an essay on the nigerianzation of nigeria a look inward

The word that best describes most of the events in the excerpt of "Ruth Fielding at Snow Camp" as portrayed by the narrator is:

A) Exciting

Two excerpts from the text that support this answer are:

B) "Their skating caps bobbed up and down beside the hedge."

E) "The thunder of his hoofs was in their ears."

These excerpts suggest a sense of excitement and action. The mention of the skating caps bobbing up and down indicates a lively and energetic scene, while the description of the thundering hoofs creates a sense of intensity and anticipation.

In excerpt B, the mention of the skating caps bobbing up and down beside the hedge suggests a lively and dynamic scene.

The visual image of the caps bobbing up and down indicates movement and activity, which typically occur during exciting moments. This detail implies that something interesting or thrilling is happening in the story.

Excerpt E intensifies the sense of excitement by describing the thundering hoofs in the characters' ears. This auditory imagery creates a feeling of anticipation and heightened adrenaline.

The mention of the hoofs thundering suggests a fast and intense action, possibly signaling a chase or a thrilling pursuit. The use of the word "thunder" adds a dramatic quality to the scene, further emphasizing the excitement.

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Alfred, Major, and the rest of the gang all have one thing in common - they are all criminals. Whether it be for robbery, assault, or drug dealing, they have all broken the law and are thus, fleeing from the police.

The police represents the law, and by running from them, the gang is attempting to evade punishment for their crimes. On top of that, if the police were to apprehend them, the gang would face serious consequences such as jail time, hefty fines, and a criminal record. Such punishments are daunting, so it is understandable why the gang would try to avoid them.

Furthermore, if the gang were to be caught by the police, not only would they face legal repercussions, but they would also be seen as a failure in the criminal underworld. This is why they run from the police - they are trying to escape punishment and the humiliation of being apprehended.

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1. In "The Devil's Highway" by Luis Alberto Urrea , the place names Jesus encountered in Sonoita were unfamiliar because they were in the language of the Tohono O'odham people, who were native to the area.

2. The coyotes in the book had various types of maps, including topographic maps, street maps, and even satellite images.

3. While hiding from the sun in the border hotel, Jesus made an important relationship with a young woman named Magdalena.

4. The walkers had to stop using the water tank near Bluebird Pass because it had been contaminated with cattle feces, making the water unsafe to drink.

5. In the book, a group of around 20 to 25 migrants was considered a "magic number" for coyotes, as it was small enough to avoid detection but large enough to discourage attacks by bandits.

6. The men from Veracruz traveled their first 2,000 miles northward by riding on top of trains, a practice known as "riding the beast."

7. The direction of death in the ancient beliefs held by some of the men from Veracruz was to the north, which was considered a dangerous and inhospitable place.

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As new information is processed, a person's social schema will tend to become more complicated.(A)

A social schema is a cognitive framework that helps people organize and interpret information about social situations. As individuals encounter new information, they update and modify their social schemas, making them more complex and nuanced.

This process allows people to better understand and adapt to different social contexts, taking into account various factors and perspectives. The growth and adaptation of social schemas are essential for effectively navigating the social world and improving interpersonal relationships.(A)

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Jennings published this excerpt alongside a medical guide for wives and mothers in poor communities because it was meant to provide them with the knowledge and understanding they needed to take better care of themselves and their families.

Numerous poor communities didn't have access to quality medical care, and Jennings sought to address this issue by  furnishing  introductory medical knowledge that could help  help and treat  ails. By including the extract about the circulatory system, Jennings was hoping to educate his  compendiums  about the  significance of a healthy heart and blood vessels in maintaining good health.

This knowledge would have been especially important for women, who  frequently had to take care of their families with limited  coffers and support. By empowering women with  introductory medical knowledge, Jennings hoped to ameliorate the health  issues of poor communities and reduce the prevalence of preventable  ails.

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We can see here that giving an allegory for each, we have:

A narrative, poetry, or artwork that can be interpreted to disclose a hidden meaning—typically a moral or political one—is considered an allegory.

Characters, places, and events in an allegory are frequently symbolic representations of abstract concepts or traits.

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Alice's adventure in Wonderland clarified for her and for us the idea that life lacks logic and order, and that even when we think we know the rules, they can be changed at any time.

Alice discovered that the realm of Wonderland was a chaotic place where things were continuously in change and frequently defied explanation. This was a far cry from the organized, rational world she was used to in her daily life.

Alice's adventure also demonstrated the power of language, as her words frequently had unanticipated consequences in Wonderland. Her words had the power to modify and reshape the world around her, both spoken and unseen.

Finally, Alice's adventure in Wonderland served as a reminder that life is unpredictable, and that it is sometimes essential to simply let go and accept the chaos. It also emphasized the significance of language and how it can shape and inform one's experiences, as well as the ability of words to not just describe but even create reality.

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The art of preparing and cooking food is known as culinary arts. It covers a wide range of abilities and methods, including roasting, baking, grilling, sautéing, and more.

The study of culinary arts focuses on food preparation, including culinary methods, recipes, nutrition, and administration of the food service industry. Since culinary arts is closely related to the hospitality sector, many culinary schools and universities frequently offer it as a degree program.

The steps that Albert should take in order to make waffles in the correct orders are:

1. Preheat the waffle iron.

2. Mix together the wet ingredients.

3. Mix together the dry ingredients.

4. Combine the wet ingredients with the dry ingredients and mix until blended.

5. Grease the waffle iron.

6. Pour batter into the waffle iron.

7. Cook the waffles until golden brown.

8. Remove the waffles from the waffle iron.

9. Serve the waffles.

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Answer: Fine motor skills refer to small movements in the hands, wrists, fingers, feet, toes, lips and tongue. Gross motor skills involve motor development of muscles that enable babies to hold up their heads, sit and crawl, and eventually walk, run, jump and skip.

Explanation:

hope this helps

Answer:

Remember:

Can = I Can

Can't = Can + Not

Could = I Could

Couldn't = Could + Not

Explanation:

The parts that use an ' in the words just mean two words where combined together and the "o" was taken away!

Does that help?

Answer:

6. couldn't

7. could

8. can't

9. couldn't

10. could

11. couldn't

12. can't

13. couldn't

14. can

15. can't

16. could

17. could

18. couldn't

19. can't

20. can't

Explanation:

I am pretty sure this is correct!

Answer:

Expanding (x+y) to the power of 2, we get:

(x+y) to the power of 2 = x to the power of 2 + 2xy + y to the power of 2

Substituting the

Explanation:

(but this is not English)

The process of analyzing and annotating a graph involves carefully examining the data presented in the graph, identifying any patterns or trends, and adding labels or notes to the graph to help communicate the insights that you have discovered.

Here are the steps to follow:

Read the title and axis labels: Start by reading the title and axis labels of the graph. These will give you a general idea of what the graph is showing and what the units of measurement are.

Examine the data: Look at the data presented in the graph and try to identify any patterns or trends. Pay attention to any outliers or unusual data points that may require further investigation.

Choose appropriate annotations: Select the type of annotation that will best communicate your insights. For example, you might use labels to identify specific data points or lines, arrows to highlight trends or changes over time, or shading to indicate different categories or groups of data.

Add annotations to the graph: Use the appropriate tools (e.g., a labeling tool, an arrow tool, a shading tool) to add your annotations to the graph. Be sure to choose a clear and readable font size and style that will be easy for others to read.

Interpret the results: Finally, use your analysis and annotations to interpret the results of the graph. What insights can you draw from the data? What conclusions can you make? Be sure to clearly communicate your findings in any accompanying text or report.

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Everyone is responsible to protect the Earth because it is our only home and the only known planet in the universe that can support life as we know it. The Earth provides us with the air we breathe, the water we drink, and the food we eat. It is also home to millions of different species, many of which are essential to the balance and health of our planet's ecosystems. Human activities such as pollution, deforestation, and climate change have already caused significant damage to the Earth and its natural systems, and if we do not take action to protect it, we risk causing irreparable harm to our planet and ourselves. Therefore, it is important for everyone to do their part to protect the Earth and preserve it for future generations.

In the Ramayana, when Sugriva and Vali fight for the first time,, Rama doesn't shoot his arrow to help Sugriva during the first fight between the two brothers because it is difficult for him to distinguish between the two brothers, who look almost identical.

Rama wants to make sure that he targets the right person, as he is bound by the principles of dharma and does not want to harm an innocent individual.

Instead, Rama advises Sugriva to wear a garland to identify himself in the next encounter. This allows Rama to safely and accurately target Bali with his arrow when Sugriva and Bali fight for the second time.

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The two sentences that tell how Daniel Webster changed Paul Jennings's life are:

B) He helped Jennings become a free man.
G) He gave Jennings a job to support himself.

Firstly, the statement "He helped Jennings become a free man" highlights the pivotal role that Daniel Webster played in securing Jennings's freedom.

In a time when slavery was deeply entrenched in American society, Webster used his legal expertise and influence to advocate for Jennings's emancipation.

By working tirelessly on Jennings's behalf, Webster successfully navigated the complex legal system, ultimately securing his freedom. This act not only transformed Jennings's status from a slave to a free individual but also granted him the fundamental rights and liberties that had been denied to him under the institution of slavery.

Webster's intervention was a turning point in Jennings's life, opening up new possibilities and opportunities.

Secondly, the statement "He gave Jennings a job to support himself" highlights Webster's instrumental role in providing Jennings with employment and economic stability.

Recognizing Jennings's skills and abilities, Webster offered him a job that allowed him to support himself financially. This act of generosity not only ensured Jennings's basic needs were met but also empowered him with a sense of dignity and independence.

By offering him employment, Webster enabled Jennings to build a new life and pursue personal and professional growth beyond the confines of slavery. The job provided by Webster offered Jennings stability, the opportunity to develop new skills, and the ability to contribute to society as a free man.

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First line: "Ralph had been trained to sniff out missing people, and he seemed to know exactly what he was supposed to do."

Bella had received training to assist in search and rescue efforts, and she was always composed and attentive, according to passage 2.

Hero is described as a very capable and intelligent dog in the opening passage. He is brave, devoted, and constantly vigilant, which suggests that he can act rapidly in a rescue emergency. His eagerness to work suggests that he is well-trained and is confident in his ability to carry out his duties. Hero possesses all of these traits and more, making him the perfect rescue dog since he can act bravely and expertly in risky and challenging situations.

The second line describes Bella, the rescue dog, as having "a sweet and gentle soul." Bella may be a more laid-back and easygoing dog as a result, but she still possesses the heart and compassion to assist in a rescue scenario. Bella is described as having a "calm and gentle nature" in the paragraph, which adds credence to the notion that she is a kind and devoted friend. The passage also states Bella is "eager to please," which denotes that she is ready to follow directions and carry out requests.

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One significant vocabulary word in "How the Camel Got His Hump" is "indolent." In the sentence, "Now the Camel was the most indolent animal in all the desert," indolent means lazy or avoiding work. This word contributes to the plot because the Camel's laziness is the reason he gets a hump.

Another important vocabulary word in the story is "sulky." In the sentence, "He said 'Humph!' and went into his sulky desert and from that day to this the Camel always wears a humph," sulky means moody or bad-tempered. This word is significant because the Camel's bad mood after being forced to work is what leads to his hump.

Lastly, "proverb" is a significant vocabulary word in the story. In the sentence, "As the Camel said 'Humph!' (And no more) the Horse said, 'If you will work for me, I will give you a new saddle,'" proverb means a short saying that expresses a general truth or piece of advice. This word is important because it sets up the moral lesson of the story that laziness and avoidance of work will result in consequences.

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Jackson's main point in sections 1 and 5 is that government is only a force for good as long as it protects people's rights and stays within established limits.

Here, correct option is C.

Jackson suggests that the Congress and President have too much power to ensure the liberty of the people and that it is the responsibility of the President to explore the limits of power within the office he has been elected to. Jackson's message is that the office of the President does not have the same limits as Congress and so has a greater responsibility to the people.

This is shown in Jackson's claim that the President has the responsibility to act as a "guardian of the people" and use their power to protect the rights of the citizens. Jackson's message is that the President must use their power to ensure the safety of the people and that the best way to do this is to stay within the limits of power that have been set.

Therefore, correct option is C.

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Grades also make students unnecessarily competitive with one another. These explanations offer convincing proof of the fact that utilizing a grade system may not be the best option for all kids.

Although grades are a common element of public school systems, many people are starting to doubt the effectiveness of the conventional grading system. Due to its tendency to make students concentrate more on receiving grades than on studying for its own sake, grades can have a negative impact on students' motivation and morale.

Because grades boil down a student's identity and accomplishments to a single letter, grades can also be detrimental to a student's sense of self. Additionally, grades can foster unhealthy competition among students by fostering a climate in which academic success is measured in relation to one's peers rather than in terms of one's own personal development.

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The complete question is:

More and more parents, educators and administrators are turning against the traditional grading system of public schools. Grades, these people argue, are harmful to students in a variety of ways. Instead of loving to learn, grades force students to learn for an external motivation. Grades also effect a teen's self-system reducing entire identities down to a letter. Grades also make students unnecessarily competitive with one another.

Answer:

Ladies and gentlemen,

As we gather here today, we are faced with a growing threat to our communities, one that is particularly insidious in our schools. This threat is gangsterism, and its impact on our schools cannot be overstated. Today, I would like to speak to you about the effects of gangsterism in schools, and why it is imperative that we take action to address this scourge.

Firstly, let us consider the impact on the students themselves. Gangsterism in schools often leads to violence, intimidation, and fear. Students who are not part of a gang are often bullied and harassed, and sometimes even physically assaulted. This creates a toxic environment that is not conducive to learning, and can have a lasting impact on the mental health and well-being of those affected.

Furthermore, gangsterism often leads to a culture of criminality, where students are exposed to drugs, theft, and other illegal activities. This not only puts their own futures in jeopardy, but also those of their families and their communities.

Secondly, let us consider the impact on the school as an institution. Gangsterism can damage the reputation of a school, making it less attractive to potential students and even teachers. It can also create a sense of lawlessness and chaos, which can make it difficult for the school to maintain discipline and order.

Lastly, let us consider the impact on our society as a whole. Gangsterism in schools can be seen as a microcosm of the larger problem of gangsterism in our communities. By allowing it to go unchecked in our schools, we are contributing to the wider problem of crime and violence in our society.

So, what can we do to address this problem? Firstly, we need to acknowledge that gangsterism is a serious problem that requires a multi-faceted approach. This could include increased security measures, such as CCTV cameras and metal detectors; more resources for counseling and support services for students affected by gangsterism; and greater collaboration between schools, law enforcement agencies, and community organizations.

Secondly, we need to recognize that prevention is key. This means educating our young people about the dangers of gangsterism, and providing positive role models and alternatives to gang life. It also means creating a culture of respect and inclusivity in our schools, where all students feel valued and supported.

In conclusion, gangsterism in schools is a serious problem that requires urgent attention. We cannot afford to ignore it, or to simply hope that it will go away. Instead, we need to take action, by working together to create safe, supportive, and inclusive schools that provide our young people with the best possible chance for a bright future. Thank you.

The purpose of the author is to demonstrate the selfless love between a young married couple by showing how they sacrificially give up their most prized possessions in order to buy gifts for each other.

The tone and mood of the selection is one of joy and hope, with a hint of sadness. The couple's love and devotion to each other is portrayed as something beautiful and inspiring. The theme of the selection is the power and beauty of sacrificial love.

The language used is simple and direct, but with an underlying poignancy that conveys the profound emotion of the story. The lesson conveyed is that love is more valuable than material possessions and that true love requires sacrifice.

The readability of the text is quite high as it is a short story and is written in simple language. The appeal of the text is that it conveys an inspiring message of true love that can be relevant to any reader.

The relevance of the text to society is that it serves as a reminder of the importance of love and sacrifice in relationships and how these can be more valuable than material objects.

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While high school is a critical period of learning and growth, it is not solely about learning from mistakes. High school also provides opportunities for academic and personal development, socialization, and exploration of interests and passions.

In addition, high school can be a time to build important skills such as critical thinking, problem-solving, and time management. Learning from mistakes is certainly an essential part of growth and development, but it is just one aspect of the broader experience of high school.

The ultimate goal of high school is to prepare students for their future academic and professional pursuits and to help them become responsible, contributing members of society.

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Karl Lindner :- Today I found out that the Youngers have bought a house in a white working-class neighborhood. When I heard the news, my heart sank. I know that this is going to cause a lot of trouble for them and for the neighborhood.

I can’t believe that someone from their community would do something like this, and I am determined to stop it. I feel a sense of responsibility to protect the neighborhood, and I will do everything I can to stop this from happening. I am going to meet with the Youngers and try to convince them to reconsider their decision. I know it won’t be easy, but I must try.

Ruth

Today I found out that I’m pregnant. This news has left me feeling overwhelmed and scared. I know that my husband Walter is excited about the news but I’m not sure how I feel. I’m worried about how we will make ends meet if we have another child in the house.

I’m also scared about what people will think if they find out. I’m considering an abortion, but I’m not sure if it’s the right thing to do. I know that it would be the best thing for our family, but I’m scared of what it would mean for me. I don’t know what to do.

Beneatha

Today I had a long conversation with Asagai about my dreams for the future. I’m so grateful for his support and encouragement, but I’m also feeling frustrated and angry. I want to be a doctor more than anything, but I feel like no one in my family takes me seriously.

I’m tired of being told that my dreams are too big and that I need to settle for something less. I just want someone to believe in me and to support me in my ambitions. I feel so alone in my struggles and I don’t know how to get out of this rut.

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Parvana's mom, Fatima, and Mrs. Weera are both Afghan women who have been affected by war and the Taliban regime. They have both experienced loss and trauma

They are both strong and resilient women who have found ways to survive and support their families despite the challenges they face.

However, there are also some differences between Fatima and Mrs. Weera. Fatima is more traditional and conservative, while Mrs. Weera is more outspoken and independent.

Fatima is initially hesitant to let Parvana go out in public dressed as a boy, while Mrs. Weera encourages her to take on this disguise as a way to help her family. Fatima is also more focused on her role as a mother and caretaker, while Mrs. Weera is more focused on fighting for her rights and the rights of other women in Afghanistan.

Overall, both Fatima and Mrs. Weera are important female characters in "The Breadwinner" who highlight the strength and resilience of Afghan women.

While they have some differences in their personalities and beliefs, they share a common experience of hardship and oppression, and are both determined to make a better life for themselves and their families.

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We can see here that some research questions asked to further one's research and investigate the epidemic that Anderson describes in Fever 1793 are:

A research question is a well-defined, precise, and brief question or inquiry that directs a research project. It is an important part of the research process since it helps to focus and clarify the research problem while also providing a clear direction for the investigation.

Some of the research questions that can be asked are:

We can see here that research questions help researchers during research.

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