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grin007 [14]
3 years ago
13

Which of the following punctuation marks are used to set aside information that is loosely related to the meaning of the sentenc

e?
A. dashes
B. Commas
C. Parentheses
English
2 answers:
djyliett [7]3 years ago
3 0
A. is the incorrect answer C.is the correct answer.
svp [43]3 years ago
3 0

The correct answer is C, parenthesis.

Dashes and parenthesis are both used when the information set aside is loosely related. However, dashes are more abrubt and are used when you want to call attention to this information. Parenthesis are more formal and allows you to include the information subtly.

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Answer:

ANNUAL SPORTS REPORT 2021 SUBMITTED TO THE DEPARTMENT OF SPORTS SCIENCES AND PHYSICAL EDUCATION - PENIEL COLLEGE

All over the world, sports has and still serves as a unifying factor, a tool for character building, and a means of self-discovery.  

It is with the above in mind that I assumed the role of the Sports Prefect. I knew that if I was to succeed, it was important for me to leave the school's Physical Education program in a better shape than I met it.  

To do so, I had to re-envision what that unit is all about. It meant that I had to stand upon the shoulders of all my predecessors from 40 years ago and ask myself, WHY we are here.

As I did with the help of the Sports Coordinator, Mr. Bright Li, I developed the courage to request the help of all the students who served with me in the Physical Education Unit. Without them, none of the things we achieved would have been made possible.  

During my tenure, we not only ensured that all the different sports which we have improved and received funding, but we also added new sub-units such as  

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For the first time in 12 years, we won the Regional chess championship and made it to the Nationals, coming back with the Bronze medal in third place.  

Our football team had the rare opportunity to tour with the National football team. This exposure left a strong impact on the members of the team. Some of them now see their dream of joining an actual football team as being more real than ever. Some of the footballers elected to mentor anyone who was serious about taking football farther than college. Of course, there were certain terms and conditions attached.

Because of how we saw the school's Sports Program, and how we went about it, some of the students, have transferred the same dedication, discipline, and teamwork that they have learned on the field to their studies.  Keeping track, we saw that the grades of all sports active students improved by 39% after we introduced the Play to Win philosophy. We made it clear through all our coaches and team leads that all the principles learned on the field were transferrable to academic work and that sports was not just an escape for those who felt they didn't have the brains or intelligence to excel academically.

As students progressed athletically, and in various other sports, their self-image increased. So did their academic performance.  

I'd like to thank the all staff and students who helped to push the vision of the Sports and Physical Sciences unit further. Special appreciation goes to the teachers who supervised the following teams:

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How is the selection organized in a desperate trek across America
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Florida panhandle, Fall 1528

The 250 starving Spanish adventurers dubbed the shallow estuary near their campsite the “Bay of Horses,” because every third day they killed yet another draft animal, roasted it, and consumed the flesh. Fifty men had already died of disease, injury, and starvation. What was worse, after having walked the length of Florida without finding gold, those still alive had lost contact with their ships. They were stranded in an alien continent.

“We were in such straits that anything that had some semblance of a solution seemed good to us,” wrote Álvar Núñez Cabeza de Vaca, the expedition’s royal treasurer, in one of the most harrowing survival stories ever told. “I refrain here from telling this at greater length because each one can imagine for himself what could happen in a land so strange.”

Indeed, Cabeza de Vaca and the other leaders of the ill-fated venture had agreed to a desperate gamble: to trade their most effective weapons against the Indians—horses and firearms—for five makeshift vessels that might or might not be capable of carrying them to safety. Eating the horses gave them time to build the rafts. To make nails and saws, they threw their crossbows, along with stirrups and spurs, into an improvised forge.

Like past conquistadors, Cabeza de Vaca and his men had relied on their breastplates, horses, and lethal weapons to keep the Indians at bay. Such overwhelming technological advantages meant they often did not even bother to negotiate, instead simply imposing their will. By sacrificing the very tools of their supremacy, they would now have to face the New World fully exposed to its perils and hold on only by their wits.

The expedition had unraveled with frightening speed. Just months earlier, the hopeful adventurers had embarked from Cuba in four ships and a brigantine and made landfall near present day Tampa Bay, intending to take possession of Florida in the name of His Most Catholic Majesty. Caught up in the excitement and rush to explore, the commander rashly divided the expedition, ordering the captains to take their ships on an exploration of the coast, while the men and the horses were put ashore. They agreed to meet just a few miles north of the debarkation point. But the interminable and confusing coast of Florida prevented the two parties from making contact.

With their jury-rigged saws they cut down trees, dragged them to the beach, lashed them together with the tails and manes of their dead horses, and fashioned sails from their tattered shirts. After five or six weeks, they slaughtered their last horse, then dragged the 15-ton rafts into the water. Fifty men crowded aboard each craft, the fifth commanded by Cabeza de Vaca. “And so greatly can necessity prevail,” he observed, “that it made us risk going in this manner and placing ourselves in a sea so treacherous, and without any one of us who went having any knowledge of the art of navigation.” The rafts floated only a few inches above the waterline; the waves would wash over the men as they traveled.

Little did the men on the rafts know that they were embarking on an eight-year adventure that would ultimately take their few survivors across the entire continent. After several weeks, storms separated the flotilla. Tormented by extreme hunger and drenched by the splashing of the waves, they were on the brink of death. “The people began to faint in such a manner that when the sun set,” Cabeza de Vaca would recall, “all those who came in my raft were fallen on top of one another in it, so close to death that few were conscious.” Only the helmsman and Cabeza de Vaca took turns steering the raft: “Two hours into the night, the helmsman told me that I should take charge of the raft, because he was in such condition that he thought he would die that very night.” Near dawn, Cabeza de Vaca heard the surf, and later that day they landed.

While most of the men survived the harrowing month long passage across the Gulf, eventually washing up on the coast of what is now Texas, many more perished of exposure and hunger that winter, some even resorting to cannibalism. Fewer still withstood enslavement at the hands of the natives in the vicinity of Galveston Bay. Ultimately, only four—Cabeza de Vaca, two other Spaniards in commanding positions, and an African slave named Estebanico—would escape their Indian masters after six years of toil. As slaves, Cabeza de Vaca and his companions were forced to cope with native North America on its own terms, bridging two worlds that had remained apart for 12,000 years or more. They lived by their wits, coming to terms with half a dozen native languages and making sense of societies that other Europeans could not even begin to fathom.

Explanation:

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