I would like you to tell me a personal and descriptive story about a place that’s meaningful to you. Things To Do Length: 5 paragraphs Using the five paragraph model‚ please: Discuss a specific place (eg: Cuba‚ Lynn‚ Germany) that’s meaningful to you. So your readers can see‚ smell‚ hear‚ feel‚ and perhaps even taste your special place‚ use lots of vivid sensory detail Tell your reader why your place is special. What experiences have you had there? Why
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criticized on what she was wearing‚ saying or doing at the time of rape. As the article stated “The right question is‚ “What made him think this is acceptable?” ” We should be concerned as to why that person thought it was ok to rape the other person; what made it acceptable for him to think that his actions were already excused and would be accepted by society. The problem is not whether the victim was sober or not‚ nor clothes‚ nor sexuality. The problem is the perpetrator’s state of mind‚ what he has
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English Immersion (SEI) Completion Course (45 hours) Name: | | Proficiency Level: | High Intermediate | Est. time frame to complete lesson | 45 minutes | *School/District: | | ELP Domain and Standard: | ELL Stage III: Grades 3-5 Listening and SpeakingStandard 2: The student will express orally his or her own thinking and ideas. | | Performance Indicator: | HI-4: participating in socio-functional communication tasks using complete sentences. | | | Language Strand(s):
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Bullying: What Can You Do? Bullying in America used to be a rite of passage for kids of all ages‚ something that everyone went through‚ and survived‚ coming out none the worse in the end. I remember going through it. It wasn’t easy‚ and I had to endure quite a bit of it because of what I looked like‚ even as a seemingly regular kid. But I survived‚ nonetheless‚ and came out better for it‚ more empathetic‚ and more sensitive to the needs of those around me who may not have been able to find
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items from the Pearson Test of English Academic (PTE Academic)‚ comprising two item types: ‘Retell Lecture’ and ‘Repeat Sentence’. The Official Guide to PTE Academic (Pearson‚ 2010) states that the ‘Retell Lecture’ item is designed to assess candidates’ ability to “give a presentation on information from a lecture on an academic subject” (2010‚ p.51)‚ while the ‘Repeat Sentence’ item tests candidates’ ability “to understand and remember a sentence‚ then repeat the sentence exactly as you hear
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whose parents smoke. If you don’t smoke‚ keep it up. If you do smoke‚ quit — now. The earlier you stop smoking‚ the less likely your teen is to become a smoker. Ask your doctor about ways to stop smoking. In the meantime‚ don’t smoke in the house‚ in the car or in front of your teen‚ and don’t leave cigarettes where your teen might find them. Explain to your teen how unhappy you are with your smoking‚ how difficult it is to quit and that you’ll keep trying until you stop smoking for good. 2. Understand
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with her mom on why she changed majors. While listening to Bella‚ I had the chance to use my active listening skills. In the role play‚ I had both areas of strength and areas for growth. During my conversation with Bella‚ I showed some strengths in my active listening skills. One of my strongest points was my empathy. I was able to understand how she was feeling and be in the moment with her. Another strength I showed was following and restating what Bella had to say. She spoke for a little over
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pros and cons of the Stop and Frisk policy in New York. This paper covers a short history of Stop and Frisk. It also will address the progression of the policy throughout the years. Furthermore‚ it will relate the topic to the management‚ gender‚ and race class focusing in on how the unconscious bias plays a role in how the police choose who to stop. The paper also includes some statistics of Stop and Frisk encounters. It will conclude with the group opinion of the Stop and Frisk policy. INTRODUCTION
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How to Stop Corruption|10 Tips for Prevention & Eradication Corruption is a habit and hence everyone who is in the position are susceptible to it. There are people who are ready to compete for those jobs with greater chances of corruption and those who don’t have the chance‚ expect to minimize the corruption and keep complaining about it. But prevention and eradication of corruption is an absolute requirement for better social and public life. This corruption takes an interesting turn in such a
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The brilliant uses of imagery‚ personification‚ and symbolism in Emily Dickinson’s “Because I could not stop for death” reveal that death is not the end‚ but only the beginning of an eternity. Through Dickinson’s use of imagery‚ she successfully paints the different scenes with descriptive language and metaphors to allow the reader to get a deeper sense of the mood and what the poem is conveying. Using personification as one of the most important tools of literature in the poem‚ the author creates
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