Answer:
relating to or denoting the generation of electricity using flowing water (typically from a reservoir held behind a dam or other barrier) to drive a turbine that powers a generator.
Explanation:
so D water power
Answer: No. Because of the colonization impact back then
Explanation:
Pligrims were the travelers who had their journey and action because of the holy place that they were tend to. It is a holy physical journey on foot with religious beliefs and that is why the Thanksgiving story has peace and culture as a key and idea of it.
When we are talking about this holiday, cross-cultural exchange of Pligrims and Indians is important.
On the other side, the planters and Wampanoag shared in a celebration of a harvesting so within many years they wouldn't be free. That is why for some people who are Native Americans, this holiday is not for celebrating. It is a holiday that is considering memories of colonization and an impact that colonization had for Indigenous people.
Answer:
Animate your body
Explanation:
Animate your body defines that it is the type of non-verbal message that is through the action which needs along with the verbal information that is orally to give the presentation in an effective manner. It indicates the way you represent your message to the audience with the help of gestures.
Now, According to the situation Class is looking for feedback from the audience, the last speaker kept her hands in glue, being an audience I was listening to every speech, the last speaker should be energetic, should be clean and in formal dress also need to use her hand gestures while giving a speech and walking should be there, a bit.
This will help to attract the audience to get engaged in her speech.
Holden expresses to not be a depresing persoaon but a happy person
Answer:
It is that time of year again when South Africans celebrate National Senior Certificate results, ushering a generation of youth out of the school system and into the world. Of the 788,717 who successfully completed these exams, 186,058 achieved passes that potentially open the doors of university study.
As we read about the results, we take delight in the success stories, like the student from a poorer background scoring multiple distinctions despite having no properly qualified maths or science teacher. Or the rural student who earned a university entrance despite walking long distances to school each day. These achievements should be celebrated, as they are truly exceptional.
But the problem with these stories, uplifting as they may be, is that they often carry a subtext.
The presumption that hard work alone leads to success – and that laziness leads to failure – follows the student into the university. Here, despite a wealth of careful research that proclaims otherwise, most people believe that success emerges from the intelligence and work ethic of the individual.
In a recent journal article, we have argued that academics often ignore the research on student failure that shows it emerges from a number of factors. Many of these factors are beyond the attributes inherent in the student. Instead, most hold on to the simplistic common sense assumption that success comes to those who deserve it. Academics who hold this view are prone to assume that students are successful because of what an individual student does or does not do.
But the reality is a far more complex interplay of individual attributes with social structures which unfairly affect some more than others.
Explanation:
