f the climax and pinnacle of science is our knowledge of the atom now, then what was known ten years ago must have been decidedly imperfect, for science has made great strides since then. What was known twenty years ago was even more imperfect, and the science of fifty years ago hardly worth knowing. Using a little imagination, we can ask what will become of the science of today, some twenty or thirty years from now? Unless the rate of scientific advance shows a notable slacking off (and there are no signs of this) our best knowledge of today will become decidedly frowsy1.


Since scientists have such overweening confidence in their own ability—in their collective ability, that is to say—it is no small wonder that they make no attempt to teach what are the limitations of science, for they hardly recognize any.


Yet there may be limits to what science can do. Consider this question: Can science disprove ghosts? In the supremely confident period, toward the end of the last century, when it was supposed that there was a conflict between Science and Religion, and Science was rapidly winning, it was the mark of an educated man to say “Science has proved that there are no such things as ghosts, they are merely the superstitions of the unenlightened.” Education is always behind the times, and much the same attitude is prevalent today; you can still hear people say, “Surely, science has proved that there are no ghosts.” And yet, is that so? Suppose, just suppose for the sake of argument, that ghosts can occasionally appear when the psychological conditions are just right, and suppose, what might quite well be true, that one necessary condition for the appearance of a ghost is the absence of a scientist: well then, “Science” (that is to say, scientists) would go on investigating ghost after ghost, and would “disprove” every one of them, and yet ghosts would continue to appear whenever the scientists were not looking.


This is a simple case, perhaps not a very important one, illustrating the impossibility of proving anything negative by the scientific method. At least it is enough to show that science is not infallible, and if science has any more serious defects than the inability to perceive an occasional spook in the corner, it is of the utmost importance that citizens, generally, should know what they are. Yet this sort of knowledge is very conspicuously absent from the populace at large and from the curriculums of institutes of learning. Non-scientists don’t even know what science can do; scientists are so obsessed with the past successes and future possibilities of their own specialty that they have no idea what the proper field of science in general is and no recognition that there are any limits. What they can’t do, some other scientists, presumably, can do, so that they come to think that science with a capital “S”—or rather its concentrated and distilled essence, the Scientific Method—is the universal cure-all for mankind.


They are wrong, for science is not a cure-all. The claims of the science fiends are preposterously exaggerated. Science has many important limitations, which will appear throughout this book in ever-increasing number. The idea that science is infallible and beyond criticism is a delusion, and even a dangerous one. The teaching of science only perpetuates this delusion, for it is always taught by scientists, who are so busy keeping up with science that they can never look at it from the outside. What with scientists who are so deep in science that they cannot see it, and non-scientists who are too overawed to express an opinion, hardly anyone is able to recognize science for what it is, the great Sacred Cow2 of our time.


John Dewey, a worshiper in the temple of science, said “the future of our civilization depends on the widening spread and deepening hold of the scientific habit of mind.” But perhaps there is more truth in an old wisecrack of Oliver Wendell Holmes: “Science is a good piece of furniture for a man to have in an upper chamber provided he has common sense on the ground floor.”


In the context of the passage as a whole, the first sentence of the third paragraph (“Yet . . . can do”) marks the transition between


a brief summary of a debate and a substantive analysis of that debate’s origins

A


an empirical investigation and a consideration of its theoretical implications

B


a description of a problem and an assessment of potential solutions

C


an explanation of a viewpoint and a rebuttal of that viewpoint

D


a challenge to a popular thesis and an argument in favor of that thesis

E

Answer:

Its D an explanation of a viewpoint and a rebuttal of that viewpoint 100%

Explanation:

The first sentence of the third paragraph marks a transition from the beginning of the passage, which explains the viewpoint that “hardly recognize[s] any” limitations to science, to the third paragraph, which rebuts that viewpoint. By arguing that there are indeed “limits” to what science can do, the author argues that science is not infallible, which rebuts the viewpoint stated at the beginning of the passage.

What point of view is used in the sentence below?
When Marcella arrived at her grandmother’s house, she burst into tears.

How is it
happening to
the Owls?
The little owls that live underground

Read the run-on sentence below.
I can go home I get finished. (when)
Use the information in parenthesis to create a complex sentence and
correct the run-on sentence.
Select one:

When I get finished I can go home.

When I get finished. I can go home.

I can go home when I get finished.

I can go home when I get finished.

So I’m read a story and its called “into the thin air” and my question was What is the most believable in the story of the into the thin air?

please urgent please help

Romi and Julio have no classes together, but they meet nearly every day

2) In paragraph 2, the author claims that people explain the lack of female coaches by saying



“women do not coach men because women have never coached men.” This line of



reasoning can best be summarized as-

a
A. it should never be done
b
B. it has never been done before
c
C. if it could be done, it would already have been
d
D. it is unlikely to ever be done

Is the answer correct yes or no .If it correct write it correct if it wrongs write the correct answer.

please urgent please help

create a paragraph using a mood of your choice using this scene
"The rain fell outside my window, i realized..."

Read the following ideas from “The Delta.”

Today, people know that conserving the region’s environment is critical. Many people are doing their parts to improve the environment of the Delta. These conservation efforts include local projects as well as actions by the state and federal governments.

What is the author’s point of view regarding conserving the Delta region?

A.
The author does not believe it is necessary.

B.
The author believes it is necessary.

C.
The author has no point of view.

D.
The Delta region needs to be destroyed.

Please help me !!!!!

4) Which statement best describes how paragraph 4 develops the
tone of the speech?
A. By describing the Holocaust, Wiesel introduces a somber and introspective
tone.
B. By describing a young boy, Wiesel injects a hopeful and optimistic tone.
C. Wiesel explains the horrors of the Holocaust, which develops a grim tone
in the speech.
D. Wiesel's impassioned descriptions create an urgent tone as he builds to a
call to action.

write a body part of a letter you would give your younger self. BRAINLY

What is the Internet communication problem in the following message?
Dr. Sams,
I would liek to schedual an apointment for next Wednesday.
Thank you,
Susan
a red text
b. poor grammar
C. no greeting
d. misspelled words

Who or what is most likely an antagonist in Robinson Crusoe?
A. Crusoe's planting of corn kernels
B. Crusoe's mental debate about sin
C. Crusoe's ability to build tools
D. Crusoe's selling of Xury

GIVING BRAINLEST AND 100 POINTS IF SOMEONE WILL HELP AND WRITE A PROMPT FOR ME BECAUSE IM NOT GOOD AT WRITING I WILL HELP YOU WITH YOUR HARD WORK IF YOU HELP ME ( I'm in 6th grade)

The Instructions Prompt:
What is the strangest thing that’s ever happened to you? Write about your experience.

Directions: Respond to the prompt. As you write, words or phrases have a technical, figurative, and connotative meaning with 5 paragraphs.

What is goldfinger up to at industrial palnt?

A. Murdering someone

B. Planning a robbery

C. Smuggling gold

A third figure of speech Twain uses to good effect is personification. When you represent a thing, quality, or idea as if it were a human person, you are using personification. Familiar examples are Mother Nature, Jack Frost, and Uncle Sam. This story contains good examples of personification in the description of Andrew Jackson, the dog, and Dan'l Webster, the frog. Both are given some human qualities.

List one example from the descriptions of these animals that shows them to be human, at least in Simon Wheeler's opinion.

does mr ewell die in to kill a mocking bird

What is the first thing you should know about a written piece?

a. it’s themes
b. It’s context
c. It’s figurative language
d. it’s symbols

Please help me. I will mark you as brainliest !! Hurry

If the following sentences made up a paragraph, which would be the thesis
statement?
A. People who want to avoid the after lunch crash must learn how to
watch and control their sugar intake.
B. After a full lunch, people's bodies seem to shut down, producing a
feeling of sleepiness,
O C. The desire to curl up for an afternoon nap is strong for many
people, even if it means sleeping on his or her desk.
D. The after lunch crash is a common problem for many people.

Based on lines 1 through 29 in "Excerpt from Little Cricket," how are Thek's and Grandfather's points of view about living in America different? Use two details front the story to support your response.

Help answer question and I will give you the brainless

he story’s first-person point of view tells the reader

how hard it was for the enslaved people to escape Egypt.
how to farm land that was available in Kansas.
about Nate’s thoughts when he discovers that land is available in Kansas.
about Nate’s parents and their hopes of escaping the injustices of the South.

Highlight the ​verb​ and ​adverb or adverbial phrase​ in each sentence.1. Alexandrapracticedsoccerfrequentl.2. Jeffrealwaswantedtobeanastronaut.3. Aaronsfathersangthesongloudl.4. Thesmallgirleagerllickedhericecreamcone.5. Mparentswillarrivetomorrow.6. Weskiedonthetallestmountain.7. Alicefellintotherabbithole.8. Weexpectrainallweek.9. Theangrbearintheforestgrowledmenacingl.10.The captain quickl boarded the boat anchored in the harbor. 11.The show will begin soon.12.The sneak snake slithered swiftl and silentl.13.Jessica and Ashleigh are reading their books in the ard.Here7. Thecarisover_______________.Areoublind?8. Weareclosedforrenovations,sooullhavetocome____B__a__c__k_____later. 14.M next-door neighbors often visit their grandmother. 15.Janie and her friend pla hopscotch on the sidewalk.

!!plss help me!! I will give u BRAINLYEST!!

Write the root that completes the unfinished word in each sentence.

1. The screaming fans never knew that the person wearing a wig and big sunglasses was their favorite movie start traveling in________ito.

2. John Hancock’s ________ature on the Declared of independence is the largest name on the document.

3. The surgeons gave the patient a _______al anesthetic instead of a general one that would have knocked him out.

4. The things you do easily are the things that come _________urally.


!!!plsss just help me :(

when you have a job, what do you think are the most important bahaviors and attitudes to remember at the workplace​

Select the correct answer from each drop-down menu.

Read this excerpt from “The Tell-Tale Heart” by Edgar Allan Poe. Then fill in the blanks in the paragraph that follows.

TRUE! — nervous — very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses — not destroyed — not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily — how calmly I can tell you the whole story.

It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture — a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees — very gradually — I made up my mind to take the life of the old man, and thus rid myself of the eye forever.

In these opening lines, the reader is presented with a narrator who wants to kill "the old man" because of his eye. The author uses the lines to present a _____
conflict. Based on this excerpt, this stage of the plot is most likely to occur in
________.

Blank A - A character versus self, A character versus nature, A character versus society
Blank B - the climax, the falling action, the resolution, the exposition

1. Identify Patterns Lines 1-3 of the poem include a simile, a comparison between

two unlike things that uses the word like or as. What idea does the simile convey?

Explain how this simile helps establish a pattern in the poem.