This question is incomplete. Here´s the complete question.
(LC)Letter to a Citizen of Kentucky, an excerpt
Executive Mansion, Washington,
April 4, 1864.
A. G. Hodges, Esq., Frankfort, Ky.
My Dear Sir:
You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows:
I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power.
I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution?
By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether.
When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…
Yours truly,
A. Lincoln
Use context to determine the meaning of the phrase in bold.
I have ascertained that
I can confirm that
I will instruct you that
I hope to learn that
Answer: I can confirm that
Explanation:
Aver means to positively declare something. It has the "truth" root, so it essentially refers to "confirm as true". We aver something that we're sure of.
Lincoln explains that he knows his political position doesn´t allow him to impose his ideas on slavery. He states that he can positively confirm that he hasn´t done that because even if he made his position about slavery publicly known, he hasn´t made any official act to end slavery by force.
Answer:
I beleive it is D, but it might also be B. I'm taking the test right now.
Full question:
(LC)Letter to a Citizen of Kentucky, an excerpt
Executive Mansion, Washington,
April 4, 1864.
A. G. Hodges, Esq., Frankfort, Ky.
My Dear Sir:
You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows:
I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power.
I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution?
By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether.
When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident...
Yours truly,
A. Lincoln
Use context to determine the meaning of the words in bold.
Laws that relate to science
Basic principles and rules
Questionable decisions
Rules of society
aesthetic inquiry process.
curriculum.
art inquiry.
Answer:
The correct answer is "aesthetic inquiry process".
Explanation:
Aesthetic inquiry refers to the isolation, interpretation and even formulation of hypothesis about a subject of interest. This process could be done experimentally and psychologically, or analytical and philosophically. The latter, is the way is done during the development of the arts curriculum, which involves the 8 step process of: identifying, observing, describing, questioning, researching, establishing, responding, and sharing the information of the subject of interest.
b. Don't race the motor when you're starting the car.
c. Tom will race with four other boys.
d. If you race across town, you'll be on time.
The fraction of the brownies could have been eaten is up to 2/3 of the brownies.
We want to know how many brownmies did Fred and his family eat together. We will call to the total of the brownies by 1. On this case, after Fred ate 1/3 of the brownies, he will have This means that he has left 2/3 of the brownies. After his family ate 1/6 of the brownies. This means they will have left 1/2 of the tray of brownies, and that they ate half of it.
Kyle made brownies and a cake. He cut the brownies into 6 equal parts and the cake into 8 equal parts. His family ate 3/4 of the cake. If his family ate more cake than brownies, 2/3 fraction of the brownies could have been eaten.
They ate more portion of the marble cake. We can conclude that by calculating the percentage of each cake eaten by the family.Percentage can be defined as a number or ratio expressed in fraction of 100. The percentage is denoted using % sign.Total pieces of chocolate cake are 12. The family ate 5 pieces. Therefore the percentage of chocolate cake eaten will be 41.67%.
Therefore, The fraction of the brownies could have been eaten is up to 2/3 of the brownies.
Learn more about fraction on:
#SPJ5
Despite his eternal fear, during the Vietnam War he always trid to get over it by speaking to himself. And according to his memories and fantasies about his family, they were close to each other, maybe that's why he wanted to come back home so much (not only because of the frightening war.
In the story, Billy was described to have an overwhelming fear that he somehow gonna die from an injury so he chooses to take careful precautions in his actions.
The ironic part is that Billy become so scared and he died because of a heart attack due to fear rather than injuries.
Thus, this could be the answer.
To learn more about "where have you gone Charming BIlly" click here:
#SPJ2
my grandfather told over hana cards,
slapping them down on the mats
with a sharp Japanese kiai.
Answer:
The aspect of culture that the excerpt from "What For" by Garrett Hongo celebrates is family.
Explanation:
The excerpt from "What For" by Garrett Hongo creates a mental image of a family happily interacting doing traditional things that pass from generation to generation, as it mentions the Hana cards which traditional in Japanese families to play games in the reunions, it also mentions how important are the stories that the grandfather used to tell for the narrator.