The last answer sets the most formal tone; "Hello! I was very pleased to meet you at the party last week." the rest are very casual.
In act III, scene iii, Claudius is kneeling in prayer when Hamlet finds him. He doesn't kill him, even though he has the perfect opportunity, because "Now might I do it pat, now he is praying;/And now I'll do't./And so he goes to heaven;/And so am I revenged. That would be scann'd:/A villain kills my father; and for that,/I, his sole son, do this same villain send/To heaven."
<span>In the next scene, Hamlet mistakes Polonius hiding behind the arras for Claudius. Unlike, scene iii, he's not in prayer, so there is no similar worry about whether he'll go to heaven. </span>
<span>Throughout the play, Hamlet seems to have this inner conflict over whether revenge is the 'right' thing to do. And what comes after death from a Christian perspective, depending upon how a person meets their end. It's something that is dealt with in more detail in the 'to be or not to be' speech and the 'gravedigger' scene. </span>
<span>Hope that helps!</span>
Answer: Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students’ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lash, 2013). It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151).
In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches.
Examples of Formative and Summative Assessments
Examples of Formative and Summative Assessments
Explanation: here ya go hope this helps you understand.
The speaker compares a deferred dream to rotten meat and garbage sitting in the hallway. This portrays the speakers attitude as being fustrated with society standards
