The answer to the given question is that:
There are several ways in which writers use direct characterization in a story, but the most common way is that they will take time to describe each character in detail.
Answer:1. whomever (objective)
Jack hits the ball to whomever has a mitt. (Indirect object)
2. whoever (nominative)
Whoever has a glove can play.
3. who (nominative)
Who is at the door?
4. whom (objective)
Whom did you see when you opened the door?
5. which (nominative/objective)
Which is my slice of pie? (Nominative). The choice boiled down to which came first. (Objective)
6. that (nominative/objective)
That is never an option. (Nominative). I don't think much of that. (Objective)
Which person seems preoccupied with life before the war, unable to "let go" of material possessions she once enjoyed?
A) Miep Gies
B) Mrs. Frank
<u>C) Anne Frank
</u>
D) Mrs. Van Daan
Answer:
The Illustrated London News is a book available in Google books which relates.
Explanation:
Answer:
3 US: Students With Disabilities Face Corporal Punishment at Higher Rates ... ACLU and Human Rights Watch Seek Ban on Physical ... I think they were trying to break his spirit.
4 False School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.
5 On the other hand, corporal punishment may be considered reasonable when the discipline is age appropriate; is appropriate given the child's developmental level; when the punishment leaves no visible or internal injuries; when the punishment was thought out in advance; when there is no evidence that the parent reacted
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