Elizabethan england. perhaps the most difficult thing to come to terms with is the scale of death. influenza, for example, is an affliction which you no doubt have come across. however, you have never encountered anything like elizabethan flu. it arrives in december 1557 and lasts for eighteen months. in the ten-month period august 1558 to may 1559 the annual death rate almost trebles to 7.2 percent (normally it is 2.5 percent). more than 150,000 people die from it—5 percent of the population. this is proportionally much worse than the great influenza pandemic of 1918–19 (0.53 percent mortality). the evidence in the passage is strong because it

Proofread this excerpt from a review of the film tangled. what type of errors does it contain? walt disney studios is back with another delightful film sure to entertain children and adults alike, hat’s off to the writer and director of this charming little endeavor. they have effectively managed to breathe new life into an old classic: by giving rapunzel's tale a fresh twist, instead of the meek and rapunzel of the original disney story; this retelling gives us a spunky and assertive heroine ready to take command of her own life. a. mixed-up tenses b. incorrect verb usage c. spelling errors d. punctuation errors

Read the passage from sugar changed the world. sugar is a taste we all want, a taste we all crave. people throughout the planet everywhere have been willing to do anything, anything at all, to get that touch of sweetness. we even know exactly how thrilling it was to taste sugar for the first time. when the lewis and clark expedition met up with the shoshone, who had little previous contact with old world products, sacagawea gave a tiny piece of sugar to a chief. he loved it, saying it was "the best thing he had ever tasted." sugar created a hunger, a need, which swept from one corner of the world to another, bringing the most terrible misery and destruction, but then, too, the most inspiring ideas of liberty. sugar changed the world. we begin that story with a man who could never know enough. how does the conclusion of the prologue support the authors’ purpose? select two options. it introduces the topic that will be addressed next. it provides information about the authors. it states why the topic is relevant to readers. it cites sources the authors used in the text. it explains how the authors came to study the subject.

In a sense we’ve come to our nation’s capital to cash a check. when the architects of our republic wrote the magnificent words of the constitution and the declaration of independence, they were signing a promissory note to which every american was to fall heir. this note was a promise that all men—yes, black men as well as white men—would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. it is obvious today that america has defaulted on this promissory note insofar as her citizens of color are concerned. instead of honoring this sacred obligation, america has given the negro people a bad check, a check that has come back marked “insufficient funds.” but we refuse to believe that the bank of justice is bankrupt. we refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. and so we’ve come to cash this check, a check that will give us upon demand the riches of freedom and security of justice. in this section of the speech, analyze martin luther king’s connection between a defaulted promissory note and the lack of freedom experienced by african americans. which option offers the best analysis? question 3 options: mlk creates this analogy to communicate that america has enough freedom for all, but it needs to live up to its promises. mlk makes the analogy that america has run out of freedom. not everyone deserves to have it. mlk communicates that america should equally distribute funds to all citizens. everyone deserves equal access to the government’s money. mlk demonstrates that america is improving in equality and should keep the forward momentum.