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Epicurus and Plato had different views on the nature of death and its reality, which can be understood through their respective metaphysical theories.

Epicurus, in his writings, emphasized the philosophy of materialism and atomism. He believed that everything in the universe is composed of atoms, including the human body and soul. According to Epicurus, death is the cessation of consciousness and sensory experience. He argued that death should not be feared because it is the end of all sensations and therefore devoid of suffering. For Epicurus, death is the complete dissolution of the individual, and there is no existence beyond death. Thus, he would consider death as a real and final state of non-existence.

On the other hand, Plato's metaphysical theory, as discussed in his dialogue "Phaedo," suggests that the soul is immortal and separate from the physical body. Plato believed in the existence of a realm of Forms or Ideas, which are eternal and unchanging. He viewed the body as a temporary vessel for the soul. According to Plato, death is the separation of the soul from the body and a transition to the realm of the Forms. For him, the soul is immortal and continues to exist after death, undergoing a process of reincarnation or ascending to a higher state of being. Plato would consider death as a transitional phase and not the complete annihilation of the self.

In summary, Epicurus considers death as real and final, emphasizing the materialistic nature of existence. He sees death as the end of consciousness and sensory experiences. On the other hand, Plato believes in the immortality of the soul and considers death as a transition to a different realm or a continuation of the soul's journey. Plato's metaphysical theory incorporates the idea of the soul's existence beyond the physical body.

In Descartes' Meditations, particularly in the Second Meditation, he engages in a process of radical doubt, questioning the existence of everything he believes to be true. However, he arrives at a certain indubitable truth when he states, "I am, I exist." Descartes argues that even if he is being deceived by an evil demon or experiencing illusions, there must be a thinking entity, a "I" or a "self," that is being deceived or experiencing these illusions. This self-awareness, the fact that he is doubting, thinking, and perceiving, cannot be doubted without simultaneously affirming its existence. Thus, he concludes that whenever he thinks, he must exist.

Descartes supports this conclusion with the idea that if one is doubting, there must be a doubter. Doubting itself is an activity that requires a subject, an "I," who doubts. Even if all other beliefs and perceptions are called into doubt, the act of doubting itself proves the existence of a thinking entity. This "I" or self, according to Descartes, is the foundation of knowledge because all knowledge depends on the existence of a thinking subject.

Now, let's consider Hume's perspective. In his work, Hume is known for his skepticism and empiricism. Hume would likely not agree with Descartes that the self is the foundation of all knowledge. Hume's philosophy emphasizes the idea that knowledge is derived from sensory experience and impressions. He criticizes the notion of a substantial self or ego, arguing that our sense of self is constructed from a bundle of constantly changing perceptions and experiences.

According to Hume, there is no enduring self that persists through time. Instead, our experience is a stream of ever-changing perceptions, without any underlying self or subject. Hume would question Descartes' claim that the self is the foundation of knowledge because he would argue that knowledge is based on impressions and ideas derived from sensory experience, rather than a foundational self.

In summary, Descartes argues that the statement "I am, I exist" must be true whenever he thinks it because doubting or thinking requires a thinking subject. Descartes sees the self as the foundation of knowledge. On the other hand, Hume would likely disagree with Descartes, asserting that knowledge is derived from sensory experience and impressions, and that there is no enduring self.[tex]\huge{\mathcal{\colorbox{black}{\textcolor{lime}{\textsf{I hope this helps !}}}}}[/tex]

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Answer:

Other priorities

Explanation:

When a person is too busy for their significant other, it means other things matter to them than their partner

Answer: IT DEPENDS

Explanation: It usually depends on the type of person you are...If you are a person who likes to give everybody a chance, you probably might fall in love with anyone, but if you tend to be a picky person...there is a high chance you will fall for only a handful of people...I'm just saying my point of judgement in this case, but in reality it depends on the type of person you are talking about.

The use of the term "fault lines" in the excerpt from "A Quilt of a Country" reveals that the author views world wars as divisive and fracturing events that create divisions among nations. The term "fault lines" typically refers to the boundaries between tectonic plates that can cause earthquakes when they shift or collide.

By using this metaphorical language, the author implies that world wars functioned as seismic events that caused fractures within societies.

The author's choice of the term "fault lines" suggests that the world wars were not merely conflicts between nations, but rather events that revealed deep-seated divisions and tensions within countries themselves.

These fault lines could include social, cultural, and ideological differences that were exacerbated or exposed during times of war. The author implies that these fault lines, which were previously concealed or overshadowed by a common enemy or external threat, provided a certain level of cohesion and unity to the nation.

However, with the end of the Cold War, the author suggests that the disappearance of a central enemy led to a sense of unease. Without a unifying focus for hatred and distrust, the author fears that the divisions represented by the left side of the hyphen (African-American, Mexican-American, Irish-American) might overpower the sense of national identity represented by the right side of the hyphen (American).

Overall, the term "fault lines" indicates the author's view of world wars as events that reveal and potentially exacerbate internal divisions within a nation.

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The probable question may be:

Read the excerpt from "A Quilt of a Country."

Once these disparate parts were held together by a common enemy, by the fault lines of world wars and the electrified fence of communism. With the end of the cold war there was the creeping concern that without a focus for hatred and distrust, a sense of national identity would evaporate, that the left side of the hyphen—African-American, Mexican-American, Irish-American—would overwhelm the right.

What does the use of the term fault lines reveal about how the author views world wars?

Answer:

In conclusion, the fight for education is a crucial battle that influences individual empowerment, societal advancement, and global prosperity. Education is a basic human right that should be accessible to all, irrespective of their socio-economic background, gender, or geographical location. By championing education, we foster the growth of enlightened minds, cultivate innovation, and create a more equitable and inclusive world. We should continually advocate for education, break down barriers, and ensure that every individual can acquire the necessary knowledge, skills, and opportunities for a fulfilling and successful life. Together, let us strive for a future where education is universally embraced and celebrated, transforming lives and shaping a brighter tomorrow.

Explanation:

This passage from Shakespeare's play Macbeth foreshadows the future event of Macbeth killing the king. Macbeth's reference to the Prince of Cumberland (Malcolm) indicates that he sees Malcolm as an obstacle in his path to power. The phrase "on which I must fall down, or else o'erleap" suggests that Macbeth is contemplating the need to overcome this obstacle, even if it means committing a terrible act. So the right option is (C)  Macbeth killing the king.

When Macbeth says "Stars, hide your fires; Let not light see my black and deep desires," he is asking the stars to conceal his dark thoughts and ambitions.

This implies that Macbeth is aware of the gravity of his potential actions and wishes to keep them hidden from others and himself. The line "The eye wink at the hand; yet let that be, Which the eye fears, when it is done, to see" further demonstrates Macbeth's internal conflict, as he recognizes the potential consequences of his actions but is still drawn towards committing them.

In summary, this passage foreshadows Macbeth's decision to kill the king, revealing his deep-seated ambitions and the internal struggle he faces as he contemplates committing regicide.

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Taiba, so eager and happy to work because he was proud that he would be doing a man's work and earning good money to send home to his family.

Work is the deliberate activity that people engage in to meet the needs and desires of themselves, others, and the larger community. Work can be defined in economic terms as the human activity that adds along with other factors of production to the production of goods and services within an economy.

Work is fundamental to all societies, but it varies greatly between and within them, from gathering natural resources by hand to operating complex technologies that replace physical or even mental effort by many people. All but the most basic tasks necessitate the use of specific skills, equipment or tools, and other resources such as raw materials for manufacturing goods.

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The best clarifying question for Dimitri to ask about Adichie's use of rhetorical strategies is: "How does Adichie's use of ethos support her purpose of showing the importance of all stories?" Option D.

Adichie's use of ethos, which refers to establishing credibility and trustworthiness, is crucial in conveying her message about the danger of a single story.

By examining how Adichie utilizes ethos in her speech, Dimitri can gain a deeper understanding of how the author establishes her authority and persuades the audience.

Ethos plays a significant role in Adichie's argument because it helps establish her credibility as a storyteller and a voice of authority. Adichie is an accomplished writer and speaker, and her use of personal anecdotes and experiences adds to her ethos.

Dimitri can analyze how Adichie's personal stories about her own encounters with single stories and stereotypes contribute to her credibility and make her argument more compelling.

By asking how Adichie's use of ethos supports her purpose of showing the importance of all stories, Dimitri can delve into the connection between Adichie's credibility and her overarching message.

Adichie's aim is to challenge the dominance of single narratives and emphasize the need for diverse perspectives and multiple stories. Understanding how her use of ethos reinforces this purpose can provide valuable insights into the effectiveness of her rhetorical strategies.

Overall, exploring the relationship between Adichie's use of ethos and her message about the significance of all stories will enable Dimitri to analyze the persuasive impact of her rhetorical choices and appreciate the depth of her argument.So Option D is correct.

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Tropical mapping skills refer to the ability to create and interpret maps of tropical regions, which often involve dense vegetation, diverse ecosystems, and challenging terrain.

Here's a summary of the key aspects of using tropical mapping skills:

Satellite Imagery and Remote Sensing: Utilize satellite imagery and remote sensing techniques to gather data and create high-resolution maps of tropical regions. These technologies provide valuable information about land cover, vegetation types, elevation, and other relevant features.

Geographic Information Systems (GIS): Apply GIS software to process and analyze geographic data. GIS allows for the integration of various data layers, such as topography, climate, and vegetation, to generate comprehensive maps that aid in understanding tropical ecosystems.

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The correct statement is: "Don't judge him, he's a teenager. Being rebellious is one of the problems of this age”. Therefore, the correct option is A. "Judge" is the closest match to "Don't judge" in the first blank. "Mind" is more focused on having consideration towards someone, and "be hard on" implies a harsh reaction, neither of which is appropriate in this context. And for the second one, "problems of this age" is a reasonable fit, whereas "problems of this age's" is grammatically incorrect. "Scold" also does not quite fit this context, as it implies a parental or disciplinary role.

Answer:

A. warm yourself by this fire, / rest by this fire, and make you feel safe.

Explanation: In "I Am Offering this Poem" by Jimmy Santiago Baca, the phrase from the poem that best contributes to the comforting tone of the third stanza is warm yourself by this fire, / rest by this fire, and make you feel safe. The author is offering this poem to his loved one. He wants to comfort her with this poem from hunger, from winter's cold, from old age and for the indifference of people.

Answer:

Uncle George largely spends “Indian Camp” assisting Nick's father in his operation. He's an affable man who gets along with the Native American men and, like Nick, greatly admires Nick's father, flattering him with compliments and calling him a “great man” after he successfully performs the operation.

In this excerpt from "A Woman's Shortcomings" by Elizabeth Barrett Browning, so the effect of parallelism is to create a sense of rhythm and repetition that emphasizes the speaker's frustration and self-deprecation.

By repeating the phrase "I have not," the speaker highlights her perceived inadequacies and shortcomings as a woman, and the parallel structure of each statement the reinforces the idea that these traits are all equally important and damaging to her sense of self-worth.

Overall, the use of parallelism in this excerpt serves to emphasize the speaker's emotional state and convey her feelings of inadequacy and frustration. Therefore, the effect of parallelism is to create a sense of rhythm and repetition that emphasizes the speaker's frustration and self-deprecation.

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Answer:

The speed reading software re-teaches the brain to view words as images which allows for a much faster input of information. The ability to read in the "normal" fashion or in the speed reading image method is also dependent on a person's nurture. Speed reading is very common in Asian cultures that use character languages.

Explanation:

Hope this helps :)

In the story "The Save," Oren wants to be a panther because he desires to embody the qualities he associates with this majestic creature. Oren admires the panther's strength, agility, and grace, and he yearns to possess those attributes himself.

He feels a sense of powerlessness and vulnerability in his current state, and he believes that by transforming into a panther, he can overcome these limitations and gain control over his life.

Oren's desire to be a panther may also stem from a longing for freedom and independence. Panthers are known for their solitary nature and ability to navigate their surroundings with ease. Oren may feel trapped or constrained by his current circumstances, and by becoming a panther, he envisions escaping these limitations and exploring new territories.

Furthermore, the panther symbolizes a sense of mystery and allure. Oren may be captivated by the enigmatic nature of the panther, and he seeks to embody that captivating aura in his own life.

Overall, Oren's aspiration to become a panther in "The Save" reflects his yearning for strength, freedom, and a transformative journey of self-discovery.

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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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The sentence in which the word "service" has been used incorrectly is: "At McDonald’s, customer need to service themselves."

In this sentence, the word "service" is used as a verb to indicate that customers are performing the action of servicing themselves. However, this usage is incorrect and does not align with the intended meaning.

The word "service" can be used as a noun or a verb. As a noun, it refers to an act of assistance or work done for others. As a verb, it means to provide maintenance, repair, or assistance.

In the given sentence, the correct word to use is "serve" instead of "service." "Serve" means to attend to or wait on someone. The sentence should read as:

"At McDonald’s, customers need to serve themselves."

This revised sentence accurately conveys the idea that customers are responsible for obtaining their own food or drinks at McDonald's.

It is important to use words accurately and appropriately to ensure clear communication. Choosing the correct word helps convey the intended meaning and avoids confusion. In this case, replacing "service" with "serve" in the sentence improves its clarity and aligns with standard English usage.

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The sentence that most clearly shows the theme "Sometimes people must have faith in people they barely know" is: "There was a kindness in George’s eyes that told me he would do his best for us." This sentence highlights the protagonist's initial trust in George, a stranger in a strange country, based solely on the kindness she perceives in his eyes.

Despite the unfamiliarity of their situation and the potential risks involved, the protagonist decides to have faith in George's intentions and believes that he will look out for their well-being. The theme of having faith in people we barely know resonates with the idea that sometimes we have to rely on the inherent goodness and empathy of strangers, especially when we find ourselves in unfamiliar or challenging circumstances.

It suggests that there are instances when we have to trust our instincts and take a leap of faith, even without a substantial basis for trust. This theme explores the universal human experience of vulnerability and the necessity of relying on the kindness and support of others to navigate unfamiliar territories.

It also encourages the belief in the fundamental goodness of humanity and the potential for meaningful connections to be formed even in the most unexpected situations.

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Human rights are the fundamental freedoms and rights that every individual in the world is entitled to, irrespective of their race, gender, nationality, religion, or any other status.

The right to freedoms, association, and peaceful assembly. the freedom from unjustified government intrusions and the right to privacy.

The ability to benefit from the applicable human rights outlined in the Convention on the Rights of the Child and other international human rights or humanitarian agreements to which the aforementioned States are parties. This includes the right to receive adequate protection and humanitarian aid.

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Your question is incomplete, but most probably the full question was.

In each case above identify the human rights that has been infringed​?

Figurative language is a powerful tool for conveying emotion and creating vivid imagery. When used to convey playfulness, it can be a great way to add a bit of fun to a piece of writing. One of the most effective uses of figurative language to convey playfulness is personification.

Personification is the act of giving human characteristics to non-human things. By giving an inanimate object or concept human characteristics, it can be made to appear humorous or playful. For example, a writer might say that "the sun was laughing in the sky" or "the wind was dancing around the trees."

These descriptions make the sun and wind seem more like characters in a story, rather than simply natural phenomena. Another way to convey playfulness through the Figurative language through the use of metaphors ad similies.

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Answer:

The detail from the text that best supports the idea that Annie is still respected today despite not profiting from her feat is:

She is the first person to go over Niagara Falls in a barrel and survive.

Explanation:

Answer:

A spelling rule is a concept or guideline designed to help authors spell words correctly.

The term "spelling rule" can be used to indicate a variety of principles pertaining to the spelling of words in the language that appears to frequently stray from a strictly phonetic reproduction

Explanation:

Answer:

Explanation:

Annie's reason for deciding to go over Niagara Falls in a barrel in Queen of the Falls can be summarized as follows:

An article about Niagara Falls brings back memories of daredevils Annie watched there as a child. She wants to relive those times by trying to do a stunt of her own.

The word 'allowed' involves permission, while 'aloud' is related to vocal communication. One is a verb (allowed), while the other is an adverb (aloud). Remember to use 'aloud' when referring to something spoken out loud or vocally.

The words 'allowed' and 'aloud' are homophones – they sound the same but have different meanings. The word 'allowed' is a verb relating to the giving of permission. An example of a sentence using 'allowed' correctly would be: 'You are allowed to take one cookie from the jar.'.

On the other hand, 'aloud' is an adverb that means with a normal speaking voice or vocally. An example of this would be: 'Please read the passage aloud, so everyone can hear.'

Without the actual sentences to be examined for correct use of 'aloud', it's difficult to provide a specific answer. However, bear in mind the word 'aloud' would typically be used in situations involving verbal or vocal communication.

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Answer:

I think the answer is C

hope this helps

Answer

Explanation

He was in his wits knowing he wasn't going to squabble over grilling, because his skills were outstanding seeming to be a culinary talent from father to son........

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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Adjectives corresponding to the given nouns are given below .

Abhorrence: loathsome, detestable, repugnant

Academic: scholarly, intellectual, educational

Access: accessible, available, reachable

Advantage: beneficial, advantageous, favorable

Adversary: hostile, antagonistic, opposing

Ardour: passionate, fervent, intense

Bacteria: bacterial, microbial, infectious

Benefit: advantageous, beneficial, helpful

Celebration: festive, joyous, celebratory

Climate: climatic, environmental, weather-related

Climax: climactic, peak, pivotal

Coma: unconscious, comatose, inert

Combat: combative, fighting, confrontational

Commitment: dedicated, devoted, loyal

Dread: fearful, apprehensive, terrified

Elf: mythical, mischievous, magical

Epigram: witty, concise, clever

Error: mistaken, incorrect, flawed

Example: illustrative, representative, exemplar

Fallacy: misleading, deceptive, false

Father: paternal, paternalistic, protective

Favour: favorable, preferential, biased

Fervour: passionate, zealous, fervent

Feudalism: hierarchical, medieval, aristocratic

Funeral: solemn, mournful, somber

Galaxy: celestial, cosmic, vast

Generosity: generous, benevolent, magnanimous

Heaven: heavenly, celestial, divine

Melody: melodic, harmonious, musical

Mischief: mischievous, playful, naughty

Monster: monstrous, terrifying, monstrous

Monument: monumental, commemorative, historic

Nebula: nebulous, cosmic, ethereal

Nonchalance: indifferent, casual, unconcerned

Opportunity: favorable, advantageous, timely

Oppression: oppressive, repressive, tyrannical

Opprobrium: shameful, disgraceful, offensive

Orbit: orbital, circumferential, rotational

Order: orderly, organized, systematic

Palace: palatial, regal, grand

Paradise: heavenly, idyllic, blissful

Paradox: paradoxical, contradictory, enigmatic

Please note that some adjectives may have multiple meanings or connotations, so the provided options are just a starting point.

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Two aspects of reading that help in developing writing skills are exposure to different writing styles and vocabulary expansion.

Exposure to different writing styles allows individuals to observe and internalize various narrative techniques, sentence structures, and literary devices employed by different authors.

Vocabulary expansion through reading exposes individuals to a wide range of words, phrases, and expressions.

Two aspects of reading that help in developing writing skills are exposure to different writing styles and vocabulary expansion.

Exposure to different writing styles allows individuals to observe and internalize various narrative techniques, sentence structures, and literary devices employed by different authors. By reading works of fiction, non-fiction, poetry, and other genres, writers can gain insights into effective storytelling, engaging introductions, and compelling conclusions. This exposure broadens their understanding of how to engage readers and structure their own written compositions.

Vocabulary expansion through reading exposes individuals to a wide range of words, phrases, and expressions. As they encounter new vocabulary in context, readers gain a deeper understanding of word usage, nuances, and the appropriate context for specific words. This expanded vocabulary enhances their writing by allowing for more precise and effective expression of ideas. They can choose words with greater specificity and convey their thoughts with clarity and impact.

By actively engaging with these aspects of reading, individuals can improve their writing skills. They can incorporate the observed writing techniques, such as narrative flow, descriptive language, and engaging dialogue, into their own compositions. Furthermore, a richer vocabulary empowers writers to choose words that accurately convey their intended meaning, resulting in more vivid and impactful writing.

In summary, exposure to different writing styles provides writers with a toolkit of storytelling techniques and structure, while vocabulary expansion enables them to express their ideas more precisely and effectively. By incorporating these aspects of reading into their writing practice, individuals can develop stronger writing skills, producing compositions that engage, inform, and captivate their readers.

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