9. read the passage from “a gold slipper” by willa cather the gold slipper an elderly man, with very marked features and iron-grey hair, sat in the fifth row of the stalls, on the right-hand aisle. he was a bony man, and the people behind him noticed him and thought he looked strong. he had heard bonanni in her best days and many great lyric sopranos from patti to melba, and he was thinking that none of them had sung the mad scene better than cordova, who had only been on the stage two years, and was now in new york for the first time. cordova herself was altogether intent on what she was doing and was not thinking of her friends, of lushington, or logotheti, nor of the bony man in the stalls; certainly not of society, though it was richly represented by diamonds in the subscriber's tier. which point of view is used in the passage? first-person omniscient third-person limited third-person

It is an omniscient third person point of view.

Explanation:

In the passage provided, we see the unknown narrator telling us about the situation and the characters. Even though there is no direct association of the narrator with the characters in the story, he seems to know what the characters are feeling, even their innermost thoughts and unspoken feelings. This form of narration where the narrator or speaker is capable of knowing the inside nature and emotions of the characters is a form of third person omniscient narration. There is no relation or association of the speaker and the characters but he knows the feelings of all the characters and makes the storytelling more in depth and meaningful for the readers.

which of the following was specifically permitted by the emancipation proclamation?

free african americans were allowed to fight for the confederacy.

free african americans were allowed to enlist in the union army and navy.

enslaved people in border states were allowed to move to the north.

enslaved people in border states were allowed to become confederate citizens. gfrt   jytku6 wqte t5r

answer: it is true that students often work and do household chores, but managing homework in addition to other responsibilities students learn to organize their time efficiently and prioritize their studies.

the first argument attacks those who disagree, asking them to be "realistic" and "accept facts." this is not conducive to healthy debate and disagreement. the second one only takes into account a section of the student population, and ignores the other one. finally, the third option offers only anecdotal evidence. it is only the last option that provides a well-constructed argument in a persuasive way.