What event led to the United States House and Senate voting to declare war?

Americans suffered heavy losses at Pearl Harbor.

Interventionists finally agreed with the isolationist position.

The U.S. rejected Japan's demand of expansion.

Roosevelt placed an embargo on Japan.

The Japanese attacked Pearl Harbor because they wanted to

destroy ships and planes that threatened their expansion efforts.

gain control of the Hawaiian Islands.

make certain that the United States would stay neutral.

demonstrate their support for Germany and Italy.

How did President Roosevelt lead the mobilization of the war effort?

He motivated Americans and established agencies to direct mobilization.

He created the American Red Cross to assist soldiers and their families.

He personally directed the military buildup of troops and supplies.

He issued an order to desegregate the military.

Why did Roosevelt and the other Allied leaders decide to pursue a "Europe First" strategy in the war?

They felt that Germany posed the greatest long-term threat to all parties involved.

They needed to wrest control of the Suez Canal and the oilfields in the Middle East from Italy first.

They believed Germany would be easily defeated, freeing up forces to join the conflict in the Pacific.

They underestimated Japan's ability to project military force in the Pacific.

The Tuskegee Airmen were

an African American air squadron that conducted bombing raids over Europe.

a joint U.S.-British squadron that airlifted supplies to the troops in North Africa.

a group of volunteer fighter pilots who fought the Japanese in the Pacific.

a German airborne force who rescued Mussolini from a mountaintop fortress in Italy.

7.3/7.4 Reading Review Quiz

Vocabulary in context, NYSESLAT Reading TOM 7.3, 7.4, 7.5

Of the 7 billion people on Earth roughly 0:02 6 billion own a cell phone which is 0:05 pretty shocking given that only 4 and2 0:07 billion have access to a working toilet 0:09 so how are these popular gadgets 0:11 changing your body and brain If you're 0:13 looking down at your phone right now 0:15 your spine angle is equivalent to that 0:17 of an 8-year-old child sitting on your 0:19 neck which is fairly significant 0:21 considering people spend an average of 0:23 4.7 hours a day looking at their phone 0:26 this combined with the length of time 0:28 spent in front of computers has led to 0:30 an increase in the prevalence of myopia 0:32 or nearsightedness in North America in 0:34 the 1970s about one quar of the 0:36 population had myopia where today nearly 0:39 half do and in some parts of Asia 80 to 0:41 90% of the population is now nearsighted 0:44 and it can be hard to put your phone 0:46 down take for example the game Candy 0:48 Crush as you play the game you achieve 0:50 small goals causing your brain to be 0:52 rewarded with little bursts of dopamine 0:54 and eventually you're rewarded in the 0:56 game with new content this novelty also 0:58 gives little bursts of dopamine and 1:00 together create what is known as a 1:01 compulsion Loop which just happens to be 1:04 the same Loop responsible for the 1:05 behaviors associated with nicotine or 1:07 cocaine our brains are hardwired to make 1:10 us novelty seeking and this is why apps 1:12 on our phones are designed to constantly 1:14 provide us with new content making them 1:16 hard to put down as a result 93% of 1:19 young people aged 18 to 29 report using 1:21 their smartphone as a tool to avoid 1:23 boredom as opposed to other activities 1:26 like reading a book or engaging with 1:27 people around them this has created a 1:29 new term nomophobia the fear or anxiety 1:32 of being without your phone we also see 1:35 a change in brain patterns Alpha rhythms 1:37 are commonly associated with wakeful 1:39 relaxation like when your mind wanders 1:41 off whereas gamma waves are associated 1:44 with conscious attentiveness and 1:46 experiments have shown that when a cell 1:47 phone is transmitting say during a phone 1:49 call the power of these Alpha Waves is 1:52 significantly boosted meaning phone 1:54 Transmissions can literally change the 1:56 way your brain functions your smartphone 1:58 can also disrupt your sleep the screen 2:00 emits a blue light which has been shown 2:02 to alter our circadian rhythms 2:03 diminishing the time spent in deep Sleep 2:06 which is linked to the development of 2:07 diabetes cancer and obesity Studies have 2:10 shown that people who read on their 2:11 smartphone at night have a harder time 2:13 falling asleep and produce less 2:15 melatonin a hormone responsible for the 2:17 regulation of sleep wake Cycles Harvard 2:20 medical school advises the last 2 to 3 2:22 hours before bed be technology free so 2:24 pick up a book before bed instead of 2:26 course smartphones also completely 2:28 change our ability to access information 2:30 most notably in poor and minority 2:32 populations 7% of Americans are entirely 2:35 dependent on smartphones for their 2:37 access to the internet a 2014 study 2:40 found that the majority of smartphone 2:41 owners use their phone for online 2:43 banking to look up medical information 2:45 and searching for jobs so while phones 2:47 are in no way exclusively bad and have 2:50 been part of a positive change in the 2:51 world there's no denying that they are 2:53 changing us but many successful people 2:56 have now decided to take smartphone 2:58 vacations in order to increase 3:00 productivity in our new ASAP thought 3:01 video we break down the top six reasons 3:04 you should take a smartphone vacation 3:06 and how it could benefit your life right 3:08 now and subscribe for more weekly 3:09 science videos

Go for MSU, Test 7,Reading Passages 3+4, Dictation

The Compound Book Quiz - 6th Grade Reading Comprehension 1. What is the name of the main character in "The Compound"? A. Eli Yanakakis B. Marcus Yanakakis C. Luke Yanakakis D. Rex Yanakakis 2. Where do Eli and his family go to escape? A. A mountain cabin B. An underground compound C. A secret island D. A military base 3. Who built the compound? A. The government B. Eli's grandfather C. Eli's father D. A mysterious organization 4. How long was the family supposed to stay in the compound? A. 6 months B. 15 years C. 10 years D. 1 year 5. Which family member supposedly didn't make it into the compound? A. Eli's mother B. Eli's twin brother Eddy C. Eli's younger sister D. Eli's father 6. What does Eli's father tell the family happened outside? A. An earthquake B. A terrorist attack C. A nuclear war D. A deadly virus 7. What unusual food source does Eli's father plan to use in the compound? A. Artificial meat B. Insects C. Supplements only D. A special protein formula 8. How does Eli spend most of his time in the compound? A. Reading books B. Playing video games C. Exercising D. Isolating himself 9. What discovery does Eli make that makes him suspicious? A. Hidden cameras B. A working internet connection C. Secret passages D. Extra food supplies 10. What is the name of Eli's youngest sister born in the compound? A. Lexie B. Quinn C. Terese D. Lucy 11. What hobby does Eli take up to cope with his time underground? A. Painting B. Writing C. Playing music D. Cooking 12. What does Eli find in his father's private office? A. Family photos B. A radio C. A computer D. Survival guides 13. What makes Eli realize his father might be lying? A. Found newspapers B. Working internet C. Phone signals D. Television broadcasts 14. Who helps Eli discover the truth about the compound? A. His mother B. His sister C. The supplements supplier D. His grandmother 15. What is revealed about Eddy? A. He died in an accident B. He's living with relatives C. He's alive outside D. He never existed 16. What does Eli's father do when confronted with the truth? A. Confesses immediately B. Threatens the family C. Tries to escape D. Denies everything 17. How do they eventually escape the compound? A. Through air vents B. Using explosives C. With outside help D. Through emergency exit 18. What was Eli's father's true motivation for building the compound? A. Protection from war B. A psychological experiment C. Financial gain D. Government orders 19. How many years have they actually been in the compound when they escape? A. 6 years B. 3 years C. 15 years D. 9 years 20. What happens to Eli's relationship with his twin after the escape? A. They become close again B. They remain estranged C. They never meet D. They become rivals ANSWER KEY A B C B B C D D B A C C B B C B C B A A

Reading Passage: The Anatomy of a Kill Chain In the lexicon of modern warfare, the term "kill chain" describes the end-to-end process of a military attack, from the initial identification of a target to its eventual destruction and the subsequent evaluation of the strike's effectiveness. Conceptually, the kill chain is a structural model used to understand and optimize the speed and precision of military operations. The fundamental principle of this model is that an attack functions as a sequence of interdependent stages; if any single link in the chain is broken, the entire operation fails. For strategic planners, this creates a dual objective: to accelerate one's own kill chain while simultaneously finding ways to disrupt the adversary's. Strategic Concept: The Kinetic Model (F2T2EA) The traditional military kill chain is often summarized by the acronym F2T2EA, representing a continuous cycle of find, fix, track, target, engage, and assess. The kinetic kill chain begins with Find, the reconnaissance phase where intelligence assets identify a potential target within a theater of operations. Once found, the process moves to Fix, which involves pinning down the target's specific location and ensuring it can be distinguished from friendly forces or non-combatants. Track follows, maintaining a persistent watch on the target's movements to prevent its escape. In the Target phase, commanders select the appropriate weapon system and verify the legality and strategic value of the strike. Engage is the kinetic moment—the actual deployment of ordnance against the objective. Finally, Assess involves battle damage assessment (BDA) to determine if the desired effects were achieved or if further engagement is required. This model emphasizes "compressing the sensor-to-shooter timeline," meaning the faster a military can move through these steps, the more lethal it becomes. The Evolution: The Cyber Kill Chain® As warfare expanded into the digital domain, Lockheed Martin adapted the kinetic model into the Cyber Kill Chain. This framework assists defenders in identifying and stopping Advanced Persistent Threats (APTs). Unlike a physical missile, a cyberattack often unfolds over weeks or months, but the sequential logic remains the same. The model consists of seven distinct stages: Stage Description of Attacker Activity 1. Reconnaissance The harvesting of information. Attackers research targets via social media, public records, and technical scanning to find vulnerabilities. 2. Weaponization Coupling a remote access trojan with an exploit into a deliverable payload (e.g., a malicious PDF or Microsoft Office document). 3. Delivery Transmission of the weapon to the target environment. Common vectors include email attachments, malicious websites, or USB drives. 4. Exploitation The weapon triggers. The code executes on the victim's system, typically by taking advantage of a software or operating system vulnerability. 5. Installation The attacker installs a persistent backdoor or malware on the victim's system, allowing them to maintain access even after a reboot. 6. Command & Control (C2) The compromised system opens a communication channel back to the attacker's server, allowing the intruder to give manual instructions. 7. Actions on Objective The final stage where the attacker achieves their goal, such as data exfiltration, encryption for ransom, or destruction of critical infrastructure. Strategic Implications for Defense The strategic value of the Cyber Kill Chain lies in its ability to provide a roadmap for "proactive defense." By understanding the sequence, security professionals can implement controls at every stage. For instance, robust email filtering can break the chain at the Delivery stage, while endpoint detection can stop the Installation phase. Crucially, the earlier a defender breaks the chain, the lower the cost of mitigation and the lower the risk of damage. If an attacker is stopped during Reconnaissance, they have gained nothing. If they are stopped during Actions on Objective, the damage may already be catastrophic. In both kinetic and cyber environments, the goal is the same: to create a "defensive depth" that makes the cost of a successful attack prohibitively high for the adversary.

Slide 1 Merangkum Buku Fiksi dan Non-Fiksi Berdasarkan Gagasan Pokok Slide 2 Pengertian Merangkum • Merangkum adalah kegiatan menyusun ikhtisar • Mengambil inti atau pokok-pokok penting • Mempertahankan urutan ide penulis asli • Menggunakan bahasa sendiri yang lebih ringkas Slide 3 Tujuan Merangkum • Memahami isi bacaan dengan lebih mudah • Menghemat waktu membaca • Mengingat informasi penting lebih lama • Memudahkan mengulang materi bacaan Slide 4 Apa itu Gagasan Pokok? • Ide utama dalam paragraf • Inti dari sebuah bacaan • Biasanya terdapat di awal atau akhir paragraf • Didukung oleh kalimat-kalimat penjelas Slide 5 Perbedaan Buku Fiksi dan Non-Fiksi • Fiksi: cerita rekaan/khayalan • Non-fiksi: berdasarkan fakta dan kejadian nyata • Fiksi: memiliki alur cerita • Non-fiksi: menyajikan informasi dan pengetahuan Slide 6 Langkah Merangkum Buku Fiksi • Membaca keseluruhan cerita • Mencatat tokoh dan penokohan • Mengidentifikasi alur cerita • Menemukan tema dan amanat • Menulis dengan bahasa sendiri Slide 7 Unsur-unsur Penting Buku Fiksi • Tema • Alur • Tokoh dan Penokohan • Latar • Sudut Pandang • Amanat Slide 8 Langkah Merangkum Buku Non-Fiksi • Membaca secara seksama • Menandai gagasan pokok tiap paragraf • Mencatat informasi penting • Menghubungkan antar gagasan • Menyusun rangkuman Slide 9 Ciri-ciri Rangkuman yang Baik • Sesuai dengan isi asli • Lengkap dan jelas • Menggunakan bahasa baku • Tidak mengubah urutan ide • Objektif Slide 10 Tips Menemukan Gagasan Pokok • Perhatikan kalimat pertama paragraf • Cari kalimat yang diulang-ulang • Identifikasi kata kunci • Temukan kalimat yang dijelaskan Slide 11 Contoh Merangkum Buku Fiksi • Judul: "Laskar Pelangi" • Tema: Pendidikan • Tokoh utama dan karakternya • Ringkasan alur cerita • Pesan moral Slide 12 Contoh Merangkum Buku Non-Fiksi • Judul: "Sejarah Indonesia" • Topik utama tiap bab • Fakta-fakta penting • Hubungan antar peristiwa • Kesimpulan Slide 13 Kesalahan Umum dalam Merangkum • Terlalu panjang • Mengubah makna asli • Menambah pendapat pribadi • Mengabaikan urutan ide • Copy-paste langsung Slide 14 Teknik Membaca Efektif • Scanning • Skimming • Reading for detail • Membuat catatan • Mind mapping Slide 15 Kata Penghubung dalam Merangkum • Selanjutnya • Kemudian • Oleh karena itu • Dengan demikian • Sementara itu Slide 16 Format Rangkuman • Identitas buku • Pendahuluan • Isi pokok • Kesimpulan • Komentar (opsional) Slide 17 Manfaat Keterampilan Merangkum • Meningkatkan pemahaman • Mengembangkan kemampuan analisis • Melatih menulis efektif • Mempertajam daya ingat • Efisiensi belajar Slide 18 Evaluasi Rangkuman • Kelengkapan isi • Ketepatan gagasan pokok • Penggunaan bahasa • Keterpaduan ide • Kerapian penulisan Slide 19 Latihan Praktik • Pilih buku fiksi/non-fiksi • Identifikasi gagasan pokok • Tulis rangkuman • Periksa kelengkapan • Revisi bila perlu Slide 20 Rangkuman dan Penutup • Merangkum adalah keterampilan penting • Perhatikan perbedaan fiksi dan non-fiksi • Fokus pada gagasan pokok • Gunakan bahasa sendiri

*BRITISH EDUCATION SCHOOL* *Grade 9 - English Language - Literature* *Chapter 5: The Young Tulip-grower - "The Black Tulip"* * *Section A: Reading Comprehension [12 Marks]* Answer in complete sentences. 2 marks each. 1. Describe Cornelius’s feelings and exact words when he looked at the 3 bulbs. What do they show about his character? 2. Why did Cornelius choose to save the bulbs before reading Craeke’s letter? What does this tell us about his priorities? 3. Explain how Cornelius hid the bulbs from the soldiers. Why was this action risky? 4. Why was Isaac Boxtel watching Cornelius’s house? Was he happy or sad about Cornelius’s arrest? Give evidence. 5. What important information did Isaac learn from Cornelius’s notebook? How did this change his plan? 6. Compare Cornelius and Isaac. Who loves the tulips more? Give one reason for each character. *Section B: Vocabulary in Context [8 Marks]* Choose the best meaning of the underlined word. 1 mark each. 1. Cornelius was *surprised* when Craeke ran in. a) happy b) shocked c) angry d) sleepy 2. He picked up the bulbs *carefully*. a) quickly b) with attention c) loudly d) angrily 3. The judge said Cornelius had papers of a *traitor*. a) hero b) friend c) person who betrays his country d) servant 4. The house was *empty* when Isaac entered. a) full of people b) with no one inside c) very big d) very clean 5. Cornelius thanked God the bulbs were not *damaged*. a) broken b) painted c) lost d) old 6. Isaac looked through his *telescope*. a) book b) tool for seeing far c) gun d) letter 7. Cornelius was not *frightened* of the soldiers. a) afraid b) excited c) hungry d) tired 8. Isaac was *jealous* of Cornelius. a) loved him b) wanted what he had c) helped him d) ignored him *Section C: Grammar - Past Continuous vs Past Simple [6 Marks]* Fill in with correct verb form. 1 mark each. 1. While Cornelius ............at the bulbs, Craeke ran into the room. 2. The servant .........that soldiers were coming to arrest him. 3. Isaac ............Cornelius’s house with his telescope all day. 4. When the judge arrived, Cornelius ....... the bulbs in his pocket. 5. The soldiers .........into the room while Cornelius was talking. 6. Isaac .......... the notebook after he searched all the drawers.[look][say][watch][put][run][find] *D* Who Said, write the speaker 1. "Next year, these bulbs will be black tulips. I am the happiest man!" 2. "Please, read this letter immediately, sir!" 3. "You must give that package to me. It is not yours!" 4. "Good! The soldiers will take Cornelius to The Hague. Then they will kill him." 5. "I cannot wait! He has come from The Hague." 6. "None of these was a black tulip!" *E* write your own answer according to your understanding to the current chapter. 1. If you were Cornelius, would you save the bulbs or read the letter first? Give 2 reasons for your choice. [2 marks] 2. Do you think Isaac is a villain or just ambitious? Explain your opinion with evidence from the chapter. [2 marks] *F* Complete the quotes from the chapter. 1. "I must put these bulbs safely in a ........... 2. "The bulbs are not ............I thank God for that." 3. "Last January, Cornelius De Witt left a package of papers in this ............ 4. "Today I have three small tulip from one large bulb. These bulbs will have flowers in the spring ..................

1. What is the main purpose of including theme and main idea questions in a text? a) To test your reading comprehension skills b) To understand the overall message or lesson of the text c) To practice identifying specific details in the text d) To improve your vocabulary and word knowledge 2. What is the purpose of finding the theme in a text? a) To summarize the main idea of the text in a few words b) To identify the specific details and examples in the text c) To understand the order of events in the text d) To analyze the author's writing style and techniques 3. Which of the following represents the theme of a text? a) A long sentence that describes the setting of the story b) A single word or short phrase that captures the main idea of the text c) A list of characters and their traits d) A detailed description of the plot and conflict in the story 4. How does identifying the main idea of a paragraph help you understand the text? a) It allows you to make connections between different parts of the text b) It helps you identify the author's purpose for writing the text c) It enables you to predict what will happen next in the story d) It helps you remember the specific details and examples in the paragraph 5. Which of the following best describes the main idea of a paragraph? a) The specific details and examples that support the theme of the text b) The order of events and actions in the paragraph c) The overall message or lesson conveyed by the paragraph d) The vocabulary words and their definitions in the paragraph 6. In a short paragraph about dogs, what could be a possible theme? a) Running and playing in the park b) Different breeds of dogs and their characteristics c) The loyalty and companionship dogs provide d) How to train a dog to do tricks 7. What might be the main idea of a paragraph about the importance of recycling? a) Recycling reduces pollution and conserves natural resources b) The process of recycling and how it works c) The different types of materials that can be recycled d) The history of recycling and its impact on society 8. Which of the following could be the theme of a paragraph about the benefits of reading? a) The importance of reading for academic success b) How to choose the right book to read c) The different genres of literature and their characteristics d) The role of libraries in promoting reading 9. If a paragraph discusses the life cycle of a butterfly, what would be the most likely main idea? a) The different colors and patterns of butterfly wings b) The stages of a butterfly's life from egg to adult c) The habitats and environments where butterflies live d) The types of plants that attract butterflies for feeding 10. What is the purpose of including vocabulary words and their meanings in context in a text? a) To test your knowledge of different words and their definitions b) To understand the specific details and examples in the text c) To improve your reading comprehension skills d) To practice using new words in your own writing

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