Well you're getting money still for whatever you're trading off or getting opportunity from. So whether or not you don't get the same amount of money or cost you're still getting something
A—
This sentence pretty much sums up what the writer of the passage wants to talk about. The other ones do not fit with the sentence “water is one factor that is necessary for growth” and do not fit the idea of the passage, which is what factors affect plant growth.
I can help you!
For number one, you are looking for the sentence that basically makes the most sense. In this instance, it is
B: Our team practiced hard this week; therefore, we expect to do well at the game tonight.
For number 2, it’s the same thing. Looking for the sentence that sounds correct. In this case, it is
A: The transmission needs to be completely replaced; the car also needs a new muffler.
For number three, you are looking for the sentence that correctly lists the things in the sentence. In this instance, it is
B: I would like to go to the beach in Barcelona, Spain; Honolulu, Hawaii; and Rio Dijenero, Brazil.
For number four, the same thing follows as the question above. Your answer would be
B: For dinner you can choose steak, chicken, or pork; baked potatoes, mashed potatoes, or fries; and broccoli, green beans, or salad.
Answer:
A. The Raku Tea Bowl
Explanation:
These bowls are used by the Japanese in their tea ceremonies mostly in form of chawan tea bowls. it is a type of Japanese pottery. They are porous earthware made from low firing temperatures and lead glazes.
The name " Raku" means comfort or good in Japanese. This Raku tea bowl originated in the 16th century kyoto by a potter known as Chojiro who was commissioned by Sen Rikyu a tea master. to design wares used for the tea ceremony.
Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
