Read this excerpt from the great fire. with the of onlookers, anderson began to reposition his hose. he hadn't gotten it very far when water pressure suddenly dropped and only a trickle of liquid came from the hose. a powerful steam engine had arrived at the fire and had simply removed anderson's hose from its water plug. this was routine procedure, done under the assumption that a steamer would always be more effective than a simple hose cart. sadly, the steamer did not drag its hose to anderson's position and he had to watch as four or five houses across the street caught fire. at the same moment that anderson's hose stopped, another steamer malfunctioned and its water also gave out. a well-aimed rap of a hammer got the engine working again, but then, at about 10: 30, an old section of hose burst and the flow of water stopped again. two valuable links in the chain of defense were gone, and there was nothing to stop the fire in these locations. which detail from the excerpt best supports the idea that the firefighters’ equipment was not strong enough to handle the fire? anderson was forced to reposition his hose. one of the steamers was fixed with a hammer. the firefighters followed a specific routine. a steamer malfunctioned and a hose burst.

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability

Which event occurred in the nearly two-year time span between act 3 and act4 of the tragedy of julius caesar?

Throughout the memoir, the prisoners are made equal in the way they are treated, and again, eliezer sees their equality in another way. how does he describe the equality?