Which statement shows a basic difference between a democracy and an autocracy?

Answer:

The answer is e. all of these are correct

The literary device that writers of the era most frequently used was satire. Satire assisted writers in better educating the public through writing. Its purpose was to acknowledge a social issue, make an absurd attempt to address it, and inform the audience while doing so.

Individuals utilized parody to communicate their feelings amid the Enlightenment. The larger part of parody was engaging and funny. Parody was a well known shape of funniness utilized by numerous people to scorn society and the government in specific. One creator from the Age of Edification who utilized this strategy very well was Voltaire.

Satire is always a criticism of some aspect of human nature, sin, or foolishness with the goal of getting the audience to see it with contempt and so promoting some sort of social change. Irony. Satire draws attention to the flaws in the behavior being criticized by using irony, frequently in a hilarious way.

The Enlightenment, a time when skepticism was encouraged, independent thought was valued, and new ideas, such as an emphasis on science, spread widely among the educated classes, profoundly altered literature, as it did many other fields.

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Answer:

The approval of the UDHR will be an important historical event.

Explanation:

edge 2020

Answer:

C

Explanation:

Question: Did you work when you were a child?

Grandmother: Yes, I worked at an early age doing my father, always planting, cultivating, plowing the land and harvesting, then I went home and had to take care of the younger siblings.

Mother: I also worked at doing when I was a child. It was very heavy and difficult work.

Father: I only worked after I was an adult and graduated.

Question: and what were the games like?

Grandmother: I didn't have much fun because I worked a lot all day, but when I did, I made some clay pots and played with water in them. But that was a very difficult time, so work was more prioritized.

Mother: I played with my brothers. right after lunch, but we were always tired so the games were short because we preferred to sleep.

Father: I had many toys that my father made himself. At that time we didn't have a computer, a cell phone, these things, so the toys were very handmade, but very well made.

Question: And what was it like at school?

Grandma: I never studied. We lived far from the city and my parents needed help on the farm. they also couldn't read or write.

Mother: I only studied after I was an adult. As a child I only worked, but I managed to finish my studies.

Father: I was. As my parents studied they gave more value to education and forced me to study and get good grades.

Question: What did you do in your spare time?

Grandmother: I slept, sewed, talked to the neighbors. As we lived far from the city, we didn't have many distractions.

Mother: I liked to talk too. When it was possible, I would call my friends, or talk to my brothers. Sometimes we made up stories, bet on running, among others.

Father: I read a lot of comics, had a huge collection and my father always bought.

Question: Do you think that how children live today is very different from how you lived?

Grandmother: Ah, it is very different. Today children do not have to work, they study, they know how to read. Today is much better than before. In the past I had to work to help at home and there was no time to study or work. Today is better.

Mother: Yes, it is very different, children today are very intelligent, in the past children were dumb (laughs).

Father: The lives of children today are similar to my childhood, but today children have more technology and modern toys. Today it has also become more dangerous and children can no longer play on the street. I could.

Explanation:

hay esta

In the interim between applying to college and receiving the letter of acceptance, I spent a lot of time worrying.

During the transitional period between submitting my college applications and awaiting the letter of acceptance, I found myself consumed by persistent worry and anxiety. The uncertainty of whether I would be granted admission to my desired institutions weighed heavily on my mind. I spent countless hours contemplating the outcome, pondering the potential implications of each possible decision.

This phase of limbo became a breeding ground for doubts and insecurities. I questioned whether my application was strong enough, if I had presented myself adequately, and if my accomplishments would be deemed worthy by the admissions committees. As the days turned into weeks, the anticipation grew, intensifying my concerns and amplifying the magnitude of the impending decision.

The waiting period seemed interminable, with each passing day only fueling my restless thoughts. I sought reassurance from friends and family, engaging in discussions about the admission process and sharing our mutual anxieties. We traded stories of previous experiences, seeking solace in the shared uncertainty we all faced.

As the deadline for acceptance letters loomed closer, the anxiety reached its peak. The constant barrage of "what-ifs" and the desire for a positive outcome seemed to dominate my every waking moment. I couldn't help but second-guess my choices, wondering if there was anything more I could have done to improve my chances.

Finally, the day of reckoning arrived, and the awaited letter of acceptance or rejection would determine my fate. The culmination of all my hopes and fears was condensed into a single moment of opening that envelope or clicking on an email. Regardless of the outcome, the weight of anticipation and worry that had burdened me for so long would finally be lifted.

The explanation is about the personal experience of someone who went through the period between applying to college and waiting for the acceptance letter. It describes the feelings of worry, anxiety, and uncertainty that the individual experienced during that time. It reflects on the anticipation, self-doubt, and the impact it had on their thoughts and emotions. The passage also touches upon seeking support from others going through the same process and the eventual culmination of the waiting period with the arrival of the acceptance or rejection letter. Overall, it portrays the common anxieties and emotions associated with the transitional phase of college admissions.

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Subheadings such as Objective, Methods, Results, and Conclusion are commonly used in association with a structured abstract.

A structured abstract is a specific format used in scientific research papers and academic journals to provide a concise summary of the study. It typically consists of specific sections or subheadings that highlight key aspects of the research. The use of subheadings allows readers to quickly locate and understand the main elements of the study.

The Objective section states the purpose or aim of the study, outlining what the researchers intended to investigate. The Methods section describes the research design, participants, data collection methods, and any statistical analysis employed. The Results section presents the findings of the study, including numerical data and statistical significance. The Conclusion section summarizes the main outcomes and implications of the research.

By using subheadings like Objective, Methods, Results, and Conclusion, a structured abstract provides a clear and organized summary of the study, enabling readers to grasp the key details without having to read the entire paper.

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Answer:

While changing into passive voice, the tense will never be changed.

Also, Inter-conversion of subject and object:

I have done nothing to displease him

I is Subject, nothing is object and the underlined words are a prepositional clause the position of which will remain the same in passive voice.

Passive Voice:

Nothing has been done by me to displease him.   (Tense i.e. Present perfect tense hasn't been changed)

Answer:

A

Explanation:

To show that they have a structured social order

To show the variety of life quality and length, the author describe the role of each honeybee. Thus, option (b) is correct.

What is author?

The "author" is the person who wrote the story. The author is actively attempting to have her novel published. The author is supposed to write the story based on her knowledge. The author writes the articles just for monetary advantage. The majority of the author's work is in English literature.

The author are the justify the research of the NASA, the topic was the very interesting as the "Social Order of Honeybees". The author explain the role of the honeybees are variety of the honeybees as the quality and the length. The honeybees are the different types such as queen, drones, and the workers.

Therefore, option (b) is correct.

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Answer:

1. Author Eve Bunting answers questions from students about her books and how she ... I make a little note of it in my head and then I start thinking about it. ...

2. As the author of more than 150 books, Bunting has written something for every age ... Bunting notes, however, that titles addressing what she calls “tender topics” such as ... “We had it pretty hard at the beginning,” Bunting says of their move. ... And when a parent asked her to write about the Oklahoma bombing, Bunting said ...

Explanation:

The task is to write a comparison and contrast essay. Please keep in mind that considerable study on the issue is required to carry this task efficiently.

A comparison and contrast essay looks at two ideas or both sides of an argument and attempts to emphasize the similarities (compare) and differences (contrast) between them.

Sometimes the question includes the directive to adhere to a specified outline. Where this is not the case, you must always begin with an introduction, followed by a body, and then a conclusion.

Please keep in mind that the introduction's objective is to convey your general perspective as well as to pique the reader's interest in your argument.

The body of your essay is where you elaborate on your ideas, each time backed up by indisputable facts from reputable sources.

Make sure that each paragraph is dedicated to a different point. It is best if your paragraphs have around the same number of words.

Finally, make sure that your ideas are in a logical order. Finally, summarize your main ideas.

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Answer:

B

Explanation:

Morality and religion inform the process of governance, rooted almost in the same source.

The stanzas in "Giant Leaps" contribute to its overall structure in a number of ways. First, they help to create a sense of rhythm and flow.

The poem is written in iambic pentameter, which means that each line has five pairs of syllables, with the stress falling on the second syllable of each pair. This creates a regular, flowing rhythm that helps to carry the reader through the poem.

Second, the stanzas help to create a sense of contrast. The first stanza is full of imagery and description, while the second stanza is more abstract and philosophical. This contrast helps to create a sense of movement and change, which is one of the central themes of the poem.

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Explanation:

After reading this paragraph at the beginning of the story, a reader would most likely feel intrigued and curious. The language and tone of the passage suggest that something extraordinary and unsettling is about to be revealed. The mention of "household events" that have terrified, tortured, and destroyed the narrator builds a sense of anticipation and mystery. The reference to the narrator's impending death adds a sense of urgency. Overall, the paragraph sets a dark and suspenseful atmosphere, capturing the reader's attention and leaving them eager to know more about the events that have unfolded.

Answer:

A

Explanation:

I would go with A because the last sentence gave away the answer emphasizing the fact that her life changed after publishing the book.

Answer:

1884 in^3

Explanation:

ok lets separate this into 2 cylinders

1st cylinder or the one on top has a diameter of 12 in

to find the radius, divide by 2

12in/2=6 in

using the formula and 3 as pi:

V=(3)(6^2)(12)

V=3(36)(12)

V=108(12)

V=1296 in^3

2nd cylinder has a 14in diameter

divide by 2 again

14in/2=7in

use the formula again

V=3(7^2)(4)

V=3(49)(4)

V=149(4)

V=588 in^3

LASTLY add the volumes together!

1296 in^3 + 588 in^3 = 1884 in ^3

Answer:

they are rhyming couplets

Answer:

they are rhyming couplets

Explanation:

One example of a diegetic element is the music that the band in the train station plays during the chase scene in Hugo.

The term "diegetic element" describes any component of a movie that arises from the movie's narrative universe, therefore the music in the movie is a component of the tale being told. In this instance, both the audience viewing the movie and the characters in the scene can hear the music being performed by the band in the train station. On the other hand, a nondiegetic element is any component of a movie that doesn't take place in the movie's narrative setting, like background music or voiceover narration.

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Explanation:

Naturally, humans often resent darkness. Thus, by the description of the "approaching darkness", it creates in the minds of the readers a compelling sad feeling because of the death that is about to occur.

The starfish that the speaker left behind died, but not just any time of death but one the poem calls, dying as "little martyrs, soldiers,..."

Yes, "After the race" is an adverb phrase. It functions as a time adverbial modifying the verb "were."

Adverb phrases are groups of words that modify verbs, adjectives, or other adverbs. They can answer questions such as when, where, how, or to what extent. In this case, "after the race" answers the question of when the speakers were tired.

Adverb phrases are often formed with a preposition followed by a noun, pronoun, or gerund. In this case, "after" is the preposition and "the race" is the noun phrase it introduces. By adding "the" before "race," it becomes a specific event that happened in the past, indicating a time frame for the adverb phrase.

In conclusion, "After the race, we were dead tired" is a sentence that uses an adverb phrase to indicate when the speakers were tired. Adverb phrases are important parts of speech that add detail and specificity to a sentence.

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Word pairs are used so the child learns semantic as well as motoric differences between the phonemes for minimal opposition contrast approach.

A phoneme is the smallest unit of sound that distinguishes one phrase from some other word in a language. A Grapheme is a symbol used to perceive a phoneme; it is a letter or group of letters representing the sound.

A phoneme is a speech sound. it's the smallest unit of sound that distinguishes one word from some other. due to the fact that sounds cannot be written, we use letters to represent or stand for the sounds.

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Answer:

The choice of the cabby as the first king of Narnia in C.S. Lewis's "The Last Battle" appears to suggest that a good ruler does not necessarily have to come from a noble or privileged background. The cabby is an ordinary, working-class man who is brave, honest, and selfless, and he demonstrates these qualities throughout the story.

Explanation:

By choosing the cabby as the first king, Lewis may be suggesting that a good ruler should possess qualities such as humility, empathy, and a sense of justice that are not dependent on social status or wealth. The cabby's lack of formal education or royal bloodline does not prevent him from being an effective leader who cares about his people and works to protect them.

Moreover, the cabby's character embodies the idea that true leadership comes from within and is not dependent on external factors such as social class or wealth. By placing the cabby in a position of authority, Lewis seems to be suggesting that anyone who possesses the right qualities can be a good leader, regardless of their background or status.

Overall, the choice of the cabby as the first king of Narnia seems to emphasize the importance of moral character and personal qualities in a ruler, rather than social status or noble birth.

Answer:

don't understand anything

o boy, i don't know

The passage that signals a turning point in this coming of age story, where the main character transitions from childhood to adulthood, is the scene where the protagonist takes on significant responsibilities and faces life-altering decisions, demonstrating their newfound maturity and self-awareness.

1. In this coming of age story, the turning point occurs when the main character undergoes a notable shift in their behavior, mindset, or circumstances that mark their transition from childhood to adulthood.

2. Analyze the story and identify key events or passages that showcase the protagonist's growth, self-discovery, and increased responsibilities.

3. Look for scenes where the main character grapples with complex emotions, moral dilemmas, or faces significant challenges that require them to make adult-like choices.

4. Pay attention to moments that highlight the character's increased autonomy, independence, or ability to navigate the adult world.

5. Consider passages where the protagonist demonstrates a heightened sense of self-awareness, maturity, or a new perspective on life.

6. Evaluate scenes where the main character experiences a loss of innocence, confronts harsh realities, or learns valuable life lessons.

7. Once you've identified potential turning points, compare and analyze each passage to determine which one best represents the main character's transition from childhood to adulthood.

8. Choose the passage that encapsulates the main character's growth, signifies a significant shift in their journey, and reflects their newfound maturity, responsibilities, or adult-like decision-making.

Remember, the turning point in a coming of age story is subjective and can vary depending on the narrative. It's essential to consider the story's context, character development, and the impact of specific events on the protagonist's journey towards adulthood.

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Answer:

His father approached him about writing letters back to him mom. He told him that they wrote him so it was only right to write back.

Explanation:

Answer:

1. c)

2. a)

3. b)

4. a)

Explanation:

hope this helps:)

Answer:

1: Every year I GO on holidays during.

2: Hurry up! we have to CATCH the bus in a few minutes.

3: Ask the driver to stop, we have to get off an the next stop.

4: GET ON the bus quickly before it leaves.

en español = in spanish

1: Todos los años voy de vacaciones durante.

2: ¡Date prisa! tenemos que coger el bus en unos minutos.

3: Pídale al conductor que se detenga, tenemos que bajarnos y hacer la siguiente parada.

4: SUBTE al autobús rápidamente antes de que se vaya.

en français = in french

1: Chaque année, je pars en vacances pendant.

2: Dépêchez-vous! nous devons attraper le bus dans quelques minutes.

3: Demandez au chauffeur de s'arrêter, nous devons descendre au prochain arrêt.

4: MONTEZ dans le bus rapidement avant qu'il ne parte.

Explanation:

Hope this helps

J'espère que cela t'aides

espero que esto ayude

Answer:

In 2019 the percentage of college students (or their parents) use loans to help them pay tuition and other expenses was 54%

Explanation:

I hope this helps! Please mark brainliest if correct:)

Stay safe, God bless and happy studying!

Answer:

imagery, personification

The literary elements used in this poem's remembrance by twansha lynch are Imagery and personification.

Character, setting, plot, topic, frame, exposition, ending/denouement, motif, title, and narrative point of view are all examples of literary elements.

Literary components are fundamental categories of critical analysis that aid in the debate and comprehension of literary works; one could argue that viewers of work produce literary elements just as much as the author does. They have generally accepted ideas that are not exclusive to any one area of literary criticism, though they are most frequently connected to the formalist approach in academic literary criticism. Literary components don't have a formal definition or established list of terminology, but they are a staple of elementary and secondary literary instruction, and a list of terms similar to the one below frequently appears in institutional student evaluation.

Therefore, The literary elements used in this poem are Imagery and personification.

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From a first-person point of view, I keep in mind the day when I had to create a troublesome choice that would characterize who I was and how I would be judged by others. It was a wonderful summer evening, and I was strolling domestic from work. I was on my phone, texting my companion when I listened a lady shout to offer assistance.

I looked up and saw a man attempting to grab her handbag. The lady was slight, and she looked frightened. The man was huge and solid, and he had a cut in his hand. I solidified for a minute, not knowing what to do.

Abruptly, I recalled my self-defense classes, and without considering twice, I ran towards the man. I kicked him in the crotch, and he fell to the ground. I got the woman's satchel and gave it back to her. She was crying and expressing gratitude toward me for sparing her.

The police arrived, and the man was captured. I thought I had done the correct thing and individuals would see me as a saint. In any case, I before long realized that not everybody saw it that way.

A few individuals judged me for putting myself under threat, and they said that I was absurd for meditating. Others charged me with being a vigilante and taking the law into my claim hands. I was stunned by how individuals may judge me without knowing the complete story.

In any case, there were moreover those who lauded me for my bravery and fast consideration. They appreciated me for standing up for what was right, indeed in the confront of peril. I realized that I was being characterized by my choice to act, which was something I may well be proud of.

From that day on, I learned that the way I select isn't always simple, and I will be judged by my activities. But I moreover learned that I can't let others characterize me, and I ought to always strive to do what I accept is right, no matter what others may think. 

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The passage calls on citizens to unite, gather the poor, and weep into the river to compensate for their wrongdoings.

The passage urges citizens to take action to atone for their past mistakes. It encourages them to come together and gather all the impoverished individuals who are similar to themselves.

They are then instructed to lead this group to the river and weep profusely into it, with the ultimate goal of causing the river to overflow. The paraphrased version of the text could be:

"Let's go, fellow citizens! In order to make amends for our misdeeds, let us gather all the impoverished individuals resembling us. Together, we will guide them to the river and shed tears until it overflows."

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