A. after the beginning of the Christian Era
The first option is: a map of Alexander the Great's route and the site of the sugar cane discovery.
This is because the central idea of the passage is to let the reader know about the context and events that led to Alexander the great know about the sweet reed. And for that reason a map of Alexander the Great's route would help understand the final result mentioned in the passage.
The second option is: a timeline showing when Darius l and Alexander the Great learned of sugar cane.
The passage shows that bacause of the books of Herodotus concerning emperor Darius I, greeks had a piece of knowledge of the sweet reed. And so, a timeline would help the reader visualize the relation between these two periods related to the discovery of sugar cane.
This question seems to be deficient. However, there´s enough information to find the right answer.
Answer:
In my opinion, the Ancient Mariner's punishment was fair, and his fate was worse than the sailors'.
Explanation:
In The Rime of the Ancient Mariner (1798), by Samuel Taylor Coleridge, assuming that the sailors' punishment was death, even though we are not certain about what final fate their souls had after that, their suffering could be thought of as less than the Ancient Mariner's, who is left alive but cursed with an awful fate.
Both the sailors and the Ancient Mariner are at fault for killing the bird that had saved them because the sailors praised him afterward. However, the main fault rests in the Ancient Mariner, who did the actual killing, and must carry the burden of being responsible for the death of his crewmembers.
The type of biased language is, "b. ability," mainly because Haley states, "Would you get a move on? Are you deaf?" and it's insulting Kenneth's ability, as if she was saying he can't hear what's clearly being said.
Answer:
To bring a person from history to life.
Explanation:
In the given excerpt from "We Shall Not Be Moved", the author describes Esther Lobetkin, leader of the strikers and chairman of the<em> "Yiddish-speaking group"</em>. This description allows the readers to get an insight into what she was like.
And by explicitly naming Esther and giving details about her character, work ethic, and the busy schedule she lived, the author allows us to get a sense of what this historical person must be like. This also makes us be familiar and come to understand the person Esther was.
Thus, the <u>correct answer is that this naming and describing of Esther Lobetkin is to bring a historical person to life.</u>
