Passage 1 excerpt from William Jefferson Clinton, Second Inaugural Address, January 20, 1997 This is the heart of our task. With a new vision of government, a new sense of responsibility, a new spirit of community, we will sustain America's journey. The promise we sought in a new land we will find again in a land of new promise. In this new land, education will be every citizen's most prized possession. Our schools will have the highest standards in the world, igniting the spark of possibility in the eyes of every girl and every boy. And the doors of higher education will be open to all. The knowledge and power of the Information Age will be within reach not just of the few, but of every classroom, every library, every child. Parents and children will have time not only to work, but to read and play together. And the plans they make at their kitchen table will be those of a better home, a better job, the certain chance to go to college. Passage 2 adapted from Herbert Hoover, Inaugural Address, Monday, March 4, 1929 Although education is primarily a responsibility of the States and local communities, and rightly so, yet the Nation as a whole is vitally concerned in its development everywhere to the highest standards and to complete universality. Self-government can succeed only through an instructed electorate. Our objective is not simply to overcome illiteracy1. The Nation has marched far beyond that. The more complex the problems of the Nation become, the greater is the need for more and more advanced instruction. Moreover, as our numbers increase and as our life expands with science and invention, we must discover more and more leaders for every walk of life. We cannot hope to succeed in directing this increasingly complex civilization unless we can draw all the talent of leadership from the whole people. One civilization after another has been wrecked upon the attempt to secure sufficient leadership from a single group or class. If we would constantly refresh our leadership with the ideals

Answer:

The theme of Act III of Thornton Wilder's play Our Town is the transience of human life and the importance of cherishing each moment. In this act, the character of Emily, who has died in childbirth, returns to the living world for a day, and is able to observe the joys and sorrows of everyday life with new perspective.

One piece of evidence that supports this theme is Emily's realization that people in the living world are unaware of the beauty and significance of ordinary moments. She observes that "We don't have time to look at one another," and that people are "blind" to the wonders of life around them. This observation emphasizes the fleeting nature of life and the need to appreciate the present moment.

Another piece of evidence that supports this theme is Emily's plea to return to her life, even though she knows that she will be unable to fully appreciate it. She says, "Oh, earth, you're too wonderful for anybody to realize you," and expresses regret for not having taken the time to appreciate the simple pleasures of life. This plea underscores the theme that life is fleeting and that we must make the most of the time we have.

Overall, the theme of Act III of Our Town is the transience of human life and the importance of cherishing each moment. The play urges the audience to appreciate the beauty of everyday life and to recognize the significance of even the most ordinary moments.

The transience of human life and the need of savouring every moment are the themes of Act III of Thornton Wilder's play Our Town. The character Emily, who has passed away in delivery, spends a day in the living world in this act and is able to see the joys and tragedies of daily life from a fresh angle.

The deceased spirits in Act III underline this idea of transience by criticising and rebuking the living for their "ignorance" and "blindness."

It is truly too late once we pass away and are able to look back and realise what we had. The play's main themes include camaraderie, life appreciation, and mortality.

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The correct option containing an analogy that follows the same pattern of relationship as maternal:motherly is "relentless:persistent," option B.

We can define an analogy between words as a comparison in which we highlight similarities between two pairs of words that may seem different on the surface.

Let's take a look at the pair provided in the question: maternal:motherly. The two words are synonyms, which means they have the same meaning. Therefore, we need to find another pair of words that have the same meaning. That is the case with option B, relentless:persistent. The two adjectives are synonyms as well.

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The best answer that explains how the quoted develops the theme is "It develops the idea that some measures for expressing point of view are appropriate and others are not." The Option D.

The quote suggests that extreme measures may be necessary in certain situations to convey one's point of view effectively. It implies that sometimes, conventional or peaceful actions may not be sufficient to make a point or bring about change.

The quote highlights the idea that there may be a fine line between appropriate and inappropriate measures when expressing a point of view. Therefore, the Option D is correct.

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Answer:

Poynter's artwork and Shakespeare's play are both works of art that use different mediums to convey a message or tell a story. While Shakespeare's play is a literary work that uses language and dialogue to explore complex themes and characters, Poynter's artwork is a visual representation that uses color, composition, and form to convey a sense of emotion or narrative. Despite their differences, both works share a common goal of engaging the viewer or reader and inviting them to consider important ideas or questions. Whether it's through the power of language or the beauty of visual art, Shakespeare's play and Poynter's artwork offer a unique perspective on the human experience and challenge us to think critically about our place in the world.

Answer:Traffic congestion

Explanation:

Answer: A Pre-Employment Screening.

The creature is capable of walking upright, which means that it has a bipedal gait like humans. Without more information about the "elders" in question, it is difficult to make a definitive evaluation.

Describe creature and elder in brief?

Creature:It is also capable of thinking, imagining, and learning. These qualities are evident in its ability to reason, learn language, and understand human emotions. However, the creature's ability to collate facts and anticipate is limited by its lack of exposure to the world. Overall, the creature displays most of the characteristics that define a human being, but its lack of experience in the world limits its ability to fully meet the definition.

Elder:However, if we assume that the elders are human beings, then they likely meet all the criteria set out in the definition. Humans are known to walk upright, think, collate facts, imagine, anticipate, learn, and speak. However, it is important to note that not all humans are created equal in terms of their ability to meet these criteria. Some may have limited abilities due to physical or mental impairments, while others may excel in certain areas.

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Answer:

Descriptive

Explanation:

The text structure of the passage don’t get cold feet is: Descriptive

We  can see here the main idea of this section is to highlight the power of observation and perception through the eyes.

The main idea is the central thought or concept of a piece of writing, speech, or any other form of communication. It is the primary message that the author wants to convey to the audience or reader. The main idea is often expressed in a single sentence known as the thesis statement.

"The Eyes Have It" is a section of a short story by Ruskin Bond, which revolves around the protagonist's experience of travelling on a train and his encounter with a fellow passenger. The main idea of this section is to highlight the power of observation and perception through the eyes.

The protagonist, who is visually impaired, relies on his other senses to understand his surroundings. However, he notices that other passengers on the train are constantly looking out of the window, trying to catch a glimpse of the passing scenery.

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The best summary of "Cereal" is W. The passage describes the invention of the first precooked flaked cereal by Will Keith Kellogg and his brother, John Harvey Kellogg. It also explains the importance of grain in making breakfast cereal, and the process by which it is cooked and shaped into the final product.

A summary is a brief and condensed version of a longer piece of text or speech that presents the main ideas or points in a clear and concise manner. It captures the essence of the original material without including unnecessary details, opinions or personal interpretations.

A summary is meant to provide readers or listeners with a quick understanding of the key points of the original material, and it can be used to help someone decide whether they want to read or listen to the full text.

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Hannah, who is helping Jane in the kitchen as she descends the stairs, tells her that the Rivers are the owners of the house known as Marsh End or Moor House.

Jane suddenly runs out of money while travelling by coach and is left with no choice but to sleep outside. She spends the majority of the night in prayer before pleading with the local town the next day for food or employment. She receives no assistance from anyone besides one farmer who is prepared to offer her a piece of bread.

Jane travels into the forest expecting to die since she is weak from hunger and despair. She pursues a far-off light.

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Commitment is a crucial factor in intimate love as it involves a long-term dedication to maintaining the relationship and a willingness to work through challenges together.

One of the fundamental elements that support passionate love is commitment. It entails a readiness to commit oneself to uphold the connection and to collaborate with one's partner to overcome obstacles. Making sacrifices for the relationship and being prepared to put the partner's happiness ahead of one's wants and wishes are both signs of commitment.

In this sense, commitment may be viewed as an investment in the relationship with the hope that the continuing work and dedication would be beneficial to both parties.

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In the context of factors on which intimate love is based, a true statement about commitment is that it plays a significant role in the development and maintenance of intimate relationships.

When two people are committed to each other, they are prepared to work through issues and disagreements, show support and care for one another, and make sacrifices for the relationship. Intimate love without a deep commitment is likely to fizzle out and may not be able to survive difficulties that develop over time. In order to establish a long-term, emotionally supportive, and loving connection with a partner, one must make a commitment. Definition of Work Commitment. The degree of dedication an employee has to the responsibilities allocated to him or her at work is known as work commitment. It is the sense of obligation someone has towards the objectives, mission, and vision of the organisation they are affiliated with.

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Father Paul’s feelings in the beginning of the passage is discouraged because Leon sees the holy water as only water rather than as a holy symbol. So the option b is correct.

In the beginning of the passage, Father Paul is discouraged because Leon, a young boy of the church, is unable to recognize the spiritual significance of the holy water. Father Paul sees the holy water as a symbol of God's grace and power, and he believes it should be treated with reverence and respect.

Leon, however, sees the holy water as nothing more than regular water, which deeply disappoints Father Paul. He worries that Leon is unable to appreciate the spiritual significance of the holy water, and that this may be an indication of a lack of faith.  So the option b is correct.

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The narrator's description of the wallpaper in the story The Yellow Wallpaper changes over time as she becomes more and more obsessed with it. At first, she dislikes the wallpaper, finding it "dull enough to confuse the eye in following."

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Answer:

7. Please help yourselves to drinks. 8. The mixture was given a stir before heating.

The best version to combine sentences 18 and 19 and emphasize their relationship is "because it," as it indicates the efficiency of reading scholarly articles on an e-reader.

The word "because it" would be the most effective way to highlight the connection between the concepts in phrases 18 and 19. This transitional term joins the two concepts together and implies that the effectiveness of reading academic papers on an e-reader is the reason why it has proven to be a crucial instrument for secondary source research projects.

This version emphasises the advantages of utilising an e-reader over traditional library resources for study by implying a cause-and-effect link between the two phrases.

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Antony keeps saying that Brutus is an honorable man as a way to show respect for Brutus and to honor Caesar's memory.

Brutus thinks that Caesar's greatest evil was ambition.

Both speakers share a reverence for Caesar and a respect for Brutus.

Antony keeps saying that Brutus is an honorable man because he feels that Brutus has acted out of a sense of duty, rather than out of ambition or personal gain. He respects Brutus for being willing to make the difficult decision of killing his friend, Caesar, in order to uphold the values of Rome.

Brutus believes that Caesar's greatest evil was his ambition. He believes that ambition led to Caesar's death, and that it is a quality that should be reviled. He speaks out against ambition, saying that it is a quality that should be punished with death, and that no one should follow in Caesar's footsteps and be "a bondman" (i.e. a slave) to ambition.

Both Antony and Brutus share a respectful attitude towards Caesar. They recognize his love, fortune, and valour, and do not condone his ambition. They also share a sense of justice, as Antony acknowledges that Brutus is an honorable man.

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The author develops the idea that Latino/a Americans have actively worked toward civil rights in the United States by

including C. Several examples of people and organizations fighting for civil rights

Civil rights refer to the legal and social rights that every individual should have regardless of their race, gender, religion, ethnicity, or any other characteristic. These rights are typically related to equality, fairness, and justice, and they are essential for protecting people from discrimination and ensuring that everyone has an equal opportunity to participate in society.

Some of the most important civil rights include the right to vote, the right to freedom of speech and religion, the right to a fair trial, and the right to equal protection under the law. These rights are enshrined in various laws and legal documents, including the U.S. Constitution, the Universal Declaration of Human Rights, and the Civil Rights Act of 1964.

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The proper arrangement is:

B. Isabel witnesses her father toss a bottle into the swarm of Cuban officers.

D. Castro declares that Cuban citizens can exit the nation.

E. Josef`s father surges on board St. Louis.

A. Josef cautions the Nazis that he'll before long be a man.

C. Mahmoud clarifies his methodology for surviving life in Syria.

In account arrange, the occasions of the story are:

Isabel witnesses her father's insubordination against the Cuban officers, at that point Castro reports that Cuban citizens can take off the nation.

Taking after this, Josef's father surges to board the St. Louis transport, whereas Josef cautions the Nazis that he will before long end up a man. At last, Mahmoud clarifies his methodology for surviving life in Syria.

Hence, the proper arrangement is:

B, D, E, A, C. 

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Dear Miguel,I hope this letter finds you well! I've been settling in to my new neighborhood, and I wanted to tell you about an exciting event that I'm organizing.

Letter is an important form of communication and can be defined as a written or printed message from one person or group of people to another. Letters are one of the oldest forms of communication and have been used since ancient times to send messages, share news, and express feelings. Letters allow people to communicate over long distances, providing a way to stay connected to family, friends, and loved ones. Letters can be used to inform, persuade, entertain, or express feelings, and are a great way to express thoughts and feelings that may be difficult to express in person.

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We can write a short scene between three people at school in which we try to use the same style as Shakespeare, focusing on the use of iambic pentameter.

(Enter ANA and LEO, carrying books)

ANA:

Good LEO, pray tell, what books you hold?

LEO:

These volumes fair contain the words of old,

Of poets who did speak of love so true,

Of knights who fought and died for love anew.

ANA:

Indeed, such tales doth make the heart rejoice,

And lift the soul upon the wings of voice.

But tell me, canst thou read them with such skill,

That thou mayst teach me too to drink my fill?

LEO:

Aye, lady fair, my skills are not so great,

But I shall teach thee well, and not be late.

ANA:

Then let us find a nook, a quiet place,

Where we may sit and read, and learn apace.

(They exit)

(Enter MARCUS)

MARCUS:

Good day, my friends, what be this bookish chase?

Methinks such words doth not befit thy face.

LEO:

Nay, friend, these books are treasures of the mind,

And teach us how to love and be more kind.

MARCUS:

Pah! Such tales are for those with time to waste,

And not for men with swords and foes to face.

ANA:

Good sir, why must thou be so full of jest,

And mock the knowledge that doth make us blessed?

MARCUS:

Ha! I shall leave thee now, with thy books and rhymes,

And seek a livelier place to spend my time.

(Exit MARCUS)

LEO:

Do not heed him, my love, for he doth lack

The understanding of a learned knack.

Let us continue on, and read with glee,

And find new worlds in each sweet poetry.

(They exit)

WORD COUNT: 180

A typical play scene by Shakespeare often features complex language, intricate character relationships, and a heightened sense of drama. Shakespearean plays are known for their use of iambic pentameter, a rhythmic pattern consisting of ten syllables per line, with alternating stressed and unstressed syllables.

The language in Shakespeare's plays often includes metaphor, simile, allusion, and other literary devices, creating a rich and vivid world for the characters and the audience. The characters themselves are often complex and multifaceted, with conflicting desires, motivations, and emotions.

With that in mind, we can conclude that the scene above is a good example and answer to the question.

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The counterclaim presented in the paragraph is that "many feel that school music programs are expensive and time-consuming."

This counterclaim suggests that some people argue against increasing funding for music education due to concerns about cost and time commitment. The statement that "many feel that school music programs are expensive and time-consuming" could potentially be seen as a counterclaim to the idea that school administrators should increase funding for music education.

A counterclaim is an opposing argument that disagrees with the main claim or thesis, but this paragraph does not present a clear opposing argument.

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Answer:

The girl wasnt like any other girl. She was a tom boy.

The kids called there dad by his first name.

They had a friend that had run away

Explanation:

Sorry its been a while since I read it

The definition based on the information will be:

simple subject

direct object

predicate adjective

complement

indirect object

simple predicate

predicate verb

simple subject

A simple subject is the main noun or pronoun in a sentence that performs the action or is being described.

A direct object is the noun or pronoun that receives the action of the verb in a sentence.

A predicate adjective is an adjective that follows a linking verb and describes the subject of the sentence.

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Answer:

1. American Indians lost all their land between 1864 and 1894 in the states of Oklahoma and Nebraska. The state that continued to have a large area of American Indian land in 1894 was Oklahoma.

2. In 1864, American Indians had no lands in the states of Texas, Arkansas, Missouri, and Iowa west of the Mississippi River. This was because of a combination of factors, including forced removal and relocation policies implemented by the U.S. government, encroachment of American Indian lands by settlers, and land cessions and treaties that resulted in the loss of traditional American Indian territories. These policies and actions often disregarded American Indian land rights, leading to the loss of ancestral lands and displacement of indigenous peoples from their traditional territories.

Explanation:

Between 1864 and 1894, American Indians lost all their land in several states, including Montana and Wyoming. However, Oklahoma still had a significant area of American Indian land in 1894. Additionally, by 1864, states like Minnesota and Iowa, west of the Mississippi River, had no American Indian lands due to government policies and conflicts.

The subject of your question pertains to American Indian history and land distribution. Between 1864 and 1894, American Indians lost all their land in multiple states due to a series of policies by the U.S. government aimed at assimilation and land redistribution, two of these were Montana and Wyoming. By 1894, despite land loss, a large area of American Indian land was still held in Oklahoma, as this territory was a destination for many tribes during the forced removals of the 1830s, known as the 'Trail of Tears'.

Concerning states west of the Mississippi River, there were no American Indian lands in states like Minnesota and Iowa in 1864. The reason could be due to the rapid westward expansion, government displacement policies, and conflict like the Dakota War of 1862 in Minnesota that resulted in the forced removal of the native Dakota Sioux.

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In Chinua Achebe's novel, Things Fall Apart, the cultural and historical settings are integral to the development of the protagonist

The cultural and historical contexts play a crucial role in the development of the protagonist, Okonkwo, and his responses to the clash between Ibo culture and Western ideas in Chinua Achebe's Things Fall Apart. Okonkwo is a respected and successful member of the Ibo community, but he ultimately fails because of his ingrained dread of weakness and failure. Okonkwo's terrible demise is caused by his refusal to change and commitment to traditional Ibo beliefs as the Ibo society prepares for the coming of Western colonisers.The story takes place in the late 19th century, when European nations were colonising Africa. Beginning with the entrance of Europeans in Ibo territory, two extremely dissimilar civilizations began to conflict.

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Answer:

She said it was the scariest movie that she had ever seen.

True. Most students develop word recognition skills by the end of second grade, but teachers must still be prepared to teach phonics to older students who haven't learned it.

Most kids learn to recognise words by the end of the second grade, according to study. Teachers must be ready to teach phonics to pupils who may not have learned it. Children may learn to read and spell words with the aid of the reading strategy known as phonics, which teaches the link between sounds and letters.

To improve their reading abilities, students who have trouble with phonics may benefit from additional practice and training. As a result, teachers must be prepared to spot pupils who need more assistance and give them specialised teaching to help them achieve.

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True, most students master word recognition skills by the end of the second grade. However, teachers should be prepared to teach older students who have not learned phonics, as some may require additional support in developing their reading abilities.

The ability to read, understand, interpret, and decode written language and texts is referred to as reading skills. Excellent reading abilities can be very helpful for understanding and reacting to written messages like emails, messages, letters, and other written communications.

Reading ability is the capacity or potential to read, and it denotes that a pupil has the knowledge and ability to interpret or decode written content. So, in order to function and succeed academically, people need to be able to read.

Phonics, phonemic awareness, vocabulary, reading comprehension, and fluency are the five components of reading. The reading experience is created by combining these five elements. Children who are learning to read must acquire abilities in

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In Shaw's play Pygmalion, Eliza and Mrs. Pearce serve as characters who provide a critique of Henry Higgins and his dehumanizing treatment.

Shaw highlights the disparity between the male and female roles in society by emphasizing the female perspective. Eliza is portrayed as a strong, independent woman who refuses to be a mere object of study for Higgins.

For instance, when Eliza confronts Higgins about his cruel treatment of her, she says, You don't care. I know you don't care (Act II). Eliza's words reflect the fact that Higgins views her as a project rather than a human being with feelings.

Shaw's critique of Higgins is clear through this statement. He is implicitly criticizing the male-dominated society that allows men like Higgins to treat women like objects.

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