Answer:
Complex
Explanation:
Complex sentences have one complete sentence (independent clause) and one noncomplete sentence (dependent clause). "When I go rock climbing," is not a complete sentence which means it is a dependent clause, and "I prefer climbing landscapes that present a challenge." is a complete sentence which means it is an independent clause.
I hope this was helpful. have a nice day.
Answer:
B. A complex sentence
Explanation:
Please answer this! :))
What is the main idea of a tell tale heart?
Answer:
the main idea is about guilt and innocence. (please crown :) )
Explanation:
how can you engage interaction in an environment where people are known to be hostile?
Answer:
Stand your ground. If they have seniority or powers that disallow this, then you must simply try and evade.
Source:
Personal experience.
i need help with a spooky story, i need a motif , subject, character setting and theme and i don't know where to start
Answer:
Use a the woods as the setting somewhere in Britain in the 1800's
subject killer on the loose
theme be careful who you trust
sorry that i cant help more but good luck!
The play starts fifteen minutes ago, and we missed the beginning.
Which choice best corrects the verb tense error?
A.The play will have started fifteen minutes ago, and we miss the beginning.
B.The play started fifteen minutes ago, and we miss the beginning.
C.The play starts fifteen minutes ago, and we miss the beginning.
D.The play started fifteen minutes ago, and we missed the beginning.
Answer:
the answer is D
Explanation:
Answer:
a
Explanation:
what is federal government?
Answer:
The federal government is the government at the level of the sovereign state
Explanation:
A federal system is a system of dividing up power between a central national government and local states government that are connected one another by the national government.
You are the turkey and Thanksgiving is coming and you don’t want to be cooked. How do you escape?
I need just some ideas (2) on what to write about not the whole essay
Answer:
I start an animal union with all the other animals on the farm and we create a plot to overthrow the humans and run them out of the farm.
Explanation:
Animal Anarchy
Part A Paragraphs 1 and 2 introduce which central idea in the passage as a whole?
Answer:
Explanation:
Nothing
Draw the sonority profile the following words and identify the nuclei and syllable boundaries : Captain, Helicopter ,dentist
Answer:
The Sonority Sequencing Principle (SSP)[1][2] or Sonority Sequencing Constraint is a phonotactic principle that aims to outline the structure of a syllable in terms of sonority.
The SSP states that the syllable nucleus (syllable center), often a vowel, constitutes a sonority peak that is preceded and/or followed by a sequence of segments – consonants – with progressively decreasing sonority values (i.e., the sonority has to fall toward both edges of the syllable). The sonority values of segments are determined by a sonority hierarchy, though these differ to some extent from language to language. Typically they are vowel > glide > liquid > nasal > obstruent (or > fricative > plosive > click). That is, the segment order in a syllable tends to be of the pattern Ʞ-P-F-N-L-G-V-G-L-N-F-P. The fricative–plosive and nasal–plosive rankings may be reversed. Wright (2004: 51–52) notes,[3]
In a Sonority Sequencing Constraint that is based on perceptual robustness, a stranded consonant (one without a flanking vowel, liquid, or glide) is dispreferred unless it has sufficiently robust internal cues to survive in the absence of formant transitions. ... Segments that we expect to survive without the benefits of flanking vowels, and thus be found at syllable edges with intervening stops, are the sibilant fricatives, potentially other fricatives ... and nasals.
A good example for the SSP in English is the one-syllable word "trust": The first consonant in the syllable onset is t, which is a stop, the lowest on the sonority scale; next is r, a liquid which is more sonorous, then we have the vowel u /ʌ/ – the sonority peak; next, in the syllable coda, is s, a sibilant, and last is another stop, t. The SSP explains why, for example, "trend" is a valid English word but *"rtedn" (flipping the order of consonants) is not.
Some languages possess syllables that violate the SSP (Russian and dialectal Arabic, for example) while other languages strictly adhere to it, even requiring larger intervals on the sonority scale: In Italian for example, a syllable-initial stop must be followed by either a liquid, a glide or a vowel, but not by a fricative (except: [ps] borrowed words like: pseudonimo, psicologia). Some languages allow a sonority "plateau"; that is, two adjacent tautosyllabic consonants with the same sonority level. Modern Hebrew is an example of such language.
A number of unrelated languages[specify] that typically follow the SSP will violate it with /s/ + stop clusters. For example, in the English word "string" or Italian "spago" the more sonorous /s/ comes before a less sonorous sound in the onset. In native English words, no phoneme other than /s/ ever violates the SSP. Latin also was able to violate the principle in this way -- however the Vulgar Latin dialects that evolved into the Western Romance languages lost this ability, causing the process of I-prosthesis to occur, whereby an /i/ was inserted at the beginning of such a word, to make the /s/ instead a coda consonant rather than an onset consonant. As a result, Western Romance languages like Spanish and French will have "espada" and ("espee">) "épée" respectively where a non-Western Romance language like Italian has something akin to "spada".
Would someone mind helping me? I really need this answer but I'm so confused. I would appreciate any help :) and if you get the answer right, ill give you brainliest. thank you. and its not A.
Answer:
B
Explanation:
Because it mainly talks about animals and plants having ways to conserve or having their bodys develop to survive there and at the start it gives it a key detail of the paragraph.
( hope this helps ^O^ )
the snow covered everythnig. the writer revised
Answer:
yes it did. Your welcome, please give brainliest.
What type of figurative language is in bold in the poem below?
"Who Has Seen the Wind?"
by Christina Rossetti
Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling,
The wind is passing through.
Who has seen the wind?
Neither you nor I:
But when the trees bow down their heads,
The wind is passing by.
personification
alliteration
allusion
simile
foreshadowing
Can you please put this mini paragraph in your own words?
When wearing uniforms, it is a struggle to be an individual. Teachers are always saying how important it is to just be ourselves and not worry about what others might think. Having a uniform takes that away from us, and this may lead students to try to find other ways to be different. They might begin to act out so they stick out from the crowd. Without uniforms, we can show everyone who we are through our clothes. Opinions shouldn’t be based solely on the clothing of course, but clothing is a fun and easy way to show who you are. Being different is a huge part of being in school and I think we should be able to have the privilege of wearing what we want. It can also give us more confidence.
pls help
Answer:
Wearing a uniform shouldn't be a mandatory thing because it takes our identity away. Our own clothes represent who we are. Our clothes can even define us. People, teacher, family member, etc tell us to be who we want to be. Let yourself shine in the world but yet we are limited to our appealing of clothing. if school make us uniforms we can be less "hype" about yourself and who we are identifing ourself as, each day that we grow we learn more about oursleves and that is through clothes.
Explanation:
hope this helped
Why did Emily Dickinson MOST LIKELY use the phrase A black, as of a spectre's cloak in the first stanza of the poem?
Answer is D) to create a feeling of darkness and gloom
HELPPPP PLEASEEE ILL HIVE YOU BRAINLYEST Which are examples of basic text structures? Check all that apply.
Ochronological order
random order
order of importance
comparison and contrast
cause and solution
Answer:
last one I think
Explanation:
cause and solution is your basic problem and solution
How is tone related to mood?
Tone and mood are created by the reader's understanding of a text.
Both tone and mood create pictures in a reader's mind.
Both tone and mood rely on the author's choice of words.
The are not related at all because tone is the author's attitude toward the subject.
Answer: the first one
Explanation:
The cat's purr told me that it was happy.*
Answer:
ok so whats the question so i can help??
Explanation:
Read the excerpt and analogy, then answer the question.
Animal Farm
And in many ways the animal method of doing things was more efficient and saved labour. Such jobs as weeding, for instance, could be done with a thoroughness impossible to human beings. And again, since no animal now stole, it was unnecessary to fence off pasture from arable land, which saved a lot of labour on the upkeep of hedges and gates. Nevertheless, as the summer wore on, various unforeseen shortages began to make them selves felt.
arable : fertile :: clouded : vague
In at least one hundred words, how does the analogy help the reader to understand the meaning of the word arable in this excerpt?
Answer:
The issue of shortages foreshadows that the farm will experience difficulties in the future.
Explanation:
A syllabus CANNOT tell you when your assignments are due.
True
False
Answer: False
Explanation: that's one of the main points of a syllabus since it's the outline of the course
Answer:false
Explanation:
How does the paragraph develop the central idea that Elizabethans believed that the body’s humors affected health?
A.It details how diet could disrupt the balance of humors.
B.It explains that fresh fish may cause liver disease.
C.It discourages the use of cold liquids after activity.
D.It recommends eliminating fresh fruit from a healthy diet.
Answer:
I think the amswer may be a but im not sire srry
I NEED TWO ARTICLES (SCHOLARLY) BASED ON THIS PLEASE.
How are the findings, research methods, or theories impacted by diversity? Diversity can include but is not limited to, differences in age, race, ethnicity, culture, gender, socio-economic status, disability, and sexual orientation. Include research findings showing how two diverse populations are similar or dissimilar in their experience of stress or stressors in college students.
Introduction
The US racial/ethnic academic achievement gap is a well-documented social inequality [1]. National assessments for science, mathematics, and reading show that White students score higher on average than all other racial/ethnic groups, particularly when compared to Black and Hispanic students [2, 3]. Explanations for these gaps tend to focus on the influence of socioeconomic resources, neighborhood and school characteristics, and family composition in patterning socioeconomic inequalities, and on the racialized nature of socioeconomic inequalities as key drivers of racial/ethnic academic achievement gaps [4–10]. Substantial evidence documents that indicators of socioeconomic status, such as free or reduced-price school lunch, are highly predictive of academic outcomes [2, 3]. However, the relative contribution of family, neighborhood and school level socioeconomic inequalities to racial/ethnic academic inequalities continues to be debated, with evidence suggesting none of these factors fully explain racial/ethnic academic achievement gaps, particularly as students move through elementary school [11]. Attitudinal outcomes have been proposed by some as one explanatory factor for racial/ethnic inequalities in academic achievement [12], but differences in educational attitudes and aspirations across groups do not fully reflect inequalities in academic assessment. For example, while students of poorer socioeconomic status have lower educational aspirations than more advantaged students [13], racial/ethnic minority students report higher educational aspirations than White students, particularly after accounting for socioeconomic characteristics [14–16]. Similarly, while socio-emotional development is considered highly predictive of academic achievement in school students, some racial/ethnic minority children report better socio-emotional outcomes than their White peers on some indicators, although findings are inconsistent [17–22].
In addition to inequalities in academic achievement, racial/ethnic and socioeconomic inequalities also exist across measures of socio-emotional development [23–26]. And as with academic achievement, although socioeconomic factors are highly predictive of socio-emotional outcomes, they do not completely explain racial/ethnic inequalities in school-related outcomes not focused on standardized assessments [11].
Further complexity in understanding how academic and non-academic outcomes are patterned by socioeconomic factors, and how this contributes to racial/ethnic inequalities, is added by the multi-dimensional nature of socioeconomic status. Socioeconomic status is widely recognized as comprising diverse factors that operate across different levels (e.g. individual, household, neighborhood), and influence outcomes through different causal pathways [27]. The lack of interchangeability between measures of socioeconomic status within and between levels (e.g. income, education, occupation, wealth, neighborhood socioeconomic characteristics, or past socioeconomic circumstances) is also well established, as is the non-equivalence of measures between racial/ethnic groups [27]. For example, large inequalities have been reported across racial/ethnic groups within the same educational level, and inequalities in wealth have been shown across racial/ethnic that have similar income. It is therefore imperative that studies consider these multiple dimensions of socioeconomic status so that critical social gradients across the entire socioeconomic spectrum are not missed [27], and racial/ethnic inequalities within levels of socioeconomic status are adequately documented. It is also important that differences in school outcomes are considered across levels of socioeconomic status within and between racial/ethnic groups, so that the influence of specific socioeconomic factors on outcomes within specific racial/ethnic groups can be studied [28]. However, while these analytic approaches have been identified as research priorities in order to enhance our understanding of the complex ways in which socioeconomic status and race/ethnicity intersect to influence school outcomes, research that operationalizes these recommendations across academic and non-academic outcomes of school children is scant.
Describe Eliezer’s relationship with his faith and his god before he meets Moshe.
Answer:
Eliezer's struggle with his faith is a dominant conflict in Night. ... But he sees that the Holocaust exposes the selfishness, evil, and cruelty of which ... When Moishe the Beadle is asked why he prays, he replies, “I pray to the God within me that ... It is the idea of God's silence that he finds most troubling, as this description
A detailed description and in-depth analysis of Moishe the Beadle. ... In his statement “I pray to the God within me that He will give me the strength to ... But we also see that at the lowest points of Eliezer's faith—particularly when he sees the pipel
The most important altercation is Wiesel's connection with religion because that's what ... When they had arrived at Auschwitz, they thanked God and were able to regain ... In the next stage of Elie's relationship with God in Night he becomes ... Elie ponders his misgivings about God's justice and sees God in a new light
Explanation:
what month has 28 days!
Answer:
February
Explanation:
Only in leap years it has 29 days, but otherwise, its 28.
Which two phrases are part of the correct definition of phosphate as it is used in the third paragraph of the passage?
The second and the last phrase is part of the correct definition of phosphate as it is used in the third paragraph of the passage.
What is the meaning of the Phrase?A phrase in grammar refers to a group of words or a single word that functions as a grammatical unit. The English phrase "the extremely happy squirrel," for instance, is a noun phrase that also incorporates the adjective phrase "very happy." Phrases might be made up of only one word or an entire sentence.
In English, a phrase is a collection (or pair) of words. A phrase can be brief or lengthy, but it lacks the subject-verb agreement required to form a clause. Here are some examples of phrases: following a dinner (prepositional phrase) a good neighbor (noun phrase)
A phrase is a short string of words that expresses an idea but isn't a complete sentence. Every day, you utilize phrases in both your speech and writing. There are many different kinds of phrases, of which some serve a more technical purpose in your writing than others.
Learn more about the Phrase here:
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Part A When the seventh man begins to tell his story, he introduces it in this way:
"In my case, it was a wave," he said. "There is no way for me to tell, of course, what it will be for each of you. But in my case it just happened to take the form of a gigantic wave. It presented itself to me all of a sudden one day without warning. And it was devastating."
What does this excerpt most clearly imply? To help you choose your answer, consider the events of the story.
A. He believes that in life, every individual must confront fear in some form or another.
B. He believes that his life was changed by a disaster in a way that others cannot understand.
C. He believes that he has succeeded despite not knowing what will happen to others.
D. He believes that in life, everyone will face the risk of a giant wave caused by a storm.
Out of the choices provided above, it can be concluded that the statement, ''He believes that in life, every individual must confront fear in some form or another.'', is the one that is most clearly implied by the passage given above. Therefore, the option A holds true.
What is the significance of implication of a passage?An implication made by a passage can be referred to or considered as the interpretation described by the passage in such a way that it is based on an idea and a theme. The implication of a passage is made by the author to add a reading element to his or her composition, through which the author also conveys a message to the readers. .
Therefore, the option A holds true and states regarding the significance of implication of a passage.
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i need help please in dumb
Answer:
Abiotic factors are the non-living parts of the environment that can often have a major influence on living organisms. Abiotic factors include water, sunlight, oxygen, soil and temperature. ... Without water, animals become weak and confused, and they can die if they do not rehydrate.
Explanation:
no your not dumb your cool Hope this helps! leave a heart and brainliest c:
what is verb? what is the function of verb.
Answer:
what is verb? a Verb is word used to describe an action, state, or occurrence, and forming the main part of a sentence, such as hear, become, happen.
what is the function of verb? A verb is a word that says something about a person or a thing. It an action. It is used to describe actions, happenings, thoughts, feelings, speech, and relationships
Explanation:
John Proctor is willing to let you have his _______, but he wants to keep his _________.
Answer:
Blank 1: Pen
Explanation:
Blank 2: Pencil
Which detail best completes the summary?
A) But when Charles tried to mesmerize Franklin, nothing happened.
B) He realized that Charles was even more powerful than Dr. Mesmer.
C) He put a blindfold on and asked Charles to mesmerize him next.
D) So when it was his turn for treatment, Franklin worried he might faint.
Answer:
B
Explanation:
it is most conclusive.
hey does anyone know this?