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The point of view presented by Ponyboy allows the reader to understand the events in a more personal and intimate way, as Ponyboy shows how he perceives things and how he feels about them.
Although you haven't shown it, we can see that this question is from the book "The Outsiders." Unfortunately, you didn't show the chapter to which this question refers, which makes it difficult for me to answer it specifically, but I will try to help you in the best possible way.
As we read these books, we can see that:
- The narrator of the book is Ponyboy, who is also the protagonist of the story.
- Ponyboy lives with his older brothers.
- They live with little economic resources and all are involved with street gangs.
- There is a lot of rivalry between street gangs, which creates a lot of violence and danger for the members.
- Ponyboy witnesses these dangers many times, as he is part of the greaser gang, which is the enemy of the socs.
When we look at the narration of these conflicts between the gangs, we can see that Ponyboy does not feel represented by either side of the conflict, for this reason, he narrates the events in a more intimate way, reinforcing the sense of displacement he feels.
While Ponyboy doesn't feel like he belongs to any of these gangs, his brothers are very loyal to the greaser gang. In that case, if they narrated the conflicts, they would present a narrative with a strong bias towards how the greasers acted.
More information:
brainly.com/question/19742926?referrer=searchResults
An introduction of the Gleason family
Answer:
Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed.
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