1. The dog is playing with her.
You need to use the pronoun her because it is the object of this sentence. The pronoun she can only be used as the subject of a particular sentence, and in this one, we can see that the subject is the dog, therefore, it cannot be her. So instead, you should use the object pronoun, which is her.
2. The librarian asked my sister and him if they would talk more quietly.
The explanation for this example is the same - since the boy is the object of the sentence (along with my sister), you need to use the objective pronoun, which is him. The pronoun he is used as a subject of a sentence, and we can see that the subject here is the librarian, so it cannot be the boy.
B) The streets are unusually crowded.
C) The narrator is looking for her friends.
D) Mother Lois is not a skilled driver.
Answer:
B
Explanation:
The streets are unusually crowded.
According to the excerpt:
Mother Lois maneuvered through the unusually heavy traffic.
"I don't know where all the cars could have come from
there had never before been so many white people driving down the streets of our quiet, tree-lined neighborhood.
Answer:
b
Explanation:
Which word in the passage above is used to create a feeling of dread?
laughed
flashed
gesticulation
grotesque
Answer:
The answer is grotesque
Explanation:
circumspect
B.
connoisseur
C.
centennial
D.
cancelation
Answer:
the answer is d
Explanation:
Answer:
Knowledge is not always clear, certain, and absolute, and it is not solely provided by authorities. While authorities can provide valuable information, it is important to approach knowledge with critical thinking and skepticism. Our role as learners is to evaluate the information we receive, question it, and analyze it for its validity and reliability.
Here are a few key points to consider:
1. Knowledge is not always clear: Knowledge can be complex and multifaceted, and it may not always have a straightforward answer. It can be subject to interpretation, and different perspectives can exist on a given topic. It is important to be open to different viewpoints and consider various sources of information.
2. Knowledge is not always certain: Many fields of study, such as science, involve theories that are constantly evolving as new evidence emerges. What may be considered true today may be refined or even challenged in the future. It is essential to embrace a growth mindset and be open to updating our understanding as new information becomes available.
3. Knowledge is not always absolute: Absolute knowledge implies that there is no room for doubt or further exploration. However, knowledge should be seen as a continuous process of inquiry and discovery. It is important to engage in critical thinking and question the information we receive, even if it comes from authoritative sources.
4. Authorities are not infallible: While authorities can provide valuable insights and expertise, they are not immune to errors or biases. It is crucial to critically evaluate the credentials and reliability of the sources we rely on. This can involve cross-referencing information, seeking diverse perspectives, and considering the evidence and logic behind the claims being made.
5. Constructive skepticism is essential: It is healthy to question and critically examine information, even if it comes from authoritative sources. By doing so, we can deepen our understanding, identify potential biases or errors, and contribute to the advancement of knowledge.
In summary, knowledge is not always clear, certain, and absolute, and it should not be accepted without question or criticism. Our role as learners is to approach knowledge with an open mind, engage in critical thinking, and evaluate the information we receive from various sources, including authorities. By doing so, we can develop a well-rounded understanding and contribute to the growth of knowledge.
Explanation:
Knowledge is not always absolute or only provided by authorities. Critical thinking, scientific inquiry, and the ability to analyze and assess information independently are equally important. Questioning authorities does not necessarily equate to being wrong, but can instead lead to progress and refinement of knowledge.
The assertion that knowledge is absolute, provided only by authorities, and must be accepted without criticism proposes a conventional perspective towards authority in education or governance. However, this viewpoint is debatable and not universally accepted. Indeed, authorities such as teachers or government officials do have an important role in disseminating knowledge, as they often possess expertise and credible information. Nevertheless, critical thinking – the ability to question, analyze, and assess information or arguments – is equally important.
Knowledge may not always be absolute, especially in disciplines that evolve and advance over time, like science. As we acquire more information and conduct further research, previously accepted premises or theories may be disproved or refined. For instance, centuries ago, accepted knowledge asserted that Earth was flat and the Sun circled around it. Through scientific inquiry and observation, however, these concepts were revised and corrected.
Moreover, whether a statement can be deemed true or credible does not only depend on who utters it, but also on whether it can be backed up by tangible evidence and sound reasoning. This can be seen in the scientific approach, which emphasizes experimentation, observation, and verification. Therefore, questioning or disagreeing with authorities does not necessarily equate to being wrong; it can instead lead to constructive debate, progress, and innovation.
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