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34kurt
3 years ago
7

How would a careful rereading of this excerpt help a reader understand who made up the ILGWU? The reader could make a connection

between the quote by one ILGWU official and the author’s reference to “union men” just before it. The reader could make a connection between the quote by one ILGWU official and the reference to “these girls” in the same quote. The reader could make a connection between the quote by one ILGWU official and the author’s description of “other Russian folk” in the first paragraph. The reader could make a connection between the quote by one ILGWU official and the descriptive phrase “they sang” in the first paragraph.
English
2 answers:
Juliette [100K]3 years ago
7 0

Answer: The reader could make a connection between the quote by one ILGWU official and the descriptive phrase “they sang” in the first paragraph

Explanation:

gizmo_the_mogwai [7]3 years ago
3 0

Answer:D

Explanation:

The reader could make a connection between the quote by one ILGWU official and the descriptive phrase “they sang” in the first paragraph

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Which of the following makes the central idea real and sensible?
Nitella [24]

A central idea can be used to pass a message to an audience and supporting details can be used to make it sensible and real.

<h3>What is a Central Idea?</h3>

This refers to the use of the main message of a text to convey a message to the readers.

Hence, we can see that supporting details are needed in order to make a central idea make sense as it validates the claim that is used.

Even though your question is incomplete, a general overview is given to help you get a better understanding of the concept.

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5 0
1 year ago
Scan pages 35 and 36, as well as 40 and 41. List at least five characteristics about the Ewell family. Provide the quote and the
yKpoI14uk [10]

Answer:

Hello!!! Well, un fortunately, <u>your question is incomplete since we don't have the book and you didn't attach the pages neither</u>, but what I can do is guide you to help you find the answer by yourself with all the elements in front of you.

Explanation:

The first thing you have to do is to <u>read carefully the pages mentioned above</u>: 35, 36, 40 and 41. In a second read, <u>pay special attention to what the author says about the Ewell family</u>, <u>chose five of those characteristics and put them in a list</u>. For each characteristic you chose, explain the meaning/what you think the author meant by describing them, the number of the page you took them from, and the auhtor's last name.

Example:

  1. Characteristic + Quote + Page number + Author's last name + Your explanation.
  2. Characteristic + Quote + Page number + Author's last name + Your explanation.
  3. Characteristic + Quote + Page number + Author's last name + Your explanation.
  4. Characteristic + Quote + Page number + Author's last name + Your explanation.
  5. Characteristic + Quote + Page number + Author's last name + Your explanation.

I hope this helps, you'll do well!

6 0
2 years ago
Read the following excerpt from Robinson Crusoe.
kipiarov [429]

Answer:

A. The captain.

Explanation:

In Chapter XXVI of <em>Robinson Crusoe</em> by William Defoe, Robinson Crusoe saw a ship come towards his island and along with that, three captives being led to the island. On further investigation, he found out that the <em>"three prisoners"</em> were actually part of the ship's actual men, one of them being the captain of the ship. He even told Crusoe that he <em>"was commander of that ship, [his] men have mutinied against [him]"</em>.

So, the man <em>"with tears running down his face, and  trembling" </em>was the captain of the ship. He told Crusoe how his men had mutinied against him and two of his men, and were now captives at the hands of the mutineers. Thus, the given passage or lines is a description of the captain who was happy and grateful to Crusoe for coming to their aid and saving their lives from the captors.

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3 years ago
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LOTS OF POINTS!!!! PLZZZ I WILL GIVE BRAINLIST!!
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4.The answer is B

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3 years ago
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What is an example of how languages differ in distinguishing colors? *
Blizzard [7]

Answer:

Explanation:

The human eye can physically perceive millions of colour. Some people can’t see differences in colours – so called colour blindness – due to a defect or absence of the cells in the retina that are sensitive to high levels of light: the cones. But the distribution and density of these cells also varies across people with “normal vision” causing us all to experience the same colour in slightly different ways.

Besides our individual biological make up, colour perception is less about seeing what is actually out there and more about how our brain interprets colours to create something meaningful. The perception of colour mainly occurs inside our heads and so is subjective – and prone to personal experience.

Take for instance people with synaesthesia, who are able to experience the perception of colour with letters and numbers. Synaesthesia is often described as a joining of the senses – where a person can see sounds or hear colours. But the colours they hear also differ from case to case.

Another example is the classic Alderson’s checker-shadow illusion. Here, although two marked squares are exactly the same colour, our brains don’t perceive them this way.

Since the day we were born we have learnt to categorise objects, colours, emotions, and pretty much everything meaningful using language. And although our eyes can perceive thousands of colours, the way we communicate about colour – and the way we use colour in our everyday lives – means we have to carve this huge variety up into identifiable, meaningful categories.

Painters and fashion experts, for example, use colour terminology to refer to and discriminate hues and shades that to all intents and purposes may all be described with one term by a non expert.

Different languages and cultural groups also carve up the colour spectrum differently. Some languages like Dani, spoken in Papua New Guinea, and Bassa, spoken in Liberia and Sierra Leone, only have two terms, dark and light. Dark roughly translates as cool in those languages, and light as warm. So colours like black, blue, and green are glossed as cool colours, while lighter colours like white, red, orange and yellow are glossed as warm colours.

The Warlpiri people living in Australia’s Northern Territory don’t even have a term for the word “colour”. For these and other such cultural groups, what we would call “colour” is described by a rich vocabulary referring to texture, physical sensation and functional purpose.

Remarkably, most of the world’s languages have five basic colour terms. Cultures as diverse as the Himba in the Namibian plains and the Berinmo in the lush rainforests of Papua New Guinea employ such five term systems. As well as dark, light, and red, these languages typically have a term for yellow, and a term that denotes both blue and green. That is, these languages do not have separate terms for “green” and “blue” but use one term to describe both colours, a sort of “grue”.

People see colours differently according to the way their language categorises them.

Historically, Welsh had a “grue” term, namely glas, as did Japanese and Chinese. Nowadays, in all these languages, the original grue term has been restricted to blue, and a separate green term is used. This is either developed from within the language – as is the case for Japanese – or through lexical borrowing, as is the case for Welsh.

Russian, Greek, Turkish and many other languages also have two separate terms for blue – one referring exclusively to darker shades, and one referring to lighter shades.

The way we perceive colours can also change during our lifetime. Greek speakers who have two fundamental colour terms to describe light and dark blue – “ghalazio” and “ble” – are more prone to see these two colours as more similar after living for long periods of time in the UK – where these two colours are described in English by the same fundamental colour term: blue.

This is because after long term everyday exposure to an English speaking environment, the brain of native Greek speakers starts interpreting the colours “ghalazio” and “ble” as part of the same colour category.

But this isn’t just something that happens with colour, in fact different languages can influence our perceptions in all areas of life. And in our lab at Lancaster University we are investigating how the use of and exposure to different languages changes the way we perceive everyday objects. Ultimately, this happens because learning a new language is like giving our brain the ability to interpret the world differently – including the way we see and process colours.

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