1) What lesson does "The Jew in Brambles" teach readers?

Answer:

The lesson learned from the story teaches that violence is very much part of the nature of man and that the fact that it is repressed does not translate to an absence of it. The extent to which each human's ability to be wicked is relative to the amount of power he can exercise at that moment.

Explanation:

First, we see a subtle kind of violence in the form of selfishness and cruelty from the rich man who though his slave served him with commitment, diligence and honesty deprived him of his wages three years in a row and would have continued had the servant not insisted on his wages.

The second of such violence is seen from the Jew who though a thief hesitated not to report another "thief" to be sentenced to death.

The other thief who thought didn't steal outrightly was worse than the first two. At the beginning of the story, he seemed like he was of a gentle heart and has a big capacity to suffer I'll wrong from others without getting offended. Alas, in the third paragraph before the last, then we see the servant now in possession of extraordinary gifts which gave him the power to make anyone dance, hit anything he aimed for, and get anything he wished for, utilizes his powers to the demise of the Jew who had tried to have him hung front.

Without careful scrutiny, it may be easily dismissed, in the case between the servant and the Jew that the Jew was at fault. However, a careful reader would observe that the servant without much thought was happy to use his powers even if it meant the death of another.

If we contrast the attitude of the servant with the rich man at the beginning of the story who withheld wages, we see that there is much difference in the level of each person's depravity, with the servant's predisposition (that has finally been revealed. A slave maltreater versus a murderer.

Cheers

PLEASE HELP - IM TAKING THE TEST RIGHT NOW!

Read the following passage carefully before you choose your answer.


This passage is taken from an eighteenth-century letter from a president to the citizens of the United States of America.


(1) So likewise, a passionate attachment of one nation for another produces a variety of evils. Sympathy for the favorite nation, facilitating the illusion of an imaginary common interest in cases where no real common interest exists, and infusing into one the enmities of the other, betrays the former into a participation in the quarrels and wars of the latter without adequate inducement or justification. It leads also to concessions to the favorite nation of privileges denied to others which is apt doubly to injure the nation making the concessions; by unnecessarily parting with what ought to have been retained, and by exciting jealousy, ill-will, and a disposition to retaliate, in the parties from whom equal privileges are withheld.


(2) As avenues to foreign influence in innumerable ways, such attachments are particularly alarming to the truly enlightened and independent patriot. How many opportunities do they afford to tamper with domestic factions, to practice the arts of seduction, to mislead public opinion, to influence or awe the public councils? Such an attachment of a small or weak towards a great and powerful nation dooms the former to be the satellite of the latter.


(3) Against the insidious wiles of foreign influence (I conjure you to believe me, fellow-citizens) the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.


(4) The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.


(5) Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government, the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.


(6) Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?


(7) It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far, I mean, as we are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it, therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would be unwise to extend them.


Which rhetorical device does the author employ to humanize him and minimize the gap between president and citizen?


Historical allusions

Personal pronouns

Extended metaphors

Descriptive adjectives

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Reading is a crucial skill in today’s world. It is a requirement for everything from working most jobs to playing games to driving a car to voting. There are few activities or jobs that don’t require at least some reading. To that end, schools spend years teaching students how to read. And, for the most part, American schools are fairly adept at doing so (the nation has close to a 100% literacy rate). But schools have been less successful at teaching us how to enjoy reading. And this is a shame, for reading, in fact, helps us become who we are.

When you teach a child to read, you teach him or her how to open a world of imagination and knowledge that would otherwise be closed to him or her. And once that door is open, children can go down paths to find interests they did not even know they have. These interests lead to more reading and then to more love of reading. See, the whole thing snowballs! This is why children should be encouraged not just to read for school but also for pleasure. A love of reading can help a student find interests and creative passions he or she never even knew existed, let alone possessed.

As a writer of children’s books, I am, of course, biased. I would love for children to enjoy reading so that they will want to purchase my own books. But I am also a concerned parent, hoping to help my son discover himself. I often speak to other parents about how reading can shape individuality. I remember when I was a pre-teen, I picked up a book about the rock star Mick Jagger, whom I had a huge schoolgirl crush on. In that book, I found that Jagger was inspired by old blues musicians, and so I picked up books on the blues. That led to books by authors who were also influenced by the blues, and years later I was obsessed with the works of Toni Morrison, Ralph Ellison, and August Wilson. Without that initial interest in a silly little biography of Mick Jagger, I would never have discovered my love of literature and my true calling to write books. Without a love of reading, I could very well be a completely different person from the woman I am today.The author of this passage would most likely agree with which of the following statements?

A
Schools do not adequately explain to students how important it is to know how to read.

B
Schools should let students read any books that they want, rather than assigning specific books for class.

C
Schools do not do a good enough job of teaching students how to read.

D
Schools should figure out ways to help students learn to enjoy reading.

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A. Even on the federal level, it is rare for civil servants to receive time off let alone three entire months for a summer break.

B. This kind of program will also allow teachers to better prepare for curriculum and not have to rush through important concepts and ideas.

C. The summer break not only helps students to do better in schools, it ultimately helps the economy as travel increases during the summer.

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(1) As students and teachers, we should both feel lucky to enjoy not only a summer break, but in some cases, a winter break as well. (2) In the working world, summer breaks are a welcomed oasis to a normal working schedule, but they never happen. (3) School is supposed to prepare students for what the "real world" will be like. (4) Why then do most schools still implement the antiquated policy of summer vacation? (5) As students and teachers, don't we also make up the "real world"? (6) The real world works like this: people don't get summers off like they do in school, so summers in school are disingenuous because it does not reflect the "real world" like year-round schools.

(7) For many working citizens, a summer break is a novel idea, but it is impractical. (8) Consider what would happen to a city government that decided to take the summer off. (9) Garbage would pile up. (10) Police stations would close. (11) Fire stations would be empty. (12) Now, imagine doing without one of the many services the city provides for almost three months. (13) The entire city would riot. (14) Yet, aren't public servants also a part of the "real world"? (15) Why don't they get summers off as well? (16) Preparing students for the real world while giving them summers off does not prepare them for the real world. (17) It gives them a false sense of what the real world will be.

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. O dear account! My life is my foe's debt.​

What law does Milo break by accident in the land of Doldrums?

Your answer:

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