The correct answer is C: Conforming to society. Thoreau developed a set of postures - under the name of "<em>Self Reliance</em>" - that explained how an individual's existence can be only be lived to the fullest if he has absolute confidence in his abilities and the utmost trust in himself, while confining into a life away from society. One of his main arguments was the fact that common folks spend too many resources (money, time, effort, etc) trying to adapt to society's patterns like fashion, hindering them from growing a strong self-developed sense of taste or giving the proper value to its voice and individuality.
I think the answer is revenge.
B. Watering the plant from the passage most clearly represents a sense of hope.
In the passage above, the symbol that maximum sincerely elaborates the subject matter of wish is Mindy watering the flower container despite the fact that there aren't any sprouts yet on it. this is a image of hope because Mindy is acting an action that has yet no longer given any end result that can be visible, however she includes on performing this movement in hopes, exactly that the plant will develop: this offers Mindy a sense of desire, it makes her days achievable and incorporates her via her days.
Transpiration is the manner of water motion thru a plant and its evaporation from aerial parts, together with leaves, stems and vegetation. Water is necessary for flowers however most effective a small amount of water taken up by means of the roots is used for boom and metabolism. The final is lost by means of transpiration and guttation.
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Answer:
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Explanation:
The article “Kelvin Doe—A Young Engineer.” was written by Dr. Sally Gonzalez, a Professor at the International University of Science. This article is focused on a young boy named Kelvin Doe, whose love for his community and music spurred him into the innovation of new technology and into changing the lives of his people.
Paragraph one: Kelvin, a teenage engineer from a small community in Sierra Leone changed the lives of his people with his innovation.
Paragraph two: Kelvin puts a great amount of diligence into his innovation and the difficulties surrounding him did not stop him from achieving his goals.
Paragraph three: Kelvin, despite not having a science background, was able to fuel his innovation by manufacturing a local battery.
Paragraph four: Kelvin was so concerned about the unavailability of power in his community that he made a bigger battery and even a generator to ease the pain of his people.
Paragraph five: Kelvin's love of good music spurred him into building a local radio station that has his teen friends as the staff.
Paragraph six: Kelvin has participated in several national and international programmes where he was able to showcase his skills and innovations.
In summary, Kelvin's love of technology, music, and his community arouses his interest in innovation and creates a bright future for him as a young engineer.
Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
