Tag: Paper Writing

Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of Line existence; and had lived nearly twenty-one years in the world with very little to distress or vex her. She was the youngest of the two daughters of
a most affectionate, indulgent father, and had, in consequence of her sister’s marriage, been mistress of his house from a very early period. Her mother had died too long ago for her to have more than an indistinct remembrance of her caresses, and her place had been supplied by an excellent woman as governess, who had fallen little short of a mother in affection. Sixteen years had Miss Taylor been in Mr.Woodhouse’s family, less as a governess than a friend, very fond of both daughters, but particularly of Emma. Between them it was more the intimacy of sisters. Even before Miss Taylor had ceased to hold the nominal office of governess, the mildness of her temper had hardly allowed her to impose any restraint; and the shadow of authority being now long passed away, they had been living together as friend and friend very mutually attached, and Emma doing just what she liked; highly esteeming Miss Taylor’s judgment, but directed chiefly by her own. The real evils indeed of Emma’s situation were the power of having rather too much her own way, and a disposition to think a little too well of herself; these were the disadvantages which threatened alloy to her many enjoyments. The danger, however, was at present so unperceived, that they did not by any means rank as misfortunes with her. Sorrow came—a gentle sorrow—but not at all in the shape of any disagreeable consciousness.—Miss Taylor married. It was Miss Taylor’s loss which first brought grief. It was on the wedding day of this beloved friend that Emma first sat in mournful thought of any continuance.The wedding over and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost.
The event had every promise of happiness for her friend. Mr. Weston was a man of unexceptionable character, easy fortune, suitable age and pleasant manners; and there was some satisfaction in considering with what self denying, generous friendship she had always wished and promoted the match; but it was a black morning’s work for her. The want of Miss Taylor would be felt every hour of every day. She recalled her past kindness—the kindness, the affection of sixteen years—how she had taught and how she had played with her from five years old—how she had devoted all her powers to attach and amuse her in health—and how nursed her through the various illnesses of childhood.
5.
As used in line 26, “directed” most nearly means
A) trained.
B) aimed.
C) guided.
D) addressed.
6.
As used in line 54, “want” most nearly means
A) desire.
B) lack.
C) requirement.
D) request.
1) As you read, determine the text specifically for word choice: words that express specific emotions and words that might have multiple meanings
2) After reading, make a list of at least eight to ten words and phrases used to describe Emma Woodhouse, From these words, what conclusions can you draw about the narrator’s attitude toward Emma
3) Next, look at questions 5 and 6, both of which ask about words in context, consider why the other meaning of those words are not appropriate in this context
I ,just, need ,the, basic, answers, because, English, is, my, second, language.

The writer wants to avoid revealing any potential
bias in sentence 3 (reproduced below).
Many people are excited about these new
technologies, and, as civil engineering
professor and infrastructure expert Shoshanna
Saxe explains, they are intended to improve
infrastructure by collecting data and
responding automatically.
Which of the following versions of the
underlined portion of sentence 3 would best
accomplish this goal?
(A) (as it is now)
(B) excessively dismissive civil engineering professor Shoshanna Saxe notes
(C) civil engineering professor and startlingly insightful critic Shoshanna Saxe notes
(D) civil engineering professor Shoshanna Saxe scornfully observes
(E) civil engineering professor Shoshanna Saxe cleverly declares

QUESTIONNAIRE
Multiple Choice: Identify the choice that best completes the statement or answers the question.
1. Which of the following is a true statement?
a. polymers are broken down by condensation
b. polymers are formed by condensation
c. polymers are formed by hydrolysis
d. hydrolysis involves the removal of a water molecule
2. Which of the following contain C, H, and O?
a. nucleic acids
b. proteins
c. carbohydrates
d. lipids
3. Which of the following contains nitrogen?
a. lipids
b. proteins
c. carbohydrates
d. nucleic acids
4. Which of the following can be used for energy storage?
a. nucleic acids
b. lipids
c. carbohydrates
d. proteins
5. A substance that is composed of only one type of atom is called a(n)
a. compound.
b. cell.
c. element.
d. molecule.
6. The bond formed when two atoms share a pair of electrons is called a(n)
a. hydrogen bond.
b. covalent bond.
c. ionic bond.
d. water bond.
7. A molecule that has a partial positive charge on one side and a partial negative charge on the other side is called a(n)
a. nonpolar molecule.
b. charged molecule.
c. polar molecule.
d. ion.
8. Which of the following is not a large biomolecule?
a. carbohydrate
b. lipid
c. ice
d. nucleic acid
9. All of the following are examples of lipids except
a. oil.
b. steroids.
c. starch.
d. candle wax.
10. Which molecules are most closely related to lipids?
a. amino acids
b. fatty acids
c. nucleotides
d. sugars
11. The building blocks of most biomolecules contain the element
a. carbon.
b. calcium.
c. nitrogen.
d. sodium.
12. Which of the following molecules are classified as carbohydrates?
a. amino acids
b. nucleotides
c. fats
d. sugars
13. Polysaccharides are __________.
a. carbohydrates.
b. proteins.
c. lipids.
d. nucleic acids.
14. Refer to the illustration above. Molecule A is a
a. carbohydrate.
b. nucleic acid.
c. lipid.
d. protein.
15. Which of the following is a carbohydrate?
a. ATP
b. wax
c. steroid
d. sucrose
16. Which of the following molecules are most closely related to proteins?
a. amino acids
b. nucleotides
c. monosaccharides
d. sugars
17. Long chains of amino acids are found in
a. carbohydrates.
b. proteins.
c. lipids.
d. sugars.
18. The two types of nucleic acids are
a. RNA and ATP.
b. DNA and ATP.
c. DNA and RNA.
d. nucleotides and ATP.
19. Which of the following molecules are most closely related to nucleic acids?
a. amino acids
b. nucleotides
c. fats
d. sugars
20. Which of the following is not part of a nucleotide in a DNA molecule?
a. three phosphate groups
b. a base
c. a sugar
d. a phosphate group
21. ATP (adenosine triphosphate) stores energy in the bonds between its
a. hydrogen atoms.
b. nucleotides.
c. carbon atoms.
d. phosphate groups.
22. The molecule on which an enzyme acts is called a(n)
a. active site.
b. polar molecule.
c. inactive site.
d. substrate.
23. Ionic bonds form between particles that have _________.
a. opposite charges.
b. no charges.
c. the same charge.
d. neutral charges.
24. Attractions between water molecules are called
a. covalent bonds.
b. polar bonds.
c. ionic bonds.
d. hydrogen bonds.
25. The three classifications of carbohydrates are ______________.
a. sucrose, maltose, and lactose
b. starch, glycogen, and cellulose
c. triglycerides, steroids, and waxes
d. monosaccharide, disaccharide, and polysaccharide

Analyze sound devices – In the art of poetry, sound devices like consonance and assonance are important ingredients. Examine the functions of sound devices listed here. Then review both poems, finding an example of how Thomas achieves each through his use of consonance and assonance.

Factors Affecting Friction: Coefficient of Friction / =- Example Problem: A 260 N crate initially at rest on the floor requires an applied
F of slightly more that 79 N to start it moving. Draw a free-body diagram showing all forces acting on the crate. Find p between the
crate and floor. Problem Set #2 (1-2) Show What You Know (1-5)

Here is the next part of the extract:         The GirlIn a corner of the city, inside a tall, narrow house at Number 4 rue Vauborel, on the sixth and highest floor, a sightless sixteen-year-old named Marie-Laure LeBlanc kneels over a low table covered entirely with a model. The model is a miniature of the city she kneels within, and contains scale replicas of the hundreds of houses and shops and hotels within its walls. There’s the cathedral with its perforated spire, and the bulky old Château de Saint-Malo, and row after row of seaside mansions studded with chimneys. A slender wooden jetty arcs out from a beach called the Plage du Môle; a delicate, reticulated atrium vaults over the seafood market; minute benches, the smallest no larger than apple seeds, dot the tiny public squares.Marie-Laure runs her fingertips along the centimeter-wide parapet crowning the ramparts, drawing an uneven star shape around the entire model. She finds the opening atop the walls where four ceremonial cannons point to sea. “Bastion de la Hollande,” she whispers, and her fingers walk down a little staircase. “Rue des Cordiers . Rue Jacques Cartier.”In a corner of the room stand two galvanised buckets filled to the rim with water. Fill them up, her great-uncle has taught her, whenever you can. The bathtub on the third floor too. Who knows when the water will go out again.Her fingers travel back to the cathedral spire. South to the Gate of Dinan. All evening she has been marching her fingers around the model, waiting for her great-uncle Etienne, who owns this house, who went out the previous night while she slept, and who has not returned. And now it is night again, another revolution of the clock, and the whole block is quiet, and she cannot sleep.
9 A student read this part of the novel and said, ‘The writer makes Marie-Laure sound vulnerable.’ Do you agree? Use the table below to help you plan your ideas:
All The Light We Cannot See
Student workbook         Yes / No … because …: Quotation from the text which supports this:                                   10 Now use your work from question 9 (The writer makes Marie-Laure sound vulnerable.’) to write up your answer. Make sure you analyse each of your quotes, thinking about how the writer’s use of language and structure impacts on your impression of Marie-Laure.

What is Kristof’s, Triado’s, and Slater’s main points? The opening  sentence should address a common theme. The next sentences should introduce each reading selection with its main points and titles. provide a sentence with a direct quotation, commentary, and parenthetical citation that validates the main point. lastly you have the option to only address one reading selection as it relates to you.
references: prudence and cruelty-kristof
poor people don’t plan long-term- triado
rat park- slater

Macbeth digital workbook
SCENES IV -V Describe what happens in Act 1, Scene 4 in three short sentences: What news is brought to King Duncan in 1.4? What is his response? Would you feel uncomfortable around the King if you were Macbeth? explain act on How does Duncan greet Macbeth & Banquo? Synonym for “invest” (in this context) KING DUNCAN: Our eldest, Malcolm, whom we name hereafter The Prince of Cumberland; which honour must By naming Malcolm Prince of Cumberland, what else is the King saying? Not unaccompanied invest him only, Identify and explain the simile here But signs of nobleness, like stars, shall shine On all deservers. Explain why this declaration is noteworthy and somewhat problematic for Macbeth: Stars This quotation relates In your own words, explain what we learn about Macbeth from this aside: hide your fires; to the theme of: X Ambition Id not LIGHT Fate see my BLACK Guilt and deep Supernatural List hashtags desires Appearance/ to accompany Reality : Macbeth’s aside: # Describe what happens in Act 1, Scene 5 in one sentence, of exactly 8 words: How would you characterize the relationship between Macbeth and Lady Macbeth? “Hint: Check his letter to her! DOODLE SPACE show this A quote to 9 (C) STACEY LLOYD 2018
SCENE VI What happens in Act1, Scene 6? Tick all that apply! % Duncan arrives at Macbeth’s castle Banquo praises Macbeth’s home If King Duncan were an animal, The King expresses his tiredness Duncan names his heir to the throne he would be a 10 Duncan is full of compliments for Lady M. Lady Macbeth expresses her hesitancy Lady Macbeth is rude to the King The King compliments Macbeth because did Lady Macbeth give Macbeth back in Act 1, Scene 5 (around lines 72-73) about appearance? #HINT! What advice act LET US FOCUS ON HOW LADY MACBETH PRESENTS HERSELF IN ACT ONE, SCENE SIX in front of the King What she is really Bumold/Bupju! How she appears audience respond to her appearance Evidence Evidence How might Ted’s pause to talk about DRAMATIC IRONY What is DRAMATIC IRONY? Explain how dramatic irony is evident during Lady Macbeth’s meeting with King Duncan: SCENE VII Macbeth’s inner conflict What is a SOLILOQUY You may need to look it up! 3 WORDS TO DESCRIBE Macbeth’s state of mind. 3 reasons Macbeth gives for not wanting to kill Duncan: What is the conclusion Macbeth comes to by the end of his soliloquy? evidence I. VII. add in line number(s] 11 (C] STACEY LLOYD 2018

Chapter 1
April Raintree is a personal narrative.  April is the narrator, and she gives us our first glimpse into the earliest moments of her life.  She also introduces us to her family.  The picture she paints is very bleak.  It may, however, give some insight into the possible reasons for April’s actions later in the novel.
Describe the hardships of the young girls that depict the harsh insensitivity and/or discriminatory attitudes of their family, government agencies, and the Church.
The narrator introduces many stereotypes regarding First Nations peoples.  These biases and assumptions seem to be already internalized by April even though she is only six years old.  Discuss how April’s feelings might impact her future choices and identity.
The author depicts a close and supporting relationships between April and Cheryl.  This relationship forms the dramatic tension through which other events in the text are explored.  What might happen that could make this relationship more vulnerable? What could happen that could strengthen it?
Chapter 2-7
These chapters focus on the diverse experiences and developing identities of both April and Cheryl as they grow up in foster homes.  The question of parents’ rights to their child’s health and well-being form an important sub-theme in the novel.
Compare April and Cheryl’s foster-home situations, and consider how the experiences of each shape her own views about her personal and cultural identity.
April’s experiences with the DeRosier family provide an insight into some of the major issues regarding foster care.  What are some of the measures that have been taken and/or still need to be taken to protect children’s health and well-being in our country/province?
Give examples of prejudice or discrimination that Cheryl and April experience in either their foster homes or schools, and describe their reactions to these situations.  What experiences have you had that are similar? Explain how your reactions to these experiences were similar or different.
Chapter 8-10
These chapters focus on life after foster care.  April chooses a marriage that promised economic and social stability and security.  Cheryl becomes actively involved with the Friendship Centre to reach out to other Aboriginal youth who need help to find their way.
April enters into a marriage that promises economic and social security, because she craves stability. Yet, the marriage fails.  What are the factors that contribute to the failure of her marriage? How does this experience change April in either a positive or negative way?
Cheryl’s activism in support of the First Nations and Metis peoples is often regarded as a positive outcome of her early introduction to Aboriginal issues through her education.  Would you say that her education was adequate? How has the representation of Aboriginal issues in schools changed even over your school career?  What do you think is still needed to provide an unbiased portrayal of Aboriginal history and culture? Is this even possible?

1)
Lord of the Flies
In Chapter 7, what conflict occurs when Ralph stares out into the ocean?
He attempts to flag down a passing ship and fails.
an inner loss of purpose because he has not been a great leader
feelings of downtroddeness because of his and Jack’s relationship
a conflict between the beauty he sees and the longing for rescue that he feels
an inner loss of hope as he looks at the long expanse of ocean that separates him from being rescued
2)
Lord of the Flies
The conflict that occurs when Ralph stares out into the ocean is _____________.
international
internal
external
domestic
allegory
3)
Lord of the Flies
Ralph gets caught up in the chase of a hunt, gives into the pressure of Jack to climb a mountain at night, and loses control of the group are all examples of the _________________ in chapters 7-9.
characters
climax
plot
theme
analogy
4)
Lord of the Flies
The setting in chapters 7-9 is ________________.
Australia
on a boat
Spain
on an island
England
5)
Lord of the Flies
The part of the structure of fiction that chapters 7-9 falls into is _________________.
climax
rising action
denouement
exposition
falling action
6)
Lord of the Flies
The character who was viciously murdered in chapter 9 was _______________.
Simon
Roger
Jack
Ralph
Piggy
7)
Lord of the Flies
The character who violently stabbed the pig during the hunt was ______________.
Piggy
Roger
Jack
Simon
Ralph
8) The
Lord of the Flies
symbolizes what?
the beast
the evil in each person
a dead pig
the good in the world
solitude on an island
9)
Lord of the Flies
In chapter 8, the story states, “We’re going to have some fun with you.” This is an example of which literary device?
allegory
metaphor
simile
overstatement
foreshadowing
10)
Lord of the Flies
How does Simon die in chapter 9?
He kills himself.
He falls down the mountain.
the beast
He drowns.
He is murdered.