Answer:
I chose prison for this one
Explanation:
I only got a 40% on the test though
<span> "Ambush," O’Brien describes killing a man while serving in war. He had no intention of killing him—he reacted without thinking. O’Brien feels guilty about having killed another human being, even though his fellow soldier tries to soothe him with the logic that the man would have been killed eventually anyway. However, trying to justify having killed someone, O’Brien explains that his training as a soldier prompted him to act involuntarily when he lobbed the grenade upon spotting an enemy soldier. Twenty years later, long after the war has ended, O’Brien is unable to admit to his daughter, Kathleen, that he has killed another person. He feels guilt and denial about having killed a man, and experiences recurrent flashbacks and visions. Through his story, O’Brien conveys that a soldier is a changed person after he has witnessed such a war, and those who have not been in a war cannot begin to understand the emotional turmoil that soldiers go through.</span>
Incomplete Question. Options that completes the question;
A. Rainsford’s repetition characterizes him as forgetful, which is why he must repeat the word to remember his mission.
B. Rainsford’s repetition shows that with his great skill and perseverance he was able to survive.
C. Rainsford’s repetition was probably taught to him in a private school growing up and is a symbol of his class status.
D. Rainsford’s repetition of “nerve” refers to the nervous system and neurons in the brain and emphasizes human reason as the most important key to success.
Answer:
B
Explanation:
It noteworthy that Rainsford was a determined individual. His use of the word 'nerve' shows his determination which leads to his survival having applied great skill and perseverance.
This quality of perseverance was what made him repeat the word “nerve” in paragraph 169, paragraph 179, and paragraph 197.
Answer:
Keep videos short to keep students engaged
Shorter videos are more effective. ... So, keep videos as short as possible while still addressing the main concept or content. If you absolutely need to use a longer video, break it into smaller segments and let the students know how long these will be at the start.
Explanation:
<em>Hope </em><em>it </em><em>helps </em><em>ya </em><em>ItzAlex</em>
