THE MATCH

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.

What is the main idea of this text?

The erroneous pronoun reference in the line "The board of directors has a meeting on their agenda today" The correct wording is "The board of directors has a meeting on its agenda today."

The line "The board of directors has a meeting on their agenda today" has an incorrect pronoun reference. The plural pronoun "their" does not correspond in number with the singular noun "board of directors." Instead, write, "The board of directors has a meeting today."

A comma splice occurs when two independent phrases are joined by a comma alone, which is grammatically incorrect. A comma splice is "I went to the store and bought some milk," for example. Incorrect use of pronouns: It is wrong when a pronoun does not clearly match to the noun it is meant to replace. This might happen when the noun is unclear, the pronoun has several potential antecedents, or the pronoun does not exist.

A sentence fragment is a missing subject or predicate in an incomplete sentence. The phrase "running in the park" is an example of a sentence fragment. The sentence that follows is correct: This response option is self-explanatory, yet it is inappropriate in this context.

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The song "If I Had a Hammer" is a protest song that was written in the 1940s.

The song's purpose was to promote social and political change, specifically in regards to civil rights and equality. The lyrics focus on the power of love, unity, and collective action to create a better world. The hammer in the song represents the power of the people to create change through their actions.

The song was a part of the larger civil rights movement that was taking place in the United States at that time. It became associated with the labor movement and was often sung at protests, rallies, and other events where people were advocating for social justice and unity.

In a routine message using the direct format, the main idea should be placed in the opening sentence or the first paragraph. This helps the reader quickly understand the purpose of the message and what action is required of them.

By placing the main idea in the opening sentence, the writer can effectively communicate the purpose of the message and grab the reader's attention.

This approach is particularly important in routine messages, where the reader may not have a lot of time to spend reading the message. By clearly stating the main idea upfront, the writer can ensure that the reader understands the message's purpose and can take action if needed.

In addition to placing the main idea in the opening sentence, it is important to use clear and concise language throughout the message. This helps to ensure that the reader understands the message and can easily take the required action. By following these guidelines, writers can effectively communicate their messages and achieve their intended outcomes.

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Listen to the sound they make is correct with respect to the excerpt. Therefore, option (3) is correct.

In the excerpt adapted from "What is That Bird" by the US Fish and Wildlife Service, the third key to identifying birds is to "Listen to the sound they make." By paying attention to a bird's song or call, one can gather valuable information about the species. The tone, rhythm, and repetition of their vocalizations provide unique characteristics that aid in bird identification.

Some species have distinct and recognizable calls, while others may exhibit complex songs with variations across different regions or seasons. This auditory aspect complements the visual cues of physical characteristics and behavioral patterns when identifying birds. Cultivating an ear for bird sounds enhances the overall birdwatching experience and expands our understanding of these fascinating creatures in their natural habitats. Therefore, option (3) is correct

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Your question is incomplete but your full question was:

Read the excerpt. Then choose the best way to complete the bulleted summary of the excerpt. There are three keys to identifying birds.

Answer:

I was not happy

with the rain

until my eye caught

five wet leaves

a mysterious

autumn

watercolor gift

here

on this broken road

i just made this up myself <3

Poem 1 : "The Ocean's Song"

The ocean sings a song of love

A melody that knows no end

Its voice a gentle lullaby

That whispers to the wind

The waves dance in rhythm

With the moon's soft light

A symphony of motion

That moves throughout the night

The sea is a place of wonder

A world all its own

Filled with secrets and stories

That are waiting to be shown

So listen to the ocean's song

And let it take you away

To a place of peace and beauty

Where your worries can't stay

For the ocean's song is eternal

A timeless melody of grace

A reminder of the power and love

That can be found in every place

Poem 2 : "The Light Within"

There is a light within us all

A flame that burns so bright

A spark of hope and courage

That guides us through the night

Sometimes it flickers softly

As we face the darkest days

But even in the shadows

It never truly fades

For the light within is constant

A beacon of our soul

A reminder of our strength

And the power to be whole

So let the light within you shine

And never be afraid

For it is the essence of your being

And the path that you have made

Embrace the light and let it grow

And watch it light the way

To a life of love and happiness

Where peace and joy will stay

Answer:

In Stanza 1, the host of golden daffodils are dancing in the breeze. In Stanza 4, the waves of the bay were dancing according to the poets creative eye. When the author notices that the daffodils and the waves were "Dancing" it gives off a joyful mood, and shows how nature was happy in his poem, and set a positive tone

Explanation:

Dancing for the daffodils could be them swaying in the breeze, in a rocking motion. The waves come back and forth which can be though of as dancing in a creative way.  

I hope this helped :) Mark me Brainleist PLZ

Explanation:

Here so you can mark the person above me brainiest <3

Answer:

highlight the last sentence

Explanation:

Answer:

D I think I am pretty sure

These procedures can be used to develop a grammar for the language L, which is made up of all words with the letter "c" only appearing once.

Define the non-terminal symbols:

S: Start symbol

A: Represents words with only one 'c'

Define the terminal symbols:

a, b: Letters other than 'c'

c: The letter 'c'

Define the production rules:

S -> aScB | A | b

The rule S -> aScB represents words that have a 'c' surrounded by any number of 'a's and 'b's.

The rule S -> A represents words that have only one 'c'.

The rule S -> b represents words that have no 'c' at all.

A -> cA | c

The rule A -> cA represents words that start with a 'c' and continue with any number of 'c's.

The rule A -> c represents words that consist of only one 'c'.

B -> d | A

The rule B -> d represents words that have no 'c'.

The rule B -> A represents words that have only one 'c'.

The idea behind the grammar is to create different paths that can generate words containing zero, one, or multiple 'c's. The non-terminal symbol A is specifically designed to handle words with only one 'c'. By defining these rules, we ensure that any word generated by the grammar will have only one 'c'.

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Answer:

In the book "Hatchet" by Gary Paulsen, the main conflict is between the protagonist, Brian Robeson, and the natural world. After surviving a plane crash and being stranded in the Canadian wilderness, Brian must learn to survive with no food, shelter, or tools. He is alone and must fend for himself against the harsh and unforgiving environment.

Explanation:

One piece of evidence for this conflict can be found in the following quote: "The water was a shock when he put his face in it, a cold slap that made him gasp and want to pull back, but he kept his face there, and then put his whole head under. It was cold, terribly cold, and he felt a moment of panic as he thought of the fish in it, then the bottom, but he pushed that away and drank" (Chapter 3). This quote shows that Brian is struggling to survive in the wilderness, as he is forced to drink cold water and is worried about the dangers that may be lurking in it.Another piece of evidence for the conflict can be found in the following quote: "The wind was hard now, slamming at him, and he stopped and turned into it, using the backpack for balance. It was a living thing, this wind, with a force and power of its own. It came in gusts and gushes, sometimes slowing, sometimes building, but it never stopped. It cut across the rocks and funneled through the trees and drove the rain into him so that he was soaked instantly" (Chapter 4). This quote shows how Brian is facing a constant struggle against the elements, as he must deal with the wind and rain while trying to find shelter.Overall, the conflict in "Hatchet" is between Brian and the natural world, and the evidence shows that he is constantly struggling to survive in this harsh and unforgiving environment.

Answer:

The answer is “shouting” , “jostling”, and “fists”

Explanation:

Answer:

a b e

Explanation:

Mr. Brownlow, a character in Charles Dickens' novel "Oliver Twist", notices that Oliver bears a close resemblance to a portrait of his daughter Agnes.

This resemblance is what initially prompts Mr. Brownlow to take an interest in Oliver and become involved in his life, ultimately leading to the unraveling of the young boy's mysterious past and the exposure of the criminal underworld of London. Oliver's likeness to Agnes is significant not only in terms of plot development, but also thematically, as it highlights the idea of connections and similarities between seemingly disparate individuals. The concept of "resemblance" is further underscored by the numerous instances of characters being mistaken for one another throughout the novel, emphasizing the ways in which identities can be fluid and subject to interpretation.

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Answer:

D is incomplete because its just saying whats happening instead of who's doing it, for all we know the cradle could be empty

Explanation:

Answer:

D

Explanation:

Answer:

A woman, child, and man are at the start line for a race

Explanation:

Image which best supports the claim that community races are a great way to encourage people of all ages to exercise is a woman, child, and man are at the start line for a race.

The benefits of exercises are:

The major types of exercises are:

Hence, the correct answer is Option A

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The memoir "Farewell to Manzanar" sheds light on the experiences of a Japanese-American family during World War II, highlighting the unjust internment of Japanese-Americans and its lasting impact.

The US government mandates that anybody who is older than 17 and residing in an internment camp must perform the following: In Farewell to Manzanar, fill out a questionnaire, and respond to loyalty inquiries.

Farewell to Manzanar is a memoir written by Jeanne Wakatsuki Houston and James D. Houston. The memoir details the experiences of a Japanese-American family living in the United States during World War II. It covers their removal from their home on Terminal Island in California to the Manzanar internment camp.

The US government interned approximately 120,000 people of Japanese ancestry, two-thirds of whom were American citizens, during World War II. This was in response to concerns about Japanese espionage following the attack on Pearl Harbor. The internment of Japanese Americans is widely regarded as a dark chapter in American history.

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Complete question:

What specific requirements does the US government impose on individuals over 17 years old who are living in an internment camp, as portrayed in the book "Farewell to Manzanar"?

Answer:

i have no clue

Explanation:

Answer:

'Welcome to a new year at Hogwarts! Before we begin our banquet, I would like to say a few words. And here they are: Nitwit! Blubber!

Explanation:

Thank You For The Points!! Hope you have a Wonderful Day/Night!!

Answer:

I think it's fearfulness

Fearfulness is the example of dark emotions introduced in Act I. He forgives Antonio but needs that Antonio returns his dukedom.

Prospero guarantees to supply freedom to his dependable helper spirit and sends him to fetch the Boatswain and mariners from the wrecked ship. Ariel goes to Prospero releases Alonso and his partners from their spell and speaks with them. He forgives Antonio but needs that Antonio returns his dukedom.

Antonio felt betrayed for he had saved Sebastian from the shipwreck, and had even lent him his wallet in case Sebastian needed some cash. but when he saves Cesario (Viola) in the battle with Sir Andrew Aguecheek, he mistakes Cesario for Sebastian.

Antonio is Prospero's brother. He usurped the throne of Milan from his brother with Alonso's assistance, willingly abandoning the sovereignty of the Dukedom to Naples. He indicates no appreciation for the island and reveals Gonzalo as overly talkative and silly.

Therefore, Fearfulness is the example of dark emotions introduced in Act I. He forgives Antonio but needs that Antonio returns his dukedom.

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The author of "Designed to Detain" developed the idea that conditions were worse for certain groups of immigrants by citing various sources and providing statistics that show how these groups are disproportionately affected by detention policies.

Detention policies refer to the laws, regulations, and procedures that govern the detention of individuals, typically immigrants, by government agencies.

Detention policies can vary widely between countries and regions and may be influenced by factors such as national security concerns, border control, and immigration enforcement.

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The passage employs an omniscient narrator, who possesses complete knowledge about the characters and their innermost thoughts and emotions. This narrative perspective allows the reader to gain insights into the characters' motivations, desires, and fears, enhancing the understanding and connection with the story.

By assuming the role of an all-knowing observer, the narrator transcends the limitations of a limited point of view, providing a broader and more comprehensive understanding of the events unfolding in the passage. The narrator can delve into the minds of multiple characters, presenting their thoughts and feelings with clarity and depth.

This narrative technique enables the reader to empathize with the characters on a deeper level. It allows us to comprehend their actions and decisions in a more nuanced manner, as we are privy to the internal conflicts and dilemmas they face. By revealing the characters' inner thoughts, the narrator offers a richer and more intimate portrayal of their experiences, enhancing the emotional resonance of the passage.

Overall, the all-knowing observer perspective adopted by the narrator in the passage offers a unique vantage point from which to explore the characters' inner worlds. It provides a more profound understanding of their thoughts and feelings, enriching the reader's engagement with the narrative.

The use of an omniscient narrator in a literary work allows for a comprehensive exploration of multiple characters' perspectives, thoughts, and emotions. This narrative technique is commonly employed in classic literature, such as Leo Tolstoy's "Anna Karenina" or Jane Austen's "Pride and Prejudice," where the omniscient narrator acts as an impartial guide, providing valuable insights into the characters' motivations and internal struggles. By adopting this narrative perspective, authors can create a sense of depth and complexity within their stories, enabling readers to connect with the characters on a profound level. The all-knowing observer viewpoint offers a panoramic view of the narrative, enhancing the reader's understanding and emotional investment in the story.

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MADD , AA , and SADD are examples of voluntary health agencies. D. voluntary health agencies.

These organizations are non-profit entities that operate independently and rely on voluntary contributions, donations, and volunteer efforts to carry out their missions.

Voluntary health agencies typically focus on specific health issues or social causes, aiming to raise awareness, provide support and education, advocate for policy changes, and contribute to research and prevention efforts.

MADD focuses on combating , AA provides support for individuals recovering from , and SADD works to prevent behaviors among students.

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Diabetes, affecting the hypothalamus and oituitary glands, involves Type I and Type II autoimmune disorders. Understanding diabetes types, causes, symptoms, and management strategies is crucial for informed decisions and healthcare professionals.

a) Hypothalamus: The hypothalamus produces various hormones that control the release of hormones from the pituitary gland. These hormones include thyrotropin-releasing hormone (TRH), gonadotropin-releasing hormone (GnRH), growth hormone-releasing hormone (GHRH), and corticotropin-releasing hormone (CRH).

b) Pituitary Gland: The pituitary gland, often referred to as the "master gland," produces several important hormones. Some of the hormones produced by the anterior pituitary include growth hormone (GH), adrenocorticotropic hormone (ACTH), thyroid-stimulating hormone (TSH), follicle-stimulating hormone (FSH), luteinizing hormone (LH), and prolactin. The posterior pituitary releases antidiuretic hormone (ADH) and oxytocin, which are actually produced in the hypothalamus and stored in the posterior pituitary.

2. Type I diabetes mellitus (DM), Type II diabetes mellitus (DM), and gestational diabetes are all different forms of diabetes with distinct characteristics:

a) Type I DM: It is an autoimmune disorder in which the immune system mistakenly attacks and destroys the insulin-producing cells (beta cells) in the pancreas. As a result, the body is unable to produce insulin, leading to high blood sugar levels. Type I DM usually develops during childhood or adolescence and requires lifelong insulin therapy.

b) Type II DM: It is a metabolic disorder characterized by insulin resistance, meaning the body's cells do not respond effectively to insulin. Initially, the pancreas produces extra insulin to compensate for this resistance, but over time, it may fail to keep up with the demand. Type II DM is often associated with lifestyle factors such as obesity, sedentary behavior, and poor diet. It can be managed through lifestyle modifications, oral medications, and in some cases, insulin therapy.

c) Gestational diabetes: It refers to high blood sugar levels that occur during pregnancy in women who previously did not have diabetes. It is caused by hormonal changes and increased insulin resistance during pregnancy. Gestational diabetes typically resolves after childbirth, but it increases the risk of developing Type II DM later in life.

Among these types, gestational diabetes is considered reversible because it occurs only during pregnancy and typically resolves postpartum. Type I DM and Type II DM are chronic conditions and are not considered reversible, although their management and symptoms can be effectively controlled through appropriate medical interventions and lifestyle changes.

3 However, I can share that prior knowledge about the different types of diabetes includes understanding their definitions, causes, symptoms, and management strategies. This knowledge may include recognizing the role of insulin in glucose regulation, the distinction between Type I and Type II diabetes, and the impact of lifestyle factors on diabetes development.

The assigned reading and activities would likely build upon this foundation by providing more in-depth information on the pathophysiology of each type, treatment options, monitoring techniques, and potential complications. It may also explore emerging research and advancements in diabetes management.

This new knowledge benefits individuals personally by enabling them to make informed decisions about their own health, lifestyle choices, and potential risk factors for developing diabetes. In a future career related to healthcare or medical fields, this knowledge can be invaluable for healthcare professionals in diagnosing and managing diabetes, educating patients, developing treatment plans, and participating in research or policy-making related to diabetes care.

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The Pineal and Pituitary Glands in the brain produce hormones such as melatonin and FSH. Diabetes comes in three main types, with Type I involving low insulin production, Type II involving insulin resistance, and Gestational occurring in pregnancy. Pancreatic hormones, insulin, and glucagon influence blood glucose levels.

The endocrine glands located in the brain include the Pineal Gland and Pituitary Gland. The Pineal Gland secretes the hormone melatonin, which is involved in regulating sleep patterns. The Pituitary Gland produces multiple hormones, including growth hormone (GH), follicle-stimulating hormone (FSH), and luteinizing hormone (LH).

Type I Diabetes Mellitus is a condition where the pancreas produces little to no insulin due to autoimmune destruction of beta cells, requiring insulin injections. Type II Diabetes Mellitus is characterized by insulin resistance and often occurs due to obesity and lack of exercise. Gestational Diabetes occurs during pregnancy due to hormonal changes that cause insulin resistance. Type II Diabetes and Gestational Diabetes can potentially be reversed with lifestyle modifications, while Type I Diabetes cannot because of the permanent destruction of beta cells.

Regarding the hormones produced by the pancreas, the alpha cells release glucagon in response to low blood glucose levels, while the beta cells release insulin in response to high blood glucose levels. Dysfunction of these hormones leads to diabetes.

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Writing an argumentative essay on whether or not the justice system was justified in charging Richard as an adult, or if the trial was unfair in the case of "The 57 Bus" can be approached in several steps. Here's a suggested outline to guide you through the essay writing process:

1. Introduction

a. Provide a brief overview of "The 57 Bus" case, mentioning the key elements and the controversy surrounding the trial.

b. Clearly state your thesis or main argument regarding whether the justice system was justified in charging Richard as an adult or if the trial was unfair.

2. Background information

a. Provide relevant background information on the case, including the circumstances leading up to the incident involving Richard and the victim on the bus.

b. Explain the legal framework and criteria for charging a minor as an adult, including any relevant laws or statutes.

3. Arguments in favor of charging Richard as an adult

a. Present the reasons and arguments put forth by the prosecution and supporters of charging Richard as an adult.

b. Discuss the potential benefits or justifications for treating Richard as an adult, such as accountability, deterrence, and the severity of the crime.

c. Provide supporting evidence, examples, or legal precedents to bolster your arguments.

4. Arguments against charging Richard as an adult

a. Present the reasons and arguments put forth by the defense and critics of charging Richard as an adult.

b. Discuss potential flaws or concerns with treating Richard as an adult, such as his age, capacity for rehabilitation, and the potential impact on his future prospects.

c. Provide counterarguments to the prosecution's points, using evidence, examples, or legal precedents.

5. Examination of the fairness of the trial

a. Evaluate the fairness of the trial proceedings, including factors such as legal representation, jury selection, evidence presentation, and sentencing.

b. Discuss any potential biases, irregularities, or controversial decisions made during the trial.

c. Consider the impact of the trial's fairness on the overall justification of charging Richard as an adult.

6. Counterarguments and rebuttals

a. Address potential counterarguments to your position and provide rebuttals to them.

b. Anticipate and respond to alternative viewpoints or criticisms that might challenge your argument.

7. Conclusion

a. Summarize the main points discussed throughout the essay.

b. Reiterate your position on whether the justice system was justified in charging Richard as an adult or if the trial was unfair.

c. End with a thought-provoking statement or a call to action, encouraging readers to consider the broader implications of this case.

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Answer:

Through the dark mist that surrounded me, I could see a tall, thin object attached to a wall in the distance. With nothing to lose, I slowly walked towards the object, hoping I could escape from this remote place. My body was aching from exhaustion and hunger, and my broken hand added to my pain.

As I drew nearer to the mysterious item, I recoiled from what I saw. I expected the thing to be a door in hopes of finding my way home, but I was met with a reflection of a woman. Her eyes were open wide with confusion and fear, and her long brown hair was tangled and dirty. Her smooth brown skin was covered in a number of bruises and scratches and grazes, while her face was plastered with sweat and muck.

After staring for what seemed like eternity, realisation hit me.

That woman was me.

I raised my hand to touch her, but was met with a cold thud. I smoothed my hand over the chilly surface of the material, and saw the woman in front of me doing the same. Confirming my suspicions, I looked back into her glassy eyes.

It was a mirror.

I turned around and shouted for anyone and anything to help me, but was only met with the echoes of my desperate pleas. How was I going to escape? How would I get back home? In fear and panic, tears threatened to spill out of my eyes as I dropped against the mirror. A heavy thud resounded and echoed faintly.

Wiping my tears away, I turned once again to look at the mirror. If a sound came from the mirror, there must be hollow space behind it. I tried to pry of the mirror with my hands, but it was fastened too tightly. My fingers hurt from the force of pulling and I gave up.  

Instead of removing the mirror, maybe I should break it. Taking a step back and swinging my leg back I kicked the mirror with all my might. An ear-splitting sound  filled the air and I saw the cracks and glass of the mirror break. I kicked again and again until all the glass had cracked and fallen off, revealing a black empty space.

Out of breath and full of determination and hope, I walked inside the dark…

In passage 1 the underlined sentence on page 3, that is the idea that are the suggestions in the text based on is option C. The way we perceive our circumstances drives our mood.

A lot of population have their thoughts which influence the emotions, and the point to be noted that a person think is what they become. If the thoughts has been shown to be the product of the person's real sadness as well as the grief.

Just to know that it has a person's thoughts that has been said to be feeding the sadness instead of the other way around which is very important as well as needed for the happy life.

Therefore, In passage 1 the underlined sentence on page 3, that is the idea that are the suggestions in the text based on is option C. The way we perceive our circumstances drives our mood.

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Answer:

The definition of Maycomb's usual disease is a fear created out of emotionally upsetting situations

Answer:

the answer is the lync

Explanation:

For usage in such dramatic narratives as "Mending Wall" and "Home Burial," Frost perfected blank verse (i.e., unrhymed verse in iambic pentameter), making him one of the few contemporary poets to do so effectively.

Thus, Frost employs a variety of literary techniques, including hyperbole, consonance, alliteration, antithesis, metaphors, pictures, and allusions, to convey his viewpoints. Additionally, the author adds figurative language to his poetry to deepen its meaning.

The study's findings suggest that there are six different types of figurative language utilized in Robert Frost's poems: personification, methapor, symbol, irony, hyperbole, and apostrophe. Structure. The 14-line poem by Frost is categorized as an Italian sonnet, or Petrarchan sonnet. Two stanzas make up this form of sonnet. One stanza has the first eight lines, and the second stanza contains the next six lines.

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