Answer:
The chosen phrase was: "Education is the great equalizer."
Explanation:
"Education is the great equalizer" promotes the common belief that education promotes equality among all people, regardless of their color, race, gender and economic status. While we can agree that education promotes equality in some social settings, we know that it does not happen in reality. In the real world, people are classified by several criteria that promote privileges that go beyond what education promotes. In this case, we know that people with the same level of education will not have equality in their lives, as society usually "facilitates" the situation for male, white, straight and high-income individuals, and those who do not fit into these groups does not have access to equality, regardless of their education.
Napolian Bonipart
see that easy just look it up on the internet after all
This one is D- “Viet, who desperately needed an idea for his paper, had a moment of brilliance at lunchtime.”
A.) Rwanda. I can not explain exactly why this took place in Rwanda but they even have a movie on the conflict between the Tutsi and Hutu tribes. Everything in the movie took place in Rwanda.
As students of history in the 21st century, we have many comprehensive resources pertaining to the First World War that are readily available for study purposes. The origin of these primary, secondary and fictional sources affect the credibility, perspective and factual information resulting in varying strengths and weaknesses of these sources. These sources include propaganda, photographs, newspapers, journals, books, magazine articles and letters. These compilations allow individuals to better understand the facts, feeling and context of the home front and battlefield of World War One.
Autobiographies, diaries, letters, official records, photographs and poems are examples of primary sources from World War One. The two primary sources…show more content…
Wilfred Owen asks where are the “…passing-bells for these who die as cattle?” The author of “Anthem for Doomed Youth” leads his reader through his personal struggle and frustration of war. Owen has an abrasive approach when describing the death all around him and clearly expresses his anger with the “hasty orisons” for the dead. He speaks directly of battlefront in the first octet and then includes the home front in the second half of his sonnet. Owen’s purpose is not a commemoration of fallen soldiers. Rather, he divulges the disgust and disappointment of war. Like McCrae, Wilfred Owen paints a picture of the multitude of deaths. Back at the home front, “…each slow dusk a drawing-down of blinds.” We can construe that the author is not simply talking about preparing for bed in the evening, but rather lowering the blinds in a room where yet another dead soldier lies, as an indication to the community and out of respect for the soldier. There is a lack of “passing-bells for these who die as cattle….no prayers nor bells; Nor any voice of mourning save the choirs.” Owen writes as though he feels that there is indifference among the death of his fellow soldiers. The poem, “In Flanders Fields,” is impregnated with imagery. “This poem was literally born of fire and blood during the hottest phase of the second battle of Ypres.” John McCrae had just lost his very close
