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Scilla [17]
3 years ago
12

The plural inflectional morpheme ending is added to 1)adjective, 2)adverbs, 3)nouns, 4)verbs, 5)none

English
1 answer:
Otrada [13]3 years ago
3 0

Answer:

3) nouns

Explanation:

Morphemes are the smallest linguistic unit within a word that has meaning, and inflectional morphemes or suffixes refer to those morphemes added at the end of a word that completes the whole meaning of the word.

In English, plural inflectional morpheme endings can only be added to nouns since are the nouns the only part of speech that can change from singular to plural by adding a suffix. For example, <em>car - cars, tea - teas, microscope - microscopes, glass - glasses.</em>

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How can something like McCarthyism be used as a partisan weapon against another political party? Give an example.
yKpoI14uk [10]

McCarthyism is nothing more than a witch hunt.  A lot of finger pointing and not a lot of proof.  Both parties (Democrat & Republican) in the United States use this in todays world.  Ill give examples of both and follow up with how it can be beneficial to each party.

Democrats:  Accuse other politicians of being "racist" or "bigoted" just from political ideas and from certain members of the base.  While it is not fact or true that Republicans are by policy racist, it is a word that is hated by people and has a negative connotation to it, forcing some to keep distance from said person

Republicans:  Accuse other politicians of being "muslin lovers" or "muslins" themselves.  We saw this for the entire Obama presidency.  Congress and some Republican supporters would use the word "muslin" to describe the president in order to give a negative connotation towards Obama.  This has some strong effectiveness due to the recent events (September 11th, 2001).

Both parties are trying to stick a negative idea/precedent/description about the opposition in order to sway votes.  This tactic is very effective because  not only will you sway votes, theres little repercussion in doing so because the people who disagree with you are not going to be swayed, but that voter in the middle who cares about one issue over the other (in this case racism over fear of muslims or vice versa fear of muslims over racism).  

Either someone is intelligent enough to know the rhetoric between the two parties and votes by policy (unaffected / no positive or negative response), they don't care about either issue (unaffected / no positive or negative response), or someone is strongly in favor of one or the other (strong positive or negative response).

While there are some attempts that have been made and can be made that would be so egregious that most people have a negative response, but that rarely happens and would be deemed political suicide.  

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7 0
3 years ago
*250 or more words regarding school wide problems that you feel need to addressed. Identify way that we can fix, or make the pro
Nady [450]

It’s common for children to have some problems at school.

Some problems are minor – for example, missing out on school council or forgetting to bring the right sports uniform. You and your child can usually sort these ones out yourselves by talking and problem-solving together.

Some problems might be more complicated or long-lasting. For example, your child might be having ongoing difficulties in the playground with another child and the strategies you’ve suggested to your child haven’t worked. With these problems, you might need to talk with your child’s teacher to find solutions.

How to approach school problems with teachers

When you need to talk with teachers about problems, a calm and positive approach is likely to get a positive outcome for your child. Here’s what to do.

Pause to calm down

If something has just happened to upset your child, this can upset you too. Try to take some time to calm down before you do anything. This will help you avoid doing something you might regret later, like sending an angry email.

You could say, ‘I see you’re very upset about this, and I’m upset too. We need to calm down so we can think about what to do’. Saying this will help your child to learn this strategy too.

Be a positive role model

Even with a serious problem, you can model positive problem-solving for your child by being positive, thinking about solutions, and talking about working with the teacher. This is better than complaining or being aggressive.

You could say something like, ‘Let’s ask Mr Smith if he has any ideas about how we can sort out this problem’. This kind of approach shows your child that you value the teacher’s opinion.

Speak respectfully

No matter what you think, it’s important to speak positively and respectfully about your child’s teacher, the school and other children in front of your child. If you complain or criticise the teacher or other children and their families, your child will do the same.

Go through the right channels

This usually means talking directly to your child’s teacher to start with, rather than the principal. Going straight to the principal can make the problem bigger than it is.

It’s best to make an appointment with the teacher. This way you can discuss the issue privately and the teacher can give you their full attention.

Depending on the issue and your child’s age, it might be appropriate for your child to come to this meeting.

Avoid defensiveness

When there are problems, people sometimes feel defensive. For example, if either you or the teacher feels criticised, you could both end up feeling defensive.

Defensiveness can get in the way of problem-solving, so it’s good to try seeing the teacher’s perspective and to help the teacher see your perspective too. For example, ‘I can see it’s unrealistic to expect you to spend lunch time in the playground helping Ethan, but I’m worried because he’s lonely and has nobody to play with. How can we both help him with this?’

Problem-solving steps to use when meeting with teachers

If you decide you need to meet with your child’s teacher about a serious problem, the following steps can help you and the teacher work together to get a positive outcome.

1. Identify the problem

Be clear and specific about what the problem is – for example, what’s happening, how often, who’s involved and who’s affected. It can help to use a question. For example, the problem of ‘How can we help Brenna make some friends to play with?’ is easier to solve than ‘None of the children will play with Brenna’.

It’s also helpful to ask your child’s teacher about the problem. This way you’ll hear about the situation from another person’s point of view. For example, ‘Brenna is saying no-one wants to play with her. Does this sound right from what you’ve seen?’

2. Identify wants, needs and concerns

Allow everyone to identify their needs, wants and concerns. If you want your child’s teacher to appreciate your concerns, it’ll help if you show that you appreciate the teacher’s position.

Use sentences like ‘I understand…’, ‘I’m concerned about …’, ‘I need …’ and ‘I want …’. For example, ‘I understand that it’s a big class, but I’m concerned that Alistair is falling behind because he doesn’t understand the maths’.

3. Come up with possible solutions

Work with the teacher to come up with as many possible solutions to the problem as you can. Your child’s teacher has a lot of experience dealing with problems. The teacher also has strategies that have worked in the past.

It’s very important not to judge ideas at this point. This increases the chances of finding the right solution to your problem.

4. Evaluate the solutions

Once you and the teacher have listed as many ideas as possible, think about the advantages, disadvantages and consequences of each solution. If a solution has more disadvantages or negative consequences than advantages, cross it off your list. Keep doing this until only the best solutions remain.

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