When students ask questions in class, the teacher answered them clearly.
when students ask<ask is present tense>questions in class, the teacher answered<answered is past tense, to be corrected, it should be (answers)>them clearly.
to ask Congress to declare war on Japan
to explain why Japan attacked Pearl Harbor
to explain to Congress why war is important
to tell the American people his thoughts on war
Part B
How does Roosevelt use rhetoric to advance his purpose identified in Part A?
He ends the speech with a call to action, encouraging Congress to declare war on Japan.
He ends the speech with a direct appeal for all Americans to seek revenge for Pearl Harbor.
He ends the speech with an extended metaphor meant to garner support for war with Japan.
He ends his speech with a rhetorical question intended to motivate Congress to discuss war in the Pacific.
Answer:
Basically what he was saying is that part A is "to ask Congress to declare war on Japan" and Part B is "He ends the speech with a call to action, encouraging Congress to declare war on Japan."
Explanation:
President Roosevelt's speech aimed to persuade Congress to declare war on Japan after Pearl Harbor, using strong rhetorical language and a call to action to unify Congress and the American people behind this decision.
Part A: Roosevelt's Primary Purpose for the Speech
One of President Roosevelt's primary purposes for delivering his speech to Congress was to ask Congress to declare war on Japan following the attack on Pearl Harbor. This request came on December 8, 1941, a day after the infamous attack, which propelled the United States into World War II.
Part B: Roosevelt's Use of Rhetoric
In advancing his purpose, Roosevelt strategically employed rhetorical devices to persuade Congress and the American people of the necessity of war. He used strong language to emphasize the surprise and malicious nature of the attack, framing it as a 'date which will live in infamy.' This particular phrase and the solemn tone used throughout the speech, combined with the urgency in declaring the nation's victimhood and call to action, are key rhetorical choices Roosevelt made. Consequently, he ends the speech with a call to action, encouraging Congress to declare war on Japan, showcasing his effective rhetoric that galvanized the nation's support for entering World War II.
The explanation as to why the information you need to learn and the memory technique you chose should "match." is:
This refers to a place where information is stored for future and long term use and also for easy retrieval.
With this in mind, we can see that memory techniques are all different and the information gotten from each of the technique should match because mnemonics for example helps with storing information and the source should match.
Read more about memory here:
They should match because not every technique is appropriate for different information.
The memory techniques we develop and use depend too on our own preferences, experiences and mind itself. So, we can say that it is individual. However, there are some basics that can help.
If you are learning a new language and you want to enrich your vocabulary, it would be best to learn new words through examples. Imagine that you have to learn the word sombrero (hat) in Spanish. It would be more effective to make an example, a vivid one and visualize it. By this, the next time we read or hear the word sombrero, the image of the example we made will come to our mind and we will remember the meaning.
On the other hand, if we have to learn a multitasking action (for example, how to drive a car), the best way is to repeat the same action as many times as possible. Doing it again and again, our brain, our feet and our hands will gradually synchronize and we will have a good command of driving.
B) [A]fterwards I was very glad that the [indian] had been killed; it put me legally in the right and it gave me a sufficient pretext for shooting the elephant
C) as for the job I was doing I hated it more bitterly than I can perhaps make clear. In a job like that you see the dirty work if empire at close quarters
D) I did not even know that the British empire is dying still less did I know that it is a great deal better than the younger empires that are going to supplant it.
Although all four excerpts are disgusting, we should single out one of them.
"Shooting an Elephant" George Orwell is a story of imperialism and the ratio of the local population inhabited by Imperial Britain. Imperialism is the most powerful force in world history. It exists today, moved from the colonial era to neo-colonial or neo-imperialism. During this transition, modes and strategies were changed, but the goal remained the same - to rule and exploit the natives, using their strength, military, economic and technological.
Killing an elephant shows various aspects of imperialism, imperialism is a double sword that inflicts damage on both sides, the local population and the British officer representing the imperial empire. When he killed the animal, he had to calm the Burmese. The fact that the Burmese decides what the imperial officer must do about it, provides an ironic image of a master who becomes a slave to fulfill his racial and imperial duties. Here, Orwell asks an important question: if an officer, a good man, can be corrupted and destroyed by imperialism, what happens to those who are not so honest?
The officer is aware of the malevolence of imperialism, but he is also aware of the ways in which beasts turn locals under the influence of imperialism. Local Buddhist priests laugh at him because in essence it was not necessary to kill an elephant, which was the consequence of his clumsy decision. However, there is no greater embarrassment than laughter in the face, sent to the white officer of the British Empire.
An excerpt from "Shooting an Elephant" that best demonstrates the dual destructive influence of imperialism, both on the local and the imperialist ones, is C).
Answer:
i believe answer is C for apex
Explanation: