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Sally arrives at home at 4:30 and knows that her mother does not get off of work until 5. Sally also sees that the lights are off in their house. Sally can infer that her mother is not yet home.
Sherry's toddler is in bed upstairs. She hears a bang and crying. Sherry can infer that her toddler is hurt or scared.
Explanation:
hope it helps
It has been frequently and rightly remarked that the Crito is unique among
Plato’s dialogues insofar as its primary concern is what Socrates ought to do.
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Most interpreters assume that Socrates ought to do what seems best to his reason (Cr 46b3-6); thus, most interpretations defend the rationality of obedience
or disobedience. On my account, it is not at all obvious that Socrates ought to
do what seems best to his reason. On my account, Socrates does not do what
seems best to his reason because he does not reason about whether he should
obey the laws; he simply obeys the laws. Doubtless, this claim seems counterintuitive to many; after all, does not Socrates articulate and defend his reasons
for remaining in prison from 49c to 54c? Is it not the cogency of Socrates’ reasons
for remaining in prison that have been so thoroughly debated in the scholarship summarized below? My answer to both of these questions is ‘no.’ Perhaps
counter-intuitively I claim that the reasons for remaining in prison, from Crito
49c to54c, are not Socrates’ reasons; they are the arguments of the speaking laws
of Athens
Elizabeth, in her poem, describes her feelings when catching the fish. She gives a very detailed description of the fish while showing an imagist style while doing so.
For example, she uses the following phrases:
"its pattern of darker brown
was like wallpaper:
shapes like full-blown roses
stained and lost through age".
She did not use a rhyme scheme to give the poem a musical quality like many poets used to do. Instead, she uses 'alliteration' to create rhythm. Such quality consists of repeating the same sound or letter at the beginning of each or most of the words in a sentence.
"still crimped from the strain and snap".
"still crimped from the strain and snap".
Answer:
Living Like Weasels by Annie Dillard. The intention of this piece is to convince readers to live “as [they're] meant to,” focus on their individual purposes (or goals), and never give up on whatever they feel they are meant to do.
Explanation:
Annie Dillard wrote “Living Like Weasels”, an essay in which she paints the story of her encounter with a weasel. She explains that from her meeting with the weasel, she developed a great admiration for the weasel’s way of life; Weasels live not by choice, bias, or motive as humans do, but rather out of pure necessity. Dillard relishes the thought of going about life wild and careless as weasels do. She concludes that it’d be best if one would yield to the necessity to simply live as intended.
Dillard sees that the wild weasel has the freedom to live carelessly and solely by necessity; whereas, the way humans choose to live can identify necessity with miscellaneous things and be shaped by bias, motive, etc. If humans could understand the purity in the mindlessness of the weasel’s way of life, each person could live how they wanted, unrestricted by imposed human behavior, societal norms and expectations.
Answer:
The 14th Amendment’s impact on public education was not addressed in previous cases.
Explanation:
Just got this answer correct on the test :)
