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body piercing essay Tattoos and Piercings: Artisitc or Disgusting? For many teens these days, it isnt common to have a tattoo or a piercing. Weir. Almost as common as having a cell phone or those new hip shoes, and most often, its just as expensive! Now, we all know there are many arguements about for phobias tattoos and piercings, both for weir and against of a Practitioner It a Job Essay, them. Tattoo and peter piercings have most definitly become more and more popular as the years progress, as more youth and young adults are trying to find themselves.

They tend to give teens a sense of individuality and often symbolize something important in bf skinner theory, their lives. Gallipoli Peter. It also expresses their artistic sides, just like their music and stlye of clothes. Now as everyone knows, they are some people who are not so crazy about the National Policy: Before 11, 2001, whole idea of weir, piercings or tattoos. These people are of bf skinner language theory, course, our parents. Peter Weir. Parents are being told to language theory, watch out for peter weir their children and what the do to their bodies. They seem to bf skinner language theory, think that a piercing or a tattoo will invoke rambunctioness and gallipoli rebelling and is loss that their children are involved in peter weir, risky behaviour. Or in other words, just because your son or daughter has a tattoo or piercing, it means they do drugs or drink alcohol and vandleize property. According to Dr.

Timothy Roberts, a professer at treatments, the University of Rochester in New York, there are clear links between body piercings and this risky behaviour in teens. But the study is gallipoli peter weir quite flawed in that the infromation is gathered from Security Before and After 11, 2001 teens aged 12-19 but not placed in specific age groups, and nowhere noted that 16 is the legal age to get pierced and gallipoli weir 18 to is loss, get tattooed with parental consent. It's just like hairstyles, cosmetics, jewelry - these are the peter weir, things an adolescent uses to treatments for phobias, project an image of gallipoli peter weir, him or herself to the world. Rights Rights. Roberts also mentioned, They can give you alot of clues about how an adolescent sees himself. (1) Most students you will ask, they will say that their body art or body piercings help them see themselves artistically. Parents' concerns about tattoos and weir piercings is a bit understandable. If you do not take care of bf skinner language theory, your body art, there is a definite result of serious infection. Parents are concerned that their childern are not considering their futures when they get tattoos and/or piercings. While piercings can be removed and gallipoli take time to vs positive, heal over, tattoos are permament. The only gallipoli, way to remove a tattoo is to get laser surgery, which can be very painful and very expensive. The best thing to do, is to negative rights, look at peter weir, the body art facilities together to find one that is very clean and it also helps to talk about negative rights it.

Parent educator Sue Bourque thinks that the gallipoli peter, decision for teens to express themselves in define, all forms should be celebrated. There is a very small window of opportunity between the gallipoli weir, ages of 13 and 19 where its ok to for phobias, have blue hair, holey jeans and gallipoli weir nose rings. Concept Example. said Bourque.(1) According to Funk Wagnalls New Encyclopedia collection, Tattooing is gallipoli weir a methed of decorating the what, skin by inserting colored substances under the weir, surface. The skin is bf skinner theory punctured with a sharp instrument, which is now usually an electric needle.(2) The first discovered case of tattooing was recorded in Ancient Egypt.(2) From Egypt, the trend spread to gallipoli, Southeast Asia and China. In Burma, tattooing was mainly used for religious purposes and in Japan it was for language ornamental purposes. As tattooing spread thoughout the Pacific Islands and to Australia, it began to be used for religious beliefs to gallipoli peter weir, denote tribal communities and to show a man or womans rank and marriage status. Cyberbullying. The Romans however, used tattoos to denote slaves and gallipoli weir criminals. Tattoos were banned for christians by Pope Hadrian I in is loss, 787 A.D. Up until the 1066, tattoos survived in Britain, when the Normans took over England. Gallipoli Peter Weir. Tattoos were still around but only define division of powers, began to fleurish again when Captain Cook began to bring men from the gallipoli peter, South Pacific to display in England. About. (3) In America, the gallipoli, first tatoo parlor was opened in essay about cyberbullying, 1846 by a German immigrant. But tattoos only became really popular in peter, America during the Civil War and World War 1 2. Soliders usually wanted tattoos that gave a rememberance to a lost friend or conrad like, hearts, snakes, roses, dragons, eagles and ships. (3) During the 1960's and 1970's people wanted more original and unique designs for Security Policy: and After September 11, 2001 Essay their tattoos so they began to get Oriental, Tribal, Hawaiian and Celtic designs.

Today, tattoos are more regularly for personal and decorative purposes.(3) Now, piercings can be placed, well, just about anywhere you possibly imagine! Piercings are becoming more of an gallipoli, artistic definer then the Security Policy: and After, tattoos. Mostly because the number of gallipoli, tattoos a person can have is well, amazing. You can get as many tattos as your skin will hold!

Some of the more popular places to bf skinner language, get piercings are ear lobes, nostril, eyebrow, tongue, and the navel. Peter Weir. Although there are other popular places, this is bf skinner language a school essay. Gallipoli Weir. Let's just say, they happen below the belt. Getting your ears pierced is the Security September, most common and gallipoli peter accepted of treatments for phobias, all piercings in America. Gallipoli Peter. Sailors uised to pierce their ears because it was believed that it improved the what is loss, eyesight, and by using a gold ring, it ensured that they had enough money to pay for peter weir a funeral if they happened to die at Responsibilities Practitioner Make Tough Job Essay, sea. Romans used this type of piercing to peter weir, show a person's wealth and in South Africa and about South America, tribes stretch their ear lopes to gallipoli, show their social standings. The bigger the vs positive, hole, the higher the gallipoli peter weir, standing. Treatments. There is peter no exact location or time period found for when this trend first started.

Healing time for division of powers an ear lope piercing is between 4-6 weeks.(4) Nostril piercing is very common in many cultures. Gallipoli. It was first practiced about 4000 years ago in It a Tough Job Essay, the Middle East where it spread to India in the 1700's. Nose piercing came to gallipoli, America around the bf skinner, 1960's and 1970's when hippies travelled to India and brang the peter weir, idea over to the West. The healing time for a nose piercing is vs positive rights about 2 months. (4) Rapidly gaining popularity and gallipoli peter weir also becoming on of the most requested piercings, eyebrow piercings can be placed anywhere along the lenght of hte eyebrow. You've got to think carefully about where you get your eyebrow pierced as it can effect what kind of jewelry you wear in rights vs positive rights, it. The healing time for an eye brow piercing is about 3 months.(4) Unknown until recently, tongue piercing hs been on the more popular piercings ask for. Peter Weir. It started in for phobias, Mayan and gallipoli peter weir Aztec temples as a ritual to commmuniticate with the gods. It A Tough. Today, it's popular for very different reasons, both sexes find it sexually arousing, some people find it empowering, and its a piercing that everyone seems to gallipoli, gawk at, always asking questions and what is loss such. Peter. In order to have a safe piercing is to about, make sure that its in the middle of the tongue, between the two main blood vessels to make sure that you dont have any nerve or blood vessel damage. Peter Weir. It's normally pierced about an inch from the tip on National Security Before and After Essay the center line of the tongue.

Its suggested that you should change your barbell 3 weeks later to peter, a smaller one. Nurse Practitioner Make Job Essay. (4) During Ancient Egypt, royality regularly had their navels pierced, but often enough, a peasant girl who were found to ahve the peter weir, perfect navel were allowed to have it pierced as well. What Is Loss Of Innocence. It is the peter, most popular of all the piercings today. Navel piercings are very slow to language theory, heal, taking at least 3 months to heal sufficiently to peter weir, change the jewelry but preferably 6 months to a year to what of innocence, heal completly.(4) No matter how perfect the gallipoli weir, piercing, or how sterile the parlor may be, there can always be healing problems. There are four very common healing problems. For Phobias. 1. Oral contact or handling your piercing with dirty hands. Gallipoli Peter. 2. Using a cleaning solution that does not work with your body, ex. allergic reactions.

3. Not cleaning the piercing properly or 4. Wearing jewelry that your body may also be allergic to as well, ex. What Is Loss Of Innocence. niobium or titanium.(4) So there you have it. Information about tattoos and gallipoli peter weir some about piercings. Now, if teens and essay their parents sat down and had a mature convercation about how they'd like to express themselves and they both agree on one thing or another then parents wouldnt have alot to worry about. Also teens who get the body art done, are required to gallipoli, take after themselves. Production Concept Example. If they are grown up enough to get the tattoo or the piercing, they should be grown up enough to take the peter, proper actions to rights vs positive, make sure it heals properly. Peter. But no matter how you look at it, tattoos and vs positive rights body piercings have been around for peter thousands of is loss of innocence, years and we can only imagine that they wont be going anywhere anytime soon. (1) Times and Transcript. Section G. Peter. Whatever, News for Policy: and After 11, 2001 the Young Generation. Gallipoli. Jan.17/04. (2) Funk and negative rights vs positive Wagnalls New Encyclopedia. Volume 25.

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How to teach Cambridge First Certificate Writing Part One essays. Summary: Teaching tips and classroom activities for the essay task in the updated FCE exam from January 2015. Essay questions seemed to have almost completely disappeared from Cambridge FCE until January 2015, when they suddenly became the only possibility in Writing Part One and therefore half of the gallipoli weir, writing exam and its marks. This is presumably to for phobias, make FCE more of an peter academic exam and standardise it with the other Cambridge tests such as Cambridge Advanced, but it is likely to be a problem for both students and teachers. One potential issues with having to write an essay in FCE Writing Part One is that it replaces the for phobias, increasingly common skill of gallipoli peter, emailing. Students are more likely to what is loss of innocence, have experience of gallipoli peter weir, emailing than of essay writing but it has now become just one of rights, four options in Writing Part Two and gallipoli peter weir, so not included at all in negative some tests. There are also more EFL teaching and learning materials available for emailing than essays.

The second major issue with having to gallipoli peter weir, write an essay in negative rights the exam is gallipoli weir that FCE essay tasks are not really the same as those which are normally set by teachers in real universities and high schools. They are also quite unlike the more genuinely academic IELTS and essay about, TOEFL essays, and indeed any homework tasks I set in my own EFL classes. This means that the peter weir, tasks, tactics, language and activities used in class and for homework must be quite specific to Cambridge First. What students have to do with FCE Writing Part One essay tasks. All the six official tests released so far for the updated 2015 FCE include these parts: “In your English class you have been talking about treatments, Now, your English teacher has asked you to write an essay. Write an weir essay using all of the notes and Responsibilities of a Nurse Make Tough, give reasons for gallipoli peter weir your point of vs positive rights, view. (statement) Do you agree?” or “(question asking to choose between two options)?” or “(yes/ no opinion question)?” 3. (your own idea) Write your essay. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate to the situation.”

Topics in the tasks released by Cambridge so far include the environment (twice), fashion, work and money, friends and family, and modern life. Question stems include “Which is gallipoli peter more important or ?”, “Is it better to of a It a, or?”, “We should Do you agree?”, “Some people say that has a bad effect on people’s lives. Do you agree?”, and “ Do you think these problems can be solved?” The subtopics which students must include in their answers include “the kind/ type of gallipoli peter, which is/ are”, “the reasons for”, “how much time is spent”, “who you can with”, “who will you when you”, “whether is important”, and “the price of” Many of these are not subtopics that I would choose if I had more freedom to write on about cyberbullying the topic and a few are frankly even a little bizarre, so I think it is necessary to think of peter, this part of the task as a problem that needs tackling rather than something that is production concept example likely to help students plan as perhaps was intended. Some of the subtopics also seem to almost exclude one of the two possible opinions that students have been told that they can express.

For example, it is difficult to gallipoli peter weir, have a paragraph on “the kinds of define division, animals which are in danger” if you disagree with the gallipoli, statement “We should do everything we can to save animals which are in danger of disappearing from our planet”. Answers must be between 140 and 190 words, although students don’t seem to automatically lose marks for going a bit over or under this as long as they fully answer the question and don’t go off topic. Essay About. Students will be marked for gallipoli weir content, communicative achievement, organisation, and language. Content is for phobias basically what used to peter, be called task achievement, meaning properly answering the question. Treatments. Communicative achievement is successfully communicating ideas at the right level of formality.

Organisation means organising and linking together sentences and paragraphs, and gallipoli, language includes both level and treatments, accuracy of grammar and vocabulary. To at least pass this part of the peter, exam students must: - Think of one more subtopic to include in their answer before they start writing (in addition to the two which are given) - Decide before they start writing whether they are going to give their opinion in the introduction and then support it, or if they are only going to give their opinion at the end. - Organise their essay into at treatments for phobias least two main paragraphs plus an introduction and gallipoli weir, summary/ conclusion. - Include all three subtopics (the two given plus the rights, one they thought of) in their answer. - Support all their arguments. - Use a neutral or formal level of language.

- Leave at peter least a couple of minutes for final editing of spelling, punctuation, grammar, vocabulary, etc. - Finish in about 40 minutes, and no more than 45 minutes max, to leave enough time for Writing Part Two (which is an about equal length and has equal marks) - Underline important words in the question and its instructions, to gallipoli weir, make sure that they answer the question properly. - Use different kinds of support (reasons, examples, personal experience, other people’s experiences, things read or heard, logical arguments, generalisations, facts, etc) for each of their arguments. - Make sure that the things that they add to each opinion do actually support their arguments (meaning they aren’t just vaguely on essay cyberbullying the same topic, don’t actually support the opposite weir side of the argument, and aren’t just phrases they’ve learnt which don’t really link to what they are trying to of powers, prove) - Avoid repeating words, instead rephrasing or using referencing expressions (including in the final summary/ conclusion) - Make sure that the essay is neat enough to peter weir, be understood without needing to be read again (but see below for limits to how much they need to worry about about, this) - Start writing as soon as they can think of one reasonably suitable third subtopic (rather than wasting time brainstorming better options) - Be ambitious with the language that they use, showing the peter weir, examiner that they have a high language level and making up for their inevitable weaknesses in what is loss of innocence other areas such as accuracy. - Also add more ambitious language at the editing stage. Students should probably: - Choose to express and peter, support whatever opinion seems easier to write about, e.g. because it easily matches the essay about, subtopics given, rather than automatically deciding to write their real opinion. - Use as high a level of formality as they can, including things like avoiding contractions (“I am” rather than “I’m” etc), because more formal language will also be higher level language/ more ambitious language. - Show the strength or weakness of their opinions. - Use longer versions of basic phrases, e.g. using “I strongly believe” rather than “I believe” - Give some background to peter weir, the question by describing how it is important, interesting and/ or topical in the introduction (making sure that what they say is believable, not just a recycled phrase from a model answer) - Use rhetorical questions (unlike in some genuine academic writing) - Make up their own personal experiences etc to support their arguments (as long as they are believable) - Write their opposite production concept of their real opinion (if that is easier to support) - Do Writing Part Two first if they have a mental block with the gallipoli peter weir, Writing Part One essay, coming back to the first task later. - Use some slightly more informal but high level language such as phrasal verbs.

- Use Latin abbreviations such as “e.g.” and define, “etc” - Cross things off and use little arrows to insert missing words (rather than overusing their eraser, if they have an gallipoli peter erasable pen) - Add whole missing sentences to essay cyberbullying, the middle of the text, by putting the sentence in a box at gallipoli peter the top or bottom of the page and drawing a long arrow to show where it should go. - Skip Part One and do two tasks from treatments Part Two instead (they will only be credited for Part Two and so be limited to a failing 50% mark at best) - Use very informal language such as textspeak or Twitter abbreviations (“gr8” for peter weir “great”, “lol”, etc), exclamation marks, “”, words all in capitals, underlined words, or slang. - Try to look at both sides of each of the three subtopics (as there is neither the time nor space within the word limit) - Waste time brainstorming lots of treatments for phobias, ideas for the best third sub-topic. - Waste time brainstorming lots of support for their arguments before they start writing (unless perhaps they really can’t decide whether to look at both sides or just one side in their essay) - Use academic conventions which aren’t suitable for a school setting such as avoiding personal pronouns, using “The author”, and peter, giving academic references. - Make up things to support their arguments that are outside their own experience such as imaginary statistics, quotations or page numbers of books.

- Use multipurpose phrases like “This is a controversial topic nowadays” in all the essays that they write (as they will often not match the situation in the question and so will negative proof of their real language level) - Start paragraphs with multipurpose phrases like “Secondly” and “On the other hand” (rather than “The second argument for is” and “Turning to the arguments against”) - Leave editing Part One until they have written Part Two too (as they will almost certainly run out of time first) - Assume knowledge that the rights, examiner might not have (such as detailed knowledge of their hometown) - Waste time counting every word. - Include other arguments in weir their summary/ conclusion which they didn’t mention in the body of their essay. - Stick to rights, basic language in an attempt to make sure that they don’t make mistakes (ambitious language being at least as important) - Waste time editing the peter, essay down if they go over 190 words. - Use exactly the same words in their summary/ conclusion as in the body of the essay. - Use paragraph headings (as these will be used in Writing Part Two reports and Cambridge like students to define, show a distinction between the two writing genres, even if that doesn’t really match real life) Students don’t need to: - Produce incredibly neat work (because Cambridge and gallipoli, the examiners know how unrealistic a handwritten essay is nowadays) - Think of an interesting title (or indeed any title) - Worry about is loss of innocence, how clever their ideas are (as it doesn’t affect their marks one way or the peter, other) - Worry too much about British and American English (just not spelling the same word two different ways is probably enough at FCE) - Deal with the for phobias, subtopics in peter weir the same order as they are given on essay about the question sheet. - Necessarily look at both sides of the argument (if they have a strong opinion on one side or the gallipoli peter, other) The students have free choice whether they want to treatments for phobias, give their opinion in the introduction and then support that argument related to the three sub-topics or give both sides of the argument and then give their own opinion in the conclusion.

If students don’t think they can support their position related to gallipoli, all three topics and Practitioner Make It a, so want to weir, take the latter approach, they could give reasons for their conclusion related to two topics and Responsibilities Nurse Practitioner Make, give the other side related to peter, the other one. Alternatively, they could deal with all three topics in just two main paragraphs in the body, one for each side of the concept, argument. I would recommend that in the introduction students rephrase the question, give background to the topic etc, but most of the student answers provided by weir Cambridge just start by answering the question, so that seems to be acceptable. I also strongly recommend against one-sentence paragraphs, including in the final summary, but again this doesn’t seem to be a big issue with Cambridge so students could stop and move onto Job Essay the Part Two question if they have reached the word limit and are already over 40 minutes into the exam. If they do want another sentence it is fairly easy to add consequences of their conclusion such as “Because of this, governments/ families/ companies/ bosses should” Language that the students are likely to need in FCE essays includes phrases for different ways of supporting their opinions, giving weak and strong opinions, weak and gallipoli weir, strong agreeing and disagreeing, summarising, concluding, giving reasons, and looking at both sides (advantages and disadvantages, etc).

A review of linking phrases such as the difference between “In contrast” and “On the what, other hand” would also be useful. You could also teach language for peter giving the background behind a topic in the introduction (“Nowadays”, “Recently”, “Many people believe that”, etc). Lesson ideas for FCE Writing Part One essays. First lessons including FCE Writing Part One essay questions. Given the importance of this part of the Nurse Make Tough, exam and how it can be very useful to weir, get some idea of students’ strengths and weaknesses in writing right at Responsibilities of a Nurse Make It a Tough the beginning, I highly recommend bringing this topic into the very first lesson of the gallipoli peter, course and giving an essay task for Practitioner Make It a Tough the first homework.

Luckily, this is not too difficult given that the weir, questions are basically opinion questions. First lesson topics that are easily linked to students giving and supporting opinions include good ways of studying English, studying for Practitioner It a the exam, improving their skills in peter weir particular papers, or using class time. They could also give their opinions on what is loss of innocence the exam itself such as which the trickiest (looking) parts of the exam are and what they think about the 2015 changes. Opinions on peter language learning can be made amusing by giving them a mix of sensible and crazier ways of define of powers, improving their English, including things like “I think it’s a great idea to gallipoli, listen to English radio while you are asleep” and “In my opinion, you should describe everything that you are doing around the house in English as you are doing it”. This is even more fun if students have to choose the ideas at essay random and then support whatever opinion they are given. Gallipoli Peter Weir. If you give students statements starting with opinions language like “I really think the story task was the easiest”, after the speaking activity students can try to remember those phrases, then brainstorm similar ones for agreeing and disagreeing, supporting arguments, etc.

All the topics just mentioned follow on quite naturally from a needs analysis stage where students interview each other about their reasons for taking the test, their previous FCE studies, their previous English studies, their strengths and weaknesses etc. Essay About. Other Writing Part One-style topics that can lead on from a needs analysis stage include education and work in their country, and the position of English in modern life. Another way into discussion topics that are similar to the exam is through Speaking Part Four, although as these questions are fairly heavy you’d still need to start the class with something lighter such as asking each other needs analysis questions. Another possibility is to start with some kind of Speaking Part One (asking personal questions) game or activity, moving onto Writing Part One questions on the same topics like family and hometowns to discuss, plan one or more of, and write one of for gallipoli weir homework. This is more realistic than it may sound, because Writing Part One tasks tend to be on treatments fairly light topics like friendship, though you will want to peter weir, introduce heavier ones like “the environment” later in the course. Combining essay writing with Use of define division, English. The easiest way to combine other parts of the FCE exam with Writing Part One is for gallipoli peter weir students to do Use of English exercises that have been designed to test and expand their knowledge of useful language for the essay task.

For example, you can have multiple choice cloze tasks like “I _______________ think that is a good idea” with the options “strongly”, “surely”, “really” and negative vs positive, “very”, open cloze tasks like “To ____________ another example”, word formation tasks like “_____________, that argument has no merit at gallipoli weir all” with the key word “frank”, or key word sentence transformation tasks like “In my personal experience, this rarely works” with key word and Nurse It a Tough Job Essay, gapped sentence “_________________ it rarely works. FIND”. You can find many games that you can do with those Use of English tasks in gallipoli peter weir my articles on each part of that paper. Other classroom activities for FCE Writing Part One essays. There is concept virtually no limit to the number of possible classroom activities that could help with this task, but most of them fit into one of these categories: - Discussing/ analysing model answers. - Looking at gallipoli peter other students’ answers. - Brainstorming suitable language. - Other tasks with suitable language such as matching up cards to make nice long Writing Part One phrases.

- Giving and is loss of innocence, discussing tips on what they should and shouldn’t do before and peter, during the exam. - Writing FCE Writing Part One essay questions for other groups to discuss and essay about cyberbullying, maybe write answers to, probably with typical question stems and/ or topics to help them come up with ideas. - Competing to make suitable sentences more and more formal or longer and longer. - Students analysing different exam questions, for example to find the similarities and differences between them. - Discussing their opinions on the questions given (“. Do you agree?” etc), probably before they write about the same topic for homework. - Giving students tricky positions to support and/ or subtopics and asking them to come up with opinions that their partners can accept.

These can also be combined in one lesson. For example, students start by giving each other tips on Writing Part One with topic prompts like “introduction” and “planning”. Weir. They then identify the Responsibilities Nurse Make It a Tough, bad tips in a list that they are given, before brainstorming suitable language to do the good things, such as “I totally agree with this idea” for the tip “Show the strength or weakness of your opinions”. Perhaps after some hints such as phrases with mistakes, gapped phrases or key words, students compare their ideas for gallipoli peter weir useful phrases with the list prepared by the teacher. Correction tasks for FCE Writing Part One. FCE used to have an error correction task in the Use of English paper, but perhaps because of an emphasis on communication they have both done away with that and production concept example, put less and less emphasis on grammatical accuracy in the writing test.

Error correction tasks are still worthwhile though, as long as you see them as a way of presenting useful language for the exam as much as dealing with typical mistakes. You will also probably want to deal with errors other than grammatical ones such as collocations, functional language like agreeing, formality, punctuation, spelling, paragraphing, task achievement, and gallipoli peter weir, not really supporting your opinions. Possible classroom tasks with such typical errors are the treatments for phobias, same as with non-exam classes, including: - Students racing to find mistakes in sentences, paragraphs, or complete texts. - Students working in pairs to find out which version is correct when their two texts vary, without showing them to each other. - Students working out if phrases are wrong are wrong or just too informal, and then making the gallipoli weir, necessary changes.

Making FCE Writing Part One exam practice realistic and useful. There are probably at least as many possible lesson ideas for each of the categories of lesson activity above as there are for error correction, so I won’t attempt to make a complete list. Essay About Cyberbullying. However, sooner or later you will want to do proper exam practice, so that is worth special mention. I tend to set all timed writing for homework but with clear instructions (spoken and written on the sheet they should write their answers on) making sure they do so in near exam conditions. Near exam conditions mainly consists of gallipoli peter, not looking at define the question until they are ready to start a timed task, not using help like dictionaries and their notes from the class, stopping on exactly 40 minutes, and making sure that they have had as short final edit within that time.

I then allow them to do extra work with their help of their textbooks, model answers etc. Peter. However, I tell them to change colour pen, not use an eraser, write down what kinds of changes they made, and for phobias, tell me how much extra time they spent on gallipoli weir it. These two stages help them actually expand their language knowledge at essay about cyberbullying the same time as getting useful exam practice, as well as giving me loads of gallipoli weir, useful information about their present strengths and weaknesses. Written by Alex Case for UsingEnglish.com. Latest from example ' Teaching English ' Submit Your Article.

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By arming yourself with this important sales cycle information, you can quickly eliminate sales bottlenecks and give direction to your team on how they should invest their time. This sales performance metric reflects the overall efficiency of the sales division. Weir! Total costs include salaries, commissions, expenses for what your sales organization. Weir! Over time this metric can help you gauge the level of investment needed to treatments for phobias, reach a certain performance level. Gallipoli Peter! You will be able to tell how much of an investment it took your company to reach annual revenue. Measure your cost of sales to revenue ratio against the industry average to see how your levels of sales productivity stack up. According to Phocas, sales funnel leakage is a crucial metric to gauge as it indicates whether holes exist in your sales funnel. With the right measurement, you can also determine precisely where those holes are, what#8217;s causing them, and gain insights on how you might plug those leaks #8212; which aren#8217;t only leeching potentially valuable leads, but also revenue.

There are actually two key metrics that provide insight into Nurse Make It a Job Essay sales funnel leakage: lead response time (mentioned earlier in peter, this post) and rate of follow-up contact. Both of these metrics can point to the health and of powers, efficiency of your sales force. Businesses that respond promptly to leads are more likely to close deals, and persistence is, of course, crucial. Are your reps promptly reaching out to qualified leads? How often are they following up on leads? If there are significant time lapses between follow-ups and these leads are dropping out of the sales funnel before being deemed unqualified or not interested, you#8217;ve identified a prime opportunity to boost your sales figures by plugging this hole. Beyond metrics pertaining to outcomes, it#8217;s also critical to evaluate sales performance based on measurable actions.

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What#8217;s more, early indicators of a drop in employee satisfaction among your sales team can be preemptive indications of upcoming losses in revenue or declines in what, other metrics. As such, taking rapid action to boost morale can save your company from a numbers slump.

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When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to about, the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure.

They declined the proposition; and I was, in peter weir, my best judgment, driven to production example, the. alternative of either surrendering the Union, and with it the gallipoli peter weir, Constitution, or of laying strong hand upon the colored element. I chose the. latter. Rights Rights? In choosing it, I hoped for gallipoli weir, greater gain than loss; but of this I was not entirely confident Read the following lines from the passage: I am naturally anti-slavery. If slavery is not wrong nothing is wrong.

I cannot remember when I did not so think and feel; and yet I have. never understood that the Presidency conferred upon me an unrestricted right to treatments, act officially in this judgment and feeling. Which comes closest to capturing Lincolns true meaning in this passage? (4 points) I believe in abolishing slavery, but I know the majority of the people do not support it. I do not believe in forcing my beliefs on the people just because I am the peter weir, president. I do not believe that the presidency gives me the authority to abolish slavery. Those who support abolishing slavery should look to another government authority. Letter to a Citizen of Kentucky, an excerpt. Executive Mansion, Washington, A. G. Hodges, Esq., Frankfort, Ky.

You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and.

yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It. was in Practitioner It a Job Essay, the oath I took that I would to the best of my ability preserve, protect and gallipoli peter, defend the Constitution of the United States. I could. not take the vs positive rights, office without taking the gallipoli weir, oath. Nor was it in my view that I might take the oath to concept, get power, and gallipoli peter weir, break the oath in using.

I understood, too, that in ordinary civil administration this oath even forbade me to division, practically indulge my primary abstract. judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and gallipoli weir, I aver that, to this day I have. done no official act in for phobias, mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of my ability imposed upon peter me the duty of preserving, by every indispensable means, that government, that. nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely.

given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to division, the preservation. of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. Gallipoli? I could not feel that. to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an.

indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. Treatments? When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and gallipoli peter weir, May and July, 1862, I made earnest and successive. appeals to negative vs positive rights, the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the gallipoli peter, blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the. alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the. latter.

In choosing it, I hoped for greater gain than loss; but of about, this I was not entirely confident Which is the best restatement of the following sentence? Right or wrong, I assumed this ground, and now avow it. (4 points) I assumed I would make the right decision. I have not yet made the right decision. I made my decision and stand by it. My decision may be right or wrong. Letter to a Citizen of Kentucky, an excerpt.

Executive Mansion, Washington, A. Peter? G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and. yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in division, this judgment and feeling.

It. was in the oath I took that I would to the best of my ability preserve, protect and gallipoli peter weir, defend the concept example, Constitution of the United States. Gallipoli Peter? I could. not take the office without taking the Responsibilities Nurse Practitioner Make It a, oath. Gallipoli Peter Weir? Nor was it in vs positive, my view that I might take the oath to get power, and break the oath in using. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract. judgment on the moral question of slavery. I had publicly declared this many times and in peter weir, many ways; and I aver that, to production, this day I have.

done no official act in weir, mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of treatments for phobias, my ability imposed upon gallipoli peter weir me the duty of preserving, by every indispensable means, that government, that. nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and rights, limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely. given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation. of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it.

I could not feel that. to the best of my ability I had even tried to peter, preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity.

When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the essay about, indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure. They declined the weir, proposition; and I was, in my best judgment, driven to the. alternative of either surrendering the rights, Union, and with it the Constitution, or of peter, laying strong hand upon the colored element. Define Division? I chose the.

latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident Lincolns decision to arm black soldiers occurred at what point? (4 points) As soon as he realized military emancipation would not work. As soon as he was convinced that Northern generals would agree. Only once he was convinced it was necessary to save the Union.

Only once he was convinced that Southerners would abolish slavery. Letter to a Citizen of Kentucky, an peter excerpt. Executive Mansion, Washington, A. What Of Innocence? G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon. It was about as follows: I am naturally anti-slavery.

If slavery is not wrong nothing is gallipoli weir wrong. I cannot remember when I did not so think and feel; and. yet I have never understood that the define of powers, Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It. was in the oath I took that I would to gallipoli, the best of production example, my ability preserve, protect and defend the Constitution of the gallipoli weir, United States. Example? I could. not take the office without taking the oath.

Nor was it in my view that I might take the oath to get power, and peter, break the oath in using. I understood, too, that in negative rights vs positive rights, ordinary civil administration this oath even forbade me to practically indulge my primary abstract. judgment on the moral question of slavery. Peter Weir? I had publicly declared this many times and in many ways; and I aver that, to production concept, this day I have. done no official act in mere deference to my abstract judgment and gallipoli weir, feeling on slavery.

I did understand, however, that my oath to preserve. the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that. nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely. given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation. of the concept example, Constitution through the gallipoli peter weir, preservation of the what of innocence, nation.

Right or wrong, I assumed this ground, and now avow it. I could not feel that. to the best of my ability I had even tried to gallipoli, preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of what is loss of innocence, government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity.

When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an gallipoli peter weir indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the example, indispensable necessity had come. When, in March and May and gallipoli peter weir, July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure. They declined the essay cyberbullying, proposition; and I was, in my best judgment, driven to the. alternative of either surrendering the Union, and with it the gallipoli weir, Constitution, or of treatments for phobias, laying strong hand upon the colored element. I chose the.

latter. In choosing it, I hoped for greater gain than loss; but of peter, this I was not entirely confident In this document, President Lincoln is trying to (4 points) sound conversational and friendly. formally explain something important. make an acquaintance become an enemy. start a secondary war. Letter to a Citizen of Kentucky, an excerpt. Executive Mansion, Washington,

A. G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and. yet I have never understood that the Presidency conferred upon me an what is loss of innocence unrestricted right to act officially in this judgment and feeling. It.

was in the oath I took that I would to the best of my ability preserve, protect and defend the gallipoli weir, Constitution of the United States. I could. not take the Practitioner Tough, office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the gallipoli peter, oath in using. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract.

judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have. done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of rights, my ability imposed upon me the duty of preserving, by gallipoli every indispensable means, that government, that. nation, of which that Constitution was the organic law. Was it possible to lose the essay cyberbullying, nation, and yet preserve the Constitution?

By general law, life and weir, limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely. given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to essay about cyberbullying, the preservation. of the Constitution through the weir, preservation of the nation. Negative Rights? Right or wrong, I assumed this ground, and now avow it. Gallipoli Peter? I could not feel that. to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether.

When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an example indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure. They declined the proposition; and gallipoli weir, I was, in my best judgment, driven to rights vs positive rights, the. alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the.

latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident In the peter weir, sentence in bold, President Lincoln states that saving slavery would likely lead to something else. Division? What would it lead to? (4. Increased government control.

Upholding essential Constitutional elements. The destruction of the government. A new form of capitalism. Letter to gallipoli peter, a Citizen of Kentucky, an excerpt. Executive Mansion, Washington, A. G. Hodges, Esq., Frankfort, Ky. You ask me to put in define division of powers, writing the substance of peter weir, what I verbally stated the rights vs positive, other day, in your presence, to Governor Bramlette and. Senator Dixon.

It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and. yet I have never understood that the Presidency conferred upon me an unrestricted right to gallipoli weir, act officially in this judgment and feeling. It.

was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could. not take the office without taking the Responsibilities Practitioner It a, oath. Nor was it in my view that I might take the oath to peter weir, get power, and break the oath in using. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract. judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have. done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of of a Make It a Tough, my ability imposed upon me the duty of preserving, by every indispensable means, that government, that. nation, of which that Constitution was the organic law.

Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely. given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by gallipoli peter weir becoming indispensable to the preservation. of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that. to the best of my ability I had even tried to preserve the is loss of innocence, Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity.

When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the gallipoli, indispensable necessity had come. When, in March and Responsibilities of a Nurse Practitioner, May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure.

They declined the proposition; and I was, in my best judgment, driven to the. alternative of either surrendering the gallipoli weir, Union, and with it the Constitution, or of division, laying strong hand upon the colored element. I chose the. latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident In a paragraph of three to five sentences, summarize President Lincolns meaning in the paragraph in bold. Use proper spelling and. grammar. (5 points) The Emancipation Proclamation, excerpt. BY THE PRESIDENT OF THE UNITED STATES OF AMERICA. A PROCLAMATION.

I, ABRAHAM LINCOLN, President of the United States of America, and gallipoli peter, Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and. declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation. between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or. That on the first day of January in concept example, the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the people whereof shall then be in rebellion against gallipoli peter weir, the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and essay about, will do no act or acts to gallipoli peter weir, repress such persons, or any of them, in any. efforts they may make for their actual freedom. That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and part of States, if any, in. which the people thereof respectively, shall then be in rebellion against the United States; and treatments for phobias, the fact that any State, or the weir, people.

thereof shall, on is loss, that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of gallipoli, strong countervailing. testimony, be deemedconclusive evidence that such State and the people thereof, are not then in rebellion against the United States. Use context to determine the meaning of the word in define of powers, bold. (4 points) The Emancipation Proclamation, excerpt. BY THE PRESIDENT OF THE UNITED STATES OF AMERICA. Weir? A PROCLAMATION. I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Army and negative rights rights, Navy thereof, do hereby proclaim and.

declare that hereafter, as heretofore, the gallipoli, war will be prosecuted for example, the object of practically restoring the constitutional relation. between the gallipoli peter, United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or. That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to. the free acceptance or rejection of all slave States, so called, the people whereof may not then be in rebellion against the United States. and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery. within their respective limits; and that the effort to colonize persons of African descent, with their consent, upon this continent, or. elsewhere, with the previously obtained consent of the Governments existing there, will be continued. That on the first day of January in the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and negative, maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any. efforts they may make for their actual freedom.

That the peter, executive will, on the first day of about, January aforesaid, by proclamation, designate the States, and part of States, if any, in. which the people thereof respectively, shall then be in rebellion against the United States; and the fact that any State, or the people. thereof shall, on gallipoli peter, that day be, in vs positive rights, good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the peter weir, qualified voters of is loss of innocence, such State shall have participated, shall, in the absence of strong countervailing. testimony, be deemed conclusive evidence that such State and the people thereof, are not then in peter weir, rebellion against the United States. That attention is hereby called to an Act of Congress entitled An Act to is loss, make an additional Article of War approved March 13, 1862, and. which act is in the words and gallipoli peter weir, figure following: Be it enacted by the Senate and concept example, House of Representatives of the United States of America in Congress assembled, That hereafter the. following shall be promulgated as an additional article of war for the government of the gallipoli peter, army of the United States, and shall be obeyed. and observed as such: Article -. All officers or persons in the military or naval service of the United States are prohibited from employing any of the is loss of innocence, forces. under their respective commands for the purpose of returning fugitives from peter weir, service or labor, who may have escaped from any persons to.

whom such service or labor is claimed to be due, and essay, any officer who shall be found guilty by a court-martial of violating this article. shall be dismissed from the service. SEC. 2. And be it further enacted, That this act shall take effect from and after its passage. What is Lincolns purpose in writing this document? (4 points) To explain the moral reasons for abolishing slavery. To outline the practical effects of abolishing slavery. To force Congress to convene to peter, abolish slavery. To force Congress to treatments, convene to end the Civil War. The Emancipation Proclamation, excerpt. BY THE PRESIDENT OF THE UNITED STATES OF AMERICA.

A PROCLAMATION. I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and. declare that hereafter, as heretofore, the war will be prosecuted for gallipoli weir, the object of practically restoring the constitutional relation. between the United States, and production, each of the States, and peter weir, the people thereof, in which States that relation is, or may be, suspended or. That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to. the free acceptance or rejection of all slave States, so called, the people whereof may not then be in about, rebellion against the United States. and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery. within their respective limits; and that the effort to colonize persons of African descent, with their consent, upon this continent, or. elsewhere, with the previously obtained consent of the Governments existing there, will be continued.

That on the first day of January in the year of peter weir, our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any. efforts they may make for their actual freedom. That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and part of States, if any, in. which the people thereof respectively, shall then be in rebellion against the United States; and the fact that any State, or the people. thereof shall, on that day be, in good faith represented in negative rights rights, the Congress of the United States, by gallipoli peter weir members chosen thereto, at elections. wherein a majority of the cyberbullying, qualified voters of such State shall have participated, shall, in the absence of peter, strong countervailing. testimony, be deemed conclusive evidence that such State and the people thereof, are not then in rebellion against the United States. That attention is hereby called to an Act of Congress entitled An Act to essay about, make an additional Article of War approved March 13, 1862, and. which act is in the words and figure following: Be it enacted by gallipoli weir the Senate and House of Representatives of the United States of America in Congress assembled, That hereafter the. following shall be promulgated as an additional article of war for the government of the army of the United States, and shall be obeyed.

and observed as such: Article -. All officers or persons in the military or naval service of the United States are prohibited from employing any of the production, forces. under their respective commands for the purpose of gallipoli weir, returning fugitives from service or labor, who may have escaped from division, any persons to. whom such service or labor is claimed to be due, and weir, any officer who shall be found guilty by a court-martial of violating this article. shall be dismissed from the service. SEC.

2. And be it further enacted, That this act shall take effect from and after its passage. Read the passage below: All officers or persons in the military or naval service of the United States are prohibited from employing any of the forces under their. respective commands for the purpose of returning fugitives from service or labor, who may have escaped from define division of powers, any persons to whom such. service or labor is claimed to be due, and any officer who shall be found guilty by a court-martial of violating this article shall be. dismissed from the service. Which sentence below comes closest to capturing the meaning of this passage? (4 points) All members of the peter weir, military have a duty to return freed slaves to their former owners. Any member of the military caught returning slaves to former owners will be dismissed. Former owners attempting to stop freed slaves from leaving will be court-martialed. Freed slaves attempting to join the of powers, military will be immediately court-martialed. The Emancipation Proclamation, excerpt.

BY THE PRESIDENT OF THE UNITED STATES OF AMERICA. A PROCLAMATION. I, ABRAHAM LINCOLN, President of the United States of peter weir, America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and. declare that hereafter, as heretofore, the war will be prosecuted for the object of essay cyberbullying, practically restoring the constitutional relation. between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or.

That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to. the free acceptance or rejection of all slave States, so called, the gallipoli peter, people whereof may not then be in production, rebellion against weir, the United States. and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of for phobias, slavery. within their respective limits; and that the effort to colonize persons of gallipoli, African descent, with their consent, upon this continent, or. elsewhere, with the previously obtained consent of the Governments existing there, will be continued.

That on the first day of January in the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and treatments for phobias, will do no act or acts to repress such persons, or any of them, in any. efforts they may make for gallipoli, their actual freedom. That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and about, part of States, if any, in. which the people thereof respectively, shall then be in rebellion against the United States; and peter, the fact that any State, or the people. thereof shall, on that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing. testimony, be deemed conclusive evidence that such State and division, the people thereof, are not then in rebellion against the United States. That attention is peter weir hereby called to essay about, an Act of Congress entitled An Act to make an additional Article of War approved March 13, 1862, and. which act is in the words and figure following: Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That hereafter the. following shall be promulgated as an additional article of war for the government of the army of the United States, and shall be obeyed.

and observed as such: Article -. All officers or persons in the military or naval service of the United States are prohibited from employing any of the forces. under their respective commands for the purpose of gallipoli, returning fugitives from negative vs positive rights, service or labor, who may have escaped from gallipoli peter, any persons to. whom such service or labor is claimed to be due, and any officer who shall be found guilty by a court-martial of violating this article. shall be dismissed from the service. SEC.

2. And be it further enacted, That this act shall take effect from and after its passage. What is the reasoning behind Lincolns referring to the South as the rebellion? Why does he continually use this term? Be sure to use evidence from the text to support your answer. (5 points) Read this sentence from Abraham Lincolns Second Inaugural Address: . . . Production Concept Example? let us strive on to finish the work we are in; to bind up the nations wounds; to gallipoli weir, care for him who shall have borne the battle, and. for his widow, and his orphan to is loss, do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all. What does the phrase bind up the nations wounds mean? (4 points)

Read this sentence from Abraham Lincolns Second Inaugural Address: . . . Peter Weir? let us strive on to finish the work we are in; to bind up the nations wounds; to care for him who shall have borne the battle, and. for his widow, and his orphan to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all. What does the word cherish mean as used in this sentence? (4 points) Read this sentence from Abraham Lincolns Second Inaugural Address: Yet, if God wills that it continue until all the wealth piled by the bondsmans two hundred and fifty years of unrequited toil shall be. sunk, and until every drop of blood drawn with the lash shall be paid by of innocence another drawn with the sword, as was said three thousand years. ago, so still it must be said the judgments of the Lord are true and righteous altogether. Which of the following best explains the effect of the phrase until every drop of blood drawn with the lash shall be paid by another drawn.

with the sword? (4 points) It creates a sense of honored fairness. It creates a sense of sorrow and gallipoli weir, grief. It suggests a feeling of suffering and pain. It suggests a much-deserved justice.

Read this sentence from Abraham Lincolns Second Inaugural Address: It may seem strange that any men should dare to ask a just Gods assistance in wringing their bread from the sweat of other mens faces; but let us judge not that we be not judged. Which of the define, following best describes the gallipoli, effect of the word wringing in production example, this sentence? (4 points)