PLEASE I NEED THIS RIGHT NOW!!! BENVOLIO: At this same ancient feast of Capulet's 81 Sups the fair Rosaline whom thou so lovest, With all the admired beauties of Verona: Go thither; and, with unattainted eye, Compare her face with some that I shall show, And I will make thee think thy swan a crow. ROMEO: When the devout religion of mine eye Maintains such falsehood, then turn tears to fires; And these, who often drown'd could never die, Transparent heretics, be burnt for liars! 90 One fairer than my love! the all-seeing sun Ne'er saw her match since first the world begun. BENVOLIO: Tut, you saw her fair, none else being by, Herself poised with herself in either eye: But in that crystal scales let there be weigh'd Your lady's love against some other maid That I will show you shining at this feast, And she shall scant show well that now shows best. ROMEO: I'll go along, no such sight to be shown, But to rejoice in splendor of mine own. 100 Read the following excerpt from Act I, Scene 2 and answer the question: How does the concept of fate or predestination play a role in this excerpt? In the space below, write a 150-word response analyzing the evidence of predestination in this passage in characters’ words, actions, and motivations. Include at least three examples from the text to support your analysis.

write two paragraphs to compare and contrast the narrators’ schools and explain how their schools shape their perspectives toward the hijab. cite evidence from the text to support your ideas.

copy and paste answer:

two paragraphs to compare and contrast the narrator's schools would be this, the one school with the veil is the one school were the students were forced to wear the veils, and they did not know why they had to wear the veils. the girl student writing the story was not like the other students, she didn't care. in the second school there was a lot of hostile activities going on throughout the school. most of the students were upset and this, including the author, but she was trying to look and the good side of things.  

overall, both schools had something that the students or most of the students did not like or appreciate. what you can learn from these stories is that life will never be exactly how you may want it to be. complaining about your lifestyle will only make matters worse or at least feel worse in the long run. that's happens to be the information you can interpret from these two stories.

the present continuous is a verb tense which is mainly used to indicates that an action is in progress at the moment of speaking.  

it is formed using: person + verb to be (am/is/are) +verb + - ing form  

example: i am studying at this moment .

in addition, the present continuous is also used in order to express things that will or will not happen in the near future.

example: i am having dinner with some friends tonight.

the speaker sometimes   uses it   to express that an action is repeated and it causes irritation on the part of the speaker

example: my sister is constantly complaining about everything.

the examples that saki used to represent satire through situational irony are options two (2) and five (5) inasmuch as the wolf thought that looking for a girl in the bushes could be as easy as hunting little pigs at the park, but it took him so much time to find the girl if it had not been not for a silly mistake. also, bertha would have survived to the wolf's hunt if she had not won those medals for goodness, which at the end they were what got her killed by making noise, so winning medals of goodness was not so good achievement, after all.

basic principle: a pronoun usually refers to something earlier in the text (its antecedent) and must agree in number — singular/plural — with the thing to which it refers. the indefinite pronouns anyone, anybody, everyone, everybody, someone, somebody, no one, and nobody are always singular.