The technique being used is metaphor, comparing the atmosphere to a perfume and expressing love for it.
The technique being used in the given excerpt is imagery. Imagery refers to the use of vivid and descriptive language to create sensory experiences and evoke imagery in the reader's mind. In this particular excerpt, the speaker is describing the atmosphere and using sensory details to convey its qualities.
The words "perfume," "taste," and "odorless" appeal to the senses of smell and taste, while the line "It is for my mouth forever" emphasizes the speaker's intimate and personal connection with the atmosphere.
By employing imagery, the writer engages the reader's senses and emotions, allowing them to have a more immersive and vivid experience of the subject being described.
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The complete question is:
The atmosphere is not a perfume, it has no taste of the / distillation, it is odorless,
It is for my mouth forever, I am in love with it,
What technique is being used?
Use the thesaurus entry for migrate to answer the question.
migrate
verb
Definition: to move from one place to another
Synonyms: drift, journey, rove, shift, wander
Antonyms: sojourn, stay, stop, halt
Which sentence contains another antonym for the word migrate?
Looking for work, many unemployed people began to roam the land.
I think I will stroll down the street to visit the Sanchez family today.
Kit and Helen decided to remain in the small town and open a coffee shop.
Yuchi chose to trek across the mountains by himself rather than with a group.
The sentence that contains another antonym for the word "migrate" is: C. Kit and Helen decided to remain in the small town and open a coffee shop.
The antonym for "migrate" in this sentence is "remain." While migrate means to move from one place to another, remain means to stay or continue to be in the same place. In the context of the sentence, Kit and Helen made a decision to stay in the small town instead of moving or migrating elsewhere. This choice contrasts with the idea of migration, as they opted to establish themselves and open a coffee shop in their current location.
The other sentences do not contain antonyms for "migrate." The sentence about unemployed people roaming the land implies movement, similar to migration. The sentence about strolling down the street suggests a leisurely walk without the sense of relocating.
The sentence about Yuchi trekking across the mountains indicates a journey or movement, which aligns with the idea of migration. Only the sentence about Kit and Helen remaining in the small town provides an antonym that contrasts with migration. Therefore, Option C is correct.
The question was incomplete. find the full content below:
Use the thesaurus entry for migrate to answer the question.
migrate
verb
Definition: to move from one place to another
Synonyms: drift, journey, rove, shift, wander
Antonyms: sojourn, stay, stop, halt
Which sentence contains another antonym for the word migrate?
A. Looking for work, many unemployed people began to roam the land.
B. I think I will stroll down the street to visit the Sanchez family today.
C. Kit and Helen decided to remain in the small town and open a coffee shop.
D. Yuchi chose to trek across the mountains by himself rather than with a group.
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How can eyes 'touch and embrace' objects ?
how does repetition affect the narrator’s tone?
Answer:
Explanation:
Repetition can have a significant impact on the narrator's tone in a written work. Depending on how it is used, repetition can evoke various emotional and rhetorical effects. Here are a few ways repetition can influence the narrator's tone:
1. Emphasis: Repetition can be used to emphasize certain words, phrases, or ideas, creating a sense of intensity or importance. By repeating key elements, the narrator signals their significance and draws the reader's attention, conveying a tone of assertiveness or conviction.
2. Rhythm and Cadence: Repetition can establish a rhythmic pattern in the narration, lending a musical quality to the prose. This can evoke a soothing or melodic tone, adding a sense of harmony or flow to the narrative.
3. Amplification: Repetition can amplify the impact of a particular emotion or idea. By repeating words or phrases, the narrator intensifies their effect on the reader, evoking a tone of passion, urgency, or even desperation.
4. Reflection or Contemplation: Repetition can create a contemplative tone, allowing the narrator to dwell on certain thoughts or memories. By repeating certain elements, the narrator may convey a sense of introspection or rumination, inviting the reader to reflect alongside them.
5. Saturation or Obsession: Excessive repetition can convey a tone of obsession or fixation. When the same words or ideas are repeated excessively, it can create a sense of unease or instability, suggesting a narrator who is overly preoccupied or emotionally overwhelmed.
Ultimately, the impact of repetition on the narrator's tone will depend on the specific context and the author's intent. Repetition can shape the rhythm, emphasis, and emotional resonance of the narrative, influencing how the reader interprets and engages with the text.
Select the correct texts in the passage.
Which two phrases, one from each excerpt, highlight the different purposes of these two excerpts?
Lucy Stone was a famous orator and activist for both the abolitionist and women’s rights movements. Below are excerpts from two of her speeches, the first delivered in 1855 and the second delivered in 1893 near the end of her life.
Passage 1
excerpt from Disappointment is the Lot of Women
I was disappointed when I came to seek a profession worthy an immortal being—every employment was closed to me, except those of the teacher, the seamstress, and the housekeeper. In education, in marriage, in religion, in everything, disappointment is the lot of woman. It shall be the business of my life to deepen this disappointment in every woman’s heart until she bows down to it no longer. I wish that women, instead of being walking showcases, instead of begging of their fathers and brothers the latest and gayest new bonnet, would ask of them their rights.
Passage 2
excerpt from The Progress of Fifty Years
Half a century ago women were at an infinite disadvantage in regard to their occupations. The idea that their sphere was at home, and only at home, was like a band of steel on society.
When Elizabeth Blackwell studied medicine and put up her sign in New York, she was regarded as fair game, and was called a “she doctor.” The college that had admitted her closed its doors afterward against other women; and supposed they were shut out forever. But Dr. Blackwell was a woman of fine intellect, of great personal worth and a level head. How good it was that such a woman was the first doctor! . . . At a price the younger women doctors do not know, the way was opened for women physicians.
The first woman minister, Antoinette Brown, had to meet ridicule and opposition that can hardly be conceived to-day. Now there are women ministers, east and west, all over the country.
In Massachusetts, where properly qualified “persons” were allowed to practice law, the Supreme Court decided that a woman was not a “person,” and a special act of the legislature had to be passed before Miss Lelia Robinson could be admitted to the bar. But today women are lawyers.
The purpose of the excerpt two is Lucy Stone is fighting for the rights of women and pushing back against the idea that women's only role is to be a teacher, seamstress, or housekeeper.
The purpose of the excerpt two is to show the progress that has been made in women's rights over the past fifty years and to inspire further progress.
In the passage, the phrase "disappointment is the lot of women" from excerpt one and the phrase "Half a century ago women were at an infinite disadvantage in regard to their occupations" from excerpt two highlight the different purposes of these two excerpts.
In excerpt one, Lucy Stone is fighting for the rights of women and pushing back against the idea that women's only role is to be a teacher, seamstress, or housekeeper. She wants women to be able to seek a profession worthy of them and wishes that women would ask for their rights instead of just accepting the status quo.
In excerpt two, Stone highlights the progress that has been made in women's rights over the past fifty years, noting that women were at an infinite disadvantage in terms of their occupations half a century ago. She goes on to give examples of women who have broken down barriers in male-dominated professions like medicine and law and acknowledges the ridicule and opposition that these women faced.
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Which experience is most likely to shape an authers perspective on wealth
An experience of personal struggle with wealth is most likely to shape an author's perspective on wealth. It can lead to a deep empathy for those who are less fortunate and a more critical perspective on wealth and poverty.
An experience of personal struggle with wealth is most likely to shape an author's perspective on wealth. The way an author perceives wealth and poverty is deeply linked to their personal experiences and worldview. For example, an author who has lived a life of poverty and has struggled to make ends meet is likely to have a different perspective on wealth than an author who has lived a life of luxury and never had to worry about money.
A personal experience of poverty can influence an author's work in a number of ways.Firstly, it can lead to a deep empathy for those who are less fortunate. An author who has struggled with poverty is more likely to be able to connect with characters who are going through similar experiences. They may be able to provide a nuanced and realistic portrayal of poverty that accurately reflects the experiences of those who are living in poverty.
Secondly, it can lead to a more critical perspective on wealth. An author who has struggled with poverty is less likely to romanticize wealth and more likely to see the ways in which it can be harmful. They may be more likely to critique the unequal distribution of wealth and to point out the ways in which poverty is often the result of systemic inequality.
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What is the meaning of ASAP?
Answer:
As soon as possible.
Explanation:
The meaning of ASAP is an abbreviation that stands for "As Soon As Possible" This is most commonly used to indicate urgency, or a need for a quick response or action.
A few examples of this in sentences are:
Please reply ASAP.I need the report ASAP.Answer:
As soon as possable
Explanation:
Usally diring modern day people say asap as an abbreviation to tell anybody nearby that they need help and they need it now
A:as
S:soon
A:as
P:possable
15 sentences summary about the man sent from the rain clouds I will give u 25 points
Answer: The Man to Send Rain Clouds" is a short story about the death of an old man on a Pueblo Indian reservation and the issues that arise from conflicting spiritual traditions and Christian traditions. As the story opens, the dead body of an old man has been found under a cottonwood tree on an Indian reservation.The Man to Send Rain Clouds" is a short story about the death of an old man on a Pueblo Indian reservation and the issues that arise from conflicting spiritual traditions and Christian traditions. As the story opens, the dead body of an old man has been found under a cottonwood tree on an Indian reservation.
Explain what the details reveal and how they help you know the authors purpose of love in a headscarf
The details in Love in a Headscarf reveal the author's experiences as a young Muslim woman navigating the expectations and challenges of her culture and faith. Through her personal anecdotes and vivid descriptions, Janmohamed promotes respect and tolerance for cultural differences and challenges stereotypes and misconceptions surrounding Muslim women.
Love in a Headscarf is a memoir by Shelina Zahra Janmohamed that describes her journey as a young British Muslim woman searching for her identity. Throughout the book, Janmohamed uses vivid details and personal experiences to express her thoughts and emotions towards love, Islam, and culture. The author's purpose in writing Love in a Headscarf is to give readers a deeper understanding of what it means to be a young Muslim woman in the UK and to promote respect and tolerance for cultural differences.
The details in the book reveal the author's perspective on the expectations placed on Muslim women to marry at a young age and start a family. She shares her own experiences of feeling pressured by her family and community to find a suitable husband and the internal conflict she faced between her desire for independence and her commitment to her faith. Through her descriptions of traditional matchmaking events and her personal struggles with relationships, Janmohamed highlights the challenges that many young Muslim women face in balancing their cultural identity with their desire for individuality.
Furthermore, the author's purpose is to challenge the stereotypes and misconceptions surrounding Muslim women and their role in society. Janmohamed uses her experiences to showcase the diversity within the Muslim community and to emphasize the importance of cultural awareness and acceptance. Her stories reveal the complexities of cultural identity and the importance of understanding and respecting the beliefs and values of others.
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What are the effects of scouts narration especially her tone in chapter 25
In Chapter 25 of Harper Lee's novel "To Kill a Mockingbird," Scout, the young protagonist, and narrator, adopts a reflective and nostalgic tone, which has several notable effects on the reader's experience.
Firstly, Scout's tone in this chapter creates a sense of distance and maturity. The narrative voice is that of an adult Scout looking back on her childhood experiences. This mature perspective allows the reader to understand the significance of the events that took place in Maycomb during that time. By reflecting on her past, Scout adds depth and insight to the story, emphasizing the themes of innocence and loss as the reader realizes the loss of innocence that Scout and Jem experienced.
Furthermore, Scout's nostalgic tone evokes a sense of bittersweetness. She recounts the trial of Tom Robinson and the subsequent events with a mix of fondness and sadness. This tone invites the reader to share Scout's emotions and engage with the story on a deeper level. It also emphasizes the theme of the novel, which explores the injustices and complexities of society.
Lastly, Scout's narrative tone in Chapter 25 highlights her growth and development as a character. She has matured from a naïve and curious child into a more perceptive and empathetic young girl. Through her tone, the reader witnesses Scout's emotional and intellectual growth, underscoring the coming-of-age aspect of the novel.
Overall, Scout's reflective and nostalgic tone in Chapter 25 deepens the reader's understanding of the events, evokes emotions, and emphasizes the growth and development of the protagonist. It adds layers of complexity to the narrative, enhancing the overall impact of the story.
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Which point of view is used in this passage? (5 points) First-person, because the narrator uses words such as "I" and "my" Second-person, because the narrator speaks directly to the reader Third-person limited, because the narrator gives just one character's perspective
The passage most likely employs the third-person limited point of view because the narrator provides only one character's perspective.
The author only tells the reader the thoughts, feelings, and observations of a single character, and only refers to them in third-person pronouns. The first-person point of view refers to an individual recounting their story as they personally experienced it, which uses the words “I” and “my” to tell their own story.
The second-person point of view is a narrative where the narrator addresses the reader as "you" and involves the reader in the story. However, this is not the case in the given passage, therefore we can say that it is not second person point of view. Third-person omniscient point of view is used to show the thoughts and feelings of all characters in the story.
The third-person limited point of view, however, is a narrative where the author restricts themselves to a single character's perspective. The author's descriptions of events and characters are limited to what the character knows, thinks, and feels, but the narrator is still a third-party entity, as opposed to first-person. As a result, we can conclude that the passage is written in the third-person limited point of view.
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The article describes many ways you can communicate supportively by being assertive. Consider the following defensive
comment: "You never listen to me when I talk to you." Using the tips in the article, rewrite the comment so that it is an example of
supportive, assertive communication.
To communicate supportively by being assertive, it is important to use "I" language to express one's feelings, avoid blaming or attacking the listener, and offer solutions or ways forward to promote a positive and productive conversation.
The given defensive comment is, "You never listen to me when I talk to you." To make it an example of supportive, assertive communication using the tips from the article, we can rephrase the comment as, "I feel ignored when I try to share my thoughts with you.
Can we discuss a way to improve our communication?" This statement uses "I" language to express the speaker's feelings and provides a solution or a way forward, which makes it an example of supportive, assertive communication. Using "you" language can make the listener feel defensive or attacked, which can lead to a breakdown in communication.
By using "I" language, the speaker takes ownership of their feelings and allows the listener to understand their perspective without feeling attacked. Additionally, offering a solution or a way forward can help avoid further conflict and promote a positive and productive conversation.
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Write an article on right to education is a boon for child labour who will be able to get there childhood back
Answer:
Title: The Right to Education: A Boon for Child Labourers to Reclaim Their Childhood
Introduction:
Child labour is a pressing issue that denies millions of children worldwide the opportunity to enjoy their childhood and receive an education. However, the right to education has emerged as a powerful tool in combating child labour and providing these vulnerable children with a chance to reclaim their lost years. In this article, we will explore how the right to education serves as a boon for child labourers, offering them a pathway to escape exploitation and regain their childhood.
Breaking the Cycle of Poverty:
Access to education is key to breaking the cycle of poverty that often perpetuates child labour. By providing children with quality education, they acquire knowledge, skills, and confidence to secure better employment opportunities in the future. Education equips them with the tools to escape the cycle of exploitation and poverty, empowering them to lead a more fulfilling and dignified life.
Protecting Children's Rights:
The right to education is enshrined in international conventions and national legislations, emphasizing the importance of safeguarding children's rights. Education acts as a shield, protecting children from hazardous and exploitative work conditions. It offers them a safe and nurturing environment where they can learn, grow, and develop their full potential.
Enhancing Cognitive and Emotional Development:
Childhood is a critical period for cognitive and emotional development. Education provides child labourers with the opportunity to learn and develop essential skills, such as literacy, numeracy, critical thinking, and problem-solving. It nurtures their creativity, curiosity, and social skills, enabling them to become active participants in society and pursue their dreams.
Restoring Lost Childhood:
Child labour often robs children of their right to play, explore, and enjoy their childhood. Education serves as a means to restore their lost years, enabling them to experience the joys of learning, interacting with peers, and engaging in extracurricular activities. Schools provide a supportive and inclusive environment where child labourers can reconnect with their innate sense of wonder and curiosity.
Breaking Social Barriers:
Education breaks down social barriers and promotes inclusivity. It empowers child labourers, irrespective of their social or economic background, to overcome the challenges that perpetuate their exploitation. By receiving an education, they gain confidence, knowledge, and skills that challenge traditional norms and open doors to a brighter future.
Combating Systemic Issues:
The right to education not only addresses the immediate concern of child labour but also addresses the underlying systemic issues that contribute to its persistence. By promoting access to education, governments and stakeholders invest in building educational infrastructure, training qualified teachers, and improving educational policies, which create a supportive environment for all children.
Conclusion:
The right to education is a beacon of hope for child labourers, enabling them to reclaim their stolen childhoods and build a better future. By prioritizing education, governments, communities, and individuals can work together to eradicate child labour and create an environment where all children have equal opportunities to learn, grow, and thrive. Let us recognize the transformative power of education and ensure that every child, regardless of their circumstances, can exercise their right to education and break free from the cycle of exploitation.
Together, we can build a world where child labour is eliminated, and every child has the chance to realize their full potential, shaping a brighter tomorrow for themselves and for generations to come.
Explanation:
‘ I do not know you , and have nothing to forgive you for’
a) Name the lesson and the writer.
b) Who is the speaker?
c) Write the antonym of ‘forgive.
d) Why does the speaker does not know the listener?
how does orson welles conclude the radio brodcast war of worlds
Answer: The conclusion is presented in a way that reveals the true nature of the broadcast as a fictional dramatization. After the intense and realistic portrayal of an alien invasion, the program concludes with an announcement stating that it was a work of fiction based on H.G. Well's novel. This clarification reassures listeners that the events described were not real and serves as a reminder of the power of storytelling and the importance of discerning between reality and fiction.
Explanation:
Where do you see language going in the next 20 years
Answer:
Explanation :people around the world will gradually reduce the number of languages needed to communicate as well as the form in which they are communicated.
How does Bradford describe the natives? How does this compare to his later description of Squanto and Massasoit?
In Bradford's writings, particularly in his work "Of Plymouth Plantation," he initially describes the natives (Native Americans) encountered by the Pilgrims in a negative light and his descriptions of the Native Americans. Bradford's writings can be found in his work, "Of Plymouth Plantation."
It seems you are referring to William Bradford, one of the early settlers of Plymouth Colony, In his initial descriptions of the natives, Bradford portrays them in a negative light. He refers to them as "savage barbarians" and describes their way of life as primitive and uncivilized. He depicts them as a potential threat to the settlers' survival, emphasizing their warfare skills and the conflicts that occurred between the Native Americans and the colonists.
However, Bradford's later descriptions of Squanto, a Native American who became an intermediary between the settlers and the indigenous tribes, and Massasoit, the leader of the Wampanoag Confederacy, show a more positive and appreciative tone. He portrays Squanto as helpful, resourceful, and crucial in assisting the settlers with survival skills and establishing peaceful relations with the Native Americans. Massasoit is described as a wise and just leader with whom the settlers could establish a beneficial alliance.
The shift in Bradford's portrayal of Squanto and Massasoit reflects his growing recognition of the Native Americans' value and the importance of establishing peaceful relations with them. It signifies a change in perspective from an initial perception of the natives as hostile to a realization of their potential as allies and sources of assistance in the challenging new environment.
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Which phrases helped you guess that the author is happy to be watching the tape?
Chills of anticipation; raced up my spine. Staring at the TV, I bounced up and down on the couch, so excited I could
hardly sit still. No matter how many times I watched the tape, it felt like I was seeing it for the first time. The crowd
inside the Georgia Dome was on their feet and already making a deafening amount of noise as the seven American
women filed into the arena to begin the 1996 Olympic gymnastics women's team final.
The author's tone is very excited and happy to be watching the tape of the 1996 Olympic gymnastics women's team final. The phrases "chills of anticipation; raced up my spine," "so excited I could hardly sit still," and "no matter how many times I watched the tape, it felt like I was seeing it for the first time" suggest the author's excitement and anticipation. The author also describes the crowd inside the Georgia Dome as "on their feet and already making a deafening amount of noise," which adds to the sense of excitement and anticipation.
Based on the given phrases, the author's tone seems to be very excited and happy to be watching the tape of the 1996 Olympic gymnastics women's team final. The following phrases helped to guess that the author is happy to be watching the tape: Chills of anticipation; raced up my spine.
Staring at the TV, I bounced up and down on the couch, so excited I could hardly sit still. No matter how many times I watched the tape, it felt like I was seeing it for the first time.
The crowd inside the Georgia Dome was on their feet and already making a deafening amount of noise as the seven American women filed into the arena to begin the 1996 Olympic gymnastics women's team final.
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How is an autobiography different from a memoir?
A. Memoir is a longer form of literary nonfiction than an autobiography.
B. An autobiography is a shorter version of a memoir.
C. An autobiography covers the entire life of an individual, whereas a memoir focuses on one or two events.
D. A memoir is a spoken word, and an autobiography is a written depiciton of a person's life.
Answer:
An autobiography is an account of a person's entire life, but a memoir usually is only about one part of a person's life
Explanation:
A memoir might be about a person's struggles with homelessness or addiction, or about their adventures traveling the world, or about their experience becoming an actor.
Question 17 of 23
Click to read the passage from "The Perils of Indifference," by Elie Wiesel.
Then answer the question.
Which of the following evidence from the passage best supports the idea that
people have been indifferent to human suffering?
OA. Surely it will be judged, and judged severely, in both moral and
metaphysical terms.
OB. We are on the threshold of a new century, a new millennium.
OC. two World Wars, countless civil wars, the senseless chain of
assassinations
OD. He was finally free, but there was no joy in his heart.
Answer:In the given passage from "The Perils of Indifference" by Elie Wiesel, the evidence that best supports the idea that people have been indifferent to human suffering is: "two world wars, countless civil wars, the senseless chain of assassinations."The correct answer is option B.This evidence highlights the historical occurrences of significant human suffering and the lack of sufficient response from people. The mention of "two world wars" refers to the devastating global conflicts of the 20th century, where millions of lives were lost and immense suffering was endured. The phrase "countless civil wars" emphasizes the recurring nature of conflicts within societies, often leading to immense human suffering.Additionally, the reference to the "senseless chain of assassinations" points to the tragic loss of lives through targeted killings, which have occurred throughout history. This evidence demonstrates the widespread presence of human suffering caused by violence, conflict, and indifference.By mentioning these historical events, Elie Wiesel underscores the collective failure of humanity to respond adequately to human suffering. The persistence of such suffering, despite the advancements and progress made in society, indicates a prevalent indifference towards the pain and anguish experienced by others.The passage as a whole discusses the consequences of indifference and the urgent need for compassion and action. Elie Wiesel argues that indifference towards human suffering is a destructive force that perpetuates injustice and allows evil to thrive. He warns that this indifference will be judged harshly, both morally and metaphysically.In summary, the evidence provided in option B highlights the historical instances of human suffering, such as world wars, civil wars, and assassinations. These examples support the idea that people have been indifferent to human suffering, as they showcase the recurrence of such tragedies and the lack of sufficient response to alleviate the pain and injustice inflicted upon others.
Explanation:
10
from "Mrs. Packletide's Tiger"
Which best describes a theme of this story?
OB.
O C.
O D.
II
A true friendship can withstand any hardship.
Exerting power over others can cause them to become rebellious.
Social competition can exact a higher price than one expects.
There is nothing women cannot do as well as men.
The best choice for describing the theme of the story "Mrs. Packletide's Tiger" is "Social competition can exact a higher price than one expects."The story "Mrs. Packletide's Tiger" is a satirical portrayal of the English society of the time. The correct answer is option C.
The story demonstrates how a lady of the English high society named Mrs. Packletide, wished to kill a tiger in India in order to one-up her rival and show off her wealth. She offered to pay for the whole hunt and even the airplane to shoot the tiger down.
However, she is not successful in her attempt but goes ahead and lies about the tiger being dead. Later, her own rival, Loona Bimberton kills a tiger while sitting on the veranda. Mrs. Packletide's desire to be the center of attention amongst the elite social circle in which she lived in is the main driving force behind her desire to kill the tiger. Social competition can be interpreted as the driving force behind the plot.
The satire ridicules the triviality of Mrs. Packletide's wish to shoot the tiger, the frivolity of the hunt, the hypocrisy of the hunters, and the economic conditions that make such frivolities possible. The story is not just a humorous tale, but it also delivers a poignant message that people should take a moment and think about their own desires before setting off on any endeavors.
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Select the root word within this word.
visualize
alize
ize
vis
visual
Answer:
Visual
Explanation:
It is a noun which is related to photograph or something that can be seen.
Create a horror story - make it really scary (keep it short don't make it too long)
Amy was alone in her house on a dark and stormy night. She was watching a movie when she heard a strange noise. She paused the movie and listened. She heard footsteps coming from upstairs. Her heart started to race as she wondered if someone had broken into her house.
She slowly made her way up the stairs, her hand trembling as she gripped the railing. The footsteps grew louder as she approached the top of the stairs. Suddenly, a hand reached out from the darkness and grabbed her shoulder. Amy screamed and turned to run, but she tripped and fell down the stairs.
As she lay at the bottom of the staircase, she saw a figure standing at the top, watching her. It was a tall, shadowy figure with glowing eyes and a twisted smile. Amy tried to scream for help, but no sound came out. She was paralyzed with fear as the figure descended the stairs and loomed over her.
She could feel its breath on her face as it whispered, "You're mine now."The figure then vanished into thin air, leaving Amy alone and terrified. She never saw it again, but she could feel its presence in every dark corner of her house. She knew she would never be safe again.
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Which is the BEST way to determine the authors purpose for writing a literacy work
Answer:
by looking at elements in the work such as point of view, setting, characterization
Explanation:
All hold key elements of plot, which in hand gives you the authors purpose.
ILL GIVE BRAINIEST JS HELP ME ASAP
Read the excerpt from The Princess and the Goblin by George MacDonald. Then, answer the question that follows.
"There!" said the boy, as he stood still opposite them. "There" that'll do for them. They can't bear singing, and they can't stand that song. They can't sing themselves, for they have no more voice than a crow; and they don't like other people to sing."
The boy was dressed in a miner's dress, with a curious cap on his head. He was a very nice-looking boy, with eyes as dark as the mines in which he worked and as sparkling as the crystals in their rocks. He was about twelve years old. His face was almost too pale for beauty, which came of his being so little in the open air and the sunlight—for even vegetables grown in the dark are white; but he looked happy, merry indeed—perhaps at the thought of having routed the goblins; and his bearing as he stood before them had nothing clownish or rude about it.
"I saw them," he went on, "as I came up; and I'm very glad I did. I knew they were after somebody, but I couldn't see who it was. They won't touch you so long as I'm with you."
"Why, who are you?" asked the nurse, offended at the freedom with which he spoke.
"I'm Peter's son."
"Who's Peter?"
"Peter the miner."
"I don't know him."
"I'm his son, though."
"And why should the goblins mind you, pray?"
"Because I don't mind them. I'm used to them."
"What difference does that make?"
"If you're not afraid of them, they're afraid of you. I'm not afraid of them. That's all. But it's all that's wanted—up here, that is. It's a different thing down there. They won't always mind that song even, down there. And if anyone sings it, they stand grinning at him awfully; and if he gets frightened, and misses a word, or says a wrong one, they—oh! don't they give it him!"
"What do they do to him?" asked Irene, with a trembling voice.
"Don't go frightening the princess," said the nurse.
"The princess!" repeated the little miner, taking off his curious cap. "I beg your pardon; but you oughtn't to be out so late. Everybody knows that's against the law."
Based on the information in the passage, which character archetype does the boy most resemble?
A. The caregiver because he was hired to take care of the princess
B. The explorer because he will leave others behind to pursue his own interests
C. The everyman because even though he seems ordinary, he uses his knowledge and experience to escape a dangerous situation
D. The magician because he is able to see what the future holds for Irene and her nurse Lootie
Answer:
The answer is C. The everyman because even though he seems ordinary, he uses his knowledge and experience to escape a dangerous situation
Explanation:
I want to get the best answer
Answer: B
Explanation:
what does the phrase “a cat of another color” mean in this excerpt from the golden boys and their new electric cell
Answer: It's an idiomatic expression used to convey the idea of something being different or distinct from what was previously discussed or expected. In "The Golden Boys and their new Electric Cell," the phrase suggests a contrasting situation or alternative perspective.
Explanation:
eileen is reading a novel for her library summer reading program witch eoleen ask herself best from a personal with 1 text
Reading a novel is a great way to learn about life, experience different perspectives, and improve one's personal development. Eileen, who is participating in a library summer reading program, is reading a novel. Eileen's approach to reading the novel is unique and personal.
Eileen's approach is likely to involve emotional attachment, imaginative thinking, critical thinking, and mental processing. She will try to connect with the story, imagine the story's characters, reflect on her own experience, and think about the story's theme. This approach is called a personal approach.
Personal approach to reading is based on a person's experiences, feelings, and reflections. A personal approach to reading is usually subjective and intimate. A personal approach to reading enables a person to connect with the author's work, appreciate the writer's message, and develop a sense of self-awareness.
Personal approach to reading provides readers with an opportunity to interpret the author's message in a unique way, based on their own experiences and perspectives. A personal approach to reading is a way to explore one's own personality, values, and beliefs.
Reading a novel is one of the best ways to connect with oneself and experience the world from a different perspective. Eileen's personal approach to reading a novel will enable her to explore her personality, values, and beliefs and help her grow as a person.
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Willam Gregg owned a mill in South Carolina. In December 1862, he placed a nofice in the Edgehil Advertiser announding his willingness to exchange cloch for food and other items. Here is an extract: 1 yard of cloth for 1 pound of bacon 2 yards of cloth for 1 pound of butter 4 yards of cloth for 1 pound of wool 8 yards of cloth for 1 bushel of salt Calculate the relative price of 1 pound of bacon in terms of pounds of butter. If the price of butter is $0.30 a pound, what do you predict is the money price of a pound of wool? ≫ Answer to 2 decimal places. The relative price of 1 pound of bacon is pounds of butter. If the price of butter is $0.30 a pound, you would predict that the grice of a pound of wool is 1 If the money price of bacon was 20c a pound and the money price of salt was $2.00 a buahel, people buy bacon and trade it for clot because A. Would not, they would have to buy 8 yards of cloth for $1.60 and then give Mr. Gregg an extra $0.40 to buy a bushel of salt B. would, they could trade the cioth for salt, which is even more important for He than either bacon or cloth c. would not, the relative price of 1 bushel of salt is only 1/8 yard of elocth D. Would; they could buy 8 yards of cloth for only $1.60, and use that cloth to obtain a bushel of a sat
The relative price of 1 pound of bacon in terms of pounds of butter can be calculated using the given exchange rates: 1 yard of cloth for 1 pound of bacon and 2 yards of cloth for 1 pound of butter. Therefore, the relative price of 1 pound of bacon in terms of pounds of butter is 2.
If the price of butter is $0.30 per pound, we can use the relative price to determine the predicted money price of a pound of wool. Since the relative price of bacon to butter is 2, and the price of butter is $0.30, we can predict that the price of a pound of wool would be 2 times $0.30, which is $0.60.
In the last scenario, where the money price of bacon is 20 cents per pound and the money price of salt is $2.00 per bushel, people would buy bacon and trade it for cloth. This is because they would have to buy 8 yards of cloth for $1.60 and then give Mr. Gregg an extra $0.40 to buy a bushel of salt. So, option A is correct.
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Exercise 2. Fill in the blanks with suitable prepositions. In certain cases more one choice is possible.
1. I met Mukul ......... a cricket match.
2. She was born......... Mathura ......... Uttar Pradesh.
3. The boat got stuck to something......... the bridge.
4. Shalini's name was........... the top of the list ......... Ashima's.
5. The car and the bus collided......... the middle of the road.
6. There are very few trees........ the top of the hill but many ........ the valle
7. You should sign neither.......... nor.......... the stamp but......... it. 8. A beautiful painting is hanging.......... the wall just......... the window.
9. She stood........ the window and gazed at the clouds floating........ the sky
10. There is a huge playground......... the school building and the hostel.
David Korten, When Corporations Rule the World, summarize
chapter 1 - "From Hope to Crisis".
The book “When Corporations Rule the World” written by David Korten aims to bring out an in-depth look at the flaws of corporate globalization.
The book is divided into four parts, with the first chapter of the book titled “From Hope to Crisis”. The chapter begins by discussing the failures of the modern economic system, which includes environmental degradation, social alienation, and economic instability. It then proceeds to argue that these failures have been brought about by the greed of multinational corporations, which has caused the concentration of wealth and power in the hands of a few. The chapter goes on to explain the hope of many people in the post-World War II era that the world would be a better place to live in, but that this hope has been replaced by a sense of crisis.
The author argues that this crisis has been brought about by a global economy that is driven by greed and the pursuit of profit rather than a commitment to the well-being of humanity and the environment. The chapter concludes by arguing that there is a need to transform the current economic system and replace it with a new one that is built on the principles of sustainability, justice, and equity. In summary, the first chapter of “When Corporations Rule the World” provides a comprehensive analysis of the failures of the modern economic system and the need for a new system that is built on the principles of sustainability, justice, and equity.
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