write a story to illustrate the saying 'half a leaf is better than none'​

The 21st century skills are known as 'the Four Cs'. Critical thinking is the most important skill for school and work. Thus, option (d) is correct.

Using information gleaned from observing, experiencing, reflecting, and communication as a guide for belief and action, critical thinking enables one to actively and skillfully analyze, evaluate, and synthesize that data.

The most important professional abilities, such as problem-solving, judgement, and sound analysis, depend on it. Employers place a high priority on applicants who can accurately analyze a situation and come up with a reasoned solution on their own, and they also place a high value on critical thinking skills.

As a result, the significance of the most important skill for school and work are the aforementioned. Therefore, option (d) is correct.

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The inclusion of Paul taking the time to say farewell and thank the president of Sabena in the scene where he calls Tillens to explain what is happening at the hotel could serve a few possible purposes:

Overall, the inclusion of this detail could be a deliberate choice by the screenwriters to add depth to Paul's character, evoke emotions, or stay true to real-life events. It can contribute to the overall storytelling and character development in the film or series.

Rugby is one of the best sports for any kid to play. Not only does it help you develop ball skills, vision, and organization, but it also promotes a high level of integrity and team spirit.

Historically, rugby union has been a men’s sport and it is still very much considered as a man’s game. Gender roles have traditionally been set by men within the community, with women having their own roles to play. This is especially true in countries such as Fiji.

Everyone should have the right to play whatever sport they want as long as they don’t feel judged based on their gender. It’s important to note that masculinity isn’t defined by a man’s ability or desire to play rugby. It’s about more than that; it’s about empathy, respect, and personal growth.

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It's important to remember to use the correct tense in each part of the sentence in order to convey the intended meaning accurately.

I can definitely help you with that! It sounds like you've been given an assignment where you need to change the infinitives in brackets into their correct tenses. In particular, you've been given a sentence that says "We (see) him yesterday as we (go) to the market."

To complete this assignment, you'll need to determine which tenses are appropriate to use in each part of the sentence. Let's start with the first part: "We (see) him yesterday."

Since this is something that happened in the past, we'll need to use the past tense. In this case, the correct form of the verb is "saw," so the sentence should read "We saw him yesterday."

Next, we have the second part of the sentence: "as we (go) to the market." This part of the sentence is describing an action that was happening at the same time as the first part, so we need to use a past continuous tense.

In this case, the correct form of the verb is "were going," so the sentence should read "as we were going to the market."

So, putting it all together, the corrected sentence should read: "We saw him yesterday as we were going to the market."

Overall, it's important to remember to use the correct tense in each part of the sentence in order to convey the intended meaning accurately.

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In My children My Africa "Youth leading passionate protest movements" are the five consecutive words to show that learners are more involved in protest action than adults​.

Everyone is yelling over one another during an animated argument at Zolile High School, and Mr. M screams for order.

Thami has accused Isabel of suggesting that women are "more emotional than men," but Isabel has vehemently denied this, arguing that women are "more intuitive than men."

In My children My Africa "Youth leading passionate protest movements" are five words that demonstrate that students are more active in protest activity than adults.​

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Answer:

Responsibility

Compassion

Explanation:

Responsibility- being responsible for your actions and accountable for your mistakes (setting goals and working to achieve them)

Compassion- Encouraging others to show empathy and kindness (being resourceful to a friend, volunteering, or simply helping others)

“New Year's Eve Midnight” by Gabriel Okara subject matter is related to death. It talks about dreams and objects that are fading and are mutable.

What is subject matter?

Subject matter actually refers to the topic that is discussed in an exposition or study or text. It is known to be the theme that the writer/or author presents.

Gabriel Okara actually presents the subject matter of death in "New Year's Eve Midnight".

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The sentence that best describes the character of Virgil as he is portrayed in the Inferno is option  D. He is a well-respected poet who exhibits clear reason and logic as he guides Dante through the Inferno.

Virgil is depicted as a knowledgeable and authoritative figure throughout the Inferno. As a renowned poet from ancient Rome, he is held in high esteem and is chosen by Dante as his guide through the circles of Hell. Virgil's guidance is marked by his rationality and logical approach. He provides detailed explanations and reasoning behind the punishments inflicted on sinners, shedding light on the divine justice at play.

Virgil's character displays a deep understanding of the structure and workings of Hell. He is a reliable and composed guide, always composed and focused on the task at hand. Despite his noble stature, Virgil treats Dante with kindness and respect, serving as a mentor figure for the young poet. He patiently answers Dante's questions, providing guidance and encouragement along their arduous journey.

In summary, Virgil's character in the Inferno embodies wisdom, rationality, and guidance. He serves as a mentor and trusted companion to Dante, offering logical explanations and insights into the intricacies of Hell. His reputation as a respected poet and his composed demeanor contribute to his portrayal as a well-respected guide throughout the poem. Therefore the correct option is

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Answer:

[tex] - 2( - 3) {2} [/tex]

Brutus' speech in Scene 1 Section 2 (underlined) considered a soliloquy because: D. Brutus expresses his thoughts on the reason Caesar should be killed in a speech to the audience.

A soliloquy is a thought that a person has within themselves. In a play, the persson making the soliloquy may express his thoughts aloud to the hearing of others in the audience.

So, when Brutus made a speech that could be heard by others in the audience, he was rendering a soliloquy. In his speech, Brutus explained why Caesar should be killed.

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Answer:

Website: ChatGPT

Explanation:

This question could be answered in MANY different ways with people's standard writing of age. Click or copy the link below.

https://chat.openai.com/

This website is where 98% of your asked answers (if you ask it correctly) will be fantastic. Copy paste what you tried to ask here on Brainly and paste it onto the chatbox AI:

If you are not bothered to do anything like this, this is an example of what I got from ChatGPT from your question:

In golden hue, the autumn leaves descend,

A dance of farewell as the seasons wane.

Whispering winds caress the ancient trees,

Their rustling songs of nature's gentle plea.

Through the cool air, a melancholic tone,

Reflects the passing of time, now full grown.

Yet, as winter nears with its icy touch,

Could spring's rebirth await, perhaps as much?"

Hope this helped.

Answer:

Explanation:

adj.

loud tall green happy many raging soft sad

the rest arent adjectives

As a young person, the bill of rights affects me in several ways. The bill of rights is the first ten amendments to the US Constitution, which outlines the fundamental rights and freedoms of individuals in the United States. These rights apply to everyone, regardless of age, race, gender, or any other characteristic.

One of the most significant ways that the bill of rights affects me as a young person is by protecting my freedom of speech, which allows me to express my opinions and ideas without fear of retribution or censorship. This is particularly important for young people, as we are often the ones advocating for change and pushing boundaries. The bill of rights also protects my freedom of religion, allowing me to practice any faith I choose or no faith at all.

The bill of rights also guarantees my right to a fair trial, which means that I cannot be punished for a crime I did not commit and I have the right to legal representation. This is particularly important for young people who may be more vulnerable to unfair treatment in the criminal justice system.

The bill of rights also protects my right to privacy, prohibiting unreasonable searches and seizure of my property without a warrant. This includes my digital property, such as my social media accounts and personal data.

Overall, the bill of rights ensures that I have fundamental rights and freedoms that cannot be taken away by the government or anyone else. It provides a framework for a just and fair society where everyone is treated equally and has the opportunity to thrive.

Answer: The bill of rights affects you as a young person by granting you freedom of speech, religion, the press, the right to petition the government, and the right to assemble peacefully. Even though you are young you will still have these rights until the day you die.

Explanation: Hope this helps! Please vote brainliest!

Answer:

Honorable Principal, respected teachers, and my dear friends,

Today I would like to talk to you about a topic that is very close to my heart - the need for schools to become more technologically advanced. We are living in an increasingly digital world where technology is advancing at an astonishing rate. However, when it comes to education, we are still stuck in an outdated system that often fails to take full advantage of the technological tools available to us.

Imagine a classroom where each student has their own device that they can use to access resources, watch instructional videos, and work on assignments. Imagine a world where students can attend class from anywhere in the world thanks to video conferencing technology. This is the future of education, a future where technology is seamlessly integrated into the learning process to create a more engaging and personalized experience for students.

There are numerous benefits to making schools more technologically advanced. Firstly, it can help to bridge the gap between students of different learning abilities. For instance, if a student is struggling to understand a concept, they can use technology to explore the concept in more detail until they are able to grasp it. Secondly, it can make the learning process more fun and interactive, which is essential for keeping students engaged and motivated. Imagine a math class where students can use virtual reality technology to explore concepts in a fun and interactive way. Thirdly, technology can help to prepare students for the future job market which is becoming increasingly technological.

However, in order to fully realize the benefits of technology in education, we need to make a concerted effort to invest in it. Schools need to ensure that they have robust Wi-Fi networks and that each student has access to a device. Private companies could also be brought on board to help provide the necessary technology to schools. Additionally, teachers need to be trained on how to use technology more effectively in the classroom so that they can become more confident and competent in utilizing technological tools.

In conclusion, I strongly believe that schools should be made more technologically advanced. By doing so, we can ensure that our students are equipped with the necessary skills and knowledge to thrive in a rapidly changing world. It's time for us to embrace technology and invest in our future, so that we can create a better future for ourselves and for generations to come.

Thank you for listening.

Explanation:

Answer:

C

Explanation:

The most effective way for the director of a play about colonialism to draw parallels between colonialism and current social issues would be:

C. By introducing the play with classical music.

While all the options listed may have some impact, introducing the play with classical music can create a powerful juxtaposition between the historical context of colonialism and the present-day social issues. Classical music is often associated with traditional and established structures, which can reflect the historical power dynamics of colonialism. By incorporating classical music, the director can evoke a sense of historical continuity and prompt the audience to make connections between past and present.

However, it's important to note that drawing parallels between colonialism and current social issues can involve various creative elements, such as dialogue, staging, characterization, and thematic exploration. The choice of music alone is just one aspect that contributes to the overall impact of the play in highlighting these parallels.

People have a tendency to believe information they find online sources for several reasons: following are some of the major reasons.

Accessibility and Convenience: The internet provides easy access to a vast amount of information, making it convenient for people to find answers to their questions quickly.

Authority Bias: People often assume that information found on reputable websites or platforms is trustworthy. They may rely on the reputation or perceived authority of the source without critically evaluating the information.

Confirmation Bias: Individuals tend to seek information that confirms their existing beliefs or preconceived notions. When they find information online that aligns with their beliefs, they may be more likely to accept it without questioning its validity.

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Abhorrence: Intense, repugnant, loathsome, detestable, abominable, revolting, nauseating.

Academic: Scholarly, educational, intellectual, studious, erudite, learned, educational, instructional.

Access: Available, attainable, reachable, approachable, accessible, open, unrestricted, entry.

Advantage: Beneficial, advantageous, favorable, profitable, advantageous, useful, valuable, expedient.

Adversary: Opponent, rival, competitor, enemy, foe, antagonist, challenger.

Ardour: Passionate, fervent, intense, fiery, zealous, enthusiastic, eager, fervid.

Bacteria: Microscopic, bacterial, microbial, minuscule, infinitesimal, tiny, microscopic.

Benefit: Advantages, perks, gains, benefits, privileges, profits, merits, rewards.

Celebration: Festive, joyous, mirthful, jubilant, festive, ceremonial, commemorative, rejoicing.

Climate: Environmental, climatic, weather-related, atmospheric, meteorological, climatological, climatic.

Climax: Culmination, pinnacle, peak, acme, zenith, climax, apex, summit.

Coma: Unconscious, comatose, inert, lifeless, insensible, immobile, inanimate.

Combat: Struggle, fight, battle, conflict, warfare, combat, contention, confrontation.

Commitment: Dedication, devotion, loyalty, allegiance, fidelity, obligation, pledge, promise.

Dread: Fearful, apprehensive, terrified, anxious, scared, alarmed, panicky, frightened.

Elf: Magical, mythical, enchanting, supernatural, mystical, ethereal, otherworldly, fantastical.

Epigram: Witty, concise, clever, pithy, succinct, aphoristic, terse, laconic.

Error: Mistaken, incorrect, wrong, fallacious, flawed, faulty, inaccurate, erroneous.

Example: Illustrative, exemplary, representative, indicative, paradigmatic, typical, model, specimen.

Fallacy: Misconception, misconception, false belief, delusion, illusion, error, falsehood, mistaken belief.

Father: Paternal, paternalistic, protective, nurturing, caring, guiding, supportive, provider.

Favor: Beneficial, advantageous, helpful, favorable, preferred, well-liked, privileged, preferred.

Fervor: Intense, passionate, fervent, zealous, ardent, burning, enthusiastic, fiery.

Feudalism: Hierarchical, medieval, feudal, autocratic, serfdom, vassalage, aristocratic, hierarchical.

Funeral: Mourning, somber, solemn, grieving, sorrowful, melancholic, elegiac, funereal.

Galaxy: Astronomical, celestial, cosmic, stellar, vast, infinite, enormous, immense.

Generosity: Benevolence, magnanimity, kindness, charity, liberality, philanthropy, munificence, benevolence.

Heaven: Heavenly, celestial, divine, ethereal, paradisiacal, blissful, sublime, transcendent.

Melody: Harmonious, tuneful, musical, melodic, melodious, lyrical, rhythmic, sonorous.

Mischief: Playful, mischievous, naughty, prankish, roguish, impish, frolicsome, wayward.

Monster: Monstrous, hideous, grotesque, frightful, terrifying, appalling, dreadful, abominable.

Monument: Commemorative, memorial, monumental, enduring, significant, historic, grand, monumental.

Nebula: Nebulous, cosmic, interstellar, ethereal, celestial, nebular, vaporous,

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Answer:

yes

Explanation:

because it teaches you how to defend yourself from being bullied

Prompt: Many of the characters or speakers in these selections are struggling to find their way. Compare two or three characters in the selections from this unit in regard to their individual struggles. Use evidence.

Essay:

In the selections from this unit, several characters face personal struggles as they navigate their lives. Two characters, Jay Gatsby from "The Great Gatsby" and Emily Grierson from "A Rose for Emily," exemplify the complexities of their individual struggles. While Gatsby yearns for social acceptance and love, Emily grapples with isolation and the weight of tradition.

Jay Gatsby's struggle revolves around his relentless pursuit of the American Dream. He strives to attain wealth and success in order to win the heart of Daisy Buchanan. Despite his lavish parties and extravagant lifestyle, Gatsby feels a constant sense of emptiness and yearning. This struggle is evident when he says, "Can't repeat the past? Why, of course you can!" (Fitzgerald, 110). Gatsby's inability to let go of the past and his relentless pursuit ultimately leads to his tragic downfall.

On the other hand, Emily Grierson's struggle stems from her seclusion and inability to adapt to changing times. She becomes a recluse after her father's death and resists the modernization of her town. Emily's struggle with loneliness and the weight of her family's legacy is illustrated when the narrator states, "We remembered all the young men her father had driven away" (Faulkner, 6). Emily's isolation and resistance to change ultimately lead to her own demise and the shocking discovery in her home.

Both Gatsby and Emily demonstrate the profound impact of personal struggles on their lives. While Gatsby's struggle revolves around his pursuit of love and acceptance, Emily's struggle stems from her isolation and resistance to change. These characters serve as reminders that personal struggles can shape individuals in profound and often tragic ways.

In conclusion, the characters of Jay Gatsby and Emily Grierson showcase the complexities of personal struggles in the selections from this unit. Their individual battles with love, acceptance, and isolation demonstrate the profound impact of these struggles on their lives. Through their stories, we gain insight into the human condition and the transformative power of personal struggles.

Summary Progress Reports 1–7

Note: "Flowers for Algernon" is told in the form of “progress reports” kept by Charlie Gordon, an intellectually disabled man who is chosen as the subject of a laboratory experiment designed to increase his intelligence.

Summary: “progris riport 1 martch 3”

In his first “progris riport,” Charlie has an IQ of sixty-eight and is a poor speller.

In the story, Cherry's character views the event with a sense of excitement, curiosity and optimism.

In the story, Cherry's eyes widened with excitement as she saw the event unfold before her. She leaned forward, eager to take in every detail and experience the moment fully. Her heart raced with anticipation as she absorbed the sights, sounds and atmosphere surrounding the event.

With a wide smile on her face, she engaged with those around her, asking questions and sharing her enthusiasm. Cherry's positive outlook and genuine interest in the event reflected her optimistic view as she embraced the opportunity to create lasting memories and connect with others.

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Answer:

kills our hearing.

Explanation:

To support the claim that there are tipping points for social problems, the author provides several reasons and evidence:

1. Historical examples: The author can refer to historical events where social problems reached a tipping point, leading to significant changes.

2. Social movements: The author can discuss the power of social movements in creating tipping points.

3. Public awareness and opinion: The author can highlight the role of public awareness and opinion in reaching tipping points.

4. Cultural shifts: The author can argue that cultural shifts can act as tipping points for social problems.

To support the claim that there are tipping points for social problems, the author provides several reasons and evidence:

1. Historical examples: The author can refer to historical events where social problems reached a tipping point, leading to significant changes. For instance, they could mention the civil rights movement in the United States, where the persistence of protests, media coverage, and public outcry eventually led to legislative and societal reforms.

2. Social movements: The author can discuss the power of social movements in creating tipping points. Movements like #MeToo or Black Lives Matter gained momentum as stories of injustice and inequality gained widespread attention. Through social media, grassroots activism, and collective action, these movements reached tipping points, prompting conversations and driving societal changes.

3. Public awareness and opinion: The author can highlight the role of public awareness and opinion in reaching tipping points. When enough people become aware of and concerned about a particular social problem, it can lead to a critical mass that demands action. This can be seen in issues like climate change, where increasing public awareness and concern have resulted in policy shifts and initiatives.

4. Cultural shifts: The author can argue that cultural shifts can act as tipping points for social problems. As societal values and norms evolve, certain behaviors or practices that were once accepted may become socially unacceptable. This shift can lead to significant changes in attitudes and policies regarding social issues such as gender equality, LGBTQ+ rights, or  .

By presenting these reasons and providing examples, the author supports the claim that tipping points exist for social problems. They demonstrate how historical events, social movements, public opinion, and cultural shifts can combine to create a critical mass of awareness and action, resulting in significant changes to address social issues.

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1. You don't have to be wealthy to be successful. Some of the most successful people I know haven't made a dime. I've completed this maths problem at least twenty times, but my solution does not match the answer key. The solution given in the book must be incorrect. 2. If you speak Japanese fluently, you can complete the job. 3. You shouldn't be concerned. It's not going to help you. You either get the job or you don't. If you don't, simply apply for another. You will eventually find job.

1. You don't have to be wealthy to be successful. Some of the most successful people I know haven't made a dime.

- The modal word "don't have to" is used in this sentence to show that wealth is not a prerequisite for success.

2. I've completed this maths problem at least twenty times, but my solution does not match the answer key. The solution given in the book must be incorrect.

- The modal word "must" is employed in this context to imply a strong deduction or conclusion that the answer in the book is incorrect.

3. If you speak Japanese fluently, you can accomplish the job. - The modal word "can" is used to show capacity or potential. This statement implies that being proficient in Japanese would allow you to complete the job.

4. You shouldn't be concerned. It's not going to help you. You either get the job or you don't. If you don't, simply apply for another. You will eventually find job. - The modal verb "shouldn't" is used to advise or advocate something. It recommends against undue anxiety in this scenario. Worrying "doesn't do you any good" means that it is counterproductive. The statement also use the modal word "will" to allude to the possibility that you will ultimately find job.

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It is = Why does he not love me?

Answer:

In the story "The Necklace" by Guy de Maupassant, the Loisels end up dedicating their lives to paying off the debt incurred by replacing the lost necklace. After Mathilde Loisel loses the borrowed necklace, she and her husband, Monsieur Loisel, buy a replacement necklace without disclosing the loss to the necklace's owner. This plunges them into a cycle of poverty and financial struggle. They work tirelessly, taking on menial jobs and living frugally, to repay the debt and restore their financial stability. The pursuit of repaying the debt becomes the central focus of their lives, consuming their time, energy, and resources. Their dedication to rectifying their mistake and returning to their previous social status drives their actions and sacrifices throughout the story.

Explanation:

Answer:

Group of common nouns for the proper nouns "New York," "New Delhi," and "Nagpur" could be:

Cities

Metropolises

Locations

Urban areas

Destinations

Answer: State, Capital city and City

Explanation: New York represents a state, New Delhi represents a capital city and Nagpur represents a city.

Answer:

Yes we know.

Explanation:

it is to get successful and have a happy and sustainable life.