In one sentence, describe the mental image that came to mind as you read the poem. A Thunderstorm
by Emily Dickinson

The wind begun to rock the grass
With threatening tunes and low,—
He flung a menace at the earth,
A menace at the sky.

The leaves unhooked themselves from trees
And started all abroad;
The dust did scoop itself like hands
And throw away the road.

The wagons quickened on the streets,
The thunder hurried slow;
The lightning showed a yellow beak,
And then a livid claw.

The birds put up the bars to nests,
The cattle fled to barns;
There came one drop of giant rain,
And then, as if the hands

That held the dams had parted hold,
The waters wrecked the sky,
But overlooked my father's house,
Just quartering a tree.

Plz will give brainliest answer if correct read the following excerpt from levitt and dubner’s freakonomics. he had also—quite without meaning to—designed a beautiful economic experiment. from the beginning, feldman kept rigorous data on his business. so by measuring the money collected against the bagels taken, he found it possible to tell, down to the penny, just how honest his customers were. did they steal from him? if so, what were the characteristics of a company that stole versus a company that did not? under what circumstances did people tend to steal more, or less? based on the excerpt, which of the following best explains why the authors included feldman in their study? feldman designed a beautiful economic experiment. feldman kept rigorous data on his business. feldman disliked people who stole from him. feldman encouraged people to steal less.

Coming to school each day, having the necessary materials, and to do homework students to be successful in school. choose the answer that is the most effective substitute for the underlined part of the sentence. if no substitute is necessary, choose ‘leave as is.’ a) leave as is. b) coming to school each day, have the necessary materials, and do homework c) come to school each day, having the necessary materials, and to do homework d) coming to school each day, having the necessary materials, and doing homework

Why it's time to lay the stereotype of the 'teen brain’ to rest 2. part b: which detail from the text best supports the answer to part a? a “brain deficits don’t make teens do risky things; lack of experience and a drive to explore the world are the real factors.” (paragraph 1) b “according to this theory, the prefrontal cortex, the center of the brain’s cognitive-control system, matures more slowly than the limbic system, which governs desires and appetites including drives for food and sex.” (paragraph 5) c “in experiments that mimic the well-known marshmallow test, in which waiting for a bigger reward is a sign of self-control, adolescents are less impulsive than children and only slightly more so than adults.” (paragraph 12) d “the majority of adolescents do not die in car crashes, become victims of homicide or suicide, experience major depression, become addicted to drugs or contract sexually transmitted infections.” (paragraph 14)