Answer:
B) Through my participation in these activities and various community service projects, I have learned the importance of personal responsibility, teamwork, and commitment.
Explanation:
A sentence is a group of words that gives precise and complete meaning. It is concise, consisting of a main clause and probably one or more subordinate clauses. It could be in the form of a command, a statement, a request etc.
A main clause contains subject, object and predicate. This makes a main clause to give a complete meaning. But a subordinate clause contains a subject and a verb, and cannot give a complete meaning.
To revise the given sentence, it is best written as:
Through my participation in these activities and various community service projects, I have learned the importance of personal responsibility, teamwork, and commitment.
Answer:
Paper clips are a temporary means of grouping together separate pieces of paper, allowing flexibility in adding, or removing, sheets without any damage to the group as a whole.
Staples are a more permanent means of grouping separate papers, requiring the replacement of the staple to add or remove sheets from the group.
hope this helps!!:)
Explanation:
Here are some words
decaying.
decomposable.
destructible.
easily spoiled.
short-lived.
unstable.
Answer:
a policy, alone, is not enough. Despite the requirement, there’s been a slight uptick in all forms of bullying during the last three years. Bullying can look like experienced basketball players systematically intimidating novice players off the court, kids repeatedly stigmatizing immigrant classmates for their cultural differences, or a middle-school girl suddenly being insulted and excluded by her group of friends.
Bullying occurs everywhere, even in the highest-performing schools, and it is hurtful to everyone involved, from the targets of bullying to the witnesses—and even to bullies themselves. October is National Bullying Prevention Month, so it’s a good time to ask ourselves: What are the best practices for preventing bullying in schools? That’s a question I explored with my colleague Marc Brackett from the Yale Center for Emotional Intelligence, in a recent paper that reviewed dozens of studies of real-world bullying prevention efforts.
As we discovered, not all approaches to bullying prevention are equally effective. Most bullying prevention programs focus on raising awareness of the problem and administering consequences. But programs that rely on punishment and zero tolerance have not been shown to be effective in the U.S.; and they often disproportionately target students of color. Programs like peer mediation that place responsibility on the children to work out conflicts can increase bullying. (Adult victims of abuse are never asked to “work it out” with their tormentor, and children have an additional legal right to protections due to their developmental status.) Bystander intervention, even among adults, only works for some people—extroverts, empaths, and people with higher social status and moral engagement. Many approaches that educators adopt have not been evaluated through research; instead, educators tend to select programs based on what their colleagues use.
We found two research-tested approaches that show the most promise for reducing bullying (along with other forms of aggression and conflict). They are a positive school climate, and social and emotional learning.
Explanation:
