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Liono4ka [1.6K]
3 years ago
9

Success is not final, failure is not fatal: it is the courage to continue that counts.”

English
1 answer:
Ksju [112]3 years ago
3 0

Answer:

I would say that yes, it is applicable to the story because the whole thing is about the narrator's team failing several times in multiple different ways, but they were given the courage to continue on by the narrator's dad. They learned that the success of the Madison team was not final as well. They may have beat them but only by 3 points.

Explanation:

Hope this helps :)

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Literary allusions come from
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Allusions are sometimes considered of as allusions to anything else made by an author. Poetry, prose, and even cinema contain allusions. Allusions come in a variety of forms, ranging from Biblical connections to historical symbols.

<h3>What is an allusion?</h3>

In literature, an allusion is an inferred or indirect reference to a person, event, or object, or to a portion of another book.

Most allusions are predicated on the premise that the author and the reader share a body of knowledge, and hence the reader will comprehend the author's reference.

Learn more about Allusion:
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2 years ago
[6] a) I haven't readied your book yet. (Into Affirmative)
Ymorist [56]

Answer:

a) I have read your book yet

b) Had he rather find him noisy and restless?

c) The people of the city believed that the life in city is easy and comfortable

d) The teacher asked me if I had completed the assignment yesterday

And for your knowledge it is read no readied also in second and third form of verb

Explanation:

If you like my answer than please mark me brainliest thanks

5 0
3 years ago
Complete your CAP file carefully. It contains most of the information you need to finish your assessment! Choose a state or loca
andrey2020 [161]
Use powerful stats to make kids stop and think

For example nearly half the world's population lives on less than $2 a day and 0.5% of the world's population holds more than a third of the world wealth. The UN has a good site with statistics on different issues. Another great website looking at development numbers is Gapminder.

Use assembly time to reflect on the world around you

Assembly is a great opportunity to get kids reflecting on the world around them, and there are a huge range of resources are available. Christian Aid does an assembly of the month and Oxfam produces something every half-term.

Use the news as a platform to discuss key issues

For example, talk about democracy with the US election, or use hurricane Sandy to talk about development, disasters and climate change, everyone saw the impact in New York, but what about places such as Haiti?

Food is an issue kids can connect to easily

Food is now a critical global issue, after decades of improvements globally hunger is now increasing and one in eight people don't have enough to eat. This is an issue kids can connect to easily. You can find a range of resources, for example Oxfam's Food for Thought resource and organisations like<span> Action Aid has good resources too</span>. Find a variety of resources on food and hunger on the Guardian Teacher Network, collated here.

Learn about the Millennium Development Goals

These are eight global poverty reduction goals agreed in 2000 to be achieved by 2015, with three years left. The prime minister was recently at a meeting in Paris to discuss what we do in 2015 – some successes but many challenges and a great opportunity for debate. Here are colourful photos from around the world illustrating the eight Millennium Development Goals from the charity Practical Action and from the UN Photo Library.

Start with human rights

The 1948 UN Declaration of Human Rights (UDHR) is a commitment to everyone sharing a set of basic fundamental rights, and kids understand this. You can bring a range of issues back to it - for example 67 million kids are denied the right to education every year - a rich topic to discuss. You can bring this to life use with a (very popular) school-based campaign called Send my Friend to School or see UNICEFs Rights Respecting Schools Award. See also these resources from Amnesty which explore human rights as a preparation for entering the Young Human Rights Reporter competition 2013 including this neat summary of the UDHR. Global inequality and self-sufficient education are explored in this resource by the charity Teach a Man to Fish.

Challenge perceptions about the world

A good starting point is Miniature Earth which represents the earth if it were a village of 100 people. Maps are also useful, for example the Guardian's climate change maps, or Oxfam's resource about map projections.

Get pupils thinking about power structures. For example with the global food system, four companies control over three quarters of global grain trade. Find out more about them in this article and this lovely infographic illustrates the degree of monopolisation in the food system. A good tool is the development compass rose which prompts thinking about the political, social, economic and environmental aspect of any issue.

Use a learn-think-act process

Don't stop at the learning, but get pupils thinking about their how to do something as responsible global citizens. This can include raising awareness locally, contacting their MPs, or changing their shopping habits. For more information on global citizenship see this page or Get Global, a great resource pack for teachers.

Use the Global Dimension as a guide

This was developed by the Department for Education as a<span> guide to thinking about global issues with your pupils</span>, it has eight key concepts which can help to guide and organise learning.

Lastly don't reinvent the wheel

There are resources already there. Look at sites like Oxfam's, but also the Global Dimension website – a central clearing house for global learning resources.


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3 years ago
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Read the excerpt then in at least 200 words, discuss the form of this excerpt from A Midsummer Night's Dream. How do literary de
patriot [66]

Answer and Explanation:

You did not provide the passage to which this question refers, for this reason, I will analyze the literary devices in the work as a whole. I hope it helps.

In most of the text, Shakespeare uses white verses that are those verses that do not have a rhyme. It does this to make the storyline more credible and allow human characters to speak more in a way that is realistic, allowing viewers to identify with them.

Shakespeare also makes a strong use of iambic pentameter, to show the characters that belong to the most noble and high social classes. That's because the iambic pentameter was a sophisticated way of using rhythm in a text.

Symbolism, on the other hand, was used to create a subjective, mysterious and unpredictable atmosphere, as it allowed the public to have different interpretations and to reason about the real meaning of what was happening.

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3 years ago
What does this sentence mean?
Salsk061 [2.6K]

Answer: Figurative Language

Explanation:

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