Answer:
Consider the author’s opinions. The theme is the universal message or moral of a literary work, therefore you can use textual evidence to determine what the author intended to tell the audience. For example, the theme of “The Boy Who Cried Wolf” is that lying can give one a reputation never to be trusted. Readers know this because the boy continuously lies, and the end result is that no one believes him the one time he was telling the truth. From that evidence, we can infer that the author believes people should not lie.
The answer is: D: apologetic and regretful.
In Act 2, Scene 1 from Shakespeare's "Hamlet," Polonius tells Ophelia that he believes Hamlet is crazy with his love for her, and he regrets having asked her to avoid him. In that respect, Polonius has a feeling of repentance because he assumed that Hamlet was just playing with her and trying to destroy her honor.
Answer:
Explanation:
Studies of faculty adoption of instructional innovations and surveys of instructional practices in science and engineering have identified several factors that instructors often perceive as obstacles to using more research-based practices.
- Time involved in learning about new strategies and redesigning courses
- Concerns about ensuring that students are taught important content
- Concerns about students’ reactions to an unfamiliar teaching method and the impact on student course evaluations
- Concerns that a different strategy will not work as well, especially if it impacts tenure
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- Departmental norms about teaching methods and other expectations
- Class size and classroom facilities
- Course scheduling issues
Although some of these factors are more myth than reality, several can present genuine challenges. Henderson, Dancy, and Niewiadomska-Bugaj (2012) suggest that about one-third of the faculty who try at least one research-based strategy abandon their reform efforts, often when they are confronted with implementation challenges, such as student complaints, concerns about losing important content, or weaker than expected student outcomes. In addition, faculty members frequently modify a research-based strategy to suit their needs—a reasonable reaction, but one that can compromise effectiveness if the modifications omit elements that are critical to the strategy’s success.
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