What is a characteristic of an effective visual in a business message? A. titles that are long and use technical terms B. colors that are vibrant and appealing C. a glossary at the end of a document D. long, detailed paragraphs

The passage from Sugar Changed the World serves the purpose of providing insight into the history and impact of sugar on human civilization. The author uses various details throughout the passage to support this purpose. For instance, the author describes the origin of sugar cane in India and its subsequent spread throughout the world, highlighting the role of this commodity in the development of trade routes and globalization.

Additionally, the passage notes the labor practices and exploitation that characterized the sugar industry, particularly in the form of slavery and indentured servitude. The author uses specific examples to illustrate the brutal treatment of workers and the dehumanizing effects of this system.
The passage also describes the role of sugar in shaping culinary traditions and cultural practices across the globe. The author highlights the widespread consumption of sugar in various forms, from sweets and desserts to condiments and flavorings.
Overall, the details in this passage serve to provide a comprehensive overview of the historical and cultural significance of sugar, while also illuminating the negative impacts of its production and consumption. By doing so, the author effectively supports their purpose of conveying the complex and multifaceted nature of this ubiquitous substance.

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The evidence included in the sentence is a statistic.

The statement presents the finding from a survey or study conducted by the U.S. News and World Report, indicating that more than half of Americans report feeling the need to exercise more often.

The statistic suggests a prevalent sentiment among the surveyed population regarding their exercise habits or perceived lack thereof.

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The writer should keep sentence 15 because it acknowledges the argument's limitations and allows the writer to offer a rebuttal.

The sentence provides a rebuttal to the writers argument and acknowledges that there are times when a problems solution is not obvious. The author demonstrates that they have examined the problem from various perspectives and that there may be difficulties or constraints with their argument by acknowledging that the solution is not always straightforward.

This can assist the author in articulating a viewpoint that is more fair and complex. The best course of action is to leave the sentence in place because it acknowledges and responds to any potential objections while still allowing the writer to make their own case.

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Both authors, Olaudah Equiano in "Thoughts and Sentiments on the Evil and Wicked Traffic of the Slavery and Commerce of the Human Species" and Ignatius Sancho in "Letters of the Late Ignatius Sancho, An African", used similar language, words, and phrases to describe the atrocities of slavery and the inhumane treatment of African people.

Both authors use vivid and powerful language to evoke the reader's emotions and draw attention to the horror of slavery.

They describe the physical abuse, mental anguish, and emotional trauma inflicted on slaves, using words such as "suffering," "torture," "oppression," "cruelty," and "degradation."
Furthermore, both authors emphasize the idea of freedom and equality. They use phrases such as "the natural rights of man," "humanity," "justice," and "liberty" to describe the need for all individuals to be treated with respect and dignity.
In addition, both authors make reference to the Bible, particularly the idea of God creating all individuals equal. They use phrases such as "all men are created equal," "God's children," and "divine justice" to support their argument that slavery is a sin and goes against the principles of Christianity.
Overall, Equiano and Sancho use similar language, words, and phrases to highlight the inhumanity of slavery and the importance of freedom and equality for all individuals.

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Answer

This took me a while

Explanation:

In "The Most Dangerous Game," the challenge between General Zaroff and Sanger Rainsford is to hunt each other on the isolated island. The story builds up with Rainsford trying to evade Zaroff while navigating the dangerous terrain and avoiding the traps set up by the General.

As the story progresses, Rainsford becomes convinced that he has won the game. He thinks he has outsmarted Zaroff by diving into the ocean and swimming back to the chateau while Zaroff continues to search for him. However, Rainsford is ultimately tricked by Zaroff, who had been waiting for him in his bedroom.

In the final scene, the reader is left to infer who slept in the bed that night. It is strongly implied that Rainsford is the one who slept in the bed, as there is no mention of Zaroff being present. The fact that Rainsford had "never slept in a better bed" than the one in Zaroff's bedroom suggests that he had won the game and survived the ordeal.

The psychology behind Rainsford's unwillingness to simply escape from the island can be attributed to his moral code and sense of honor. As a renowned hunter, he believes that it is his duty to stand up to Zaroff and put an end to his twisted game. Additionally, Rainsford's pride and competitiveness drive him to take on the challenge and try to outwit Zaroff.

In conclusion, "The Most Dangerous Game" is a story that keeps readers guessing until the very end. While Rainsford initially appears to have won the game, he ultimately falls prey to Zaroff's deception. However, his moral code and competitive nature ultimately drive him to emerge victorious and put an end to Zaroff's game.

The psychology behind Rainsford's reluctance to simply escape from the island can be attributed to his personality traits and values. Rainsford is a skilled hunter and a competitive person, who takes pride in his abilities. He has a strong sense of duty and responsibility, which makes him feel obligated to stand up to Zaroff and put an end to his twisted game.

Moreover, Rainsford's sense of moral code and ethics also come into play. He sees the hunt as a barbaric and unethical practice that should be stopped. He understands the danger that Zaroff poses to society and feels responsible for stopping him.

Another aspect that motivates Rainsford to continue the game is his desire to prove his worth and superiority over Zaroff. The challenge becomes personal for him, and he sees it as an opportunity to demonstrate his skills and intelligence.

In conclusion, Rainsford's decision not to escape from the island can be attributed to his competitive nature, sense of duty, moral code, and desire to prove his worth. He feels responsible for stopping Zaroff and putting an end to his barbaric game, which ultimately drives him to engage in the challenge rather than escaping from it.

Ekwefi tells Ezinma a story where a man tries to kill Tortoise by tricking his wife into boiling him alive.

In the story that Ekwefi tells to Ezinma, a man seeks revenge on Tortoise for stealing from him. He plans to kill Tortoise but knows he cannot do it alone.

So, he deceives Tortoise's wife into boiling him alive by telling her that it is a cure for a mysterious illness.

Tortoise, being a clever animal, senses something amiss and escapes the boiling pot by tricking his wife into changing positions with him.

In the end, Tortoise outwits his enemy and lives to tell the tale.

The story serves as a lesson about the importance of using wit and cunning to overcome adversity.

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The central idea of "The Wizard of Oz" by L. Frank Baum is the importance of self-discovery and personal transformation. Baum develops this central idea through several key elements in the story.

First, he uses the character of Dorothy, who is swept away to the magical land of Oz, to represent the idea that we all have the power within us to change our lives. Dorothy starts off feeling lost and alone, but through her journey in Oz, she learns to be brave, resourceful, and self-reliant.

Secondly, Baum uses the other characters that Dorothy meets on her journey - the Scarecrow, the Tin Woodman, and the Cowardly Lion - to illustrate different aspects of personal transformation.

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How does the author develop the central idea in  The Wizard of Oz

Answer:

past perfect is made from the verb had and the past participle of a verb

Explanation:

is a verb tense used to talk about actions that were completed before some point in the past.

For example:

I had finished the work.

Answer:

A. Divine right

Explanation:

The term that describes the idea that a king's power is granted to him by God rather than the consent of his subjects is divine right of kings.

Lesson design format typically includes learning objectives, instructional strategies, materials, assessment, and reflection, ensuring effective and engaging teaching.

A lesson design format is a structured plan that outlines the components of a lesson to ensure it is effective, engaging, and conducive to learning. Key elements of lesson design include:

1. Learning objectives: Clearly define what students are expected to learn or achieve by the end of the lesson.
2. Instructional strategies: Identify methods and activities that will help students reach the learning objectives.
3. Materials: List resources, tools, and materials needed for the lesson.
4. Assessment: Describe how student understanding and progress will be measured, such as quizzes, tests, or class discussions.
5. Reflection: Incorporate opportunities for both the teacher and students to reflect on the lesson, identifying areas for improvement and recognizing success.

By incorporating these elements, a well-designed lesson format ensures a comprehensive and effective learning experience.

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The individuality of Americans in various walks of life.

In the poem "I Hear America Singing" by Walt Whitman, the "singing" that the speaker hears refers to the various songs of the workers as they go about their daily tasks.

The speaker celebrates the diverse range of workers in America, including carpenters, mechanics, shoemakers, and mothers, among others.

The singing symbolizes the joy and pride that these workers take in their work, as well as the unity and harmony of the American people.

The poem can be seen as a celebration of the common people and their contributions to the nation.

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In the novel "The Call of the Wild," Buck's experiences teach him valuable lessons about humans, his relationships with them, and his place in both civilization and the wild. As a domesticated dog, Buck initially trusts humans, but he quickly learns that not all are kind and compassionate.

Throughout the story, he encounters both cruelty and love from different humans, such as the abusive Hal and Charles and the compassionate John Thornton. These experiences teach Buck to be cautious and discerning in his relationships with humans.

Furthermore, Buck's exposure to the harsh realities of the wild compels him to embrace his primal instincts and natural abilities, which ultimately drive him away from the comfort of civilization. He learns to rely on himself and form bonds with other dogs, especially his rival Spitz and the devoted Francois.

As he adapts to his new environment, Buck discovers his true place is not among humans but in the untamed wilderness, as a powerful and free creature.

Through these experiences, Buck's transformation from a domesticated pet to a wild and independent leader demonstrates the power of self-discovery and the importance of understanding one's true place in the world.

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Reaching people far away was one of the primary purposes of written communication during the information age. With the advent of the internet and other digital communication technologies, people could instantly connect with others in different parts of the world. Hence option B is correct.

This made it possible for businesses to expand their reach globally and for people to communicate with family and friends who lived far away.

The information age refers to the period in human history where the widespread adoption and use of digital technology and computers revolutionized the way people communicate, process, and share information.

During this time, written communication evolved from traditional pen-and-paper letters to electronic communication mediums such as email, chat rooms, instant messaging, and social media.

Hence option B is correct.

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Research on how best to conserve the oceans should show the challenges being experienced in oceans which include piling up dirt and the measure taken to reduce these.

In the exercise, we examine certain environmental challenges and have these depicted in pictures. The oceans are an important part of the environment that has suffered from the activities of man.

In your pictorial illustration and research, you can describe the act of littering the oceans with dirt and practical measures that can be used to curb this. State practical ways these have been resolved in the past.

Complete Question:

Choose one of these topics to research about:

Ocean conservancy

The marine mammal center

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1. To protect Stick from the people fighting

2. To help the Black Panthers defend themselves and fight against police brutality

The author includes specific details about his prison cell in the fifth paragraph to emphasize the absurdity of his situation.

The author of the text adds specific information about his prison cell in the fifth paragraph to highlight the absurdity of his circumstance. The cell is described by the author as being "bare and empty" "smaller than a typical bathroom" and "illuminated by a single, dim light bulb".

These specifics draw attention to the author's harsh punishment and the dehumanizing aspects of the prison system. The author highlights the absurdity of his circumstance by drawing attention to these particulars, underscoring the injustice of his punishment and provoking the reader to reflect on more significant issues with the criminal justice system.

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One way that drama does not reveal the plot is through minor character's dialogue.The correct answer is option D.

In a dramatic work, minor characters often serve as supporting roles and provide additional depth to the story. While their dialogue and interactions can contribute to the overall development of the plot, they are not typically privy to all the intricate details and twists of the main storyline.

Their conversations may revolve around their own personal experiences, opinions, or relationships, which may not directly reveal the central plot points.

Unlike major or main characters who are usually more intimately involved in the central conflict or narrative arc, minor characters may have limited knowledge or understanding of the overarching plot.

Their dialogue might focus on their own subplots or side stories, adding texture and complexity to the drama without explicitly unveiling the main plot.

While minor character's dialogue can be significant in shaping the overall atmosphere and context of the play, it often functions as a complementary element rather than a direct means of revealing the plot. Other techniques, such as action, narration, or the main character's dialogue, tend to play more prominent roles in advancing the plot and disclosing key plot points.

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This poem appears to be a personal reflection or tribute, exploring themes of motherhood, memory, and the interconnectedness between generations.

The language used suggests a sense of nostalgia and a deep emotional connection between the speaker and their mother.

The poem highlights the act of knitting as a metaphor for the bond between them, as well as the way memories are woven together to create a sense of belonging and identity. The type or genre of this poem could be described as a lyrical or introspective poem.

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The underlined details support the idea that the protagonist is struggling to make sense of the supernatural experience he has just had.

The excerpt highlights the protagonist's disbelief at what has occurred, emphasizing that he is a rational, educated person who is unable to explain the appearance of the ghostly figure.

By listing the specific details of his own state of mind and physical surroundings, the author conveys the protagonist's confusion and sense of disbelief.

The idea is further reinforced by the use of phrases such as "presumably sane" and "utterly commonplace," which suggest that the protagonist is struggling to reconcile the supernatural with his rational worldview.

Overall, the underlined details emphasize the theme of the conflict between reason and the supernatural.

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The two underlined sentences on pages 4 and 5 of the speech provide the reasoning behind Kelley's claim that "No one in this room tonight can feel free from such participation":

"The children make our shoes in the shoe factories; they knit our stockings, out knitted underwear in the knitting factories."

"Under the sweating system, tiny children make artificial flowers and neckwear for us to buy."

These sentences show that children are involved in the production of many of the goods that we use on a daily basis. As a result, we are all complicit in the exploitation of child labor, even if we do not directly participate in it.

Kelley is making the point that we cannot simply turn a blind eye to the problem of child labor. We all have a responsibility to do something to help end this exploitation.

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A short story that falls under the folklore category is known as a fairy tale.

Thus, These tales sometimes include magic, enchantments, and fantastical or mythical creatures. Most cultures can not clearly distinguish between myth and folktale or fairy tale; these three combined make up preliterate societies' literature.

Explicit moral tales, such as beast fables, and legends (which typically include believing in the authenticity of the events described) can be distinguished from fairy tales.

Dwarves, dragons, elves, fairies, giants, griffins, mermaids, talking animals, trolls, unicorns, monsters, witches, wizards, magic, and enchantments are commonplace elements and fairy tale.

Thus, A short story that falls under the folklore category is known as a fairy tale.

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Answer:

Costume Designer's Goals

Costume design is the most personal aspect of design.  The costume designer must create clothes for characters that, on the one hand, reflect the ideas and goals of the play, but, on the other hand should look like the character chose the clothing in the same way you choose yours every day.  Similarly, because we all wear clothes but probably do not design houses, audiences and actors will make strong, personal associations with what a character is wearing on stage.

Costumes give information on the tone and style of a play.  They may look just like what we wear today, or they may look like what people really wore at the time in which the play is set.  Both of these would be illusionistic costuming.  On the other hand, costumes might be representative of an idea in the play;  for example, actors costumed in robes or unitards of various colors will establish a theatrical style.  A different, stylized approach to costuming might also use some period elements mixed with contemporary dress;  this would give the audience a flavor of a historical period without trying to create a full, theatrical illusion of another time and place.

Costumes tell us a great deal about the time and place in which a play is set.  Dresses with an empire waist made of light fabrics in light colors place us in the early 18th century, such as in Jane Austin's novels.  Blue jeans with bell bottoms and painted or embroidered with many bright colors tell us a character belongs in the late 1960's.

Costumes give us information on individual characters, on the relationships among characters, and on groups of characters.  First consider your own wardrobe, and what you would choose to wear on a job interview, on a big date, to wash the car, or to come to class.  What you wear says a great deal about who you are and about what you are intending to do.  The same is true on the stage, but on stage we make even more associations with a character's clothing because we know it is specifically chosen for the play.  If we see a woman on stage in a bright red dress, we will make associations with the dress's cut and color.  For example, we might decide that the character is dressed for a night on the town.  We might associate either passion and love with the red color, or perhaps blood and violence, or perhaps images of the devil.  If other characters on stage wear subdued tones or cool colors, then the character in red will contrast with the other characters.  On the other hand, other characters in shades of red will be visually linked the character in the red dress.  Similarly, characters will be visually linked on stage if they wear clothing with similar silhouettes or colors.

The costume designer works closely with actors.  He designs costumes for that specific actor's body as much as for the role the actor is playing.  For example, if a designer had planned the red dress mentioned above for the central female character in a play, but the director casts a woman with orange hair and freckles, the red dress will no longer have the intended effect when worn by that actress.  A more complimentary color will be chosen.  Similarly, costumes can be used to enhance an actor's height, girth, natural coloring or to draw attention to any part of the actor.  In the end, the actor must be comfortable wearing her costume:  the work of the actor and of the designer can be undermined if an actor is uncomfortable in the clothing or does not know how to wear it and move in it correctly.  For example, actors today must practice walking around in full length, hooped skirts or in a top hat and tails so that the character can appear to the audience to be comfortable in such clothing.

Finally, the costume designer must support the director's concept and must work with the other designers to create a coordinated visual effect.

Costume Designer's Tools

As discussed in the last chapter, the elements of visual design are line, mass, composition, space, color, and texture. The costume designer uses the design elements somewhate differently from a set designer.  The first important element of a costume is its silhouette, which combines its line and mass.  Silhouette is the fastest way to identify the time and place of a period costume.  Silhouette also tells what parts of the body are emphasized, hidden, or displayed by the clothing.  Contrast a Restoration woman's silhouette with a woman dressed to go out today:  the Restoration woman wore an enormous skirt with underskirts and panniersm

Submit at least two body paragraphs in your multi-paragraph essay for PART FOUR: LESSON 07.06 WRITING AN ARGUMENT.

To complete PART FOUR: LESSON 07.06 WRITING AN ARGUMENT, you need to write a multi-paragraph essay that includes no fewer than two body paragraphs.

In these paragraphs, you should present your arguments, supporting evidence, and counterarguments.

Remember to use clear and concise language, logical transitions between ideas, and appropriate rhetorical devices to enhance your writing.

Start each paragraph with a topic sentence that presents the main point of the paragraph, and then provide supporting evidence and examples to back up your claim.

Finally, use a concluding sentence to summarize the main ideas of the paragraph and lead into the next one.

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Answer: because they love the philippines and those who live here

Explanation:

Answer:

hope it will help you

Explanation:

Spain

Italy

Portugal

Baltic States

Greece

Indonesia

Answer:

history readers

Explanation:

next time the options would help :)

1984 by George Orwell is a definite must-read for all, especially teens before graduating due to the complex content within the novel.

Answer:By using the term "endangered species" the author emphasizes the feeling of loss, as shown in the first answer option.

Explanation:

Answer:  share information and help explain that information to the public in a clear, accessible way.

Explanation: I am not 100 percent sure but I have solve a question related to this question hope it helps

Martha "Dumptruck" was a character in the 1988 movie "Heathers." She was a student at Westerburg High School, where the story takes place.

Martha was known for her large size and her habit of wearing baggy clothing, which led to her being nicknamed "Dumptruck" by the popular girls.

Throughout the movie, Martha is shown as a lonely and misunderstood character, struggling to fit in with the popular crowd.

She is one of the few characters who is not involved in the violence and mayhem that ensues at the school, and ultimately becomes a sympathetic figure.

Thus, her real name is never revealed in the movie.

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