Answer:
text omphale answers the question what are the successive ways in which omphale manifests itself to the narrator
Explanation:
un poème sur la nouriture svpp
Aliments surgelés.
D'autres convives s'épuisent.
Autres viandes à dîner.
Les digests dévorer.
Explanation:
svp un résumé sur le livre dont le titre est passeur
English:
"Passeur" is a French novel written by Lois Lowry. The book tells the story of Jonas, a twelve-year-old boy who lives in a dystopian society where people have no emotions and are assigned jobs based on their skills. Jonas is selected to become the next Receiver of Memory, a role that requires him to receive memories from the past, which have been erased from the collective consciousness of society.
As Jonas receives memories from the previous Receiver, he begins to realize the truth about his society and the sacrifices that have been made to maintain the order. Jonas decides to take action and escape from his community, taking a baby with him, who he has grown to love.
Throughout the novel, Jonas faces many challenges as he tries to navigate the unfamiliar world outside of his community. He must learn to adapt to new customs and deal with the dangers of the outside world. Eventually, Jonas discovers a place where he can start a new life with the baby, and the novel ends on a hopeful note as they look towards the future.
Overall, "Passeur" is a compelling novel that explores themes of individuality, freedom, and the importance of memory. It is a thought-provoking read that has captured the imaginations of readers around the world.
French:
Veuillez trouver ci-dessous un résumé du livre intitulé "Passeur":
"Passeur" est un roman français écrit par Lois Lowry. Le livre raconte l'histoire de Jonas, un garçon de douze ans qui vit dans une société dystopique où les gens n'ont pas d'émotions et sont assignés à des emplois en fonction de leurs compétences. Jonas est choisi pour devenir le prochain Dépositaire de la mémoire, un rôle qui nécessite de recevoir des souvenirs du passé, qui ont été effacés de la conscience collective de la société.
En recevant les souvenirs du précédent Dépositaire, Jonas commence à réaliser la vérité sur sa société et les sacrifices qui ont été faits pour maintenir l'ordre. Jonas décide de prendre des mesures et de s'échapper de sa communauté, emportant avec lui un bébé qu'il a appris à aimer.
Tout au long du roman, Jonas est confronté à de nombreux défis alors qu'il essaie de naviguer dans le monde inconnu à l'extérieur de sa communauté. Il doit apprendre à s'adapter à de nouvelles coutumes et faire face aux dangers du monde extérieur. Finalement, Jonas découvre un endroit où il peut commencer une nouvelle vie avec le bébé, et le roman se termine sur une note pleine d'espoir alors qu'ils regardent vers l'avenir.
Dans l'ensemble, "Passeur" est un roman captivant qui explore les thèmes de l'individualité, de la liberté et de l'importance de la mémoire. C'est une lecture qui invite à la réflexion et qui a captivé l'imagination des lecteurs du monde entier.
Les _______ et les ____________ sont des animaux aquatiques. A. algues, coraux B. coraux, jacinthes C. méduses, hippocampes D. palmiers, coquilles
Indicate four ways in which gender stereotypes could negatively affect young females who are making decisions about their future
Gender stereotypes regarding academic abilities, such as the common notion that females are innately bad at science and math, are largely influential in girls’ career decisions (Nosek et al., 2008). The internalization of these negative stereotypes later contributes to girls’ academic self-concept (i.e., evaluations of their academic abilities and performance; Ertl et al., 2017). Academic self-concept, in turn, influences career decisions through the expectancy-value theory of achievement motivation, which posits that people make decisions about which activities to pursue based on their beliefs about how well they will perform (Wigfield & Eccles, 2000). According to this theory, girls will be motivated to choose courses of study for career paths that they believe they will thrive in based on the stereotypes with which they are presented (Ertl et al., 2017; Wigfield et al., 2002). One specific way in which stereotypes negatively impact girls’ academic self-concept is through stereotype threat (i.e., the risk that members of traditionally marginalized groups might confirm a negative generalization about their group; Ertl et al., 2017; Steele & Aronson, 1995). Specifically, when girls are presented with and internalize stereotypes about their academic abilities, they tend to perform worse in science and math subjects compared to their male peers (Shapiro & Williams, 2012). It is precisely this combination of decreased performance and subsequent lower academic self-concept that disincentivizes girls to pursue STEM related studies and careers (Ertl et al., 2017; Rost et al., 2005; Shapiro & Williams, 2012; Steele & Aronson, 1995).Gender stereotypes also influence academic self-concept through social relationships and interactions (Ertl et al., 2017; Rost et al., 2005). Specifically, parents and teachers project their own gender stereotypes onto children through their assessment and appraisal of academic abilities that align with the stereotype (Ertl et al., 2017). For example, when girls receive encouragement for their success in traditionally femaledominated subjects (e.g., English or history), they further internalize these stereotypes into their academic self-concepts (Ertl et al., 2017). Sometimes, these stereotypes exert such a powerful influence on girls’ perceptions of the world that they are unaware of opportunities in traditionally male sectors, such as STEM fields (Eccles, 1994). This lack of awareness may translate to a complete dismissal of nontraditional career paths (e.g., in STEM), further contributing to the gender gap (Eccles, 1994). Clearly, gender stereotypes perpetuated through social relationships have exceptional influence over girls’ academic self-concept, in turn leading them to pursue careers that align with traditional gender stereotypes to which they are exposed (Eccles, 1994; Ertl et al., 2017).