Which detail from the passage supports the idea that the thickness of lava affects its movement?

How do the authors develop their claim about the effectiveness of restorative justice through examples involving apartheid and the rwandan genocide? cite evidence from the text in your response.

Questionlect the correct text in the passageshich sentence is a compound sentence? time is not always change. time can also mean continuity, and it can mean keeping acknowledged truths in mind despite differencescircumstances. there is no better example of this in things fall apart than the retellings of the proverb about the bird named eneke.in both retellings is almost identical despite the length of time that has passed between their repetitions. in comparing the usages of thproverb, achebe allows his readers to note the similarities and differences between the situations, and he them understand howbe applied to their own lives.submit

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?