The most likely reason that Langston Hughes decided to emphasize each characters' dream in the poem "A Dream Deferred" is to demonstrate the negative power of unachieved dreams.
Here, correct option is B.
The poem uses a series of rhetorical questions to suggest that not fulfilling a dream can have dire consequences, as the dream can become a burden or a source of frustration. The poem does not suggest that money is the basis of the characters' dreams, nor that the dreams themselves are weak—quite the opposite.
Instead, it suggests that not having the opportunity to pursue a dream can have devastating consequences, which is why the poem emphasizes the importance of achieving goals. The poem does not expose the futility of having dreams, but instead serves as a reminder of the power of dreams, and the importance of pursuing them, even when the odds are against you.
Here, correct option is B.
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My dream is to become
It falls under the Senior High School Track of
Subsequently, the Curriculum Exit is
I believe 1 CAN achieve my dream because of my strengths such as:
I am very good in
I am good at
I can
I can also
I am also willing to improve my knowledge in
Furthermore, I will enhance my skills on
And I will develop positive attitudes towards
The Senior High School Track can lead you to your desired Curriculum Exit.
You can achieve your dream due to your strengths such as being very good in specific subjects, good at certain skills, and your ability to improve your knowledge and enhance your skills in various areas. Additionally, developing positive attitudes towards your goals is crucial for success.
In a more detailed explanation, the Senior High School Track prepares you for your future by offering specialized subjects and experiences. By focusing on your strengths, such as excelling in particular subjects or being good at specific skills, you increase your chances of success in your chosen Curriculum Exit.
Furthermore, being open to improving your knowledge and enhancing your skills demonstrates a growth mindset, which is vital for personal and professional development.
Lastly, cultivating positive attitudes towards your goals ensures that you stay motivated and committed to achieving your dreams. Remember to stay persistent, adaptable, and always strive for growth in your journey towards success.
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Match each word with the phrase that best defines it.
epidemic
humanitarian
infrastructure
nongovernmental organization
indicator
the structures needed for a system to
operate
an organization that works on tasks
and is not affiliated with a government
focused on promoting human welfare
a fact or piece of data that shows a
status or level of achievement
a widespread incidence of a disease
The match up are:
epidemic - a widespread incidence of a diseasehumanitarian - focused on promoting human welfareinfrastructure - the structures needed for a system to operatenongovernmental organization - an organization that works on tasks and is not affiliated with a governmentindicator - a fact or piece of data that shows a status or level of achievementWhat are the terms?Epidemic: refers to the rapid spread of a disease through a particular population or region, often affecting a large number of people in a short period of time.
humanitarian: relating to the promotion of human welfare and the alleviation of suffering, often in response to crises or disasters.
infrastructure: the basic physical and organizational structures and facilities needed for the operation of a society or enterprise, such as roads, bridges, water supply systems, and communication networks.
nongovernmental organization (NGO): a nonprofit organization that operates independently of any government, often focusing on humanitarian, environmental, or social issues.
Lastly, indicator: a fact, figure, or data point that provides evidence of a particular status, level of achievement, or trend over time.
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Which two statements best explain how the scenes of "The Green Glass Ball" work together to provide its overall structure?
Select Yes or No for each statement. Yes No
The scenes work together to first explain the problems created by the green glass ball and then to describe how they are solved. Yes – The scenes work together to first explain the problems created by the green glass ball and then to describe how they are solved. No – The scenes work together to first explain the problems created by the green glass ball and then to describe how they are solved. Scene 1 explains why the Old Woman gives Tinker the green glass ball, and Scene 2 explains the lesson the characters learn because of the green glass ball. Yes – Scene 1 explains why the Old Woman gives Tinker the green glass ball, and Scene 2 explains the lesson the characters learn because of the green glass ball. No – Scene 1 explains why the Old Woman gives Tinker the green glass ball, and Scene 2 explains the lesson the characters learn because of the green glass ball. The two scenes present events in chronological order and work together to develop a clear plot. Yes – The two scenes present events in chronological order and work together to develop a clear plot. No – The two scenes present events in chronological order and work together to develop a clear plot.
Yes - The two statements that best explain how the scenes of "The Green Glass Ball" work together to provide its overall structure are:
1. Yes - The scenes work together to first explain the problems created by the green glass ball and then to describe how they are solved.
2. Yes - Scene 1 explains why the Old Woman gives Tinker the green glass ball, and Scene 2 explains the lesson the characters learn because of the green glass ball.
In "The Green Glass Ball," the overall structure is established by presenting the problems created by the green glass ball and their solutions.
In Scene 1, the Old Woman gives Tinker the green glass ball, setting the stage for the story's events. Scene 2 then follows the characters as they learn a valuable lesson due to the consequences of the green glass ball.
This structure allows the story to unfold in a chronological order, creating a clear plot that effectively engages the reader.
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.
Which later quote from the story confirms your answer to Part A?
It sets up the king's conflict with Theseus as the labyrinth's principal obstacle, King Minos.
What developments in the story of Theseus and the Minotaur are made by Ariadne's deeds?Ariadne, a princess of Crete and the daughter of Minos, assisted Theseus in navigating the palace labyrinth and killing the minotaur. In order for Theseus to navigate the maze, she did this by handing him a ball of thread.
What is the Theseus legend?The killing of the half-bull, half-man Minotaur is the most well-known Theseus legend. The synoikismos, which means "dwelling together," is the method he uses to subjugate Attica to Athenian power. He is known for erecting a palace atop the Acropolis stronghold as the unifying ruler.
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How does the interaction between Theseus and King Minos in paragraph 12 15 contribute to the plot as a whole?
On page 32, guzzo is anxious about getting caught trying to buy beer at jerry’s. quinn says, "no one’s going to get suspicious. we’ve scored beer here more times than i can count." how does quinn’s experience of jerry’s differ from rashad’s most recent experience there? why do you think that is?
On page 32, Guzzo is anxious about getting caught trying to buy beer at Jerry's, while Quinn reassures him that they have scored beer there many times without anyone getting suspicious. However, Rashad's most recent experience at Jerry's was different from Quinn's. Rashad was racially profiled and accused of stealing from the store, which ultimately led to his arrest and assault by the police.
This difference in experience is likely due to the systemic racism and bias present in society, which affects how people are treated based on their race or ethnicity. While Quinn and Guzzo may have been able to purchase beer without issue, Rashad's race made him a target for suspicion and mistreatment.
Overall, the difference in experience highlights the systemic racism and bias that exists in our society.
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How does the "in group's whispers and laughter affect laura over the course of the story? please make the answer 2-3 sentences this is a written responce
Throughout the story, the "in group's" whispers and laughter have a profound impact on Laura. Initially, Laura is an outsider, desperately trying to fit in with the popular girls.
She feels inferior to them and yearns for their acceptance. However, as the story progresses, the in group's whispers and laughter become increasingly malicious, directed towards Laura herself. This leaves her feeling isolated, vulnerable, and humiliated.
Laura's self-esteem takes a hit as she becomes the target of the in group's cruel jokes and mockery. Her confidence and sense of self-worth plummet, and she starts to withdraw from social situations. She becomes increasingly isolated, as she feels that she cannot trust anyone around her.
The in group's whispers and laughter ultimately drive Laura to a breaking point, where she realizes that she doesn't need their approval to be happy.
She discovers the power of self-love and self-acceptance, and in doing so, gains the strength to stand up for herself and assert her worth. Ultimately, the in group's whispers and laughter prove to be a catalyst for Laura's personal growth and transformation.
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HELP MARKING BRAINLEIST IF RIGHT ASAP
Answer: 9.2 meters
Explanation:
c^2 = 6^2 + 7^2
c^2 = 36 + 49
c^2 = 85
c = sqrt(85)
c ≈ 9.2
Therefore, the length of the hypotenuse is approximately 9.2 meters, rounded to the nearest tenth.
Read the passage. Which statement best describes the effect of the synecdoche "heavy hand”?
Worth 50 points
It implies that Banquo is ill and close to death already.
It makes Banquo seem like an immediate threat to Macbeth.
It makes Banquo seem directly responsible for harming the murderers.
It explains why Macbeth needs the murderers to help him kill Banquo.
The statement that best describes the effect of the synecdoche "heavy hand” is this: It explains why Macbeth needs the murderers to help him kill Banquo.
Which statement explains the effect of the synecdoche?The statement that explains the effect of the synecdoche is the one that shows that Macbeth had a reason to kill Banquo.
According to the speaker, Banquo had dealt Macbeth a heavy hand and he had to take him out of the way by seeking his death. To do that, he needed the help of the murderers.
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Answer:
Answer is C
Explanation:
Sorry I made u choose A. :(
Identify what type of prejudice is presented on the following statement
1.hiring male applicants only for a managerial position
2.poor people are inferior because they are unable to make any money
3.promotion of a person because he is the oldest in the group and knows more the job
4.martin luther king said "a dream that one day his children will live in a nation where they will not be judged by the color of their skin but by the content of their character".
5.women are not allowed to drive in saudi arabia and they are requiref to walk behind the man who is with them
6.they should not be accepted in this school since they are muslim
7.treating someone poorly due to his hair texture ,skin color ,or facial features.
8.younger people have to work as house helpers
9.younger people are lazy or have weak work ethic
10.my neighbour drives like an old man
patulong po plsss
The type of prejudice presented in the following statement are Gender prejudice, Socioeconomic prejudice, Age prejudice, Racial prejudice, Gender prejudice, Religious prejudice, Discrimination based on physical appearance, Age prejudice, Age prejudice, Age prejudice (assuming "old man" is used as a negative stereotype for slow driving)
The prejudice presented in the statement "hiring male applicants only for a managerial position" is gender-based prejudice.
The prejudice in "poor people are inferior because they are unable to make any money" is socio-economic prejudice.
The prejudice in the "promotion of a person because he is the oldest in the group and knows more about the job" is age-based prejudice.
The prejudice in Martin Luther King's quote is racial prejudice.
The prejudice in "women are not allowed to drive in Saudi Arabia and they are required to walk behind the man who is with them" is gender-based prejudice.
The prejudice in "they should not be accepted in this school since they are Muslim" is religious prejudice.
The prejudice in "treating someone poorly due to his hair texture, skin color, or facial features" is racial prejudice.
The prejudice in "younger people have to work as house helpers" is age-based prejudice.
The prejudice in "younger people are lazy or have weak work ethic" is age-based prejudice.
The prejudice in "my neighbor drives like an old man" is age-based prejudice.
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Which excerpt from Letter from Birmingham Jail best supports the answer to Part A?
The excerpt from Letter from Birmingham Jail that best supports the answer to Part A is: "We have waited for more than 340 years for our constitutional and God-given rights.
Here, correct option is B.
The nations of Asia and Africa are moving with jetlike speed toward the goal of political independence, and we still creep at horse and buggy pace toward the gaining of a cup of coffee at a lunch counter."
This excerpt makes a powerful statement about the reality of the civil rights movement in the United States. It speaks to the fact that African Americans had been denied their rights for centuries, while other countries were making rapid progress towards independence.
The comparison of the slow pace of progress in the United States to the speed of development in other nations serves to highlight the injustice of the situation and the urgency of the civil rights movement.
Therefore, correct option is B.
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complete question is :
Which excerpt from Letter from Birmingham Jail best supports the answer to Part A?
A. Americans had been denied their rights for centuries.
B. We have waited for more than 340 years for our constitutional and God-given rights.
C. Both
D. NONE
"Tell that its sculptor well those passions read, which yet survive , stamped on these lifeless things, The hand that mocked them;" "The Hand" reffering to the sculptor A. Metonymy B. Synesthesia C. Synechdoche D. Symbolism
The literary device used in the phrase "The Hand" referring to the sculptor is C. Synecdoche.
This is because synecdoche is a figure of speech where a part of something represents the whole, or the whole represents a part. In this case, "The Hand" represents the sculptor as a whole.
In this particular case, "The Hand" is being used as a synecdoche because it represents the sculptor as a whole. The hand is a specific part of the sculptor's body, but it is employed symbolically to encompass the sculptor's entire artistic ability, skill, and creativity.
By focusing on the hand, the synecdoche suggests that the sculptor's work is primarily driven by their hands, emphasizing their craftsmanship and artistic talent.
The use of synecdoche in this context serves to evoke a vivid and concise image while also suggesting a deeper meaning.
By highlighting the hand, the phrase draws attention to the physical act of sculpting and the intricate manual dexterity required to shape the artwork. It emphasizes the sculptor's control, precision, and artistic touch in manipulating the material.
Moreover, synecdoche can create a sense of intimacy and connection between the reader or audience and the sculptor. By narrowing the focus to a specific part of the body, the phrase "The Hand" personalizes and humanizes the sculptor, allowing the reader or audience to relate on a more personal level.
It conveys the notion that the sculptor's artistry is an extension of themselves, making their work more relatable and emotionally resonant.
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How does the timeline of banneker’s life help the reader to better understand him?
american literature? can someone please please help me
The timeline of Benjamin Banneker's life helps the reader to better understand him by providing a chronological framework of his major achievements and experiences.
Banneker was a prominent figure in early American literature, known for his work as a mathematician, astronomer, and writer. By examining the timeline of his life, readers can see how Banneker's upbringing as a free black man in Maryland shaped his worldview and motivated his lifelong pursuit of knowledge. They can also see how his contributions to society evolved over time, from his early work on almanacs and mathematical calculations, to his later efforts to promote abolition and racial equality. Ultimately, the timeline of Banneker's life allows readers to appreciate the full scope of his accomplishments and contributions to American literature and history.
Some more facts about Benjamin Banneker's life:
Banneker was born on November 9, 1731, in Ellicott's Mills, Maryland. He was the son of a free African-American woman named Mary Banneky and a formerly enslaved man named Robert. Banneker received little formal education, but he had a strong interest in reading and mathematics, and he taught himself astronomy and other scientific subjects.
In the 1760s, Banneker began working with the Ellicott family, who were prominent land surveyors and clockmakers. Banneker helped survey the boundaries of the new U.S. capital city of Washington, D.C. Banneker is best known for his Almanacs, which he published annually from 1792 to 1797. His almanacs contained a wealth of information, including astronomical calculations, weather forecasts, and essays on various subjects.
Banneker was also an abolitionist and wrote a letter to Thomas Jefferson in 1791, challenging Jefferson's views on race and slavery. The letter is considered a notable piece of early African-American literature. Banneker was also involved in the anti-slavery movement, and he corresponded with other abolitionists, including Benjamin Rush and William Lloyd Garrison.
Banneker died on October 9, 1806, at the age of 74. He is remembered as a trailblazer for African Americans in the fields of science, mathematics, and literature, and as an important figure in the fight against slavery and racism in the United States.
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What historical events had an impact on world literature? in this essay you will research 2-3 events, report on the historical events and discuss the types of literature that occurred as a result of these events. use specific examples
Several historical events have had a significant impact on world literature. In this essay, we will discuss two of these events: World War I and the Civil Rights Movement in the United States.
World War I was a global conflict that lasted from 1914 to 1918. It had a profound impact on literature, as writers sought to make sense of the unprecedented destruction and loss of life that had occurred.
Many writers used their experiences during the war as inspiration for their work, while others wrote in response to the political and social changes that took place during and after the conflict.
One of the most famous works of literature to emerge from World War I is "All Quiet on the Western Front" by Erich Maria Remarque. This novel, which was published in 1929, is a fictional account of the experiences of a group of German soldiers during the war.
Another significant event that had an impact on world literature was the Civil Rights Movement in the United States, which took place from the mid-1950s to the late 1960s. This movement was a response to the systemic racism and discrimination that black Americans faced in many areas of life, including education, employment, and voting rights.
One of the most influential works of literature to emerge from the Civil Rights Movement is "The Autobiography of Malcolm X," which was published in 1965. This book tells the story of Malcolm X, a prominent black activist, and leader in the movement, and it offers a powerful critique of the social and political structures that perpetuated racism in America.
In conclusion, historical events have had a significant impact on world literature. The two events we have discussed here, World War I and the Civil Rights Movement, are just a few examples of how literature can both reflect and respond to the events of its time.
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Because of his job, joseph knows how to operate machinery, design plans, and has knowledge of geography and math. he is also colorblind. which career is joseph most likely a part of? petroleum engineer pump operator meter reader electrician installer
Because of his job, Joseph knows how to operate machinery, design plans, and has knowledge of geography and math, but he is also colorblind. Given these factors, Joseph is most likely a part of the career as a petroleum engineer.
Petroleum engineers operate machinery and design plans to extract oil and gas from the earth's surface. They also require knowledge of geography and math to analyze geological data and estimate potential oil and gas reserves.
However, the fact that Joseph is colorblind may pose a challenge in some aspects of the job, such as interpreting color-coded geological maps. Nevertheless, there are tools and technologies available to help colorblind individuals perform their tasks effectively.
Joseph is less likely to be a pump operator, meter reader, electrician, or installer as these jobs do not require the same level of expertise in machinery operation, design, geography, and math as a petroleum engineer does.
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In "How Archaeologists Found the Lost City of Troy," what is the author's purpose in mentioning locations, such as Ethiopia and the Nile River?
The author's purpose in mentioning locations, such as Ethiopia and the Nile River, is to provide context and help illustrate the journey of the archaeologists who discovered the lost city of Troy.
These locations provide evidence of the type of research and exploration the archaeologists had to undertake to find the lost city. For example, Ethiopia is mentioned because it was the home of renowned archaeologist, Dr. Schliemann, who is credited with discovering the ruins of Troy.
Additionally, the Nile River is mentioned because it represents the vastness and complexity of the archaeological search for Troy. By referring to these locations, the author provides readers with a better understanding of the journey and research that went into finding the lost city of Troy, which helps to emphasize the importance of the discovery.
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Task 4: Create Me!
Create a thesis statement and support/s based on the following information.
Topic 1: Basketball is a sport for everyone.
Supports::
1. It is not limited to any age group.
2. It can be played at any time.
3. It does not require any expensive equipment.
Thesis statement: Basketball is an inclusive sport that can be enjoyed by people of all ages, making it a universally accessible pastime.
Supporting points:
1. Basketball is not limited to any age group, allowing children, adults, and seniors to participate and enjoy the game together.
2. The sport can be played at any time, providing flexibility for busy schedules or impromptu games with friends.
3. Lastly, basketball does not require expensive equipment, making it more accessible to individuals from various financial backgrounds. All that is needed is a ball and a hoop, which can be found in public parks or schools.
In conclusion, basketball is a sport for everyone, as it accommodates various age groups, can be played flexibly, and does not require costly equipment.
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Complete question:
Task 4: Create Me!
Create a thesis statement and support/s based on the following information.
Topic 1: Basketball is a sport for everyone.
Supports::
1. It is not limited to any age group.
2. It can be played at any time.
3. It does not require any expensive equipment.
39. The boy last saw the movie 5 months ago. →The boy has
Based on the information given, it can be inferred that the boy has not seen the movie in the last 5 months.
What does the statement suggest?The statement suggests that the last time the boy watched the movie was 5 months ago. It does not provide any information about whether the boy has watched the movie before or after that time period.
It also does not provide any details about the movie itself or the boy's experience of watching it. Overall, the statement only communicates a simple fact about the boy's past viewing of the movie.
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What conclusions can you draw between the representation of hela in this excerpt ("illegal, immoral, and deplorable") versus the representation of hela in "the hela factory"?
In the excerpt where Hela is described as "illegal, immoral, and deplorable," Hela is portrayed as something negative and potentially harmful.
This language suggests that Hela is viewed as something that is wrong or forbidden, and it implies that there are consequences to engaging with it. The language used to describe Hela in this excerpt is judgmental and critical, which implies that Hela is not something to be celebrated or embraced.
The representation of Hela in "The Hela Factory" is more positive. Hela is portrayed as something valuable and useful, and the focus is on the practical applications of Hela rather than on any negative connotations. This representation suggests that Hela is something that can be harnessed for good, rather than something to be feared or avoided.
The difference in representations of Hela in these two contexts suggests that Hela can be viewed in different ways depending the perspective of the person discussing it. While Hela may have negative connotations also it can also be viewed as a valuable resource in others.
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IDENTIFY THE VERBAL
1."'receive' is a word misspelled by most students"
2. Travelling is my family's favorite activity to do during the holidays
The majority of students spell "receive" incorrectly. Verbal: (participle) misspelled . My family's preferred pastime over the holidays is travel Travelling is a verb.
A participle is a verb form that can be applied as an adjective to change the meaning of a noun or pronoun or it can be combined with other verbs to make the present tense of a sentence. The word "misspelt" modifies the noun "word" and defines its state in the phrase "Receive" is a word that is frequently spelled incorrectly by students.
A verb form with the suffix "-ing" that acts as a noun in a phrase is known as a gerund. "Travelling" is a gerund that serves as the sentence's subject in the statement, "Travelling is my family's favourite holiday activity."
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05.09 Advanced Focusing on Form Worksheet - 15 points
PLEASE USE A CHARACTER NOT A THEME
Complete this assignment based on your reading of “The Monkey’s Paw” by W.W. Jacobs.
Part I: Character or Theme?
Answer each of the following questions in complete 1-2 sentences.
1:Which character or theme from “The Monkey’s Paw” will you be using for this assignment?
2:Why did you select this particular character or theme from “The Monkey’s Paw”?
Part 2: Sonnet or Villanelle?
Use the chart below to explain your decision to use either a sonnet or villanelle to represent your character or theme from “The Monkey’s Paw” by W. W. Jacobs.
Sonnet or Villanelle?
Which poetic form did you select to reflect your character or theme? Answer in ONE sentence.
Explanation
Why did you select a sonnet or villanelle to represent your character or theme? Answer in 2-3 sentences.
Textual Support
Provide THREE examples from the text to support your decision for a sonnet or a villanelle. 1. 2. 3.
Reflection
Why would the opposite poetic form NOT work for your character or theme? Answer in 2-3 sentences.
A thorough dissection of Mr. White's character from “The Monkey’s Paw” will constitute the basis of this analysis.
How to explain the characterMr. White's role in the story is paramount, emphasizing how ambition may bring dire outcomes when spearheaded with wilfulness.
From his first introduction, he seems contentment with life but slowly advances into avidity as desire for influence and wealth captures him; ultimately leading to the fatal deprivation of his son. Examining textual evidence reveals that at first, Mr. White was hesitant about utilizing the monkey's paw yet later eventually consented to strive directly for bounty regardless of warnings from both his boy and the old soldier.
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Read this excerpt from the longer story, Two Violins. Rewrite the opening passage of the story in first-person point of view, from moshe's perspective. Use details from the original passage in your written response
Moshe and his daughter lived in the same city but rarely connected. His daughter, a professional violinist, had grown apart from him as she focused on her career. Moshe, on the other hand, was a simple tailor in the city.
As a tailor in the city, I rarely had the opportunity to be close with my daughter. She had devoted her life to her career as a professional violinist and had grown distant from me in recent years.
Although we lived in the same city, I barely saw her. We were two different people, living two different lives. I longed to bridge the gap between us, but I knew it wouldn't be easy.
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Hello could you please help me write a commentary on this passage? (Chapter 6 of the book "turn of the screw")
I scarce know how to put my story into words that shall be a credible picture of my state of mind; but I was in these days literally able to find a joy in the extraordinary flight of heroism the occasion demanded of me. I now saw that I had been asked for a service admirable and difficult; and there would be a greatness in letting it be seen—oh, in the right quarter!—that I could succeed where many another girl might have failed. It was an immense help to me—I confess I rather applaud myself as I look back!—that I saw my service so strongly and so simply. I was there to protect and defend the little creatures in the world the most bereaved and the most lovable, the appeal of whose helplessness had suddenly become only too explicit, a deep, constant ache of one’s own committed heart. We were cut off, really, together; we were united in our danger. They had nothing but me, and I—well, I had them. It was in short a magnificent chance. This chance presented itself to me in an image richly material. I was a screen—I was to stand before them. The more I saw, the less they would. I began to watch them in a stifled suspense, a disguised excitement that might well, had it continued too long, have turned to something like madness. What saved me, as I now see, was that it turned to something else altogether. It didn’t last as suspense—it was superseded by horrible proofs. Proofs, I say, yes—from the moment I really took hold.
This moment dated from an afternoon hour that I happened to spend in the grounds with the younger of my pupils alone. We had left Miles indoors, on the red cushion of a deep window seat; he had wished to finish a book, and I had been glad to encourage a purpose so laudable in a young man whose only defect was an occasional excess of the restless. His sister, on the contrary, had been alert to come out, and I strolled with her half an hour, seeking the shade, for the sun was still high and the day exceptionally warm. I was aware afresh, with her, as we went, of how, like her brother, she contrived—it was the charming thing in both children—to let me alone without appearing to drop me and to accompany me without appearing to surround. They were never importunate and yet never listless. My attention to them all really went to seeing them amuse themselves immensely without me: this was a spectacle they seemed actively to prepare and that engaged me as an active admirer.
Thank you!
Answer:
The excerpt is from Henry James' novel, "The Turn of the Screw." The narrator, a governess, reflects on her state of mind when she was tasked with protecting and defending two young children who were in danger. She finds joy and heroism in the task and sees it as a magnificent chance to prove herself. However, her excitement turns into a stifled suspense and then something else altogether when she witnesses horrible proofs of the danger they are in.
The language is descriptive and evocative, painting a vivid picture of the governess's emotional state and her view of the children she is charged with protecting. The excerpt also hints at the complexity of the relationship between the governess and the children, with her admiring their ability to amuse themselves without her, while still being vigilant in protecting them. The passage provides a glimpse into the psychological suspense and ambiguity that characterizes the novel.
Which statements accurately describe debts and deficits.
A government's budget deficit causes debt to increase and The deficit is the amount a government spends above what it brings in accurately describe debts and deficits. So the option B and E is correct.
A budget deficit occurs when a government spends more money than it receives in taxes and other revenue. This deficit must be funded by borrowing, which increases the government's debt. The debt is the total amount of money that the government owes to lenders.
The deficit is the amount of money that the government must borrow each year to meet its expenses and pay off its debt. The size of the deficit has an important impact on the size of the debt, as the government must borrow to fund the deficit.
Over time, if the deficit is not reduced, the debt will continue to increase. In order to reduce the debt, the government must take measures to ensure that its expenses are lower than its revenues, either by reducing spending or increasing taxes. So the option B and E is correct.
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The complete question is:
Which statements accurately describe debts and deficits? Check all that apply.
A) Debt is free and does not affect a government.
B) A government's budget deficit causes debt to increase.
C) A government's budget deficit causes debt to decrease.
D) Debt requires a government to pay back more than it has borrowed.
E) The deficit is the amount a government spends above what it brings in.
What is one central idea of the sentences?some immigrants lived in chicago.chicago's teachers did a good job of teaching english.learning english was important.it took about two years to learn to speak english.
The central idea of the sentences is that learning English was important for some immigrants who lived in Chicago, and the city's teachers did a good job of teaching English.
The sentences also imply that it took about two years to learn to speak English. Overall, the sentences highlight the importance of learning English as a second language for immigrants in Chicago and the role of the city's teachers in helping them do so.
The central idea of the sentences emphasizes the value of effective English language instruction and its role in helping immigrants succeed in their new community.
Additionally, the sentences may suggest that some immigrants faced challenges in learning English, but with the support of their teachers and community, they were able to overcome those challenges and become proficient in the language.
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“It’s just that…without the memories it’s all meaningless. They gave that burden to me. And to the previous Receiver. And the one before him.”
( this is related to the book "the giver)
a. Who is speaking?
b. Who is “they”?
c. What is “that burden”?
d. Why might they have given it to him?
based off "THE GIVER" book by lois lowry
Answer:
a) the narrator the person who's point of view is seen throughout the book
b) they is people that he/she/they shows concern about
c) something he wishes he doesn't have to do (like doing dishes or taking out trash)
d) they gave it to him maybe because there weren't a variety of people to choose from he could've been the only semi-decent or worthy candidate.
Five factors that may lead to youth not being innovative in organising awareness campaign that address substance abuse in community
One of the main factors that may lead to youth not being innovative in organizing awareness campaigns that address substance abuse in their community is lack of access to resources.
This could be due to inadequate funding, lack of support from local authorities and/or lack of knowledge or skills to effectively plan and execute these campaigns. Additionally, if the youth are not aware of the magnitude of the issue or the consequences it can have on the community, they may not be motivated to take the initiative.
Similarly, if the youth are not knowledgeable about the preventative measures that can be taken, they may not be able to implement creative strategies to tackle the problem. Furthermore, indifference from the adults within the community can also be a hindrance. If adults are not supportive of the youth’s efforts, it can be discouraging for the youth to take the initiative in establishing awareness campaigns.
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complete question is :
Five factors that may lead to youth not being innovative in organising awareness campaign that address substance abuse in community. explain.
2. What type of training did Wilma receive?
A. How to handle bombs
B. How to properly nurse people
C. How to operate a plane
D. How to handle reports and paperwork
Wilma received training in How to handle reports and paperwork.
Correct option is D.
She was taught the basics of office work such as filing, data entry, and record keeping. Additionally, she learned how to properly format and present reports, and how to use various software programs to properly organize and compile data.
She also learned about the importance of accuracy and consistency in her work, and the need to make sure that all documents she handles are properly documented, filed, and stored. Wilma was also provided with the necessary skills to troubleshoot any issues that may arise with the paperwork she is responsible for. Overall, Wilma's training gave her the necessary skills to become an efficient and effective employee.
Correct option is D.
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The Montgomery Bus Boycott
The Montgomery Bus Boycott of 1955-1956 was one of the most significant events of the Civil Rights Movement in the United States. Though it might have seemed like a fruitless endeavor to some when it began on December 1, 1955, the boycott was able to break segregation laws throughout Alabama.
The true spark of the boycott came unintentionally from Rosa Parks, now known as “the mother of the Civil Rights Movement.” As stipulated by a Montgomery city ordinance, African American bus riders were required to sit in the back of the bus. In addition, they were required to give up their seats to white riders if the “white seats” were taken. Ms. Parks, an African American seamstress born in 1913, obeyed the law and sat in the back of the bus. However, when a white man told her to give up her seat, she refused. The mere refusal was enough to get her arrested.
It is popular belief that Parks’ civil disobedience was merely the result of exhaustion. However, it is not widely known that plans were underway by others to soon challenge the Montgomery bus laws—and that Parks was well aware of this. Ms. Parks had belonged to the National Association for the Advancement of Colored People (NAACP) since 1944. As a member of the Montgomery chapter, she knew that some civil rights leaders had been planning action to overturn the bus segregation laws for some time. Apparently, Ms. Parks’ action was impulsive although it hastened the battle for equality in Montgomery.
As a result of Ms. Parks’ arrest, the NAACP and other activists staged the now-famous bus boycott. Dr. Martin Luther King, Jr., began organizing the boycott immediately, and soon fliers were being sent around Montgomery. His call to action resulted in African Americans walking or carpooling rather than paying the fares of the Montgomery bus system. Since 70% of the city’s bus ridership was made up of African Americans, the bus system was hit hard financially.
Prompted by the activities in Montgomery, the United States Supreme Court put an end to the bus segregation laws. On November 13, 1956, it struck down the laws in not only Montgomery, but all of Alabama, stating that these laws violated the 14th Amendment to the U.S. Constitution. On December 20, 1956, the Montgomery buses were finally desegregated. The boycott had lasted 381 days.
It was very fitting that Ms. Parks would be one of the first African Americans to ride on the newly-desegregated buses and that Dr. King would go on to further victories for the Civil Rights Movement.
2
Select the correct answer.
From the information in the passage, what inference can the reader make about the result of Dr. Martin Luther King, Jr.’s “call to action”?
A.
A majority of bus riders sacrificed convenience for principle.
B.
The bus owners refused to obey state laws regarding ridership on buses.
C.
A majority of bus riders were financially inconvenienced.
D.
The bus owners cut the cost of bus tickets in order to stay in business.
Answer: the answer is most likely a
Explanation:
principle is the fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning. the black bus riders are sacrificing there bus riding for there beliefs
Read the sentence from the passage,
[Kipling) once wrote, "Those four years in America will be blessed
unto me for all my life. "
Write an essay analyzing the reasons why Kipling would write this
quote to describe his time in America.
Use evidence from the
passage to support your response.
(Please write anything about the passage or related it’s not graded but they’ll read it PLEASE)
Kipling wrote "Those four years in America will be blessed unto me for all my life" to describe his positive and impactful experience in America.
Kipling's quote suggests that his time in America was significant and had a profound impact on him. He speaks fondly of the people he met and the experiences he had in America, indicating that he had a positive experience.
Furthermore, Kipling's time in America may have influenced his writing and shaped his worldview, as he was exposed to different cultures and perspectives. Overall, Kipling's quote reflects the importance of his time in America and the lasting impact it had on him.
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What is the first thing a reader should think about when determining tone and mood?
their difference
Explanation:
when one determines two words the words must have their differences.
The first thing a reader should think about when determining tone and mood is to pay attention to the words, phrases, and descriptions used by the author.
The reader should consider the language and imagery used, as well as the overall atmosphere and feeling created by the writing. The reader should also consider the context and setting of the piece, as this can influence the tone and mood.
For example, a story set in a dark and gloomy forest may have a darker tone and mood than a story set on a sunny beach.
Additionally, the reader should consider the author's purpose in writing the piece, as this can also affect the tone and mood.
By considering all of these factors, a reader can determine the tone and mood of a piece and better understand the emotions and atmosphere that the author is trying to convey.
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