Read the paragraph from The Hot Zone and the summary that follows it. Once the cells in a biological machine stop working, it can never be started again. It goes into a cascade of decay, falling toward disorder and randomness. Except in the case of viruses. They can turn off and go dead. Then, if they come in contact with a living system, they switch on and multiply. The only thing that "lived" inside this monkey was the unknown agent, and it was dead, for the time being. It was not multiplying or doing anything, since the monkey's cells were dead. But if the agent touched living cells, Nancy's cells, it would come alive and begin to amplify itself. In theory, it could amplify itself around the world in the human species.
Summary of central idea: It is petrifying that even if viruses are dead, they have the potential to "come alive.”

Which changes should be made to improve this summary of the paragraph’s central idea? Select two options.

Remove the phrase “It is petrifying” because it expresses a personal feeling.
Include the detail that there was a dead virus living inside the monkey.
Remove the detail that viruses can come alive even if they are dead.
Add the phrase “and spread throughout the human species” to the end of the statement to more fully express the central idea.
Add a personal opinion about what may happen if the virus does “come alive.”

Is a psychological tool in which a person creates a detailed mental picture of an event. select the choice that best answers the question. a. stereotyping b. imaging c. visualization d. mentoring

Wind blowing briskly leaves falling from the tree which best identifies the form of poetry represented by the stanza? 1.) free verse2.) iambic pentameter3.)sonnet4.) quatain

In just over one hundred years, between 1701 and 1810, 252,500 enslaved africans were brought to barbados—an island that occupies only 166 square miles (making it, today, one of the smallest countries in the world). the english then set out to conquer more sugar islands, starting with jamaica, which they took from spain in 1655. in the same period that the 252,500 africans were brought to barbados, 662,400 africans were taken to jamaica. thus, sugar drove more than 900,000 people into slavery, across the atlantic, to barbados and jamaica—and these were just two of the sugar islands. the english were eagerly filling antigua, nevis, saint kitts, and montserrat with slaves and sugar mills. they took over much of dutch guiana for the same reason. seeing the fortunes being made in sugar, the french started their own scramble to turn the half of the island of hispaniola that they controlled (which is now haiti), as well as martinique, guadeloupe, and french guiana (along the south american coast near dutch guiana), into their own sugar colonies, which were filled with hundreds of thousands more african slaves. by 1753, british ships were taking average of 34,250 slaves from africa every year, and by 1768, that number had reached 53,100. –sugar changed the world, marc aronson and marina budhos how do the authors use historical evidence to support their claim? x(a) they use secondary sources to show how french and english monarchs were indifferent to enslaved people. x(b)they use secondary sources to show that enslaved people often fought for their freedom after arriving in the caribbean. the answer is: (c)they use facts from primary sources to show how countries increased the number of enslaved people to produce more sugar. x(d)they use primary source interviews to show that countries could make more money in trading sugar without using enslaved people.