Create a sonnet about love that is not off of the internet with 14 lines using aba rhyme scheme

Answer:

Explanation:

sentence 16 gives us a sense of surprise in the plot

Answer:

In the book "Lunch Money" by Andrew Clements, Greg usually brings his lunch because he wants to save money. Greg is a young entrepreneur who has started his own company selling homemade comic books to his classmates, and he is always looking for ways to increase his profits. By bringing his lunch from home, he saves money that he might otherwise spend on cafeteria food. This allows him to reinvest his savings in his business, buying supplies and advertising his products. Additionally, bringing his lunch allows Greg to control what he eats and make healthy choices, which is important to him.

Explanation:

In paragraph 3, Thoreau uses the metaphor of a sleeping giant to explain spiritual awareness. He states, “To a wiser eye, the same objects might be seen to be covered with a real halo, radiant with the light of an inward life; so that the outward might be but the shadow of an inner substance.”

Here, Thoreau suggests that beneath the physical world lies a hidden, spiritual realm that remains dormant until an individual opens their eyes to it. The sleeping giant is a metaphor for this spiritual realm, which can remain hidden from view if it is not actively sought out.

Through this metaphor, Thoreau emphasizes the importance of being open to the spiritual realm, and being aware of the power and potential that lies within it. Ultimately, this metaphor serves to inspire readers to strive for spiritual awareness and enlightenment.

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Answer: B

Explanation:

The explanatory request utilized within the given sentence is B. logos (rationale and reason). The creator is displaying a truthful piece of prove from a consider, demonstrating that the drinking water in schools in 27 states had lead and other chemicals over the secure level. This sort of prove is engaging to logic and reason, because it presents truthful information to back the author's contention.

Answer:

Sure, here's an example MLA citation for "No Fear Romeo and Juliet":

Shakespeare, William. No Fear Romeo and Juliet. SparkNotes, 2003.

Author: Shakespeare, William

Title of source: No Fear Romeo and Juliet

Title of container: N/A

Contributor: N/A

Version: N/A

Number: N/A

Publisher: SparkNotes

Publication date: 2003

In Mockingjay, Katniss and Gale's views on: war differ significantly, leading to a turning point in their relationship.

Katniss is more concerned with minimizing casualties and preserving human life, while Gale is more focused on achieving their goals by any means necessary, even if it involves the killing of mass amounts of people. For example, in the novel, Gale designs a trap called the "nut" that could potentially kill many innocent civilians.

Katniss disapproves of this method, highlighting the difference in their moral values and how they approach warfare. This disagreement over their perspectives on war ultimately strains their friendship and drives them apart.

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Complete question:

In Mockingjay, Katniss and Gale reach a turning point in their relationship/friendship as they come to have different opinions about the killing of mass amounts of people. How do Katniss’s and Gale’s views about war differ?

Explain in three or more complete sentences. Provide at least one example from the novel to support your answer. Yes, you can use your book to cite evidence

Life in the late 1800s was significantly different from the way it is today. Technology was far more basic, with no computers, modern-day cars, or reliable forms of communication.

Medical practices were often questionable and dangerous, with shock therapy being a common practice. Women had far fewer rights than they do today in terms of voting, property ownership, and employment. The US dollar was worth much more than it is now, making it easier to purchase items at the time.

Finally, transportation was much slower and less reliable as cars in the 1800s were basically horse-drawn carriages without the horse, powered by a motor. These differences demonstrate that life today is much different than it was in the late 1800s.

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Firstly, a lack of education and knowledge about substance abuse and the risks it poses is a major contributor to the lack of innovation in youth-run awareness campaigns.

Young people may be unaware of the dangers of substance misuse and the consequences of a substance-related lifestyle, which can severely limit their ability to come up with creative strategies to raise awareness.

Secondly, financial constraints can also impede the ability of young people to launch innovative awareness campaigns. Limited access to resources such as funding, materials, and technology can restrict the ability of youth to develop creative approaches to awareness campaigns.

Thirdly, a lack of motivation and enthusiasm for the cause can be another factor that limits the innovation of youth-led awareness campaigns. If young people are not invested in the issue and do not feel a sense of purpose in their efforts, it can be difficult to generate creative solutions.

Fourthly, a lack of guidance and support may also hinder the development of innovative awareness campaigns. Young people need mentors and qualified professionals to help them develop effective strategies to engage their target audiences.

Finally, a lack of visibility and recognition.

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Syme designates human status using three main criteria: physical appearance, cognitive abilities, and social interactions. These identifiers are essential in determining the qualities that make one human.

Physical appearance plays a significant role in human status designation, as it includes aspects such as bipedalism, having opposable thumbs, and distinct facial features that set humans apart from other species. These characteristics enable humans to perform various tasks and navigate their environment efficiently.

Cognitive abilities are another crucial identifier of human status. Humans possess advanced cognitive skills, such as problem-solving, abstract thinking, and self-awareness. These abilities set them apart from other species and allow them to create complex societies, develop advanced technologies, and engage in various forms of communication.

Lastly, social interactions are a vital component of human status designation. Humans are inherently social beings who engage in complex relationships and collaborations with others. They participate in diverse cultural practices, adhere to societal norms, and develop intricate systems of governance. Social interactions contribute to the development of human identity, as well as facilitate cooperation and organization within communities.

In summary, Syme designates human status based on three key identifiers: physical appearance, cognitive abilities, and social interactions. These factors work together to create the unique characteristics that define humans as a distinct species.


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The clues show that before they meet, Julia's behavior leads Winston to believe that she is A. spying on him for the Thought Police

Context clues help to find the meaning of a word taking into account the words that surround the unknown word that make us infer the meaning.

Also called visual indices, these words are described or defined by other words that appear in the same sentence.

This means that they help to infer the meaning of unknown words with the help of nearby words. In conclusion, the correct option is A.

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The third stanza's is one that make use of repetition of "this, this" and alliteration of "battle, burden, borderlands" to make a sense of urgency as well as emphasizes the gravity of the issue.

The alliteration  of "this, this" draws the reader's consideration to the prompt issue at hand, whereas the similar sounding word usage of "fight, burden, borderlands" includes to the sense of pressure and struggle.

The alliteration  and similar sounding word usage offer assistance to emphasize the weight of the battle, and the per user can sense that the speaker is profoundly concerned approximately the circumstance.

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Farmers cultivate food and provide us energy, whereas traders trade to make money, hence they are more important than traders.

The traders play a key role in the dissemination of information about a stock by entering and exiting the markets based on news and market flows. For the other traders and investors in the market, this becomes a crucial input point.

A farmer is more significant than a trader because farmers cultivate crops and give us food, but traders engage in trading only to make money and with no benefit to society.

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Because he wants to convey to the kids that they should always keep in mind to apply the things they've learned, Monsieur Hamel takes activities that help the story's topic and major idea to grow.

It reads, "Thereupon he turned to the blackboard, got a piece of chalk, and, bearing on with all his might, he scrawled in the largest letters he could: "VIVE LA FRANCE!

Monsieur Hamel does not want the kids to be demoralized by the new life they will be made to live. He wants them to keep learning French and not forget anything.

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Lesson plan for the Grade 11 learners is as follow-

Subject: Mathematics

Grade: 11

Topic: Calculus - Introduction to Derivatives

Lesson Title: Planning for Quality Teaching and Learning

Objective: Students will be able to understand the concept of derivatives and its importance in calculus. They will be able to calculate derivatives using various methods and apply them to real-world problems.

Materials:

Whiteboard and markers

Calculus textbook

Worksheets and handouts

Graphing calculator

Real-world examples of derivative applications

Procedure:

Introduction (5 minutes)

Greet students and review the objectives of the lesson.

Discuss the importance of planning for quality teaching and learning.

Briefly explain the concept of derivatives and its role in calculus.

Direct Instruction (20 minutes)

Review the definition of a derivative and the notation used.

Explain the difference between instantaneous and average rates of change.

Introduce the concept of limits and how they relate to derivatives.

Demonstrate how to find derivatives using the power rule and other methods.

Provide examples of how to apply derivatives to real-world problems.

Guided Practice (25 minutes)

Hand out worksheets and work through examples together as a class.

Provide opportunities for students to practice finding derivatives on their own.

Monitor progress and provide feedback as needed.

Independent Practice (20 minutes)

Assign a set of problems for students to complete independently.

Encourage students to use the graphing calculator to check their work.

Circulate around the classroom and provide assistance as needed.

Closure (10 minutes)

Review the main concepts covered in the lesson.

Ask students to reflect on their understanding of derivatives and how they can be used in real-world applications.

Emphasize the importance of planning and preparation in achieving quality teaching and learning outcomes.

Assessment:

Monitor student participation and progress during guided and independent practice.

Collect and review completed worksheets and problem sets.

Administer a short quiz or exit ticket to assess student understanding of the concepts covered in the lesson.

Differentiation:

Provide extra support to struggling students through one-on-one assistance and additional practice problems.

Challenge advanced students by assigning more complex problems or encouraging them to explore derivative applications in greater depth.

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Passage 1 Title: The Fastest Ground Transportation in the World

The TGV in France holds the record for the fastest wheeled train, reaching 357.2 miles per hour. It is also the fastest passenger train, running on electric power and regularly reaching 200 miles per hour.

Passage 2 Title: The Birth of Cowboys and the Rise of Beef Industry in America

Railroads connected the southwest to the northeast, making it profitable to transport cows. Cowboys emerged as a profession to herd cows to the train station. Barbed wire eventually killed the open range, but the train birthed the cowboy.

Passage 3 Title: The Decline of Electric Trolley Cars in North America

General Motors created a special unit to replace trolley cars with cars, trucks, and buses. They lobbied for laws that made operating trams more difficult and received investments from other automotive companies to purchase and dismantle the trolley car system. This contributed to the decline of the tram system in North America.

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In the article, the author argues that emoticons are not ruining language. The author provides several reasons to support this claim.

First, the author notes that emotions have always been a part of communication, and emoticons are simply a new way of expressing them.

Second, the author points out that emoticons can actually improve communication by making it clearer and more empathetic.

While the author's reasons do support their claim, there are some weaknesses in their argument. For example, the author does not address the potential negative effects of emoticons on communication, such as the potential for misinterpretation or over-reliance on nonverbal cues. Additionally, the author's argument is somewhat limited in scope, as it focuses primarily on the use of emoticons in written communication rather than in spoken language.

Overall, while the author's reasons do support their claim that emoticons are not ruining language, there are some weaknesses in their argument that could be addressed in a more comprehensive analysis.  

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We can rewrite the sentences in the passive voice or in the active voice by first identifying the voice in which they were originally written, as below:

To write in the active voice, the subject performs the action and the object receives it. For example,  in the sentence "The cat knocked over the lamp," the subject is the one doing the action of knocking over the lamp. The object, the lamp, suffers or receives the action.

To change it to the passive voice, the object becomes the subject and the old subject is introduced with the preposition "by" as the agent of the sentence. The verb "to be" must also be added. Thus, it becomes "The lamp was knocked over by the cat."

That is what we did when rewriting the sentences provided in the attached picture. We can conclude we have appropriately answered this question.

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The given statement, 1.the universe was initially opaque because all the particles were charged is false, 2. the milky way's position in space is static (fixed and not moving) is false, 3. light could not travel far in straight lines like today is true, 4. when we look at the furthest galaxies, the light that we see was emitted in our own lifetime is false.

And 5. all the photons were scattered in random directions is true.

The universe was initially opaque due to the fact that all the particles were charged, as well as the photons being scattered in random directions. This made it difficult for light to travel in straight lines like it does today. However, the Milky Way's position in space is not fixed and is constantly moving, so it is not static.

When we look at the furthest galaxies, the light we see was not emitted in our own lifetime due to the vast distances between the galaxies and us. The time that light takes to travel those distances means that the light we see is from years ago. This is why we are able to look back in time and observe the distant events of the universe.

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When writing a sentence, it's important to start with the subject and the information you want to convey to your reader.

That way, they'll understand what you're talking about right from the beginning. So, Step 1 is to identify your subject and the information you want to share.

Once you have that information, you can list it out in order. Here are the five pieces of information you've identified:

1. Subject
2. Information 1
3. Information 2
4. Information 3
5. Information 4

To make your writing more interesting or understandable, you may want to reorder these pieces of information. Depending on what you're writing about, you might want to start with the most important information, or with something that will grab your reader's attention. So, Step 2 is to reorder your list in a way that makes the most sense for your writing.

For example, you might reorder the list like this:

1. Subject
2. Information 3
3. Information 1
4. Information 4
5. Information 2

By starting with the most important information (Information 3), you'll capture your reader's attention and keep them engaged. Then, you can provide additional details (Information 1 and Information 4) before ending with something that ties everything together (Information 2).

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The Creighton family in the American television series "Mercy Street" is divided about the idea of secession from the Union for various reasons.

Some members believe that secession would protect their economic interests and way of life, as they are slave-owning Southern aristocrats. They fear that the abolitionist movement in the North threatens their property and status.

On the other hand, some members of the family, particularly the women, sympathize with the Union cause and are opposed to slavery. They believe in equality and the principles of the Declaration of Independence. Furthermore, they fear the devastation and loss of life that a civil war would bring.

The divisions within the Creighton family reflect the broader divisions within the country at the time. The issue of slavery was a deeply divisive issue that led to the Civil War, and families and communities were torn apart by it. The Creighton family serves as a microcosm of the larger conflict, highlighting the complexity and emotional weight of the issue.

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A letter to the editor is written withinside the layout of a proper letter. The letter to the local congressman is written in the below section.

To local congressman

Date-20th April

Subject- Deaths from the fentanyl epidemic

Respected Sir/Ma’am,

It is to inform you that, there are deaths from the fentanyl epidemic, Opioid medications, including oxycodone, hydrocodone, morphine, and fentanyl are often prescribed to treat severe pain, while methadone is primarily used in addiction treatment centers. Opioids gained popularity among doctors in the 1990s for treating patients who had undergone surgery or cancer treatment, but in the 2000s physicians increasingly prescribed them for chronic conditions. The conditions are very extreme and it is difficult to survive.

Please, look into the matter and report for the same.

Yours faithfully

Local member, Community

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Answer:

Obedience and motivation can both have significant impacts on daily choices.

The act of obeying instructions or directions from someone in a position of authority is referred to as obedience. In certain circumstances, obedience can lead to individuals making decisions that they would not have taken otherwise. For example, if a person is given orders to do something they do not believe in or agree with, they may nonetheless execute it out of a sense of loyalty to the authority figure.

In contrast, motivation refers to the driving force behind an individual's activities and decisions. When someone is driven to reach a certain goal or end, they are more likely to make decisions that support that aim. For example, if a person wants to reduce weight, they may opt to consume healthier foods and exercise on a regular basis to reach their goal.

In everyday life, both obedience and motivation can impact our decisions. A person who is driven to succeed in their job, for example, may opt to work long hours and take on extra assignments in order to please their supervisor, even if it means sacrificing personal time or relaxation. A person who is obedient to authority persons, on the other hand, may obey rules or regulations even if they do not necessarily agree with them or see the advantage in them.

Ultimately, the relationship between obedience, motivation, and daily choices is complex and varies from person to person. While obedience can lead to conformity and motivation can lead to goal-oriented behavior, it is important for individuals to consider their own values and beliefs when making decisions in order to ensure that they align with their personal goals and desires.

Iqbal's act of destroying the carpet was a powerful statement that he would no longer tolerate being treated as a slave and would stand up for his rights and dignity as a human being.

Iqbal's act of destroying the "Blue Bukhara" carpet he had worked so hard and fast to create was a symbolic gesture of rebellion against his master's oppression and exploitation. Despite his skills and hard work, Iqbal was not given the respect and fair treatment he deserved, and his master continued to treat him as a mere servant.

By destroying the carpet, Iqbal demonstrated his frustration and anger at being treated as a disposable tool, rather than a human being with emotions and dignity. He may have also been sending a message to his master that he could no longer be controlled or manipulated.

By destroying the most beautiful and valuable possession in the master's house, Iqbal may have been communicating that material possession are insignificant in the face of human dignity and justice.

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The given quote is an example of situational irony because it is the animals who believe in the Republic of the Animals, which is a society that is free from human oppression and control.

However, it is ironic because the animals themselves are not able to create this society without the help of humans.

The idea that the green fields of England will be untrodden by human feet also highlights the irony, as it is the humans who have been the ones to dominate and control the animals in the first place.

Overall, the quote shows how the animals are hopeful for a future that may not be entirely possible without the very beings they seek to be free from.

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In the passage "Swimming with Sharks," the author uses the first-person point of view of one of the passengers on Juni's sailboat to develop the events and setting. This point of view affects the reader's understanding of the passage by creating a more immersive and personal experience for the reader.

Through the passenger's perspective, the reader can feel the emotions, fears, and excitement of the characters, as well as gain a better understanding of the environment and the interactions with the sharks. Key details and examples from the passage, such as the passengers' apprehension about entering the water with sharks and the awe they feel when observing these creatures up close, help the reader connect with the story and empathize with the characters.

Furthermore, the first-person point of view provides the reader with an intimate look at the setting, as the passenger describes the sailboat, the ocean, and the sharks in vivid detail. This approach allows the reader to visualize the scene and become fully immersed in the experience, adding to the overall impact and enjoyment of the passage.

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Whether via the use of repetition, imagery, or language or our feelings, the structure of both poems is crucial in expressing the sentiments communicated.

Each poem's form plays a crucial part in expressing the thoughts it expresses. In the poem "You Go to My Head," which is divided into stanzas, the speaker uses similar expressions to describe how music get into their brain.

Short, clipped phrases with repeated sounds and rhymes create an intense and passionate feeling. In contrast, "Free Verse" includes a single lengthy stanza with a fun linguistic style that evokes a lighthearted atmosphere. The line is repeated several times in "You Go to My Head," which captures the sense of uncertainty.

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Correct Question:

How does the structure of each poem help to convey feelings?

Feelings

4) "You Go to My Head"

*) "Free Verse"

-1) organized into stanzas, uses

similar phrases about songs

going to the speaker's head

HD one long stanza: short,

clipped lines; uses rhymes and

repetition of sounds

?

"You Go to My

Head" conveys

1) passion; "Free

Verse conveys

playfulness

"You Go to My

Head" conveys

( doubt "Free Verse"

conveys

carefulness

"You Go to My

Head" conveys

D confusion: "Free

Verse" conveys

sadness

"You Go to My

Head" conveys

Danger. "Free Verse

conveys

impatience

Answer:

After reading the book "Who Is Malala Yousafzai?" some of the vocabulary terms I have learned are: advocate, Taliban, fundamentalist, oppression, and activism.

Explanation:

Answer:

"To reserve judgment" means waiting to decide about someone or something, typically because you do not yet have enough information or because you want to consider all options before making a decision. It involves holding off on making a conclusion until you have gathered more evidence or information to make a more informed decision.

Explanation: