1 I fell in love with the minister’s son the winter I turned fourteen. He was not Chinese, but as white as Mary
in the manger. For Christmas I prayed for this blond haired boy, Robert, and a slim new American nose.
2 When I found out that my parents had invited the minister’s family over for Christmas Eve dinner, I cried.
What would Robert think of our shabby Chinese Christmas? What would he think of our noisy Chinese
relatives who lacked proper American manners? What terrible disappointment would he feel upon seeing
not a roasted turkey and sweet potatoes but Chinese food?
3 On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling
black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A
slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like
stacked wedges of rubbery white sponges. A bowl soaking dried fungus back to life. A plate of squid, their
backs crisscrossed with knife markings so they resembled bicycle tires.
4 And then they arrived — the minister’s family and all my relatives in a clamor of doorbells and rumpled
Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.
5 Dinner threw me deeper into despair. My relatives licked the ends of their chopsticks and reached across
the table, dipping them into the dozen or so plates of food. Robert and his family waited patiently for
platters to be passed to them. My relatives murmured with pleasure when my mother brought out the
whole steamed fish. Robert grimaced. Then my father poked his chopsticks just below the fish eye and
plucked out the soft meat.
6 “Amy, your favorite,” he said, offering me the tender fish cheek. I wanted to disappear.
7 At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking.
“It’s a polite Chinese custom to show you are satisfied,” explained my father to our astonished guests.
Robert was looking down at his plate with a reddened face. The minister managed to muster up a quiet
burp. I was stunned into silence for the rest of the night.
8 After everyone had gone, my mother said to me, “You want to be the same as American girls on the
outside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside you must always1. Part A: What point of view or position is paragraph 1-9 written? (R.1.3)

Here's a simple grammar for a language that meets the criteria described:

Non-terminal symbols:

S: Represents the starting symbol or the entire sentence.

A: Represents one or more 'a's at the beginning of the sentence.

B: Represents one or more 'b's in the middle of the sentence.

C: Represents one or more 'c's at the end of the sentence.

Terminal symbols:

'a': Represents the letter 'a'.

'b': Represents the letter 'b'.

'c': Represents the letter 'c'.

Production rules:

S -> ε (empty string)

S -> A B C

A -> 'a' A

A -> 'a'

B -> 'b' B

B -> 'b'

C -> 'c' C

C -> 'c'

Note: In this grammar, ε represents an empty string or no symbols, and the '|' symbol denotes "or". The production rules indicate that a sentence can be formed by starting with one or more 'a's (A), followed by one or more 'b's (B), and ending with one or more 'c's (C). The non-terminal symbol S represents the entire sentence, and the non-terminal symbols A, B, and C represent the different parts of the sentence as described.

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Answer: here's the correct phrase: "Alex's friends chose an expensive hotel, but Alex wanted to stay within his budget, so he decided to stay in a cheaper"

Explanation:

We use "so" as a subordinating conjunction to introduce clauses of result or decision

Generasi muda memainkan peranan penting dalam mempromosikan permainan tradisional di Malaysia. Mereka boleh menggunakan pelbagai cara untuk mempromosikan permainan tradisional ini.

Pertama, generasi muda boleh menggunakan media sosial untuk mempromosikan permainan tradisional. Mereka boleh

including your beliefs about the purpose of education, the role of the teacher, and the role of the student.

My personal philosophy of education is that education should be a collaborative effort between the teacher, student, and family. The purpose of education is to provide students with the knowledge and skills they need to be successful in life. The role of the teacher is to provide guidance and support to the student, while also challenging them to reach their full potential. The role of the student is to

including your beliefs about the purpose of education, the role of the teacher, and the role of the student.

My personal philosophy of education is that education should be a collaborative effort between the teacher, student, and family. The purpose of education is to provide students with the knowledge and skills they need to be successful in life. The role of the teacher is to provide guidance and support to the student, while also challenging them to reach their full potential. The role of the student is to

The Florida Deaf Art Show "gives hearing patrons a rare glimpse into Deaf culture" (option B).

The Florida Deaf Art Show is an important event in which deaf artists can show their artwork, while also conveying the deaf culture and identity. This event is attended by the deaf community but also by hearing people.

Due to this, the show allows hearing people to better understand the Deaf culture and it creates a bridge between these two communities as deaf people are often misunderstood.

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Challenges:

1. Language Barriers: Different cultures often have different languages, which can make communication difficult.

2. Different Values: Different cultures have different values and beliefs, which can lead to misunderstandings and disagreements.

3. Different Social Norms: Different cultures have different social norms, which can lead to confusion and awkwardness.

Benefits:

1. Increased Understanding: Building relationships with people from different cultures can help to increase understanding and

Answer:

Explanation:

community members should be aware that this environment has been long time

Italian sentences can be completed grammatically correct as follows:

It is essential that the student dedicates himself to developing his writing, speaking, reading and listening skills through activities that help in this purpose. Some activities that can help are reading books, listening to music and watching movies in the language.

Therefore, in addition to constant studies, Italian can be learned through activities such as the one in question, which help in the knowledge of vocabulary, such as grammar, verb agreement, conjugation, etc.

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Tengo una fascinante clase de español. En la amplia sala de clase hay una alta ventana que deja entrar la brillante luz del sol. También hay un colorido mapa y interesantes carteles en la pared. Mi talentosa profesora es una mujer apasionada por enseñar. Hay entusiastas estudiantes en la dinámica clase. Utilizamos un útil libro para la clase y también realizamos divertidas actividades en equipo. Además, en la desafiante clase hay frecuentes exámenes que nos mantienen alerta.

In the original paragraph, the sentences are simple and straightforward, which may not be very engaging or interesting to the reader. By adding adjectives to each sentence, we can make the paragraph more descriptive and engaging for the reader.

For example, we added "fascinante" to describe the class, "alta" and "brillante" to describe the window, "colorido" and "interesantes" to describe the map and posters, "talentosa" and "apasionada por enseñar" to describe the teacher, "entusiastas" to describe the students, "útil" and "divertidas" to describe the book and activities, and "desafiante" and "frecuentes" to describe the exams.

The adjectives used in the paragraph help to provide a more detailed description of the classroom, the people in it, and the activities that take place. By using different types of adjectives, such as descriptive, evaluative, and emotive adjectives, we can create a more engaging and interesting paragraph.

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Handshapes paired with specific movements to show the property and motion of fire, water, and air are called A) elemental classifiers.

In American Sign Language (ASL), classifiers are handshapes that are used to represent and describe objects, actions, or concepts. They are an important part of ASL grammar and are used to convey meaning visually.

Elemental classifiers, as the name suggests, are used to represent elements such as fire, water, and air. These classifiers are paired with specific movements or motions that mimic the properties or motions of the element being described.

Elemental classifiers are used in ASL to communicate about the properties, characteristics, and motions of fire, water, air, and other elements. They enable ASL users to describe and convey complex concepts related to these elements in a visual and expressive manner, enhancing the richness and depth of ASL storytelling, conversations, and communication.

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Answer:

elemental classifiers

Explanation: