Answer:
D). The nonfictional excerpt describes the reaction to the regulations.
Explanation:
As per the question, the key distinction between the presentation of regulations in the fictional and non-fictional excerpt is that the latter(non-fictional excerpt) offers a response to the ordinances presented in the former(fictional excerpt). The fictional excerpt simply reveals the directions that people are required to follow during the quarantine(should avoid...should be marked, etc.) while the non-fictional description aims to depict the reaction of setting these regulations('cutting off...shut us out'). Thus, <u>option D</u> is the correct answer.
Answer:
A student makes an observation about Hamlet.
The focus on succession to the throne in Hamlet would have been interesting to an Elizabethan audience because their own queen had no heir.
Which lens is the student most likely viewing the text through?
Explanation:
The Answer Of Question On Edg is <u>Historical</u>
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Edg 2020
Answer:
<em><u>5</u></em><em><u>:</u></em><em><u>In the United States, the term fourth estate is sometimes used to place the press alongside the three branches of government: legislative, executive and judicial. The fourth estate refers to the watchdog role of the press, one that is important to a functioning democracy.</u></em>
<em><u>6</u></em><em><u>:</u></em><em><u>Why is the media called the fourth estate? The term hails from the European concept of the three estates of the realm - the clergy, the nobility and the commoners. ... It has come to symbolise the media or press as a segment of society that has an indirect but key role in influencing the political system.</u></em>
Answer:
Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed.
Explanation:
The simple subject is "soup."
The simple predicate is "is."
