Hello anyone from USA here?​

Click to read the passage from "lifeboat ethics," by garrett hardin. then answer the question. what is the author's purpose for including the following example in his argument against rich nations poor nations? a. he wants to explain why more nations need to invest in "miracle" crops. b. he wants to disprove the idea that poor nations will eventually be able to support themselves. c. he wants to prove that the green revolution is the best use of people's money. d. he wants to show a solution to poverty that he believes can actually work.

Read the opening lines of chapter 1 of twenty years at hull house and answer the question. on the theory that our genuine impulses may be connected with our childish experiences, that one’s bent may be tracked back to that “no-man’s land” where character is formless but nevertheless settling into definite lines of future development, i begin this record with some impressions of my childhood. the author begins her book with memories from her childhood. according to this excerpt, addams felt strongly that childhood was important because its trials and triumphs will support a successful life suffering during this time can create long-lasting goals it has a strong impact on personal growth throughout life children are free of the ethical judgments that adults make next question

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?