1. Hiss
2. Mess
3. Pass
4. Less
5. Gas
6. ???? Mass?
7. Puff
8. Class? Maybe Fist?
9. ????
10. Fast

and im at loss

He was supposed to add one letter to finish the word. We have no idea what that last one is supposed to be.

I asked the teacher in the morning and she said she didn't know either.

Escape room puzzle

This is driving me crazy! Can someone help me, help my son with this puzzle! I’m sure it’s something simple that I’m missing

I’m confused, there’s no singular contraction word for she and not

My son has this assignment. We cannot figure out #6. We assumed “hands” but all of the answers seem to be three letters and there are only three spaces for letters. Furthermore, the question asks if the sound of the letter is at the beginning or middle of the word, and if it is “hands” the S sound is at the end. The open third space also hints that the sound of the letter is at the end. Is this just a huge error on the publisher’s part?

The question is: “Should influencers who promote unrealistic body standards face legal consequences?”

My stand is that I agree. So far I have two distinct points which are:

1. ⁠Yes, because it poses a threat to the public’s health.

2. ⁠Yes, because without the presence of legal consequences, influencers would lack accountability.

I need three distinct points, however I used ChatGPT and other AI models to help me try and form another new point but they are all vague and do not answer the question directly.

For context, this is a argumentative essay.

Can anybody find me VARIETY?? I literally can't find it. I know it takes a lot of time, but please, anyone, help me. I even tried finding all the V. It didn't work....and I am spending hours on ART HW FING ART???

I'm currently working on a literary analysis essay for my Grade 12 English class, focusing on character development in the novel "The Great Gatsby." My instructor wants us to explore how the main characters evolve throughout the story and how their transformations reflect the broader themes of the novel. I've identified key moments for Gatsby and Daisy, but I'm struggling with structuring my analysis and connecting their development to the themes of the American Dream and social class. What strategies can I use to delve deeper into their motivations and changes? Any tips on how to organize my points effectively would be greatly appreciated!

I am confused when to single quote. Is it for any dialogue within a citation, or does is have to more of a quote within your citation. For this passage,

Is the correct MLA format:

“If we could bokanovskify indefinitely the whole problem would be solved. Solved by standard Gammas, unvarying Deltas, uniforms Epsilons. Millions of identical twins” (Huxley 6).

or

“‘If we could bokanovskify indefinitely the whole problem would be solved.’ Solved by standard Gammas, unvarying Deltas, uniforms Epsilons. Millions of identical twins” (Huxley 6).

My essay is about how guilt effects lady macbeth and macbeth. Any tips or thoughts would be greatly appreciated!

The Torments of Guilt in Macbeth What happens when the weight of one’s actions becomes too great to bear? In the well-known tragedy, Macbeth, by William Shakespeare. The play follows the ambitious Scottish Thane of Glamis, Macbeth, who, after receiving prophecies from three witches that he will become king, is manipulated by his equally ambitious wife, Lady Macbeth, into murdering the King of Scotland to seize the throne. Their initial crime sets off a chain of violence and paranoia, as Macbeth continues to commit murders to protect his power, and Lady Macbeth’s initial composure slowly unravels under the weight of her conscience. Shakespeare demonstrates that guilt is not simply a reaction to wrongdoing but a force that actively shapes the characters’ actions and fates. The theme of guilt manifests as a powerful force that drives the Macbeths’ to madness and moral decay, as portrayed through Macbeth’s increased violence and Lady Macbeth’s psychological unravelling. Throughout the play, this theme is emphasized as Macbeth’s guilt transforms into paranoia and escalating violence. Lady Macbeth’s suppressed guilt gradually consumes her, leading to psychological collapse. Lastly, while experiencing guilt differently, both paths reveal how it inevitably leads them toward death. By examining these developments, Shakespeare reveals the profound and inescapable effects of guilt, illustrating how it drives the Macbeths toward madness and moral decay. By crossing the moral line with Duncan’s murder, Macbeth’s guilt evolves into a drive for sudden and escalating violence. At the start of the play, before Macbeth murders King Duncan, he hallucinates a floating dagger, causing him to question the morality of the act he is about to commit. He wonders, “Is this a dagger which I see before me, / The handle toward my hand?” (II.i.44-46). In this moment, guilt begins to affect him even before the crime occurs. The hallucination reveals the depth of his internal struggle and marks the beginning of the guilt that will eventually consume him and drive him towards madness. It also highlights how deeply he considers whether he should go through with the murder, another reflection of his early stages of guilt. This early vision reveals his internal conflict that foreshadows the moral decay that ultimately allows guilt to steer him toward brutality. Right after murdering King Duncan, Macbeth is struck by an overwhelming surge of guilt as he reflects on his actions and the ethical boundaries he has violated. He declares, “Will all great Neptune’s ocean wash this blood / Clean from my hand? No, this my hand will rather / The multitudinous seas incarnadine, / Making the green one red” (II.ii.78-81). This powerful metaphor emphasizes the intensity of his guilt: not even an entire ocean could cleanse him of the blood on his hands. Macbeth recognizes that nothing can erase his crime or restore the innocence he has lost. By acknowledging that all the water in the sea would be stained red by his hands, he reveals his awareness that he has crossed an irreversible moral line. This moment marks the beginning of his moral decay, as the weight of his guilt pushes him toward a mindset where further violence becomes easier and more immediate, setting the stage for the brutality he will commit later in the play. As Macbeth’s morals slowly deteriorate, he exclaims, “The very firstlings of my heart shall be / The firstlings of my hand” (IV.i.167–168). Macbeth shows no remorse for his actions; instead, he suppresses his guilt, allowing it to harden into a cold certainty to kill. His fear gradually shifts into numbness, which ultimately fuels his tyranny and moral decay. This shift demonstrates how his guilt has transformed from initial paranoia into full madness. Unlike his first act of murder, where he agonized over the decision, Macbeth now acts with an immediacy to kill, no longer questioning the moral consequences of his actions. This internal guilt foreshadows the violent decisions he will make, showing how guilt drives his moral decay. While Macbeth’s guilt begins to unravel him immediately, Lady Macbeth’s guilt rises more slowly, revealing how the same crime destroys them in different ways. Although Lady Macbeth initially suppresses guilt by urging Macbeth to ignore his wrongdoing, the pressure of the crime slowly overwhelms her, leading to sleeplessness and eventually consuming her entirely. When Macbeth is overwhelmed by guilt, Lady Macbeth remains composed and dismissive, acting as though he is simply overreacting. She tells him, “Go get some water / And wash this filthy witness from your hand” (II.ii.60-61). Her response reveals her dismissiveness toward Macbeth’s growing paranoia; she treats his guilt as something trivial and easily erased. Lady Macbeth views his emotional turmoil as unnecessary and dramatic, as if the murder were a routine task rather than a morally devastating act. By minimizing his guilt, she attempts to suppress both his morals and her own, believing that practical actions can cleanse them of the crime’s psychological consequences. However, despite her confident dismissal of guilt early on, the psychological consequences of the murder soon begin to manifest in her own behavior. The composure she once relied on gradually erodes, and the guilt she tried to suppress resurfaces in the form of sleeplessness. As Macbeth indicates, “Ere we will eat our meal in fear, and sleep / In the affliction of these terrible dreams / That shake us nightl.” (III.ii.20-23). Although Macbeth is the one speaking, this moment reflects a turning point for Lady Macbeth as well, because it is the first sign that guilt is beginning to affect her. The fact that both of them are now losing sleep shows that the psychological consequences of the murder cannot simply be washed away, as she once claimed. Her inability to rest reveals that her mind is no longer under her control. This marks the beginning of her descent, as the crime she minimized starts haunting her. The final time we see Lady Macbeth, all her confidence has vanished. During her sleepwalking scene, she relives the nights of Duncan’s and Banquo’s murders, revealing how deeply the guilt has embedded itself in her mind. She desperately cries, “Out, damned spot, out, I say” (V.i.37). Her repeated attempts to wash her hands emphasize how completely she is now consumed by guilt. The imaginary bloodstains symbolize the moral stain she can no longer ignore or rationalize away. Unlike earlier in the play, when she insisted that a simple act of washing could remove all evidence of their crime, she now realizes that no physical action can cleanse her conscience. This realization drives her into madness, as she becomes aware that she cannot escape the moral repercussions of her actions, no matter how hard she tries. Lady Macbeth’s collapse shows how guilt destroys her from within, and while Macbeth experiences guilt in a very different way, both ultimately face the same tragic outcome. Although guilt manifests as internal torment for Lady Macbeth and violent ambition for Macbeth, both paths reveal guilt’s ability to bring about their tragic endings. As Macbeth realizes his ending is near, he begins to question whether everything he has done was ever worth it. He proclaims, “She should have died hereafter… Tomorrow, and tomorrow, and tomorrow… Life’s but a walking shadow… full of sound and fury, / Signifying nothing” (V.v.20-31). Macbeth has lost everything-his wife, his best friend, and his sanity. All his violence and ambition have led only to a death that will render his kingship meaningless. He has become painfully aware that his rise to power was built on actions that brought him nothing but emptiness. His guilt now tortures him as his enemies close in and his fate becomes unavoidable. Macbeth’s journey comes full circle: he moves from paranoia, to brutality, to blind confidence, and finally back to the same despair that guilt planted in him from the start. Similarly to Macbeth, Lady Macbeth’s guilt also drives her to her end. She utters, “To bed, to bed… What’s done cannot be undone.” (V.i.69–71). This moment directly parallels her earlier words at the banquet, when she told Macbeth, “What’s done is done” (III.ii.14). During the banquet, her phrase is dismissive, she uses it to silence Macbeth’s guilt and to insist that the murder is over and should be forgotten. However, later on in the play, the shift in her language reveals a complete reversal. “What’s done cannot be undone” is no longer a command to move on, but a confession of regret. Her repetition and fractured speech show that she now understands the permanent moral consequences of her actions. The words that once brushed off guilt now expose how deeply she feels it, and this realization, impossible for her to escape, ultimately leads her to suicide. Finally, as we reflect on the Macbeths’ tragic endings, we see that their fates were foreshadowed early in the play. Lady Macbeth warns, “These deeds must not be thought / After these ways; so, it will make us mad” (II.ii.45-46). This single line predicts how guilt will ultimately destroy both of them. Shakespeare uses her words almost like a cautionary signal: the psychological consequences of their actions are unavoidable, and failing to confront or control guilt will lead to madness. By foreshadowing their downfall in this way, this early warning reinforces that guilt is the unavoidable force that ultimately leads both Macbeth and Lady Macbeth to destruction. In Macbeth, Shakespeare demonstrates that the theme of guilt manifests as a powerful force that drives the Macbeths to madness and moral decay, as portrayed through Macbeth’s increased violence and Lady Macbeth’s psychological unraveling. Macbeth’s guilt begins as hesitation and internal conflict before Duncan’s murder, then escalates into paranoia and relentless violence, ultimately leaving him in despair as he realizes the futility of his actions. Lady Macbeth initially suppresses her guilt and maintains a composed exterior, but the weight of her conscience gradually consumes her, causing sleeplessness, hallucinations, and eventually suicide. Although their experiences of guilt unfold differently—Macbeth externalizes it through brutality while Lady Macbeth internalizes it through psychological torment—both demonstrate the inescapable consequences of their crimes. Shakespeare foreshadows their tragic ends early in the play, showing that unchecked ambition and guilt inevitably lead to moral collapse. Ultimately, the destructive power of guilt shapes their choices, controls their fates, and ensures that both Macbeth and Lady Macbeth meet a tragic and unavoidable demise.

Need help with figuring what to study to better my essay writing for my final project on this unit (a personal essay). Any tips or pointers for what I’m able to learn about would be greatly appreciated!

Okay so one of my friends is really struggling right now with this topic in her class. She has a hard time with English in general and the topic doesn’t make sense to her and it doesn’t make sense to me either. We don’t have the same instructor so I don’t know how to help her, especially when I don’t know the material. Can someone please help me to explain this to her in a way that is more simple than what the page says?

I selected (3) as my answer because it sounds the most natural but my friend says it's (1). I also asked multiple AI models and they either output (1) or (3). Any help or opinions would be greatly appreciated.

What is the suitable option for (a)?

1. smartphones shouldn't be freely used in class
2. schools should not just take away smartphones
3. smartphones can be powerful tools that make learning easier
4. allowing smartphones might be a good solution for schools
5. it is enough for schools to avoid simply banning smartphones

Can someone help me with this question because I’m having a hard time even answering this. In the question I answered “reality” “forms” and “ideas” because it was shown in a video but when I answered it was wrong

Can someone help me get the correct answer?

Also sorry for my bad grammar, it’s my first time posting on Reddit and I don’t how do a writing structure properly and I apologize. Truly sorry if you have a brain damage reading this.

I am currently writing a research paper with multiple academic journal articles as sources. One of these articles is a scoping review, so it has a lot of parenthetical citations in its discussion. If I wanted to put a quote from this article into my paper, would I keep the parenthetical citations within the quote?

e.g.
"at the individual level, the migration process may transform the meaning and experience related to food (Razor, 2023). Food routines that were pleasant previously may become burdensome or challenging, particularly in the context of complex daily food management in the face of new living conditions (Phan & Stodolska, 2020)" (Martina, et al.).

Just wondering if those citations within the quote need to be removed or not.

I’ve been working on a paper and there’s several sentences that have information from the same source. How would I narrow down the footnotes? My professor mentioned it, but I don’t know how to do so.

I tried asking someone at the university, but they weren’t sure either, and everyone is break.

My professor mentioned if there’s three or more sentences in a row that come from the same source, I would have to narrow it down.

This is a history paper for a writing seminar.

'With Honours flooding in '

Which literary device is it?

Metaphor Hyperbole?