Answer:
Assign each member small parts of the project, but leave all the important parts to me. Knowing my group members as well as I do, I KNOW that they're either not going to do the work or, if they do, it's going to be poopy work. So I'll continue to remind my groupmates to do their part of the project (gotta put in at least some effort) and then just finish the project myself. When the time comes to present, I'll go up there and present with my group, and once presentations are over, I'd go talk to the teacher about how I did a vast majority of the work (if I wanted to be mean, I could slide in little comments about how they didn't do the work at all throughout the presentation).
Explanation:
If I enjoy the class and am in a good mood, I might sit down and work with my groupmates 1 on 1 to help them at least get started. That way it's a win-win and they learn a few things as well. But this is history :) and I don't like history :) so Imma be passive-aggressive :)
Answer:
B: the students are the subject of the sentence and the doers of the verb.
Explanation:
A, C, and D are still passive because the subject is being acted upon.
It’s a chemical Rxn …
copper sulfate + sodium hydroxide → copper hydroxide + sodium sulfate
CuSO4+ 2NaOH → Cu(OH)2+ Na2SO4
Based on the information given, the effect of the dialogue is C. They indicate that Passini feels passionate about his beliefs.
<h3>How to illustrate the dialogue?</h3>
From the dialogue, it can be seen that Passini has seen and been disillusioned by war. He believed that there was no reason for wars.
He stood firm on his belief. Therefore, the effect of Passini’s long pieces of dialogue is that they indicate that Passini feels passionate about his beliefs.
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