The correct answer and central theme in Emily Brontë's "Wuthering Heights" (1847) is. Revenge.
A person who is having problems with their body turning food they eat into nutrients for energy and growth is having problems with its digestive system.
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What is a digestive system?</h3>
Digestive system is that system that digest the food that we eat. The food is digested, and the nutrients are absorbed by the blood and the waste material is reached the excretory organs of the body.
If the digestive system is having problems, then the body does not absorb nutrients for growth.
Thus, the correct term is digestive system.
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Answer:
A. Language should not change over time, but remain consistent for ease of communication information to others
Explanation:
This is the counterargument in the article. This is because, language which has been as old as man should not change overtime. For example, use of emoticons most times confuse an individual who is communicating with another person due to lack of understanding of those emoticons.
Each stanza develops the speaker's thoughts on death and beauty, moving from an acknowledgment that life is temporary to her plea that beauty save the moment by wounding her.
- Sara Teasdale's "Blue Squills" begins conventionally enough. The speaker describes the white flowers that cover the cherry tree in the first two stanzas and refers to blue squills, which are also flowers, in the third.
- She claims that there were millions of Aprils before she was born and had the opportunity to appreciate their beauty, and that there will be many more after she is gone.
- This was a sentiment that had been expressed many times before and would be expressed many times after her death.
Thus the correct answer is Option B.
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The complete question is mentioned below:
Which answer BEST describes the way the stanza structure of "Blue Squills" reflects and reinforces its meaning?
a. Each stanza describes a different aspect of April, moving from the whiteness of the cherry bough and the blue of the flower (stanza 1) to their flames (stanza 2) to the pain that Spring causes her (stanzas 3 and
b. Each stanza develops the speaker's thoughts on death and beauty, moving from an acknowledgment that life is temporary (stanzas 1 and 2) to her plea that beauty save the moment by wounding her (stanzas 3 and 4).
c. Each stanza develops the speaker's thoughts on death and beauty, moving from her thoughts about the past (stanza 1) to her thoughts about the future (stanza 2) to her preoccupations in the present (stanzas 3 and 4).
d. Each stanza describes a different aspect of the tree and the flower, moving from the whiteness of the cherry bough (stanza 1) to the blue flame of the flower (stanza 2) to the shaking and shimmering of both (stanzas 3 and 4).
