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16.05.2023, solved by verified expert
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Answer:

Answer explained below.

Step-by-step explanation:

The theme of the poem "A Hero" by Katharine Tynan is the unrecognized potential and hidden greatness within individuals. The author explores the idea that people may appear foolish or insignificant in the eyes of others, but they possess remarkable qualities that can lead them to achieve extraordinary feats. Tynan's writing strategies, mood, and tone contribute to the development of this theme.

Throughout the poem, Tynan uses contrasting imagery to emphasize the discrepancy between the initial perception of the protagonist and his eventual heroic actions. The opening lines, "He was so foolish, the poor lad, / He made superior people smile," depict the protagonist as someone who is regarded as foolish and unremarkable. This establishes a contrast between the superficial judgment of others and the hidden potential within him.

The author's use of vivid language further enhances the theme. For example, the line, "Who knew not of the wings he had / Budding and growing all the while," employs the metaphor of wings to symbolize the protagonist's untapped potential. This metaphor emphasizes that despite his initial appearance, the protagonist possesses extraordinary abilities that are gradually developing.

The mood of the poem shifts from a dismissive tone at the beginning to a reverential tone towards the end. The initial tone is evident in the lines, "Silly and childish in his ways; / They said: 'His future comes to naught.'" Here, the dismissive tone reflects the condescending judgment of others regarding the protagonist's prospects. However, as the poem progresses, the tone becomes more admiring and remorseful, as seen in the lines, "Ask pardon where his spirit is, / Because we never guessed him for / A hero in the disguise he wore." The remorseful tone conveys the realization and regret of those who failed to recognize the heroism in the protagonist. 

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Physics
Step-by-step answer
P Answered by PhD

1. B

2. C

3. B

4. A

5. D

Explanation:

The set of scenarios in this question depicts the NEWTONS THIRD LAW OF MOTION, which states that when an object 1 exerts an action force on an object 2, the object 2 exerts a reaction force that is opposite but equal in magnitude on object 1.

- In question 1, a ball (object 1) bounces on the ground (object 2). According to Newton in his third law, the ball and the ground exert forces on each other with equal magnitude but in opposite directions.

- In question 2, according to Newton third law of motion described above, If two moving objects collide, then they will move away from each other in opposite directions.

- In question 3, if two metal balls with the same mass hang so that they are touching each other. When the ball on the left is pulled to the side and released, it swings back and hits the ball on the right causing the ball on the right to move to the right while that on the left to move left (opposite directions).

- In question 4, bumper cars at an amusement park demonstrate third law of Newton in such a way that if two bumper cars collide with a certain force, then they will move away from each other in opposite directions with the same force.

- In question 5, when the octopus ejects the water out, the water acts with an equal force on the octopus in the opposite direction causing the octopus to propel itself through the water. This demonstrates Newton third law of motion.

Physics
Step-by-step answer
P Answered by PhD

1. B

2. C

3. B

4. A

5. D

Explanation:

The set of scenarios in this question depicts the NEWTONS THIRD LAW OF MOTION, which states that when an object 1 exerts an action force on an object 2, the object 2 exerts a reaction force that is opposite but equal in magnitude on object 1.

- In question 1, a ball (object 1) bounces on the ground (object 2). According to Newton in his third law, the ball and the ground exert forces on each other with equal magnitude but in opposite directions.

- In question 2, according to Newton third law of motion described above, If two moving objects collide, then they will move away from each other in opposite directions.

- In question 3, if two metal balls with the same mass hang so that they are touching each other. When the ball on the left is pulled to the side and released, it swings back and hits the ball on the right causing the ball on the right to move to the right while that on the left to move left (opposite directions).

- In question 4, bumper cars at an amusement park demonstrate third law of Newton in such a way that if two bumper cars collide with a certain force, then they will move away from each other in opposite directions with the same force.

- In question 5, when the octopus ejects the water out, the water acts with an equal force on the octopus in the opposite direction causing the octopus to propel itself through the water. This demonstrates Newton third law of motion.

Mathematics
Step-by-step answer
P Answered by PhD
I'm very disappointed and a little depressed that you can't do any of these
twenty problems on your own, and you decided to just dump them on . 
I'm also disappointed that yuu thought the whole thing is only worth 11 points.

I'll do a substantial amount of each problem, but not all of it.
Some of the contribution should be yours.

This whole page is just a bunch of exercises for one fact:

(any difference of two squares) is equal to

         (the sum of the square roots of the terms)
times
         (the difference of the square roots of the terms) .

That's the solution to everything on the page, right there.

OK.  Here we go:

15).  (2c + √5 d) (2c - √5 d)
16).  (7m² + 4) (7m² - 4)
17).  (k³ +  4) (k³ - 4)

18).  (2p² + 5) (2p² - 6)
19).  (11r³ + 1) (11r³ - 1)
20).  (8m² + 3n) (8m² - 3n)

You can do the FOIL checking.  I buried one error in there
just so that you'd have something to look for and fix.

21).  6 (2a + 3b) (2a - 3b)
22).  9x (2x + 1) (2x - 1)
23).  5q (3q + 2) (3q - 2)

24).  2 (4s + 3u) (4s - 3u)
25).  4b (5b + 3) (5b - 3)
26).  3x² (x² + 4) (x² - 4)

27).  8y (x + 2y) (x - 2y)
28).  5m (5m + 1) (5m - 1)
29).  3 (n + 7) (n - 7)

30).  2 (3x + 5) (3x - 5)
31).  m n (m + 1) (m - 1)
32).  4x (2x + 5) (2x - 5)

33).  5n² (4n + 5) (4n - 5)
34).  3 (2n + 1) (2n - 1)

For this second group, I confess that I did them all in my head,
so you should really do some checking just to make sure.
Mathematics
Step-by-step answer
P Answered by PhD
I'm very disappointed and a little depressed that you can't do any of these
twenty problems on your own, and you decided to just dump them on . 
I'm also disappointed that yuu thought the whole thing is only worth 11 points.

I'll do a substantial amount of each problem, but not all of it.
Some of the contribution should be yours.

This whole page is just a bunch of exercises for one fact:

(any difference of two squares) is equal to

         (the sum of the square roots of the terms)
times
         (the difference of the square roots of the terms) .

That's the solution to everything on the page, right there.

OK.  Here we go:

15).  (2c + √5 d) (2c - √5 d)
16).  (7m² + 4) (7m² - 4)
17).  (k³ +  4) (k³ - 4)

18).  (2p² + 5) (2p² - 6)
19).  (11r³ + 1) (11r³ - 1)
20).  (8m² + 3n) (8m² - 3n)

You can do the FOIL checking.  I buried one error in there
just so that you'd have something to look for and fix.

21).  6 (2a + 3b) (2a - 3b)
22).  9x (2x + 1) (2x - 1)
23).  5q (3q + 2) (3q - 2)

24).  2 (4s + 3u) (4s - 3u)
25).  4b (5b + 3) (5b - 3)
26).  3x² (x² + 4) (x² - 4)

27).  8y (x + 2y) (x - 2y)
28).  5m (5m + 1) (5m - 1)
29).  3 (n + 7) (n - 7)

30).  2 (3x + 5) (3x - 5)
31).  m n (m + 1) (m - 1)
32).  4x (2x + 5) (2x - 5)

33).  5n² (4n + 5) (4n - 5)
34).  3 (2n + 1) (2n - 1)

For this second group, I confess that I did them all in my head,
so you should really do some checking just to make sure.
Mathematics
Step-by-step answer
P Answered by Master
13) 84
14) 96
15) 65
16) 92
Mathematics
Step-by-step answer
P Answered by Master
13) 84
14) 96
15) 65
16) 92
English
Step-by-step answer
P Answered by PhD

im stuck on body 2 but i haaave the 1st one

Explanation:

Example from text to support topic sentence: “These protesters couldn’t have known what Areliss felt as they shouted and waved pamphlets in our faces like tattered flags. But, I know their words were bullets to Areliss’s heart. I wanted to fire back at the protesters: Where are your ancestors from?”

••Explanation of how the example serves purpose: She uses metaphors to show that she felt very offended by what the people were saying when she says “But, I know their words were bullets to Areliss’s heart.”

••Example from text to support topic sentence: “The term “DREAMers” refers to an act that would have protected these immigrant children if they attended college or served in the military. The DREAM Act did not pass, but its name has remained. DACA recipients have a dream: they dream that their lifelong contribution to the United States will one day be recognized, and they will be permitted to stay in the country they have always called home”

••Explanation of how the example serves purpose: She tries to persuade the audience to think shouldn’t shut down when she says “DACA recipients have a dream: they dream that their lifelong contribution to the United States will one day be recognized, and they will be permitted to stay in the country they have always called home”.

English
Step-by-step answer
P Answered by PhD

im stuck on body 2 but i haaave the 1st one

Explanation:

Example from text to support topic sentence: “These protesters couldn’t have known what Areliss felt as they shouted and waved pamphlets in our faces like tattered flags. But, I know their words were bullets to Areliss’s heart. I wanted to fire back at the protesters: Where are your ancestors from?”

••Explanation of how the example serves purpose: She uses metaphors to show that she felt very offended by what the people were saying when she says “But, I know their words were bullets to Areliss’s heart.”

••Example from text to support topic sentence: “The term “DREAMers” refers to an act that would have protected these immigrant children if they attended college or served in the military. The DREAM Act did not pass, but its name has remained. DACA recipients have a dream: they dream that their lifelong contribution to the United States will one day be recognized, and they will be permitted to stay in the country they have always called home”

••Explanation of how the example serves purpose: She tries to persuade the audience to think shouldn’t shut down when she says “DACA recipients have a dream: they dream that their lifelong contribution to the United States will one day be recognized, and they will be permitted to stay in the country they have always called home”.

French
Step-by-step answer
P Answered by Master

Mes grand parents ne vont pas acheter les bananes a leur marche.

French
Step-by-step answer
P Answered by Master

Mes grand parents ne vont pas acheter les bananes a leur marche.

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