identity the literary device in this line "bright like a sun"​

It really depends on what kind of college Course you are looking for, how many years, and if you get scholarships

The first step to figure out how much it will cost you it to figure out what you want to go to college for.

College courses can go anywhere from 1 year to 13 years or even more depending on what you want to do.

The more the school and classes the more it will cost.

So your biggest bet is to talk to a guidance counselor if you haven’t graduated or to take a college tour to a college you may be interested in.

Scholarships are very helpful or financial aid. Talk to someone who has experience in the field you are looking for.

When you do all that, it will help you determine the costs.

Lastly, college is not cheap most of the time so I would of course start saving.

I hope this helps point you to finding good answers.

The type of coping approach that yesenia is using is Emotion focused. Instead of solving the issue, emotion-focused coping emphasises managing your feelings and your reaction to it.

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Answer: The writer links atrocious to the word horrible

Explanation: just took the test and got it right

The intransitive verb from the given sentence is obtained.

An intransitive verb is defined as a verb that indicates a complete action without being accompanied by a direct object, such as sit or lie, and that does not form a passive.

Intransitive verbs differ from transitive verbs in that they do not imply one or more objects. Furthermore, intransitive verbs are typically classified separately from modal verbs and defective verbs.

Therefore, obtained is the intransitive verb.

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The irony in the phrase 'sensible everyday names' which is mentioned in the text is that the cats are bearing human names.

This refers to the figure of speech that shows the contrasting expectations between reality and what is said.

Some examples of sensible cat names are:

Some examples of fancier cat names are:

Some examples of peculiar cat names are:

The rhyme scheme in the given poem uses the ABAB as the first and third lines rhyme with each other.

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The dramatic irony in the opening lines of the scene occurs when the audience is aware of the characters' hidden motives while the characters themselves remain oblivious, creating tension and engaging the audience. Here option C is the correct answer.

This form of irony arises when the audience possesses knowledge or information that the characters on stage are unaware of. In this case, the audience is privy to the characters' hidden motives, while the characters themselves remain oblivious to these intentions.

This type of dramatic irony creates tension and engages the audience, as they observe the characters unknowingly pursuing their objectives while being ignorant of the true intentions at play. It allows for suspenseful situations and can lead to unexpected twists and turns in the narrative.

By presenting the audience with the knowledge that the characters lack, the scene builds anticipation and adds depth to the storytelling. It also enables the audience to analyze the characters' actions and dialogue from a different perspective, enhancing their understanding of the story's unfolding events. Therefore option C is the correct answer.

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Complete question:

Which of the following statements best describes the dramatic irony that occurs in the opening lines of the scene?

A) The audience knows more about the characters' true identities than the characters themselves.

B) The characters are unaware of the impending danger that awaits them.

C) The audience is aware of the characters' hidden motives while the characters remain oblivious.

D) The characters' actions and words create a humorous effect, unknown to the audience.

Answer:

While I waited for the bus, I met two of my friends.

Explanation:

Is that the correct answer???

If it is, can I have Brainliest please???

The Puritans were a historical group that emerged during the 16th and 17th centuries in England.

They were known for their strict religious beliefs and moral codes, which emphasized hard work, discipline, and frugality. While they sought to reform the Church of England, they faced persecution and eventually migrated to the New World, where they established colonies in what is now the northeastern United States.
In popular culture, the Puritans are often portrayed as prudish and intolerant, with a focus on their strict dress codes and opposition to activities such as dancing and theater. However, this stereotype oversimplifies their beliefs and ignores their contributions to American history, including their role in the founding of Harvard University and the Massachusetts Bay Colony.
Overall, while the Puritans were certainly a complex and sometimes controversial group, it is important to recognize the nuances of their beliefs and actions, rather than relying on simplified generalizations.

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Answer:

true

Explanation:

Answer: IS THIS A STORY

Explanation:

Answer:

yes?

Explanation:

is this a question?

Answer:

Yes dogs can eat goats, I am assuming that you said bananas. So if you did dogs can also eat bananas.

Explanation:

the answer you are looking for is showed

Answer:

B) showed

Explanation:

The answer to, which word in this sentence is a verb, is answer choice B, showed.

A verb is a word that explains the action.  Ex:  Ran, run, sprint, jump, jumped, etc.

A noun is a word that is a name, person, place, or thing.

A pronoun is referring to the participants, or it is referring to someone or something else mentioned somewhere else.  Ex:  I, you, me, myself, your, etc.

An adjective is a word that describes a person, place, or thing.  Ex:  Smelly, weird, angrily, joyfully, etc.

A is incorrect because Mayra is a name.  Names are nouns and are not actions.  So, this is incorrect.

B is correct because showed is an action.  Mayra is committing an action, which is showing us her hat.

C is incorrect because us is a pronoun.  Pronouns are referring to people within a discussion or area, or are being discussed.

D is incorrect because it is a pronoun.  It refers to someone or something and is not an action word.

E is incorrect because it is an adjective.  An adjective describes a noun (person, place, or thing).

Answer:

He believes he owes it to his country to return.

Explanation:

According to the story of Pink and Say by Patricia Polocco, they are both young children who join the army during the American Civil War to help bring an end to slavery and become friends on the battle field. Pink is a black child who is educated, while Say is a white child who cannot read.

After Pink's mother Moe Moe Bay is killed by the Confederates for hiding the boys, Pink believes that returning to war is the right thing to do and Say believes he owes it to his country to return to war in order to end slavery.

Answer:

The ocean is still a very mysterious place. Full of creatures and places we still haven't discovered. But other habitats, we have most ( if not all ) the creatures and places discovered.

Explanation:

I hope this helps =DD

When two parallel lines are cut by a transversal, several geometric properties and angles are formed.  In nature, we can observe similar patterns in various natural phenomena such as tree branches, river tributaries, or geological formations.

When a transversal intersects two parallel lines, it creates several pairs of angles with specific relationships. Corresponding angles are located on the same side of the transversal and in corresponding positions on each parallel line.

Alternate interior angles are found on opposite sides of the transversal, between the parallel lines. Alternate exterior angles are located on opposite sides of the transversal, outside the parallel lines. Consecutive interior angles are on the same side of the transversal and inside the parallel lines.

In nature, we can observe similar patterns that exhibit parallelism and transversal relationships. For example, tree branches often exhibit parallel growth patterns with smaller branches intersecting at various angles. River tributaries can form parallel channels, and when a smaller stream intersects the main river, it creates a transversal-like relationship.

Geological formations such as rock layers can exhibit parallelism when they are cut by erosion or fault lines.

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Answer:

In order to address the issue you are talking about you can do: 1 Volunteering and taking part helping others, which will be beneficial, 2. Determine which is the real problem from root and then determine how to act, 3. Look for aalliances with partners who can may be helping and 4. Try to give a good use to the resources you have in order to achieve that goal. 

Explanation:

Four ways to address the socioeconomic factors to achieve one's goal include;

Socioeconomic factors put simply are the specific circumstances which inhibit an individual's chances or opportunities as a result of the individual's social and financial standing.

Such socioeconomic factors include;

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A. Sympathetic. Metamorphosis by Franz Kaf-ka depicts the change of Gregor Samsa into a loathsome insect and, as a result, the modification of his entire family to fit the new reality.

Gregor's mother is unable to reconcile her son with the bug he has become. Mrs. Samsa in The Metamorphosis maintains her affection for Gregor after his change, referring to him as "her unfortunate son." She, on the other hand, cannot stand his new appearance and faints the first time she sees Gregor.

When his mother accidently sees him for the first time, she gets tremendously unhappy and faints, and her father, irritated by the situation, crunches apples on Gregor, severely injuring him. He simply does not die because his mother wakes up in time to prevent her father from murdering her.

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everyone is going to party

Answer:

B :everyone is going to the party

Answer:

D. To allude to a circumstance with which the audience is likely to be familiar.

Explanation:

The purpose of the opening paragraph is to introduce the story and set the scene for what is to come. It establishes the characters and the situation they are in, and it introduces the plot by stating that the queen will have a child as foretold by a frog. This alludes to a common narrative structure or plot point that the audience may be familiar with, in which a prophecy or magical event sets the stage for the story to unfold. The opening paragraph does not seem to be intended to evoke an emotional response, mock the response of the woman being described, or relate the author's personal experience.

The sentence "before you determine whether to use a whole or part strategy to practice a skill, it is important to first do a task analysis to assess the complexity and organization characteristics of the skill" is True.

A task analysis helps you understand the structure of the skill and decide which approach is more suitable for learning and practicing it effectively.

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Answer:

Thomas Jefferson said that no assembly should have the power to revoke an act because any Assembly was constituted with the same powers that constituted the Assembly that proposed the act. Also, Jefferson mentions that any natural rights of mankind should not be revoked and that the act that did it would be an infringement of natural right. (The works of Thomas Jefferson Collected and Edited by Paul Leicester Ford)

The Virginia Statute for Religious Freedom was written by Thomas Jefferson and passed by Virginia’s General Assembly. It defended religious freedom as a natural right and therefore like he defended before it could not be revoked.

Explanation:

Answer:

there are too much plums in the fridge

Answer:

In the fridge there are much plums.

Explanation:

I think not 100% sure hope this helps:)

When introducing the concept of numbers and counting to pre-primary learners, it is important to consider the potential counting problems they might encounter, such as difficulty with one-to-one correspondence, skipping numbers, understanding zero, reversing numbers, and grasping quantity conservation.

(a) Possible counting problems your learners might encounter:

Difficulty in understanding the concept of one-to-one correspondence: Some learners may struggle to match each object with its corresponding number or count objects accurately.

Skipping numbers: Learners may skip numbers while counting, especially when the sequence becomes more complex or when they encounter larger numbers.

Difficulty in understanding the concept of zero: Some learners may find it challenging to grasp the idea that zero represents "nothing" or an empty set.

Reversing numbers: Learners might reverse the order of numbers, particularly when counting backward.

Difficulty in understanding the concept of quantity conservation: Learners may struggle to understand that the last number counted represents the total quantity or that rearranging objects does not change the count.

(b) Types of activities and materials to teach the following concepts:

(i) Counting:

Counting with manipulatives: Provide small objects such as buttons, counters, or blocks that children can touch and move while counting. This tactile experience enhances their understanding of one-to-one correspondence.

Number songs and rhymes: Use catchy songs or rhymes that involve counting. Encourage children to clap, stomp, or move their fingers along with the rhythm to engage their kinaesthetic senses.

Number flashcards: Create flashcards with large, colorful numbers and corresponding objects. Children can touch and hold the cards while counting the objects, reinforcing the connection between numbers and quantities.

Counting games: Develop games that involve counting, such as counting objects in a treasure hunt or counting steps while moving around the classroom. Incorporate movement and physical interaction to make it enjoyable and engaging.

(ii) Comparing:

Sorting activities: Provide sets of objects that differ in size, shape, or color. Encourage children to sort them based on specific attributes, such as arranging them from smallest to largest or grouping them by color.

Matching games: Create cards with different quantities represented by dots or objects. Children can touch and match cards with the same number of items, developing their ability to compare and recognize equal quantities.

"More" and "less" exploration: Present two groups of objects and ask children to identify which group has more or fewer items. Use a variety of objects and vary the quantities to promote visual comparison.

Measuring with non-standard units: Provide materials like building blocks or paper clips and ask children to compare the lengths of different objects using these non-standard units. This hands-on activity helps them understand the concept of longer or shorter.

(iii) Ordering/seriation:

Size sequencing: Provide a set of objects with varying sizes and ask children to arrange them in order from smallest to largest or vice versa. Encourage them to touch and feel the objects to reinforce the concept of seriation.

Number line activities: Create a large number line on the floor or wall using tape or markers. Give children number cards and ask them to place themselves in order along the number line. This activity helps them understand the sequence of numbers.

Pattern making: Provide materials like colored blocks or beads and guide children to create patterns by arranging objects based on size, shape, or color. This activity promotes understanding of sequential order and seriation.

Story sequencing: Use picture cards or objects to tell a simple story, and ask children to arrange the cards or objects in the correct order. This activity develops their ability to organize and sequence events.

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The character in the story who is an elderly raven that communicates with the adventurers is Roac.

Roac is featured in J.R.R. Tolkien's novel "The Hobbit." As a member of the "Ravens of the Mountain," Roac plays a significant role in aiding the adventurers on their quest. He acts as a messenger and communicator, relaying important information and updates to Bilbo Baggins and the company of dwarves.

Roac's wisdom and intelligence make him a valuable ally, providing guidance and assistance throughout their journey. His ability to communicate with the adventurers adds depth and intrigue to the unfolding events in the story.

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Complete Question:

Which character in the story is an elderly raven that communicates with the adventurers: Roac, the thrush, or the Necromancer?

Not sure who is buck

Answer:

He gives the impression that he didn’t really fit in at the reservation, that even though he was a Indian by every sense of the word. He states that in first grade he wore glasses, US government glasses to be exact and he continues to make references to how he wasn’t like the other students in his school. While he liked learning, basketball and liked white girls, his fellow students were into other things and did other things like his cousin sniffing glue.

Explanation:

brainliest pls

Answer:

at first she wanted freedom now she is hankering for love

Explanation:

Answer:

ANSWER 24 :- CAP

ANSWER 25 :- DRY

Answer:

cap

dry

Explanation:

mark brainliest

When comparing the themes of two short stories, the most important elements to analyze are: Option d. How the characters in each story change and why.

Examining the development and transformation of characters is crucial in understanding the themes of a story. Characters often embody the conflicts, struggles, and growth associated with the themes explored by the author. By analyzing how and why characters change, readers can gain insights into the underlying messages and explore the connections between character development and the themes being portrayed.

While the other elements listed (a, b, and c) can provide valuable context and contribute to the overall understanding of the stories, they are not as directly related to the comparison of themes.

a. The title of each story: While titles can provide initial clues or hints about the content, they are not sufficient for a deep analysis and comparison of themes. The themes themselves are developed within the narrative and the interactions of characters, requiring a more comprehensive examination.

b. Descriptive details about the setting: While the setting can influence the atmosphere and tone of a story, it is not the primary focus when comparing themes. Themes are more concerned with the underlying messages, ideas, and conflicts explored by the author, rather than the physical environment.

c. The cultural background of each author: While an author's cultural background can influence their perspective and the themes they explore, it is not the sole determinant of the themes in their stories. Themes are universal concepts that transcend specific cultural contexts, making it necessary to examine the themes within the stories themselves rather than solely relying on the cultural background of the authors.

In summary, when comparing the themes of two short stories, the primary focus should be on analyzing how the characters in each story change and why. This analysis provides valuable insights into the development of themes and allows for a deeper exploration of the underlying messages conveyed by the authors. Therefore, Option D is correct.

The question was incomplete. Find the full content below:

Which elements are MOST important to analyze when you need to compare the themes of two short stories?

A. the title of each story

B. descriptive details about the setting

C. the cultural background of each author

D. how the characters in each story change and why

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Answer:

Explanation:

An unnamed narrator approaches the house of Usher on a “dull, dark, and soundless day.” This house—the estate of his boyhood friend, Roderick Usher—is gloomy and mysterious. The narrator observes that the house seems to have absorbed an evil and diseased atmosphere from the decaying trees and murky ponds around it. He notes that although the house is decaying in places—individual stones are disintegrating, for example—the structure itself is fairly solid. There is only a small crack from the roof to the ground in the front of the building. He has come to the house because his friend Roderick sent him a letter earnestly requesting his company. Roderick wrote that he was feeling physically and emotionally ill, so the narrator is rushing to his assistance. The narrator mentions that the Usher family, though an ancient clan, has never flourished. Only one member of the Usher family has survived from generation to generation, thereby forming a direct line of descent without any outside branches. The Usher family has become so identified with its estate that the peasantry confuses the inhabitants with their home.

The narrator finds the inside of the house just as spooky as the outside. He makes his way through the long passages to the room where Roderick is waiting. He notes that Roderick is paler and less energetic than he once was. Roderick tells the narrator that he suffers from nerves and fear and that his senses are heightened. The narrator also notes that Roderick seems afraid of his own house. Roderick’s sister, Madeline, has taken ill with a mysterious sickness—perhaps catalepsy, the loss of control of one’s limbs—that the doctors cannot reverse. The narrator spends several days trying to cheer up Roderick. He listens to Roderick play the guitar and make up words for his songs, and he reads him stories, but he cannot lift Roderick’s spirit. Soon, Roderick posits his theory that the house itself is unhealthy, just as the narrator supposes at the beginning of the story.

Madeline soon dies, and Roderick decides to bury her temporarily in the tombs below the house. He wants to keep her in the house because he fears that the doctors might dig up her body for scientific examination, since her disease was so strange to them. The narrator helps Roderick put the body in the tomb, and he notes that Madeline has rosy cheeks, as some do after death. The narrator also realizes suddenly that Roderick and Madeline were twins. Over the next few days, Roderick becomes even more uneasy. One night, the narrator cannot sleep either. Roderick knocks on his door, apparently hysterical. He leads the narrator to the window, from which they see a bright-looking gas surrounding the house. The narrator tells Roderick that the gas is a natural phenomenon, not altogether uncommon.

The narrator decides to read to Roderick in order to pass the night away. He reads “Mad Trist” by Sir Launcelot Canning, a medieval romance. As he reads, he hears noises that correspond to the descriptions in the story. At first, he ignores these sounds as the vagaries of his imagination. Soon, however, they become more distinct and he can no longer ignore them. He also notices that Roderick has slumped over in his chair and is muttering to himself. The narrator approaches Roderick and listens to what he is saying. Roderick reveals that he has been hearing these sounds for days, and believes that they have buried Madeline alive and that she is trying to escape. He yells that she is standing behind the door. The wind blows open the door and confirms Roderick’s fears: Madeline stands in white robes bloodied from her struggle. She attacks Roderick as the life drains from her, and he dies of fear. The narrator flees the house. As he escapes, the entire house cracks along the break in the frame and crumbles to the ground.

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