what is one reason a team will not appear in rankings?

It is widely accepted that educational opportunities for children ought to be equal. This thesis follows from two observations about education and children: first, that education significantly influences a person’s life chances in terms of labor market success, preparation for democratic citizenship, and general human flourishing; and second, that children’s life chances should not be fixed by certain morally arbitrary circumstances of their birth such as their social class, race, and gender. But the precise meaning of, and implications for, the ideal of equality of educational opportunity is the subject of substantial disagreement (see Jencks 1988). This entry provides a critical review of the nature and basis of those disagreements.

To frame the discussion we introduce three key factors that underscore the importance of treating equality of educational opportunity as an independent concern, apart from theories of equality of opportunity more generally. These factors are: the central place of education in modern societies and the myriad opportunities it affords; the scarcity of high-quality educational opportunities for many children; and the critical role of the state in providing educational opportunities. These factors differentiate education from many other social goods. We follow this with a brief history of how equality of educational opportunity has been interpreted in the United States since the 1950s and the evolving legal understandings of equality of opportunity. Our subsequent analysis has implications for issues that are at the center of current litigation in the United States. But our philosophical discussion is intended to have wider reach, attempting to clarify the most attractive competing conceptions of the concept.

Education has both instrumental and intrinsic value for individuals and for societies as a whole. As the US Supreme Court stated in its unanimous decision in Brown v. Board of Education (1954), “In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education”. The instrumental goals of K–12 education for individuals include access to higher education and a constellation of private benefits that follow college education such as access to interesting jobs with more vacation time and better health care; greater personal and professional mobility, better decision-making skills (Institute for Higher Education Policy 1998) and more autonomy at work. Research further shows that education levels are correlated with health and wealth: the more education a person has, the healthier and wealthier she is likely to be. At the same time, education is also considered intrinsically valuable. Developing one’s skills and talents can be enjoyable or good in itself and a central component of a flourishing life, regardless of the consequences this has for wealth or health.

In addition to the instrumental and intrinsic value of education to an individual, education is also valuable for society. All societies benefit from productive and knowledgeable workers who can generate social surplus and respond to preferences. Furthermore, democratic societies need to create citizens who are capable of participating in the project of shared governance. The correlation between educational attainment and civic participation is strong and well-documented: educated citizens have more opportunities to obtain and exercise civic skills, are more interested in and informed about politics, and in turn, are more likely to vote (Verba, Schlozman, & Brady 1995: 432–437, 445).

It is therefore relatively uncontroversial to say that education is a highly valuable good to both individuals and to society, especially to democratic societies. This makes questions about who has access to high-quality educational opportunities, and how educational opportunities should be distributed, particularly important.

Questions about the just distribution of educational opportunity are especially vexing given the scarcity of resources allocated to education. Although developed societies provide some education for free to their citizens, funding for education is always in competition with the need to provide citizens with other social goods. As Amy Gutmann writes: “The price of using education to maximize the life chances of children would be to forego these other social goods” (Gutmann 1999: 129). Other basic welfare needs (e.g., housing, healthcare, food), as well as cultural goods (e.g., museums, parks, concert halls), must be weighed against public funds allocated to education, thereby making high-quality education—even in highly productive societies—scarce to some degree.

We can see here that "if you are poor spirit, you have nothing" simply means that one has nothing to offer for the atonement of his spirit and soul.  As a result of that, the person is humble and looks up to God for help.

A story is actually known to be an account of an event or incidence that is given either through writing or by oral narration. Story usually carry lessons which the listeners or readers might learn from. Story is actually seen to have characters and setting.

We see that if you are poor spirit as stated in the book of Matthew chapter 5 verse 3, we see that it means that one has nothing to redeem his life and therefore relies on God.

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Answer:

the answer to the question is c

Here is the one reason why teachers require their students to read classic novels in high school is just "to show how language and literature have changed over time. Hence, Option C is correct.

When there is something that is available in written form and the thing is of a considerable length that one can read within a particular time, it is known as a novel.

In simple terms, a novel is a kind of prose narrative that is of considerable length and that basically deals with some images that one has experienced as a human.

The novel is built around a central idea, and the entire plot revolves around it. When it is about the novels that are suggested by a teacher for the students, it is just to make the students aware of the changes that occurred in the language and literature segment.

Thus, Option C is correct.

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Being able to correctly define the difference between two things will help to make them clearer and easily distinguishable.

The paranormal often refers to the supernatural level of existence. This looks like fantasy to some people while others believe that they are real.

If the speaker is able to clearly differentiate the two, this will instill more confidence in the audience. Her failure to do this makes James cast some doubt.

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In order to not convey an unsettled and uncertain feeling, Beethoven begins with happy major chords and then moves on to minor chords, which are sadder in nature.

Ludwig van Beethoven (1770-1827) was a German composer and is still regarded as one of the finest innovators of the musical form. During the transitional period between the Classical and Romantic eras, Beethoven rose to fame with his rearrangements and reordering of formal structures of symphonies. The way he brought in various instruments into play created this effect.

Various orchestral techniques were modified by Beethoven to produce different thematic moods. He challenges and bends the classical renderings, for which he attained this widespread fame. The compositional trends introduced by him were important in maintaining the narrative element of the piece.

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Answer: The speaker's family act like they always do... Chinese. They don't feel ashamed for how they act because that's just who they are. The minister's family seem shyer and try to fit with the speaker's family's customs.

Answer:

Explanation:

The freezing rain kept coming down.

As cold as ice. As cold as snow.

It just kept coming down.

Nothing to do about the storm.

It just kept coming down.

Eyelids kept freezing shut.

Even animals found it cold.

It just kept coming down.

I give people permission to use this answer. FOR SCHOOL ONLY

This is my poem version of "what happened during the ice storm" By Jim Heynen. Hope it helps! TTYL! ;D

The poem wants to analyze your ability to write a found poem. For that reason, it's not right for me to write this poem for you, but I'll show you how to write it.

First, you need to know that a found poem is a poem that uses words presented in another text, in its composition.

In this case, you must write your poem, as follows:

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In MLA format, a parenthetical citation for a book written by a single author should include the author's last name and the page number(s) where the cited information can be found. The citation should be placed at the end of the relevant sentence or passage, inside parentheses.

For example, if you were citing a quote from page 22 of the book "To Kill a Mockingbird" by Harper Lee, your citation would look like this: (Lee 22).

If you mention the author's name in the text itself, you can simply include the page number(s) in the parentheses. For instance, if you wrote, "According to Lee, 'You never really understand a person until you consider things from his point of view...'" (22), your citation would be complete.

It's worth noting that if you're citing multiple works by the same author, you should include a shortened version of the book title in your citation to avoid confusion. In this case, the shortened title should be italicized.

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Mrs. Higgins provides an explanation for Eliza's angry feelings, attributing them to the frustration of being treated as a mere experiment by Professor Higgins and feeling unseen and unheard in her own right.

In George Bernard Shaw's play "Pygmalion," Mrs. Higgins, a character and Eliza's confidante, offers insights into Eliza's angry feelings. Mrs. Higgins believes that Eliza's anger stems from the mistreatment she endures at the hands of Professor Higgins, who treats her as a mere object of his linguistic experiment. Eliza's frustration arises from feeling devalued, unrecognized, and unheard in her own identity and aspirations.

Mrs. Higgins recognizes Eliza's need for dignity and autonomy, highlighting the importance of being seen and respected as an individual. She empathizes with Eliza's struggle to navigate the societal expectations and class divisions that she encounters. Mrs. Higgins' explanation suggests that Eliza's anger is a valid response to the unjust treatment she faces, emphasizing the significance of acknowledging and validating one's emotions and experiences. Through her understanding and support, Mrs. Higgins plays a pivotal role in fostering Eliza's growth and advocating for her agency and independence.

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The cut off best replaces word he in sentence 11 in the given paragraph.

In the text listed, deracinated refers to individuals who despite being connected via the internet on social media sites, are not connected in the real life which is a direct opposite to people in a neighbourhood who know each other.

The individuals on social networks being referenced here are therefore cut-off from one another which means that whatever claims they make cannot be trusted as they cannot be verified in person.

Therefore, The cut off best replaces word he in sentence 11 in the given paragraph.

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Answer: B

Explanation:

Answer:

B

Explanation:

A predicate the part of a sentence or clause containing a verb and stating something about the subject

Answer:

he said don't be naughty

Explanation:

if it is wrong sorry

Answer:

:

South Africa has been working hard to ensure that all its citizens live under conditions that do not violate human rights. To prevent the violation of human rights, the following strategies could be implemented:

1. Empowerment of citizens. There should be ways to empower the citizens to be aware of their rights. The government should encourage this by ensuring that they have access to information that will help them know their rights.

2. Improved accountability and transparency. When the government and leaders are transparent and accountable for their actions, they will be less likely to violate human rights. Transparency helps to prevent corruption and other forms of unethical behavior that could lead to human rights violations.

3. Education and awareness campaigns. Educating people on their human rights and how they can be protected is an excellent way to prevent human rights violations. The government should invest in education campaigns that will sensitize the citizens on human rights issues.

4. Improved justice system. The justice system should be improved to ensure that justice is delivered to victims of human rights violations. The government should ensure that there are systems in place to protect victims and to hold those responsible for human rights violations accountable.

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The setting of "Lob's Girl" is a small town in Maine.

The story Lob's Girl takes place in a small town in Maine creating a cozy and intimate setting for the story. The town is characterized by its close-knit community where everyone knows each other.

The setting of the story plays an important role in shaping the atmosphere and events that unfold. It provides a backdrop for the emotional journey of the main character, Sandy who navigates the challenges of grief and healing after the loss of her beloved pet lobster, named Lob.

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Sandra Cisneros is the author of multicultural literature was born in Chicago, moved frequently between two cities growing up, and wrote The House on Mango Street.

Sandra Cisneros is an American writer, known for her novels and short stories.

Her best novel is The House on Mango Street.

This story is translated into many languages and is famous worldwide.

She was a teacher too, before an author or poet.

Thus, the correct option is C.

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Answer:

C. Sandra Cisneros

Explanation:

Answer:

the conjunction is yet

Explanation:

A conjunction is a word used to connect clauses or sentences or to coordinate words in the same clause (e.g. and, but, if, yet etc ).

Answer:

D

Explanation:

It makes the most sense

Answer:

Its B i just had it

Explanation:

The themes in ',what Happened' by Austin clarke short story is the struggles of Caribbean immigrants in Toronto against racism.

The occurrence in the story by Austin clarke was based on the struggles that was exhibited by the Caribbean immigrants in Toronto  with respect to racism as well as the economic exploitation.

It should be noted that theme can be described as the main point of the story which can be seen as the author mind and what the author is tryin g to pass accross to the reader in text.

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Answer:

34

Explanation:

Answer:

Explanation:

The overall theme of 'The Landlady' is that you can't judge a book by its cover. You could also say that Dahl is telling the reader that danger lurks everywhere, even in the most innocuous settings. Billy sees no danger at all and is completely taken in by the landlady's kindness and her appearance.

Billy Weaver, the story’s protagonist, is an enthusiastic and innocent seventeen-year-old boy. When Billy arrives in the city of Bath—keen to make his way in the business world—his first task is to find lodgings for the night. He happens upon a charming Bed and Breakfast, and is welcomed inside by the friendly landlady there. Feeling very pleased with himself for finding such comfortable and cheap lodgings, Billy misses important clues and warnings about the landlady’s true nature. Billy is curious but naïve. He finds it strange, for example, that there are no other guests staying at the Bed and Breakfast, but trusts the landlady’s peculiar explanation. He also notices that there have only been two previous entries in the visitors’ book—Christopher Mulholland and Gregory W. Temple—and, curiously, he recognizes both names. Although he is very keen to determine why, he is easily fooled and distracted by the landlady during his search for truth. Ultimately, the sweet-looking landlady is able to take advantage of poor Billy because his innocent and trusting nature prevents him from suspecting that things might not be as they seem. Although the story’s cliffhanger does not explicitly reveal Billy’s fate, it is implied that the landlady poisons his tea so that she can kill Billy and stuff him, just as she does to her pets.

Answer:

The gift that Augustus refers to is the reflection that the book proposed to him.

Explanation:

"An Imperial Affliction" is a reflective, long and detailed story, which portrays death in a realistic but subjective way and without a specific ending, but open to reflections and debates. This type of story that encourages the reader to think and reflect on his temples was very much appreciated by Augustus and he believes that this was a gift, because the reasoning leads to the understanding of things that were embedded even in our life and Augustus may have passed so when reading the book.

Answer:That boys and girls should have equal rights

Explanation:

Alma says at the beginning of the story. All students should have equal opportunities, girls and boys, even if it's just to carry the water bucket.

The theme of the resolution reveals that Boys and girls should be afforded the same rights. At the start of the narrative, Alma says. Girls and boys in school should have the same possibilities, even if it's simply carrying the water bucket.

Canadian author Margaret Eleanor Anne Hart (née Hill) CM, who specialized in biographies, lived from October 7, 1935, until October 9, 2019. She was most known for her biographies of two Agatha Christie characters, Miss Jane Marple and Hercule Poirot, as well as for her tenure as the center's director from 1976 until her retirement on January 1, 1998.

For her "enduring contributions to the cultural life of her province," Hart was named a Member of the Order of Canada in 2004.

Hart was raised in Nova Scotia after being born in Winnipeg. She graduated from Dalhousie University with a degree in arts and McGill University with a degree in library science. Her major was history.

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Answer:

langston hughes

Explanation:

"The title of A Raisin in the Sun is an allusion to Langston Hughes' poem "Harlem." In the poem, the speaker is asking what happens to a dream that is not realized. One of the images Hughes uses to convey the effects of this experience is that of a raisin drying and shriveling up in the sun."

The resolution of the story "Safety of Numbers" develops the theme of the dangers of conformity and the importance of individuality. Throughout the story, the main character, David, struggles with his desire to fit in with his new group of friends, known as "the Numbers," and his inner voice telling him to be true to himself.

The resolution comes when David chooses to break away from the group and stand up for what he believes in, even though it means going against the popular opinion of his friends. This choice ultimately leads to his ostracism from the group, but it also allows him to maintain his integrity and individuality.

By resolving the story in this way, the author emphasizes the theme that conformity can be dangerous and that it is essential to remain true to oneself, even if it means standing alone. It is an important lesson for readers to remember as they navigate their own lives and relationships.

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A secondary character is Mr. Brown. He builds a school and a hospital in Umuofia. He urges the Igbo people to send their children to school.

The novel follows Okonkwo, the leader of an Igbo community, from the events that led to his expulsion from the community for accidentally killing a clansman, through his seven-year exile, to his return, and it addresses a specific problem in emerging Africa.

In Umuofia, Mr. Brown constructs a school and a hospital. He encourages the Igbo people to send their children to school and makes a point of giving gifts, such as singlets and towels, to students and later, adults. Mr. Brown represents Achebe's attempt to create a well-rounded portrait of the colonial presence by balancing bad and good characters. Reverend Smith, Mr. Brown's successor, is zealous, vengeful, small-minded, and manipulative, and thus stands in stark contrast to Mr. Brown.

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Answer:

“You did not kill the fish only to keep alive and to sell for food, he thought. You killed him for pride and because you are a fisherman. You loved him when he was alive and you loved him after. If you love him, it is not a sin to kill him. Or is it more?”

Explanation: