Answer:
Both poets draw general truths from their subjects.
Explanation:
The tumbleweed must die because there needs to be more seeds for me tubleweeds
At the start of the meeting, <em>where </em>breakfast was served.
An adjective clause, or relative clause, is a form of structured clause that works to explain a noun in a sentence. It features as an adjective even though it is made up of a set of phrases instead of just one word. inside the case of an adjective clause, all the words paintings collectively to modify the noun or pronoun.
Adjective clauses begin with a relative pronoun, which connects them to the phrase they describe. Relative pronouns encompass the phrases that, where, when, who, whom, whose, which and why. When you don't forget the relative pronouns, it's easy to pick out out an adjective clause in a sentence.
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Answer:
Yala Korwin was a Polish artist who survived work camp during WWII. After the traumatic experience of WWII Korwin immigrated to the United States in 1956,
Korwin was born in 1923 and was an exceptional student allowing her to be immediately accepted into her prioritised art institute. Due to WWII, in 1942 she was forced to leave and to prioritise her life before her interests. Korwin's mother was a bookkeeper and her father was a history teacher with a Jewish religion at the time. Korwin, her mother and two sisters attended a ghetto whilst her father hid in a photo studio. Not long after both her parents were sent to a concentration camp. By using her friend's sister's paperwork she was able to land herself with "light laboratory work". It turned out the work was an ammunition factory, but still remained to work there for two and a half years until war ended in 1945. As soon as war ended Korwin left for France where her cousins and Aunt was located. This is where she met her husband Paul and had her two children.
Explanation:
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Answer:
I would join an all-girls school.
Explanation:
At an all-girls school, it's hard to fully appreciate the environment of encouragement and inspiration that is created. When a school is limited to only educating girls, the pedagogy changes, and the science behind how a female brain works and how girls grow and mature all become part of the core educational paths set forth for students. Students report feeling more free to speak and express themselves, which leads to a stronger development of a love of learning. According to the National Coalition of Girls Schools, nearly 80% of girls school students report feeling challenged to the point of achieving their full potential, and more than 80% of graduates from all-girls schools report that they consider their academic performance as highly successful. Education is an essential part of a living being, whether it’s a boy or a girl. Education helps an individual to be smarter, to learn new things, and to know about the facts of the world. Education plays one of the most important roles in Women Empowerment. It also helps to put a stop to discrimination based on gender. Education is the first step to give women the power to choose the way of life she wants to lead. Single gender education is powerful, particularly during the middle school years. The most impactful schools are the ones that have an established single gender culture. Girls’ schools create a culture of achievement in which academic progress is of great importance, and the discovery and development of a girls individual potential is paramount. “Time in the classroom is spent learning. Girls’ schools are a place where girls take center stage. And we think that is where they belong. Simply put, girls’ schools teach girls that there is enormous potential and power in being a girl. By subtracting boys an all-girls’ education adds opportunities. At a girls’ school, a girl occupies every role: every part in the play and every position on every team. Not only does she have a wealth of avenues for self-exploration and development: she also has a wealth of peer role models. The best, most effective, girls’ schools are the ones created specifically for the sole purpose of educating girls in the living and learning skills necessary to succeed in school and in life. These schools were created with girls in the forefront, and with girls occupying each and every role. These girls are taught by 21st century role models well-versed in the philosophy of how girls learn best, and the passion to bring that to the girls. In the end, girls’ schools should not be judged by the absence of boys, but rather by the presence—the self-assurance, poise, and deering-do—of the girls themselves.
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