PLEASE HELP!! ANSWER ASAP!!


Select the correct answer.
Look at the examples in highlighted text in the passage. Which example shows the Socratic teaching method Plato recorded?
A.
Yes, Polemarchus, - Thrasymachus said . . . .
B.
Yes, said Cleitophon, interposing, . . . .
C.
I am only repeating what you are saying, . . . .
D.
To be sure, he replied, they are liable to err.

The Republic by Plato

Plato was a student of the Greek philosopher, Socrates. He recorded many conversations between Socrates and the men of Athens in the 5th century A.D. These conversations often took a form that has come to be known as the Socratic Method, as Socrates asked questions and added examples to lead his companions to draw correct conclusions about such concepts as virtue, beauty, friendship, truth, and justice. In the following passage from The Republic, the topic is justice.

Great or small, never mind about that: we must first enquire whether what you are saying is the truth. Now we are both agreed that justice is interest of some sort, but you go on to say 'of the stronger'; about this addition I am not so sure, and must therefore consider further.

Proceed.

I will; and first tell me, Do you admit that it is just for subjects to obey their rulers?

I do.

But are the rulers of states absolutely infallible, or are they sometimes liable to err?

To be sure, he replied, they are liable to err.

Then in making their laws they may sometimes make them rightly, and sometimes not? True.

When they make them rightly, they make them agreeably to their interest; when they are mistaken, contrary to their interest; you admit that?

Yes.

And the laws which they make must be obeyed by their subjects, —and that is what you call justice?

Doubtless.

Then justice, according to your argument, is not only obedience to the interest of the stronger but the reverse?

What is that you are saying? he asked.

I am only repeating what you are saying, I believe. But let us consider: Have we not admitted that the rulers may be mistaken about their own interest in what they command, and also that to obey them is justice? Has not that been admitted?

Yes.

Then you must also have acknowledged justice not to be for the interest of the stronger, when the rulers unintentionally command things to be done which are to their own injury. For if, as you say, justice is the obedience which the subject renders to their commands, in that case, O wisest of men, is there any escape from the conclusion that the weaker are commanded to do, not what is for the interest, but what is for the injury of the stronger?

Nothing can be clearer, Socrates, said Polemarchus.

Yes, said Cleitophon, interposing, if you are allowed to be his witness.

But there is not need of any witness, said Polemarchus, for Thrasymachus himself acknowledges that rulers may sometimes command what is not for their own interest, and that for subjects to obey them is justice.

Yes, Polemarchus, - Thrasymachus said that for subjects to do what was commanded by their rulers is just.

Yes, Cleitophon, but he also said that justice is the interest of the stronger, and, while admitting both these propositions, he further acknowledged that the stronger may command the weaker who are his subjects to do what is not for his own interest; whence follows that justice is the injury quite as much as the interest of the stronger.

But, said Cleitophon, he meant by the interest of the stronger what the stronger thought to be his interest, —this was what the weaker had to do; and this was affirmed by him to be justice.

Those were not his words, rejoined Polemarchus.

Never mind, I replied, if he now says that they are, let us accept his statement. Tell me, Thrasymachus, I said, did you mean by justice what the stronger thought to be his interest, whether really so or not?

Certainly not, he said. Do you suppose that I call him who is mistaken the stronger at the time when he is mistaken?

Yes, I said, my impression was that you did so, when you admitted that the ruler was not infallible but might be sometimes mistaken.

Answer:
It is C.

Explanation:

this is like repeating what this person is saying/or doing.

The example which shows the Socratic teaching method Plato recorded is Option C.

A shared discourse between teacher and students is central to the Socratic Method. By asking thought-provoking queries, the trainer takes the lead.

This kind of questioning was also employed by Socrates to encourage people to question what they were told and to look beyond the obvious. In today's medical and legal education, the Socratic method is frequently utilized to assist students to grasp more complex topics and/or principles.

The teacher helps students learn new concepts by beginning with questions that they already know and understand. This fosters an environment where pupils are genuinely learning rather than parroting knowledge and forgetting it.

For more information about the Socratic method refer to the link:

https://brainly.com/question/977447

#SPJ2

what does capacious mean
​

Maya wants to summarize the middle part of "Things That Matter." Which detail should she include?
O Rae thinks while she walks quickly.
O Rae drives a car into a small town.
O Rae wonders if she's good enough.
O Rae parks a few blocks from a gym.

Which major era in us history is described by the information in the box ?

Underline the infinitive phrase in each of the following sentences.

What is the importance of food in the story “Girl by Jamaica Kincaid”

The team huddled together during the rainstorm.
They huddled under the bridge.

Combine the sentences into one sentence.

Meanwhile the desire to express myself grew. The few
signs I used became less and less adequate, and my
failures to make myself understood were invariably
followed by outbursts of passion. I felt as if invisible
hands were holding me, and I made frantic efforts to free
myself. I struggled - not that struggling helped matters,
but the spirit of resistance was strong within me; I
generally broke down in tears and physical exhaustion.
- The Story of My Life,
Helen Keller
Which sentence about Helen Keller's autobiography is
true?
o It is not credible because it is the story of Helen
Keller's life, and Keller is the author.
It is credible because Helen Keller is the author,
writing about her own life.
It is not credible because there are too many details
that cannot be proven
It is credible because it describes events from
Helen Keller's childhood.

brainstorm alternatives to these common similes:
Red as a rose
White as a snow
Blue as the sky
cold as ice
hot as hell
hungry as a wolf

why is god the measure of good and evil.

whats the capitol of Florida miaaaaa plsss?​

How should I start my first body paragraph? I have attached an image of what my introductory paragraph looks like. This essay is about the time I was judged other than the content of my character. I'll comment more info if you need it.

(Matching Texts) and Structures Match each type of text with the most logical organizational structure. a letter to the editor problem and resolution a software installation guide compare and contrast a history textbook chronological order an article on the benefits of florescent lightbulbs over incandescent bulbs sequence an advice column central idea and supporting details​

who is 'I' referred to;and how does he sound?​

Why is buds grandpa important to him in bud not buddy

What forces were in conflict at the time of the start of the trials? How did all the trouble begin?

14. What happens when he tries to get Doodle up? Why does Doodle not respond?

Uncle Carlos tells Starr he was put on leave. What does she deduce about the
situation?
The hate you give

do you know how to write an essay

dont mind this
this is for someone else​

When young people commit serious crimes in other countries, what happens to them? Is it
the same as what happens to adults or different? |
I

5. Phil and Maria have a seven-year-old daughter, Elisa. They need care for Elisa from four to six
o'clock each evening. In what type of program might Elisa participate?

HOW A BILL BECOMES A LAW
by USHistory.org2016

Creating new laws is what the United States Congress is all about. However, many people criticize Congress for its inefficiency and the length of time that it takes for laws to be passed and enacted. For example, members of the 112th Congress (2011-2012) introduced 6,845 bills, but only 758 were passed. That’s 5%!

The process of creating laws is long and difficult, but our nation’s founders intentionally set it up that way. Our founders didn’t want a process where just a few people would have the power to quickly be able to make all the laws. Instead, they created many hurdles so that many people would have to agree on a law before it could be passed.

Before a bill becomes a law it must pass both chambers of Congress and be signed into law by the president. It may begin its journey at any time, but it must be passed during the same Congressional session of its proposal (a period of one year).

The two chambers of the United States Congress are called the House of Representatives and the Senate. The House has 435 members, and states with larger populations get a larger share of the representatives. States with relatively few people, like Vermont and Wyoming, each get only 1 representative, but Texas gets 36 representatives and California gets 53. The Senate is different. Each state — no matter how big or small it is — gets 2 Senators.

For any bill to pass the House or the Senate, a few very important things must happen. First, the bill must pass through the relevant committee. For example, if there is a bill on farm subsidies,1 the bill is sent to the Agriculture Committee. In this committee, members can recommend changes, and the details of the bill can be edited. Once edits are finished, members of that committee vote to determine whether or not to send the bill to the floor for a vote. Roughly 90% of bills never actually make it out of their committee.

If a majority of members support the bill in committee, then it is moved to the floor where there is a debate and a vote. Since the House has many more members, the debates are timed and members usually have just a few minutes to speak in favor of or in opposition to the bill. The Senate is different and much more complicated; Senators can debate an issue for a far longer amount of time. For example, the Civil Rights Act of 1964 was debated for 60 days since some Senators didn’t believe that bill should become a law. After the debates end, a vote is held, and majority rules.

If a bill passes both the House and the Senate with a majority vote, the bill is then sent to a conference committee. A conference committee is formed to merge two versions of a bill — one from the House and one from the Senate — when the two houses cannot easily agree on revisions. The members of the conference committee must come up with a compromise. The revised bill then must go back to the floors of each house and be passed by both houses before it can be sent to the president.

If the president agrees with the bill, he or she can sign it, and then it becomes a law. If the president disagrees with the bill, he or she can veto it. At that point, Congress can override the president’s veto if two-thirds of the members in the House and Senate vote to overturn the veto.

As you can see, it is very hard to pass laws in America, but this can also help protect us from leaders who have bad ideas. Winston Churchill, the former Prime Minister of Great Britain once said, “Democracy is the worst form of government, except for all the others.” When he said this, he may have been thinking about America’s government!

1. What is the central idea of this text
A. Bills become laws once Congress has reviewed them.
B. Bills become laws after approval by either house or Senate
C. Bills become laws only after receiving several reviews and approvals.
D. Bills often do not become laws because they receive a presidential veto


2. What is the meaning of "share" as it is used in paragraph 4?
A. Portion
B. Quality
C. Space
D. Variety

Please help me I have Gifted Common lit and I'm also Dyslexic, it gets really hard reading words and I often skip words causing me to fail. Thankyou! :)

What is the best way to focus on a topic of a memoir?


A. Gather digital media materials (such as photographs) related to your topic.


B. Draw a picture of the setting where the significant event took place.


C. Interview family and friends, and ask them what they remember about the event.


D. Ask yourself questions like who, what, when, where, and why.

I watched it [the ball] closing in Clean and untouched, transfixed By its easy arc before it hit My forehead with a thud. How does the ball most likely feel when it hits the speaker in the head?
A. soft and slow
B. quick and smooth
C. hard and heavy
D. rough and dirty

Explain an event from "The Hot Zone"story using the passive tense.

From the words lettered A to D, choose the one that has the
CORRECT STRESS.
16. Circumstance

The purpose of fasting on Wednesdays is specifically to encourage the eating of fish, to support the fishing industry. People therefore respond differently. Some households uphold the old religious fasts during Advent and Lent, as if they are still observing the religious law; others ignore Advent but observe the Lenten fast. Still others ignore Wednesdays and just fast on Fridays and Saturdays. Why does the author use third-person point of view in this excerpt?

Help I’m not good at English

15 POINTS ! Act 1 The crucible
What does Proctor have against
Parris?
What does Parris have against
Proctor?
What does Putnam have against
Proctor?
What does Proctor have against
Putnam?
What does Putnam have against
Parris?

Who is the subject of the essay "Bread"?

A. The political prisoners
B. the rich sister and her husband
C. the author
D. the reader