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His was the moment Zachary had been waiting for. He had rehearsed his lines for weeks, silently in his head as he biked to school, out loud in the mirror when he was home alone, and, to get used to an audience, in front of his sister’s stuffed animals and a slightly confused dog. Zachary had not prepared well for last year’s audition, and at the last minute had chosen not to go—too embarrassed—or too scared—he did not know which. Now, as he stood backstage, he thought about last year. He had been so disappointed in himself as he walked home alone, snuck to his room, and flopped sadly into his bed. “Next year will be different,” he vowed then and there. “I will be better prepared.” And he was. He just hoped it was enough. His throat was dry, his palms were sweaty, his heart was pounding, but he was ready to face the spotlight. A hushed silence fell across the auditorium as the drama teacher called his name. Zachary Hamilton. Based on the passage, how do you think Zachary will deal with the conflict in the remainder of the story?

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Answer:

The literary elements suggest that Zachary learned from last year and will have more success this time.

Explanation:

this time Zachary learned to come prepared so he could get the part that he wanted so you should always practice for what you want

hope this helps

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In order to process information from the external world, _____ receive input from the body and transfer the information to the brain through the spinal cord. motor neurons mirror neurons interneurons sensory neurons

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There are two systems in the human body that are responsible for the coordination between the functions of different systems to achieve the unity of the living organism’s body. These two systems are the nervous system and the endocrine system. The action of the nervous system is fast and takes a short time, while the action of the endocrine system is slow and takes a long time.

The functional unit of the nervous system is the nerve cell or the neuron. The neuron consists of a cell body and the axon. The cell body starts with the dendrites that receive the messages or the impulses from other neurons or from different sense organs or receptors. These impulses are then transmitted through the cell body. The cell body contains a nucleus and different organelles which help the nerve cell to perform its functions. The nerve impulse is then transmitted to the axon.

The axon is an extension from the cell body. There are some cells called Schwan cells that secrete a myelin sheath to insulate the axon from the surrounding medium. The insulated axons have more ability to conduct the impulses than non-insulated axons. The axon ends with the terminal arborizations. The terminal arborizations of a nerve cell connect to the dendrites of the next cell or to the afferent organ. The gaps between the dendrites and the terminal arborizations are called the synapses.

The nerve impulse is an electrochemical phenomenon i.e. an electrical phenomenon with a chemical nature. The membrane of the axon acts as a barrier between an outside positively charged medium and an inside negatively charged medium. This makes a potential difference of  -70mV. This state is called the resting potential. When the membrane is subjected to a stimulus, the positive charges enter to inside and the negative charges exit to the outside. The potential difference now becomes +40mV. This state is called the depolarization state. The point of stimulation acts as a new stimulus for the next point and so on. The membrane sooner gains its permeability again and the positive charges return to the outside and the negative charges to inside. This state is called repolarization.

The nerve impulse reaches the synapse. There are some neurotransmitters that are excited by the nerve impulse coming and carry the message across the membrane. Some receptors receive theses neurotransmitters on the dendrites of the next neuron. These receptors act as a stimulus for the new cell.

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A researcher is studying whether 3-year-old children prefer to play with male or female toys. boys and girls are placed in a room filled with toys and the researcher observes and records what he sees through a one-way mirror. what kind of research method is being used

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1. The answer is “C”.

“Identical twins” who have been raised apart are typically more similar in intelligence level than biological siblings raised together because they have been born with the same genetic code.

Identical twins originate from a single fertilized egg that parts into two. Before it parts, it is either male or female. After it parts, there are either two guys or two females. The two sections of the fertilized egg embed in the uterus and every create one of the twins.  

Identical twins have the equivalent hereditary source. No immediate reason for monozygotic twinning has been resolved; it isn’t innate. Monozygotic twins speak to around 33% all things considered. They may look strikingly comparative, and it might be hard to reveal to them separated.

2. The answer is “A”.

Lawrence Kohlberg felt that one of the only ways individuals will accomplish the objectives in each of his six stages was to participate in “consensus democracy” in small group settings.

Lawrence Kohlberg felt that the best way to support development through these stages was by discourse of good problems and by investment in consensus democracy inside small groups. Consensus democracy was rule by understanding of the gathering, not larger part rule. This would invigorate and widen the reasoning of youngsters and grown-ups, enabling them to advance starting with one phase then onto the next.

3. The answer is “D.  showing a learner how to correct common mistakes”.

The term scaffolding alludes to a procedure in which instructors display or exhibit how to take care of an issue, and afterward venture back, offering support as required. Analyst and instructional architect Jerome Bruner first utilized the term ‘scaffolding’ in this setting, harking back to the 1960s. The hypothesis is that when understudies are given the help they require while discovering some new information, they stand a superior possibility of utilizing that learning freely. Bruner suggests positive association and three methods of portrayal amid educating: activities, pictures, and dialect.  

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A compound microscope uses A. a convex mirror and a lens to enlarge an image. B. a mirror that flips up to let light through the lens. C. two convex lenses to magnify a small object. D. a mirror to reflect an image of a small object.

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A compound microscope uses A. a convex mirror and a lens to enlarge an image. B. a mirror that flips up to let light through the lens. C. two convex lenses to magnify a small object. D. a mirror to reflect an image of a small object.

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It is illegal to ____________________. a. listen to music through headphones while both ears are covered b. adjust the rearview mirror while driving c. have an unrestrained animal in the vehicle

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Hey there!

Personally, I found my inspiration for many things in life from an artist named Anna Syvertsson. She’s a modern artist who posts things to her social media. I follow her blog and love looking at her fun, carefree, doodle-y art work a lot. 

If you look at her artwork, you might not understand why it’s impacted me so much. She just doodles pictures of girls and dogs and stuff, what’s so appealing?

Well, she was one of the first artists I really started following once I got into looking at art blogs. She was one of the first artists to show me that I really need to draw the stuff that I like in a style I enjoy drawings with, and not what I think will get others to look at my artwork and follow me. 

Also, she showed me that I don’t need to focus on making sure my work is completely realistic, finished, or is executed perfectly. The majority of her work doesn’t have any of these qualities, but is still so refreshing to look at, especially if you look at art websites a lot where the majority of artists only post their best, most finished work, like I do. 

Through her, I found many other artists who maintain the same doodle-y, unfinished style, which is something that I’ve really grown to love and appreciate, unlike many traditional artists will. Seeing this work reminds me that my work doesn’t need to be perfect or finished in order to love it and want to share it with others. That’s something that I wasn’t able to get over for a really long time. It reminds me that each individual work is a process and that not every single drawing or doodle that I start needs to be fully developed, especially if I’m not into it after I start it.

Lastly, she’s showed me that I need to take a step back and just let my mind wander when I’m thinking of what to draw. It appears that she just doodles all day and lets whatever comes to her mind become a reality on her paper. When you’re a new artist, you cycle through tons of ideas (especially with the viewer’s potential opinions in mind) without ever actually writing them down or executing them because you think it would be dumb or uninteresting to invest your time into the majority of them. 

All of that has translated into the way that I think about many things in my life. I’ve learned not to feel bad if I have an idea that I don’t like anymore after time or if I end up leaving something unfinished. I no longer feel pressured to do things at the highest capacity possible. Now, I just do things, and if they don’t work out, then so be it. 

I hope that made sense and possibly helped you out! 🙂

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Although she is underweight, Marissa is extremely afraid of becoming obese. She often checks her body in the mirror for any signs of fat and refuses to eat most foods because she insists they are fatty or high in calories. Marissa most clearly demonstrates symptoms of _____ nervosa.

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Answer:

The correct answer choices, according to research, to the question: Select the three reasons that some of the colonists gave for NOT supporting the Revolution, are:

A: England could not be defeated. To the colonists of the time, between 1774 and 1776, when the War for independence was underway, and the Continental Congress and Army had been formed, there were still colonists who did not wish to support the revolution because they still believed England to be much stronger, and powerful, than they could ever be.

C: The colonies needed the protection of British troops. Because there was no organized colonist military forces, and the defense of these territories was still overly dependent on British troops, the colonists did not wish to undermine that protection by initiating a war against their motherland.

D: The cost of independence would be too high in human lives. During the First, and even Second, Congress, colonists were still worried that an armed conflict with Britain, without support from another power, would lead to the death of a lot of people, without reaching the final goal of independence. This is why it took a lot of effort on the part of the Founding Fathers, and other relevant people, to convince colonists outside of Boston, to stand up against the British.

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You can use the curved part of a spoon as a mirror because it

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I’ll do that with pleasure.  But first, we seriously need to discuss part-A.
The answer to part-A is used to solve part-B, and you don’t have it yet.

I loved the way you set up part-A … started out with the formula you’ll use
to solve it, then listed the given information neatly, and substituted the given
information into the formula.  All of that was so beautifully laid out … with
units and everything, which hardly anybody ever does … that I didn’t notice
the absurd result at first.

Angie !  Take two steps back and look over part-A !  You multiplied
(200 and something) by (100 and something), and got an answer of
(200 and something) !  What’s up with that ? ! ?

Everything outside the box is correct and beautiful … units and everything.
Inside the box should be    30,021 kg-m/s .

NOW we’re equipped to work on part-B:

You start out with  F = m a .
That’s the best formula to use for roughly 99.9% of these motion problems …
but not for this one, sadly.

Here’s what you need for part-B.  Again, I love the way you start out listing
the formula you’re going to use, and all the data you know.
But I think the whole subject of ‘Impulse’ temporarily slipped your mind.
Here’s a quick review:

— (force) acting for (some limited time) is called “Impulse”.
— The magnitude of impulse is (force) x (time).
— Impulse is a vector.  The direction of impulse is the direction of the force.
— Look at the units.  (I wouldn’t do this with anyone else, but you’re different …
you have an understanding and appreciation for units.)

force = ‘newton’ = kg-m/s²
time = second

Impulse = (force)    · (time)

            = (kg-m/s²) · (sec)  =  kg-m/s .      Same units as momentum !

It turns out that the amount of impulse is exactly the amount of
change in momentum !

You push on an object with (some force) for (some time).
Then you stop pushing and you let the object go on its way.
The impulse you delivered to the object is (force) x (time), and that’s
exactly how much momentum you gave it !

NOW … The motorcycle has  30,021 kg-m/s  of momentum.
In order to stop it …
  that’s how much momentum it needs to lose.
OR
  that’s how much impulse you have to give it, opposite to its motion.

                           (Force) x (time)  =  30,021 kg-m/s

Divide each side
by  t = 0.05 sec:     Force              =  (30,021 kg-m/s) / (0.05 sec)

                                                    = (30,021 / 0.05)  kg-m/s²

                                                    =      600,423 newtons

                                                    (roughly 135,000 pounds)
           
                                                    (That’s why a motorcycle crash                    
                                                     can often mess up your hair.
                                                     Or worse. )         

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