Taylor wanted to see if eating apples would help her do better on her classwork. The first day, she didn't eat any apples. On day 2, she ate one apple; on day 3, she ate 2 apples, and on
day 4, she ate 3 apples. Each day, she recorded the grades she got on her science work.

Select the correct text in the passage which three sentences in this excerpt from franklin d. roosevelt's "day of infamy speech make an emotional appeal by suggesting that innocence was betrayed by certain enemies? japan has, therefore, undertaken a surprise offensive extending throughout the pacific area. the facts of yesterday speak for themselves people of the united states have already formed their opinions and well understand the implications to the very life and safety of our nation as commander-in-chief of the army and navy, i have directed that all measures be taken for our defense always will we remember the character of the onslaught against us. no matter how long it may take us to overcome this premeditated in american people in their righteous might will win through to absolute victory i believe i interpret the will of the congress and of the people when i assert that we will not only defend ourselves to the uttermost but will certain that this form of treachery shall never endanger us again. hostilities exist. there is no blinking at the fact that our people, our territory and our interests are in grave danger. with confidence in our armed forces - with the unbounded determination of our people - we will gain the inevitable triumph - so us gou i ask that the congress declare that since the unprovoked and dastardly attack by japan on sunday, december seventh 1941, a state of existed between the united states and the japanese empire. reset next tum all rights reserved

Which text evidence from the passage supports the theme that even nonliving things contain a life force? select two options.it was close and dry and dusty in the house of the gods.” “i have said the magic was gone but that is not true—it had gone from the magic things but it had not gone from the place.” “i felt the spirits about me, weighing upon me.” “nor had i ever slept in a dead place before—and yet, tonight, i must sleep there.” “when i thought of it, my tongue felt dry in my throat, in spite of my wish for knowledge.” “almost i would have gone down again and faced the dogs, but i did not.”

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)