, with men famous and sought after, whom all women envy and whose attention they all desire.

When she sat down to dinner, before the round table covered with a tablecloth in use three days, opposite her husband, who uncovered the soup tureen and declared with a delighted air, "Ah, the good soup! I don’t know anything better than that,” she thought of dainty dinners, of shining silverware, of tapestry that peopled the walls with ancient personages and with strange birds flying in the midst of a fairy forest; and she thought of delicious dishes served on marvellous plates and of the whispered gallantries to which you listen with a sphinxlike smile while you are eating the pink meat of a trout or the wings of a quail.

She had no gowns, no jewels, nothing. And she loved nothing but that. She felt made for that. She would have liked so much to please, to be envied, to be charming, to be sought after.

She had a friend, a former schoolmate at the convent, who was rich, and whom she did not like to go to see any more because she felt so sad when she came home.

But one evening her husband reached home with a triumphant air and holding a large envelope in his hand.

"There,” said he, "there is something for you.”

What is most likely in the envelope?

Answer:

Abiotic factors are the non-living parts of the environment that can often have a major influence on living organisms. Abiotic factors include water, sunlight, oxygen, soil and temperature. ... Without water, animals become weak and confused, and they can die if they do not rehydrate.

Explanation:

no your not dumb your cool Hope this helps! leave a heart and brainliest c:

Answer:

The answer is C!!!!

Explanation:

Have a good day!

Answer:

I'm

Because I'm good with grammar I guess :p

Answer:

Explanation:

Nothing

Answer:

The text shows the price of following the crowd because some people know that how the “wretched” aliens are being treated is wrong but they don't feel comfortable standing up for them when no one else is and because they look weird to them. Because of this the aliens get mistreated.

Explanation:

“One woman from among us offered to book a single room for the aliens for two nights, that being all she could afford on her teacher’s salary. She said this with undisguised hope, as if she thought her offer would inspire others. But silence followed her remark, and we avoided her eyes. “(24)

Answer:

shot down

Explanation:

Exposed is best describes the meaning of struck blows in tuskegee airmen commonlit. Hence, option D is correct.

A protest is a public display of opposition to or disapproval of a viewpoint or course of action, usually a political one. When numerous people attend protests and share the related costs and risks, protests may be seen as cooperative acts.

Any type of employee protest, such as strikes, slowdowns, sick days, and sick-ins: When negotiations fall through, a normal airstrike or a wildcat airstrike may be carried out. Boycotting is the deliberate refusal to use or pay for a good or service. Examples include Montgomery bus boycotts and rent strikes.

Thus, option D is correct.

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The options are missing-

A. challenged

B. protested

C. smacked

D. exposed

Answer:

I think the amswer may be a but im not sire srry

The second and the last phrase is part of the correct definition of phosphate as it is used in the third paragraph of the passage.

A phrase in grammar refers to a group of words or a single word that functions as a grammatical unit. The English phrase "the extremely happy squirrel," for instance, is a noun phrase that also incorporates the adjective phrase "very happy." Phrases might be made up of only one word or an entire sentence.

In English, a phrase is a collection (or pair) of words. A phrase can be brief or lengthy, but it lacks the subject-verb agreement required to form a clause. Here are some examples of phrases: following a dinner (prepositional phrase) a good neighbor (noun phrase)

A phrase is a short string of words that expresses an idea but isn't a complete sentence. Every day, you utilize phrases in both your speech and writing. There are many different kinds of phrases, of which some serve a more technical purpose in your writing than others.

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Answer: the first one

Explanation:

Answer:

The argument contains relevant reasons supported with facts and data.

Explanation:

The statement that best explains the argument is logical is :

C) The argument contains relevant reasons supported with facts and data.

The statement that best explains the argument is logical is the argument contains relevant reasons supported with facts and data.

The author develops the text based on real family situations that are supported by consistent and statistical information.

The argumentative essay is a sort of composing that requires the understudy to examine a subject; collect, produce, and evaluate evidence; and set up a position on the subject in a brief manner.

Thus, the correct answer is C.

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Answer:According to Malala, the shooting has made her stronger and braver.

Explanation:

Answer:

umm well you could make it right by

Explanation:

is that all because you can not make an sentence with that i can be with him. i do not know why do is in there

Answer:

i thiink it is b

Explanation:

Answer:

Tell readers about an interesting historical site.

Explanation:

In this paragraph, the writer tends to describe a historical site in such a way that it makes the readers curious. The paragraph illustrates an example of how a writer should write to develop curiosity among his readers. After reading the paragraph, the reader has the urge to go to that location and feel the tangs of the mystery of that place.

Have a beautiful day, And stay safe.

Answer: the answer is D “ Tell readers about an interesting historical site.”

Explanation:

its d or a lamooooooooeqqqqqqqqqfffiiiiiiiii on ed

Answer:

dcxxoxoxxcjhcpphcphcpchpcjpcj

i read what you have to do, it's easy

first task :

2nd task :

underline she

underline he

underline the

underline sister

underline sticker

i'm sure you can do the rest!

              hope this helped!

                                                                        -anonymous Helper, KitKat

Answer:

1)

a-Does

b-Do

c-Do

d-Does

e-Can

2)

a-she

b-the teachers

c- the holidays

d-sister live

e-tickets

3)

a- Do you want an ice cream?

b-Do they like playing football?

c-Does Emma work hard at school?

4)?

5)

a-What time does the National Gallery open up?

b-Does Adele work here?

c-Do you speak Italian

6)?

Explanation:

Answer:

B

Explanation:

Because it mainly talks about animals and plants having ways to conserve or having their bodys develop to survive there and at the start it gives it a key detail of the paragraph.

( hope this helps ^O^ )

Answer:

A nonfictional novel is a novel that tells true events or are not fictional.

Example:

I survived The shark attack of 1916 , Lauren Tarshis. You are very welcome <3

Answer:

the answer is "B" i go to k12 and i just did the test. im positive thats it right

Explanation:

Answer:

B

Explanation:

Answer: I think its  A

Explanation:

B doesn't make sense What annoys me about Anne that is she is always late.

C makes a little sense but it doesn't have the is after Anne

Hope this helps <3

Answer:

B

Explanation:

it is most conclusive.

Answer:

Not allowable

Explanation:

Sometimes, the meaning of a word can depend on the context it is used in. However, the word unacceptable has a rather simple meaning: not pleasing or welcome, not acceptable. This is why not allowable is the only possible option. The rest of the options are incorrect because unacceptable can't mean impractical, confusing, or unbelievable.

Answer:

the answer is D

Explanation:

Answer:

a

Explanation:

Answer:

Complex

Explanation:

Complex sentences have one complete sentence (independent clause) and one noncomplete sentence (dependent clause). "When I go rock climbing," is not a complete sentence which means it is a dependent clause, and "I prefer climbing landscapes that present a challenge."  is a complete sentence which means it is an independent clause.  

I hope this was helpful. have a nice day.

Answer:

B. A complex sentence

Explanation:

Introduction

The US racial/ethnic academic achievement gap is a well-documented social inequality [1]. National assessments for science, mathematics, and reading show that White students score higher on average than all other racial/ethnic groups, particularly when compared to Black and Hispanic students [2, 3]. Explanations for these gaps tend to focus on the influence of socioeconomic resources, neighborhood and school characteristics, and family composition in patterning socioeconomic inequalities, and on the racialized nature of socioeconomic inequalities as key drivers of racial/ethnic academic achievement gaps [4–10]. Substantial evidence documents that indicators of socioeconomic status, such as free or reduced-price school lunch, are highly predictive of academic outcomes [2, 3]. However, the relative contribution of family, neighborhood and school level socioeconomic inequalities to racial/ethnic academic inequalities continues to be debated, with evidence suggesting none of these factors fully explain racial/ethnic academic achievement gaps, particularly as students move through elementary school [11]. Attitudinal outcomes have been proposed by some as one explanatory factor for racial/ethnic inequalities in academic achievement [12], but differences in educational attitudes and aspirations across groups do not fully reflect inequalities in academic assessment. For example, while students of poorer socioeconomic status have lower educational aspirations than more advantaged students [13], racial/ethnic minority students report higher educational aspirations than White students, particularly after accounting for socioeconomic characteristics [14–16]. Similarly, while socio-emotional development is considered highly predictive of academic achievement in school students, some racial/ethnic minority children report better socio-emotional outcomes than their White peers on some indicators, although findings are inconsistent [17–22].

In addition to inequalities in academic achievement, racial/ethnic and socioeconomic inequalities also exist across measures of socio-emotional development [23–26]. And as with academic achievement, although socioeconomic factors are highly predictive of socio-emotional outcomes, they do not completely explain racial/ethnic inequalities in school-related outcomes not focused on standardized assessments [11].

Further complexity in understanding how academic and non-academic outcomes are patterned by socioeconomic factors, and how this contributes to racial/ethnic inequalities, is added by the multi-dimensional nature of socioeconomic status. Socioeconomic status is widely recognized as comprising diverse factors that operate across different levels (e.g. individual, household, neighborhood), and influence outcomes through different causal pathways [27]. The lack of interchangeability between measures of socioeconomic status within and between levels (e.g. income, education, occupation, wealth, neighborhood socioeconomic characteristics, or past socioeconomic circumstances) is also well established, as is the non-equivalence of measures between racial/ethnic groups [27]. For example, large inequalities have been reported across racial/ethnic groups within the same educational level, and inequalities in wealth have been shown across racial/ethnic that have similar income. It is therefore imperative that studies consider these multiple dimensions of socioeconomic status so that critical social gradients across the entire socioeconomic spectrum are not missed [27], and racial/ethnic inequalities within levels of socioeconomic status are adequately documented. It is also important that differences in school outcomes are considered across levels of socioeconomic status within and between racial/ethnic groups, so that the influence of specific socioeconomic factors on outcomes within specific racial/ethnic groups can be studied [28]. However, while these analytic approaches have been identified as research priorities in order to enhance our understanding of the complex ways in which socioeconomic status and race/ethnicity intersect to influence school outcomes, research that operationalizes these recommendations across academic and non-academic outcomes of school children is scant.

Answer: False

Explanation: that's one of the main points of a syllabus since it's the outline of the course

Answer:false

Explanation: