50 points + brainliest if good answer is !
from "the tyranny of things" by elizabeth morris

once upon a time, when i was very tired, i chanced to go away to a little house by the sea. "it is empty," they said, "but you can easily furnish it." empty! yes, heaven! furnish it? heaven forbid! its floors were bare, its walls were bare, its tables there were only two in the house were bare. there was nothing in the closets but books; nothing in the bureau drawers but the smell of clean, fresh wood; nothing in the kitchen but an oil stove, and a few a very few dishes; nothing in the attic but rafters and sunshine, and a view of the sea. after i had been there an hour there descended upon me a great peace, a sense of freedom, of in finite leisure. in the twilight i sat before the flickering embers of the open fire, and looked out through the open door to the sea, and asked myself, "why? " then the answer came: i was emancipated from things. there was nothing in the house to demand care, to claim attention, to cumber my consciousness with its insistent, unchanging companionship. there was nothing but a shelter, and outside, the fields and marshes, the shore and the sea. these did not have to be taken down and put up and arranged and dusted and cared for. they were not things at all, they were powers, presences.

and so i rested. while the spell was still unbroken, i came away. for broken it would have been, i know, had i not fled first. even in this refuge the enemy would have pursued me, found me out, encompassed me.

if we could but free ourselves once for all, how simple life might become! one of my friends, who, with six young children and only one servant, keeps a spotless house and a soul serene, told me once how she did it. "my dear, once a month i give away every single thing in the house that we do not imperatively need. it sounds wasteful, but i don’t believe it really is. sometimes jeremiah mourns over missing old clothes, or back numbers of the magazines, but i tell him if he doesn’t want to be mated to a gibbering maniac he will let me do as i like."

the old monks knew all this very well. one wonders sometimes how they got their power; but go up to fiesole, and sit a while in one of those little, bare, white-walled cells, and you will begin to understand. if there were any spiritual force in one, it would have to come out there.

i have not their courage, and i win no such freedom. i allow myself to be overwhelmed by the invading host of things, making fitful resistance, but without any real steadiness of purpose. yet never do i wholly give up the struggle, and in my heart i cherish an ideal, remotely typified by that empty little house beside the sea.

which words from the excerpt describe morris’s feelings about the absence of things?

choose one answer from each group. type the letter only for each answer in the correct blank.

type a, b, or c for blank 1.

emancipated
encompassed
unbroken

type e, f, or g for blank 2.
power
wasteful
sea

type h, i, or j for blank 3.
magazines
house
spiritual

i chose encompassed, power, and spiritual. if i'm right for one or all of them, i'd like an explanation on why that is. and if i'm right, i'd also like an explanation.

Iwill give you 90 points read this entry from a blog about service dogs. lexie, an eight-month-old black labrador retriever, is sleeping quietly at my feet. i can’t but think that her soft, velvety ears and alert brown eyes would make her the perfect “doggie model” for pet magazines and pet store ads. however, lexie will soon have a much more important job to do. in a few months, she will become the loyal companion and service dog for a young man who has been blind since birth. she will him board public transportation, such as buses, subways, and trains, and she will him safely cross busy intersections. lexie will even the young man avoid obstacles, such as high curbs and low overhangs. like all dogs in our organization, lexie has undergone months of specialized training to a visually impaired person lead an active and independent life. what is the primary purpose of this blog? to inform readers about seeing-eye dogsto entertain readers with stories about lexieto persuade readers to support service dogsto convince readers to adopt seeing-eye dogs

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.

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