Where does the Time Traveller find weapons in The Time Machine?

Answer:

City officials never determined the exact cause of the blaze, but the rapid spread of the fire due to a long drought in the prior summer, strong winds from the southwest, and the rapid destruction of the water pumping system explain the extensive damage of the mainly wooden city structures.the exact cause of the fire remains a mystery. ... Rain put out the fire more than a day later, but by then it had burned an area 4 miles long and 1 mile wide.

wrote this and got 100%

Explanation:

The Chicago fire of 1871 was one of the most devastating fires in US history. Many people believe that the fire started in the barn of Partick and Catherine O’Leary on the southwest side of the city, and it burned for 36 hours leaving people's homes and businesses destroyed. Many lives were lost causing a huge mix of emotions of devastation and sadness. What was the cause of the fire to grow so big and spiral out of control as it did?  

The main things for a fire to start and sustain itself are fuel, oxygen and heat. Luckily for Chicago, they had all three of these ingredients. Since Chicago was built on a swamp, and other materials were too expensive, Chicago's infrastructure including its sidewalks and streets were made from wood. Because Chicago had experienced a long drought in their summer year the wood became dry, as a result it ended up serving as fuel for the fire. The surrounding area was full of houses that were close together, this helped the fire spread rapidly jumping from house to house.

At the time of the fire Chicago had strong winds coming from the southwest. Due to the sudden rise in heat the winds increased quickly. This could be seen in the novel The Great Fire when it states, “the stronger winds, the ones people remembered the best, were probably caused by rising consecutive heat” (Murphy 1). This made things so much worse for Chicago. Those winds carried out burning debris, which would later fall on top of the dry wood located in other areas. Those areas would soon also catch on fire. Making things worse than they already where firefighters at the time did not have the proper equipment to fight these fires and to top it all off, they were sent to the WRONG location. This whole entire catastrophe was the cause of the fire spreading quickly and uncontrollably.  

After multiple hours of burning a fire would eventually come to a stop since there is flammable left. That’s exactly what happened with the Chicago fire. Open areas in the north end of the city helped stop the fire because there was simply nothing left to burn in that area. Fire fighters ended up using explosives as a last-minute recourse to blow up abandoned buildings and homes in the area to help stop the spread. Finally, it started to rain which helped the firefighters put out the fire entirely.  

The after math of fire had left people devastated, heartbroken, and sad. Over 100,000 people were left without a home or a job. 300 people were estimated dead, 100,000 homes and 17,000 buildings including businesses were all destroyed. The damage fee came out to be 200 million dollars which would be around 4 billion dollars in today's money.  

In November of 1871, Chicagoans had rebuilt their city and elected a mayor who would enforce stricter building and fire rules. Architectes came together to start building and designing the first skyscrapers. This resulted in people moving to Chicago to help out with the building process. The population had grown to have 500,000 citizens and a decade later the city was back to normal with over a million people.  

Answer:

b) If you go to bed late, you will be tired tomorrow.

c) If you touch that hot pan, you will burn yourself.

d) If you take some medicine, you will feel better.

e) If you do not take an umbrella with you, you will get wet.

f) If you don't hurry, you will be late.

g) if you drive too fast, you will have an accident.

h) if you leave your books here, you will lose them.

Answer:

it is very simple but very important

1 they do not make spelling mistakes...

2 they have a strong grammar concept...

3 they stay away from plagiarism

4 they try to summarize whole topic to make it easy to understand

5 they try to write different topics in comparison...

Explanation:

O>O

Answer:

they do not make spelling mistakes...

they have a strong grammar concept...

they stay away from plagiarism

Explanation:

Explanation:

Larger the population, higher the (water) tension

The rise in population leads to higher demand for water for domestic, industrial, agricultural and municipal needs and also evacuation for waste materials.

Answer:

The answer I found is B

Explanation:

B is most likely to be the plot of a fantasy story because it is least likely to happen in reality.

Hope this helps!

Answer:

Answer- B

Explanation:

Answer:

Explanation:

Joe mama

Answer:

is that the question

Explanation:

Answer:

B

Explanation:

i guess since mostlikely we want to try something new

Can you give me some hint

what is the incident i have no idea but i have made a a base i hope it helps you out

Dear _______ i am very sorry for what i did and i hope that you forgive me for doing it. I hope that we can forget what happened and i do regret doing so. Please do forgive me.  form ______

Answer:

best-selling author go together

written story go together

that's all I know I will

answer the rest

tomorrow if

it is not answered

already

Answer:

B. alliteration ( repeated beginning sounds)

Explanation:

how am i suposed to answer this

Explanation:

"Chapter 16 Video Case of Tyler", features strategies for using

augmentative communication in the classroom. Various strategies are discussed and demonstrated by the teacher and speech therapist. While you watch the video, pay close attention to all the ways language use is encouraged.

-Make a list of the various strategies, both demonstrated and discussed, for the facilitation of language.

-Discuss some examples of how peer to peer communication is fostered.

-Describe one (1) additional communication strategy you would use to expand the use of language for a young child.

-Compare how these communication strategies can be used with a child who is an English Language Learner or a child with a hearing impairment.In your two responses to peers and/or instructor, expand upon their ideas regarding facilitating language.

Tyler case: Tyler is in his 2nd year of kindergarten. He's autistic and has a severe language disorder but this has been a very successful school year for him. Tyler's teacher Whitney Meed [assumed spelling] describes his progress and one of the augmentative or alternative communication techniques that has brought about his success. >> Last year when I got him he came from the center where he had been in, you know, pre-services. He was nonverbal, very typical, sitting in the corner, very content to play by himself, no interaction. Then last year we had him in the inclusion classroom and we started using what's called PECS with him. It's a picture exchange communication system where you teach a child to associate a picture with an item and if I give you that picture you're going give me that item. And from that you're teaching to pair verbalizations. I want popcorn, whatever you choose to use and you want to pick something that's very inviting that you know that they want, and we started at that. We started with chocolate milk and popcorn and we ate bag upon bag of popcorn. But he figured it out and so then you move to a notebook where you put all the picture symbols and you teach them to manipulate it and to use speech once they've lined it up. It's kind of a queuing system. And now he is very verbal. He interacts with his peers. He loves his classmates. He's really starting to come out of his shell and really pick up a lot of skills. >> Here Tyler's making a snack with Whitney Meed and a classmate. >> Tyler, do you want a turn? >> Yeah! [ Inaudible Remark ] >> I want 4 -- >> 4 pretzel -- >> Pretzel please. >> Good job. [ Inaudible Remark ] Good, okay, all done pretzel. [ Inaudible Remark ] >> Cereal >> Fruit Loops. [ Inaudible Remarks ] >> Good girl! >> In fact, the speech and language pathologist for Tyler's school encourages all teachers to use visual strategies. This includes sign language for speech or language delayed children along with other basic approaches. >> Slow down, to use less words, to give the child time to respond, never to call attention to the problem, never ever to make fun of them or allow other children to make fun of them, that's the first thing we do. Then we start looking for

Answer:

Your argument can be summed up quickly. Your claim is that you need a new cell phone. Your mom's counterclaim is that you don't need one. Your reason is because yours doesn't have Internet access, and your evidence says that students with Internet access make better grades.

Answer:

The First Amendment does not protect you from using vulgar or obscene language

Explanation: Under the 1st Amendment using vulgar or obscene picture or language can get a person in trouble and it is considered a fedral offense. Because wearing a shirt in public a minor would be able to view your shirt. And minors under age of 16 yrs old are not allowed to be able to possess or view such items.

Answer:

b

Explanation:

Answer:

alliteration is the correct answer.

I don't remember what happens in those sections, but C should be the answer because all the other ones aren't very honourable.

Answer:

Evasive is a way of saying that something is always gone before you can get it. A good example of this is if you are looking for a person and follow them somewhere but they somehow getaway, you could say they are evasive.

Explanation:

hope this helps. . . <3

good luck!    uωu

Answer: yes

Explanation:

yes

Explanation:

this looks like they are about to eat each other

2.these men look like they are angry

3. they look like they're going to be enemies

4. they look like they are Harry baboons

Answer:

b

Explanation:

correct me if I'm wrong