Read the passage. Colony Collapse Disorder

In 2006, beekeepers throughout the United States began to notice something new—and troubling. Adult honeybees, known as worker bees, were disappearing from their hives, seemingly abandoning them. Few or no dead bees were found in the hives, while the queen and larvae were alive and well but without the swarm of worker bees that typically attended them to keep them alive. What had happened?

The phenomenon became so widespread that it soon received a name, Colony Collapse Disorder (CCD) . There was no denying that CCD was a problem; after all, American agriculture depends on the work of honeybees and other pollinators. At least three-quarters of the crops grown in the United States depend on honeybee pollination for their survival. These include such staples as strawberries, blueberries, apples, broccoli, asparagus, and almonds. Without them, both farmers and anyone who enjoys fresh fruits and vegetables will suffer.

But what is causing this problem? Scientists have rigorously studied a variety of possible causes, ranging from genetically modified crops to climate change to cell phone towers. Sadly, nothing has shown to be the cause of the problem. The most likely culprits are pathogens, or disease-causing organisms. These have been found in larger numbers in colonies affected by CCD than in those unaffected. But these pathogens have included various viruses and bacteria, some found in greater concentrations in different parts of the country. If CCD is caused by a single disease, identifying that disease will be difficult.

The CCD epidemic is most likely the result of multiple causes—pathogens, poor nutrition, pesticides, lack of genetic diversity, and habitat loss. Efforts to prevent colony loss have been mildly successful. The number lost has declined each year since 2008. But until a solution to this problem is found, CCD will remain a concern that will threaten not only the future of bees, but also of the people who rely on the food that they help produce.

Question 1
Part A

Which inference can be made about the cause of CCD in “Colony Collapse Disorder”?

It is a threat that needs to be identified as soon as possible.

It is very complex and will be challenging to overcome.

It affects bees most seriously but threatens other pollinators also.

It will impact humans and affect their health in the future.
Question 2
Part B

Which statement from "Colony Collapse Disorder" best supports the answer in Part A?

“The CCD epidemic is most likely the result of multiple causes—pathogens, poor nutrition, pesticides, lack of genetic diversity, and habitat loss.”

“The most likely culprits are pathogens, or disease-causing organisms.”

“Without [honeybees], both farmers and anyone who enjoys fresh fruits and vegetables will suffer.”

“Scientists rigorously studied a variety of possible causes, ranging from genetically modified crops to climate change to cell phone towers.”

Please answer it i dont have much time 30 points!

Read the excerpt from “the railroad earth.” o well anyway i'll be learning eventually to like the railroad and sherman will like me some day, and anyway another day another dollar. the narrator of this excerpt can best be described as friendly.optimistic.wealthy.intelligent.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

8. "caged bird" right now, i feel like a bird caged without a key everyone comes to stare at me with so much joy and reverie they don't know how i feel inside through my smile, i cry they don't know what they're doing to me keeping me from flying that's why i say i know why the caged bird sings only joy comes from song she's so rare and beautiful to others why not just set her free? so she can fly, fly, fly spreading her wings and her song let her fly, fly fly for the whole world to see she's like caged bird fly, fly ooh just let her fly just let her fly just let her fly spread the wings spread the beauty what is the allusion found in the poem? question 8 options: a) alicia keys b) i know why the caged bird sings c) spreading her wings and her song d) fly, fly, fly