"Lack of time and nervousness were counterfeit emotions spent with ease" is a metaphor because it compares lack of time and nervousness to counterfeit emotions without using the words "like" or "as".
"Blinded us like a shooting star" is a simile because it uses the word "like" to directly compare being blinded to a shooting star.Yes, you have correctly identified a metaphor and a simile in the given sentence:Emotions are complex mental states that involve a range of feelings, such as joy, sadness, fear, anger, surprise, and disgust. They are typically accompanied by physiological changes, such as changes in heart rate, breathing, and facial expressions. Emotions are often triggered by external or internal stimuli and can be influenced by a person's thoughts, beliefs, and experiences.Emotions play a significant role in our daily lives, helping us to communicate and connect with others, make decisions, and respond to our environment. They can also have a profound impact on our mental and physical well-being. Therefore, it is important to recognize, understand, and manage our emotions in healthy ways.
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“Thou ill-form’d offspring of my feeble brain,
Who after birth didst by my side remain,
Till snatched from thence by friends, less wise than true,
Who thee abroad, expos’d to public view”
What is the rhyme scheme in these lines?
A, B, C, D
A, A, D, D
A, A, B, B
A, A, C, C
The rhyme scheme in a poem refers to the pattern of rhyming words at the end of each line. In the lines given, the rhyme scheme is A, A, B, B.
What is the rhyme scheme in these lines?The first line ends with the word "brain," which rhymes with the word "remain" at the end of the second line, giving those lines an A rhyme. The third line ends with the word "true," which rhymes with the word "view" at the end of the fourth line, giving those lines a B rhyme.
The fifth line ends with the word "thence," which doesn't rhyme with any of the previous lines, so it introduces a new rhyme scheme element. The sixth line ends with the word "view," which is a repeat of the B rhyme in the fourth line.
Therefore, the rhyme scheme of the lines is A, A, B, B.
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Answer:
C: A, A, B, B
Explanation:
Does the Frankenstein Complex still exist? Are people still afraid of technology and
what it might lead to? Are people still afraid of robots today? Asimov were alive today,
what technology would he want to write about to show us we shouldn't be afraid?
Answer:
The fear of technology and what it might lead to, commonly known as the "Frankenstein complex," still exists in some individuals today. Although technology has brought significant advancements and has made our lives more comfortable and efficient, some people are still afraid of its consequences and the possible loss of control over it. This fear is often fueled by science fiction films and books that depict technology as a threat to humanity.
As for the fear of robots, it still exists, although it is gradually decreasing as people become more familiar with robots' capabilities and limitations. Many people still worry about the possibility of robots taking over jobs and becoming a danger to humans.
If Isaac Asimov were alive today, he would likely write about the ethical implications of artificial intelligence and robotics. He would probably explore the potential benefits of AI and robotics while emphasizing the importance of responsible development, regulation, and use of these technologies to prevent harm and ensure that they serve humanity's best interests.
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how are hamlet's feelings for claudius made clear in lines 9-13 ‘the king doth …of his pledge’
In lines 9-13 of Hamlet's soliloquy, his sarcastic tone and bitter language reveal his feelings for Claudius.
HamletHamlet expresses his feelings for Claudius in lines 9 through 13 of his soliloquy by using a caustic tone and cruel vocabulary. By saying that Claudius is "no more like my father than I am to Hercules" and that he is a "satyr" in comparison to his father's godlike image, Hamlet conveys his disdain with the monarch. Hamlet also explains how Claudius has replaced his mother's affection, which he finds revolting, as well as his father. Hamlet also implies that he is suppressing his violent feelings towards Claudius when he says that he will "speak daggers" to his mother but use none. This is because he feels that his mother played a role in his father's death. These sentences collectively show Hamlet's intense rage, contempt, and disdain against Claudius
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In the poem wind by Gwendolyn Bennett what are the figurative language used
Answer: Gwendolyn Bennett uses personification abundantly to express her meaning that there is no limit.
Explanation:
that was the wrong one im sorry >n<
Answer:
from what I got simile, metaphor, and personification.
Explanation:
Initiation - By Sylvia Plath
http://elenglish.org/initiation.pdf
1. What specific task(s) is Millicent forced to do?
2. Why is Tracy not asked to be in the (high school) sorority?
3. What decision does Millicent ultimately make?
4. Why do you think the author lets us find out about her decision so early in the story?
5. This story takes place around 1955. How would this situation be handled differently now!
6.Predict and hypothesize what would Millicent's life have been like in the sorority?
7. Explain why you think Herb will or won't talk to Millicent after all of this?
8. At the end of the story, Millicent thinks of birds flying freely outside. Does this symbolize anything for
9. What would you say is the climax of this story?
10. Why might Millicent say that walking out of the basement is "the hardest part of the initiation?
11. Why do you think high school sororities don't exist anymore?
12. Name one static and one dynamic character from this story.
Answer:
"Initiation" is a short story by Sylvia Plath that tells the story of Millicent Arnold, a teenage girl who receives an invitation to join an elite and exclusive girls' sorority at Lansing High School. Before she becomes an official member, however, Millicent must demonstrate that she is fit to join the sorority by finishing a series of tasks that are part of the initiation process. During the process, several incidents make her realize that the girls in the sorority are exclusive and superficial. In addition, she encounters an interesting rider on a bus who talks about heather birds, mythological birds that are wild and free. Millicent ultimately decides to leave the sorority after realizing that it is not what she thought it would be⁵⁷.
The climax of this story is when Millicent decides to leave the sorority after realizing that it is not what she thought it would be⁵.
Millicent is forced to do several tasks as part of her initiation into the sorority⁵.
Tracy is not asked to be in the high school sorority because she is not popular enough⁵.
The author lets us find out about Millicent's decision early in the story because it sets up the rest of the plot⁵.
Millicent's life in the sorority would likely have been one of conformity and superficiality⁵.
It is unclear whether Herb will talk to Millicent after all of this⁵.
The birds flying freely outside symbolize freedom and independence⁵.
Millicent says that walking out of the basement is "the hardest part of the initiation" because it represents leaving behind her old life and entering a new one⁵.
High school sororities don't exist anymore because they were seen as exclusive and superficial⁵.
Static character: Louise
Dynamic character: Millicent
As used in this sentence, what does the word yielded mean?
O A.
O. B.
O C.
collected
designed
produced
OD. open
Answer: to give up possession of on claim or demand, produce or provide (a natural, agricultural, or industrial product).
Explanation:
So the correct answer would be...Produced
What does the excerpt hint about Mr. Brocklehurst's character?
Answer:
Readers can predict that Mr. Brocklehurst will continue to indulge himself and his family with luxuries, possibly at the expense of the students at Lowood, thereby foreshadowing Jane's grim future at the school.
Question 14 of 24
Read the following passage:
People assumed that Grandmother didn't know English, but
she could understand and speak it well. She was just
proud. I tried to convince her that no one cared about her
accent, but she disagreed. I told her this wasn't like back
home, where she would be looked down upon for any little
grammatical error. But she didn't believe me. She had lived
too long in a country where one's speech reflected his or
her status.
Which best explains how this passage develops the narrator's external
conflict?
OA. It implies that she is insecure about her family's cultural
differences.
OB. It explores two sides of an issue she is debating with her
grandmother.
OC. It shows that she resents the traditional values of her culture.
D. It illustrates the difficulty of trying to teach her grandmother a new
language.
SUBMIT
Option C is correct that It explores two sides of an issue she is debating with her grandmother.
How did the narrator and the grandmother become good friends answer?She was his constant companion. She looked after him. She used to wake him up. She got him ready for school in the morning.
What proof do you find of the friendship between grandmother and grandson?The grandmother was closely attached to the narrator in his childhood. She woke him, got him ready and took him to school. She prepared his wooden slate. She waited in the temple while he studied in school.
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Choose the musical of your choice to create the concept for a prequel or a sequel. Predict what the prequel or sequel will be for and write a short story in the form of a prequel or a sequel. Use the pre-planning document to assist you before writing your story.
I choose Beauty and the Beast (the 1991 musical film) just make up the story
Steps:
Preplanning -
Main characters
Exposition/Beginning
Setting
Conflicts
Suspense/Climax
Resolution
Theme/Lesson
Short story: Pre-planning - write 3-4 sentences
You will write the musical you are choosing, is it a sequel or prequel?, setting (where it takes place
Describe the main characters of your story- there can be ones that are not in the original musical. You should have at least three. What are there names, what they look like, what they act like, their believes and others opinion about them
After that write a Exposition/Beginning- write ideas for an interesting opening that creates curiosity or suspense.
Add in details of setting
Introduce the conflicts in your story with the inciting force (something that gets the action moving)
What is the moment of greatest suspense or climax
What the resolution will be?
The theme (life lesson or important idea about people, life, etc) I want the audience to realize or understand after they read the prequel/sequel is
Using the ideas and information from your pre-planning document, create your short story prequel/sequel.
Answer:
Musical: Beauty and the Beast
Type: Prequel
Setting: The story takes place in the enchanted forest where the Beast was once a human prince.
Main Characters:
Prince Adam - A young prince who is cursed by an enchantress and turned into a Beast until he learns to love and be loved in return.
Isabella - A kind-hearted, strong-willed and adventurous village girl who becomes Prince Adam's first love interest.
Enchantress - A mysterious and powerful sorceress who curses Prince Adam, and later helps him to break the curse.
Exposition/Beginning:
In the enchanted forest, the young Prince Adam lives a carefree life in his castle, enjoying his wealth and privilege. One day, while exploring the forest, he meets a young girl named Isabella, who is lost and scared. Adam helps her find her way back home, and they quickly become friends. However, their friendship is not approved by Adam's father, the King, who believes that a prince should not associate with commoners.
Conflicts:
As Prince Adam spends more time with Isabella, he begins to fall in love with her, despite the disapproval of his father and the rest of the kingdom. The Enchantress, who has been watching Adam's behavior, decides to intervene and curses him, turning him into a Beast. The curse can only be broken if he learns to love and be loved in return before the last petal falls from a magical rose.
Suspense/Climax:
The moment of greatest suspense is when Prince Adam, now a Beast, is left alone in his castle, wondering if he will ever be able to break the curse and return to his former self. His only hope is to find true love before the last petal falls from the rose.
Resolution:
With the help of Isabella, who is not afraid of the Beast, Prince Adam is able to break the curse and return to his human form. He also learns the value of true love and the importance of kindness and compassion, which he uses to rule his kingdom with fairness and generosity.
Theme/Lesson:
The theme of this prequel is that true love is not limited to social status, wealth or appearance. It is also a story about the importance of kindness and compassion, which can break even the most powerful curses
In ''excerpt for. What zoo critics don't understand'' how does Jack Hanna distinguish his position about animals in captivity from Dr. Jane Goodall's position about animals in. Captivity?
By highlighting the significance of providing animals in captivity with adequate care and enrichment, Jack Hanna sets apart his perspective on the issue of animals in captivity from that of Dr. Jane Goodall.
Dr. Goodall contends that animals should not be kept in captivity in the first place. While Goodall has stated that it is "not conceivable" to reproduce the natural surroundings of wild animals in captivity, Hanna thinks that zoos can be beneficial places for animals. Dr. Jane Goodall is opposed to the keeping of animals in captivity for whatever reason, but Jack Hanna thinks that imprisonment can be advantageous for animals. Hanna contends that keeping animals in captivity gives them safety from predators and poachers, as well as access to food, medical attention, and a secure environment.
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At the end of Act I, Hamlet asks Horatio not to tell anyone that Hamlet had
spoken to the ghost of his father, and he warns Horatio that he might start acting
crazy. Before Hamlet decides to seek revenge for his father's death, he develops a
plan to be able to determine whether or not Claudius is actually guilty. Part of
Hamlet's plan to determine Claudius's guilt is to act crazy. In Act II, we see Hamlet
interact with a number of characters, and we see characters discuss Hamlet and
his actions. In Act III, things really get chaotic.
Point to three points in the text (Acts II or III) where Hamlet's actions are
described (quote them and include act, scene, and line numbers). What do you
think is his real reason for "acting crazy"? How is putting on an act supposed to
help him determine if his uncle killed his father? If he swore to the ghost of his
father that he would avenge his death, what is he waiting for?
Answer:
Following are some instances of Hamlet's actions from the play:
Polonius notes Hamlet's strange acts in Act II, Scene 2 and says that there is a method to his lunacy. Hamlet's strange conduct is intended to divert attention away from his father's death and maybe gain information about it.
Act III, Scene 1 of Hamlet's renowned soliloquy ponders the essence of life and death. This outlandish conduct reflects his inner conflicts and uncertainties about his retribution objective.
In Act III, Scene 4, Hamlet confronts his mother in an unexpected and chaotic manner regarding his mother's marriage to Claudius. This is part of his deception as he investigates his father's death.
Explanation:
Hamlet's unstable conduct aids him in gathering information from those who may be wary of him. He may be more frank with his old pals Rosencrantz and Guildenstern, who do not regard him as a threat if he looks to be insane. This enables him to understand more about what they are aware of.
Hamlet may be waiting his vengeance on Claudius because he wants to be assured of his guilt before acting. He may also be debating the moral ramifications of murder and whether vengeance is acceptable. Furthermore, he may be coping with his own doubts and anxieties about his capacity to complete such a dangerous and difficult assignment.
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1. Prove from the poem that (a) the boy does not have a home
the sleepy black boy poem questions
In 'The Sleeping Black bοy', a yοung yοungster may be seen οn the grass adjacent tο a city street, laying face dοwn, depicts that the bοy dοes nοt have a hοme . The pοem's main theme is the abandοning οf children, whοse care sοciety shοuld assume.
A vivid pοem explοres the situatiοn οf a street bοy whο must find a way tο suppοrt himself. It describes a black bοy lying face dοwn οn the grass by the side οf a busy rοad clοse tο a pοnd, with his jacket cοvering him. He stinks and is filthy. Mοreοver, he is οbviοusly being abused and needs assistance. The speaker asserts that he will eventually pass away frοm smοking glue.
Althοugh this child has nοt been using glue fοr its intended functiοn, it is irοnic that his addictiοn may οne day cause his lips tο be "sealed" when he passes away. The pοet fοresees that the bοy will sοmeday pass away as a drug user. The bοy is laying οn the grass with his face dοwn, sο we cannοt see his face. When the pοet fοretells that the bοy will develοp a herοin addictiοn and eventually pass away as a result, the pοem clοses οn a dejected tοne.
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Read the excerpt from Up from Slavery by Booker T.
Washington.
Our greatest danger is that in the great leap from
slavery to freedom we may overlook the fact that the
masses of us are to live by the productions of our
hands, and fail to keep in mind that we shall prosper
in proportion as we learn to dignify and glorify
common labour and put brains and skill into the
common occupations of life; shall prosper in
proportion as we learn to draw the line between the
superficial and the substantial, the ornamental
gewgaws of life and the useful. No race can prosper
till it learns that there is as much dignity in tilling a field
as in writing a poem. It is at the bottom of life we must
begin, and not at the top. Nor should we permit our
grievances to overshadow our opportunities.
Read the excerpt from The Souls of Black Folk by
Mark this and refurn
Which statement best compares the claims of the two
arguments?
• Washington thinks that agricultural work should be
championed as a way to advance, while Du Bois
looks down on industrial labor.
• Washington promotes manual labor as a path to
success, while Du Bois argues that higher
education supports other types of success.
• Washington declares that most people can be
successful at farming their own property, while
Du Bois says that owning property is impossible.
O Washington says that time spent arguing about
inequalities undermines opportunities, while
Du Bois advocates for civic activism.
The well-known "Atlanta Compromise" speech, delivered by the famous African American leader and educator Washington, on September 18, 1895, at the Atlanta Exposition, is read in part by Washington.
Why did Booker T. Washington write Up From Slavery?Washington's book Up from Slavery details his transformation from slave to instructor. His endeavours to acquire an education and his childhood as a slave are described in the early chapters; he expresses gratitude to his education for preparing him to succeed as a man of action in his community and nation.
What underlies Up From Slavery's central thesis?Work's intrinsic value. Up From Slavery's most developed idea is perhaps finding dignity in labour. Black people today mistakenly believe that, according to Washington,
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Have you ever been under peer pressure? do you guys have a way to get out of it?
Answer:
can suggest that if someone is feeling pressured to do something they don't want to do, it's important to remember that they always have the right to say no and set their own boundaries. It's okay to stand up for oneself and make choices that align with their own values and beliefs, even if it means going against the wishes of others. Additionally, having a support system of friends and family who respect and encourage individuality can be helpful in resisting peer pressure.
Your school has been performing poorly in WASSCE. For the past 3 years.Write a letter to the assistant head master of academics, suggesting 5 ways of making student more interested in academic work
Answer:
Dear Assistant Head Master of Academics,
I am writing to you in regards to the poor performance of our school in WASSCE over the past 3 years. As a concerned member of the school community, I believe that it is important to take action to improve the academic performance of our students.
I would like to suggest 5 ways to make students more interested in academic work:
1. Introduce more interactive and engaging teaching methods: Students are more likely to be interested in academic work if they are engaged in the learning process. We can introduce more interactive teaching methods, such as group discussions, case studies, and real-life examples, to make the learning process more interesting and engaging.
2. Provide extracurricular activities that complement academic work: Extracurricular activities, such as debates, quizzes, and science fairs, can help to develop students' interest and enthusiasm for academic work. By providing such activities, we can create a culture of academic excellence in the school.
3. Use technology to enhance learning: Technology can be a powerful tool for enhancing learning. We can introduce e-learning platforms, educational apps, and other technology-based tools to make learning more interactive and engaging for students.
4. Develop a mentorship program: A mentorship program can help to provide students with guidance and support in their academic pursuits. We can pair students with mentors who are experts in their fields and who can provide them with advice and guidance on academic work.
5. Provide incentives for academic excellence: Incentives can be a powerful motivator for students. We can provide incentives, such as scholarships, awards, and recognition, for students who excel academically. This can help to create a culture of academic excellence in the school.
I strongly believe that by implementing these measures, we can make students more interested in academic work and improve the academic performance of our school. I would be happy to discuss these ideas further and provide any assistance that I can in implementing them.
Thank you for your attention to this matter.
Sincerely,
[Your Name]
please HELP
the main idea of this reading passage is an example of which theme of pride and prejudice
-social
-family
-pride and prejudice
- relationship and individuals
But when this subject was succeeded by his account of Mr. Wickham--when she read with somewhat clearer attention a relation of events which, if true, must overthrow every cherished opinion of his worth, and which bore so alarming an affinity to his own history of himself--her feelings were yet more acutely painful and more difficult of definition. Astonishment, apprehension, and even horror, oppressed her. She wished to discredit it entirely, repeatedly exclaiming, "This must be false! This cannot be! This must be the grossest falsehood!"--and when she had gone through the whole letter, though scarcely knowing anything of the last page or two, put it hastily away, protesting that she would not regard it, that she would never look in it again.
In this perturbed state of mind, with thoughts that could rest on nothing, she walked on; but it would not do; in half a minute the letter was unfolded again, and collecting herself as well as she could, she again began the mortifying perusal of all that related to Wickham, and commanded herself so far as to examine the meaning of every sentence.
The main idea of the passage provided fro "Pride and Prejudice" is an example of the theme that gives the book its name, pride and prejudice, option C.
What is a theme?We define theme in literature as the underlying idea or message present in a literary work, to which the characters and events are all connected. The famous novel "Pride and Prejudice" has in its own title some of the themes used by the author. They are the ones that appear in the passage we are analyzing here.
At this point in the story, Mr. Darcy has written a letter to Elizabeth in which he tells her the true story of what happened between him and Mr. Wickham. Elizabeth struggles to accept the truth precisely because she is prejudiced against Mr. Darcy. She considers him to be exceedingly proud, which makes her doubt him and admire Mr. Wickham instead. But now, as facts are presented to her, she can no longer hide behind her prejudice against the man.
With that in mind, we consider option C the right answer.
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Unit 1: Foundations of Reading. Responding, and Interacting with Literature
Topic: My High School Experience
Performance Assessment 1
In this assessment, you will utilize the writing process to write a formal email correspondence and
a short reflective essay about personal connections to the selected topic.
Part 1: Email Correspondence Pitch
You will take on the role of a writer corresponding to a literary magazine editor. Draft a formal
correspondence email that pitches your idea for a reflective essay on a text in which you have
interest and request permission to publish your essay in their literary magazine. In your email
pitch, include a summary of the types of connections and reflections you intend to make in your
reflective essay and why it will be an interesting read for the literary magazine's audience.
Use the writing process to help you construct an error-free, cohesive correspondence.
1. Brainstorm ideas for your email correspondence by answering the following questions.
What is my main message in this email? IF SOMEONE PLEASE HELP
Your main goal in sending this email to the literary magazine editor is to propose your concept for a reflective essay on a text that interests you and ask for their permission to publish your article.
EmailDear [Name of the Editor],
I hope you are well and reading my email. My name is XYZ and I'm a writer with a passion for books. I'm writing to you to suggest a topic for a reflective article on a book that, in my opinion, would be a perfect fit for your literary journal.
The text that comes to mind is by [Title and Author of Text], and ever since I first read it, it has had a significant influence on me. I want to examine the connections I've drawn with the text and give my own insights on its messages in my reflective essay.
Given that it explores significant subjects like [Themes of Text], I think your magazine's readers would find my essay to be an intriguing read. I would be honoured if you would consider publishing my essay in your publication, and I would be pleased to offer any extra details or writing samples you would require.
I appreciate your thoughts and time. I want to hear from you as soon as possible.
best wishes
XYZ
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As an English First Additional Language (EFAL) teacher you at is challenging to read
*You receive a letter from Dobby labelled Case Study 2 •
* Use your knowledge of THRASS to decipher (decode) the letter
*Then create a memorandum by rewriting the letter using the correct spelling
*The memorandum should be written in paragraph format with the cont words tal letters spelling
Dear Dobby,
Thank you for your letter, Case Study 2. I found it challenging to read because there were some spelling mistakes. However, using my knowledge of THRASS, I was able to decipher (decode) it.
Here is a memorandum that I have rewritten using the correct spelling:
Dear Dobby,
Thank you for your letter, Case Study 2. I found it challenging to read because there were some spelling mistakes. However, using my knowledge of THRASS, I was able to decipher (decode) it.
In your letter, you mentioned that you were struggling with spelling and grammar. I suggest that you practice more and read more books. It will help you to improve your spelling and grammar.
I also noticed that you spelled the word "cont" incorrectly. The correct spelling is "correct". Please remember to double-check your spelling before submitting any work.
Thank you for your letter, and I hope this memorandum helps you to improve your spelling and grammar.
Sincerely,
[Your Name]
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how will our society be like if there were no school
Answer:
how to import China machinery for Ethiopian
Answer:
it would be important to develop alternative models of education and support that prioritize individual well-being and provide students with the resources they need to thrive both academically and emotionally.
8
5 points
Scenario: A person is a cocaine user for 2 years and they get clean and go to multiple programs to help them out. Their friends and family still
consider them as "the druggie of the family. This is called:
Conflict Perspective
Social Stigma
Bureaucracy
Looking-Glass Theory
Answer:
looking glass theory
Explanation:
On Monday, I woke up and looked in the mirror. "Oh, no!" I yelled. I had 100 lp
Answer:
Explanation:
On Monday, I woke up and looked in the mirror. "Oh, no!" I yelled as I saw a large pimple on my forehead. I knew it was picture day at school, and I didn't want to look like a blemish-faced teenager.
I quickly washed my face and applied some acne cream to the area, hoping that it would reduce the size of the pimple. As I got dressed, I debated wearing a hat to cover it up, but I didn't want to risk getting in trouble with the school dress code.
As I walked to school, I couldn't help but feel self-conscious about my appearance. What if people made fun of me? What if my crush saw me and thought I was gross?
But when I got to school, something unexpected happened. My best friend came up to me and said, "Hey, I love your shirt today! It really brings out your eyes." I smiled, feeling a little better.
Then, as the day went on, more people complimented me on my outfit or my hair. And while no one mentioned the pimple, I started to feel more confident.
By the end of the day, I realized that my pimple wasn't the end of the world. It was just a small imperfection, and it didn't define me. And while I still hoped it would go away soon, I knew that I could handle whatever came my way.
Dage: If x be the A. M between. y and z . y bethe G.M between z and x. prove that z be the H.M between x and y.
Explanation:
Given:
X is the arithmetic mean between Y and Z
i.e. X=([tex]\frac{Y+Z}{2}[/tex]) → eq1
Y is the geometric mean between Z and X
i.e. [tex]Y^{2}[/tex]=X*Z → eq2
To prove that,
Z is the Harmonic mean between X and Y
Multiply eq1 by Y on both sides gives;
XY=([tex]\frac{Y^{2}+ZY }{2}[/tex]) → eq3
substituting eq2 in eq3
Therefore, 2XY=XZ=ZY
on taking Z common we get
2XY=Z(X+Y)
Z=([tex]\frac{2XY}{X+Y}[/tex])
Hence, Z is the harmonic mean between X and Y
Read the passage and continue the story in whatever way you would like. PLS HELP FAST!!!
Answer:
each child scrambled through the frozen fields, combing the expanse of white in search of the gifts, their eyes lighting up like a fuse as the bombs were cradled like eggs. the soldiers, two steps behind scanning the empty areas fruitlessly. desperation rising with the lack of danger. children ran joyfully home, skipping and bouncing back to their houses still tightly latched on to their ticking presents, the little parachute limply trailing behind. the pure snow glittered as the sun peeked over a storm cloud, eager to watch in morbid curiosity at what was soon to come.
the soldiers trudged back, empty handed and heads hung low. the snow clung to their boots, yearning for the soldiers to make one last check, efforts in vein. the quiet countryside held its breath in anticipation as red nosed boys and girls, all wrapped up in the coats and boots they had acquired at Christmas, presented their new found gifts, the parents lack of awareness as they studied it in living rooms, kitchens, bedrooms and gardens. prodding and poking, ripping and tearing.
then, the first boom rang out, like church bells they began to go off in a symphony of destruction, the snow clad streets muffling the orchestra as each family home burst from the seams, popping the windows like buttons of a tightly fitted jacket. the firetrucks wails joined in with the music and the heavy steps of the soldiers behaved like the drums. the mightly houses which once stood strong had been obliterated, rubble and dirt lay where they had been. the once pure snow was smattered in crimson red- the colours associated with Christmas sticking out like a sore thumb on the eve before easter.
then the world fell silent again, in respect for the lost souls, in anguish for the brutality of it all and in simmering anger that anything so inhumane should ever have cursed this town.
no grammar done so sorry about that. is that long enough?
ILL GIVE 200 POINTS IF ITS DONE CURRENTLY
PLS HELPP ITS DUO TODAY!!
1. What is the purpose of each of the two political advertisements? What do the ads want you, the voter, to do, and how do you know that? What reasons do the ads offer in support of this purpose?
2. Describe the perspectives behind the two political ads. Then, for each ad, explain how its perspective leads to examples of bias.
3. Identify at least one example of pathos in either of the two advertisements. Explain how this appeal helps the campaign's purpose.
4. Identify at least one example of ethos in either of the two advertisements. Explain how this appeal helps the campaign's purpose.
5. Identify at least one example of logos in either of the two advertisements. Explain how this appeal helps the campaign's purpose.
6. Describe how either of the advertisements uses media other than the spoken word to be persuasive. Do these examples of media use pathos, logos, or ethos or a combination of appeals? Why?
7. Identify at least three rhetorical devices, such as analogy, juxtaposition, antithesis, zeugma, or figurative language, in either of the advertisements. Explain how these devices help each campaign's purpose.
Answer:
1. The purpose of each political advertisement is to persuade and encourage the voter to act in favor of a particular candidate or party. They do this by presenting their candidate or party in the best possible light, and providing reasons and evidence to support their argument.
2. The perspective behind the two political ads is that of their respective candidates or parties. In each ad, bias is shown through the selection of facts, emotional words, and persuasive methods that support their agenda.
3. An example of pathos in either of the two advertisements could be the use of emotional language or storytelling to evoke a response from the viewer. This appeal helps to convey the importance of the issue at hand and encourages viewers to take action.
4. An example of ethos in either of the two advertisements could be the inclusion of facts, figures, and expert opinion which establishes the credibility of the candidate or party and their stance on the issue. This appeal helps to demonstrate the candidate or party's competence and trustworthiness, and encourages viewers to trust them.
5. An example of logos in either of the two advertisements could be the use of logical arguments and evidence to support the candidate or party's position. This appeal helps to strengthen the candidate or party's argument and encourages viewers to agree with their reasoning.
6. Either of the advertisements might use media other than the spoken word to be persuasive. These examples of media can use appeals such as pathos, logos, or ethos, or a combination of these appeals. For example, the advertisement might use images and sound effects to create an emotional response in the viewer, or it might include statistics and logical arguments to make its point.
7. Examples of rhetorical devices in either of the advertisements could include analogy, juxtaposition, antithesis, zeugma, or figurative language. These devices help to strengthen the candidate's or party's message by making it more vivid and memorable. For example, analogies allow the viewer to relate to the message in a more personal way, while pictorial or metaphorical language can help to evoke strong emotions in the viewer.
Explanation: welcome bro
The mysterious anxiety of them and is by Ben okri
2. What does the narrator do
when the people at the table
begin eating?
The narrator stops eating when the people at the table begin eating.
What does the narrator do when the people at the table begin eating?In the story "The Mysterious Anxiety of Them and Is" by Ben Okri, the narrator is attending a dinner party with a group of people who all seem to be anxious and uneasy. As they sit down to eat, the narrator notes that they all begin eating with a sense of urgency, as if they are afraid that the food will disappear if they don't eat it quickly enough.
However, the narrator himself feels a strange sense of anxiety and is unable to eat when the others do. Instead, he watches them eat and feels a growing sense of unease and discomfort. The reasons for this anxiety are not clear, but it seems to be connected to some kind of underlying tension or fear that is shared by all of the people at the table.
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How does an author tell about choices and their consequences?
Answer:
Authors must make a host of choices when developing ideas and crafting a story’s elements. They decide on settings, make choices about the characters’ dialogue, and structure the sequence of events that happen in the story. By analyz- ing these choices, skilled readers are able to look “behind the scenes” and determine why an author included a specific story element or chose a particular style of storytelling. This analysis gives the reader a better understanding of how the author’s choices affect the final text.
Objectives
In this playlist, students will learn how to:
• analyze an author’s choices regarding the development of literary elements in a story.
• determine the impact of an author’s choices on the story and the reader.
Review Key Terms
• The general setting is the time and place in which the action of a story takes place.
• The plot is the arrangement of the action in a story. Exploring the Standard
A great deal of careful decision-making goes into a strong piece of writing. If authors make arbitrary choices about story elements like character development and the order of events, the final work will suffer as a result. For example, a story with a random or unspecified setting will be confusing to a reader and may make the author appear careless or inexperienced. Strong authors strive to make meaningful storytelling decisions that help improve the experience for the reader.
Examining an author’s choices can lead to a much deeper understanding of a text. For example, the physical description of a character could contain subtle clues about that character’s personality traits or motivations that might play a larger role later in the story.
When trying to determine how an author’s choices impact the text and the way it is read, ask questions like the following: • How does the setting of the story create a particular mood?
• Why did the author choose to structure the events of the story in this order?
Explanation:
write your magazine article . you must include the following
'what your school already does to help the environment .'
'details of your idea and how the other students can help.'
'how the whole school will benefit.'
write between 200 to 300 words
Answer:
Going Green: A New Initiative to Help the Environment
As we continue to grapple with the impacts of climate change, it's more important than ever for everyone to do their part to help the environment. Fortunately, many schools worldwide have taken steps to reduce their carbon footprint and promote sustainability.
At our school, we're proud of the efforts we've made so far. From recycling programs to energy-efficient lighting, we've already taken several steps to reduce our impact on the environment. However, we know that there's always more that we can do.
That's why we're excited to introduce a new initiative that we believe will help us become even more eco-friendly: a school-wide composting program. Composting is a natural process in which organic materials (such as food scraps and yard waste) are broken down into a nutrient-rich soil amendment. By diverting these materials from the landfill, we can reduce the amount of methane (a potent greenhouse gas) that is produced and create a valuable resource for our school garden.
Here's how it will work: every classroom will have a small bin for collecting food scraps and other compostable materials. These bins will be emptied into larger outside bins, which will be turned regularly to ensure proper decomposition. The resulting compost will be used in our school garden, which will provide fresh produce for our cafeteria and serve as a living laboratory for science classes.
We believe that this initiative will have a number of benefits for our school. First, it will help us reduce our carbon footprint by diverting organic waste from landfills. Second, it will provide valuable learning opportunities for students across grade levels. And finally, it will help us create a more sustainable and resilient community.
Of course, we can't do this alone. We need the support of every student, teacher, and staff member to make this program a success. We encourage everyone to bring in their food scraps and other compostable materials and to spread the word about this important initiative. Together, we can make a difference and help create a better future for our planet.
Story of Tichere: When do we meet Tichere for the first time? a. When the narrator describes Tichere alone in his hospital bed and the police are looking for him. b. When the narrator describes Tichere driving in his car and kills an innocent child. C. When the narrator describes Tichere alone in his room. O O O
When the narrator describes Tichere alone in his hospital bed and the police are looking for him. Thus, option A is the correct option.
What is the role of a narrator?One who narrates stories is a narrator. The narrator chooses the point of view of the tale in a fictional work. The narrative is considered to be in the first person if the narrator actively participates in the events of the story. A third-person narrative is one in which the narrator is not one of the characters.
Sometimes, narrators are classed according to how they tell their tales. An intrusive narrator is one who interrupts the tale to provide the reader commentary on some part of the story or on a more general issue. This style of narration was popular in many 18th and 19th-century works. How they depict events and other characters is up to them.
Learn more about a narrator here:
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Write a short memo made by an organization to its staff about maintaining non smoking zone
Answer:
To protect and enhance indoor air quality and contribute to the health and well-being of all employees and visitors, _______[insert organization name]____________ shall be entirely smoke free and vape free. This policy is effective immediately.
What is the job of a literary critic?
• A. Literary critics determine the historical accuracy of a work and its
historical worth.
• B. Literary critics decide which literary works should be reworked into
other media.
C. Literary critics find deeper meaning in a work and explain it to
others
D. Literary critics determine author validity and writing accuracy.
Answer:
C. Literary critics find deeper meaning in a work and explain it to others.
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