How are the two passages different? A. In "Playing Robinson Crusoe," the narrator's mother participates in the game, while in "The Game," the narrator's mother scolds him for playing and breaking things. B. In "Playing Robinson Crusoe," the narrator actually travels to an island, while in "The Game," the narrator is only pretending to be on an island. C. In "Playing Robinson Crusoe," the narrator uses his pets as his companions, while in "The Game," the narrator pretends his pets are beasts that block his way. D. In "Playing Robinson Crusoe," the narrator pretends to rescue Robinson Crusoe, while in "The Game" the narrator pretends to capture Robinson Crusoe

She shows evidence from the moon landing to highlight the result of the hard work. Option B is the correct option.

The author of the text employs a range of text characteristics to assist readers in comprehending the complexities of the Apollo 11 mission and the significance of the achievement. Vivid and descriptive language to elicit an emotional response, graphs and diagrams to illustrate data points, and images to bring the mission to life are among these qualities.

Furthermore, the author includes quotes from mission participants as well as historical facts and figures to provide a comprehensive understanding of the mission and its success. By integrating all of these literary qualities, the author is able to successfully express the scale of the achievement, as well as the hard work and dedication of the 400,000 people who contributed to the mission's success.

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In Mockingjay, Katniss and Gale's views on war differ significantly, leading to a turning point in their relationship. Katniss values the sanctity of human life and is primarily focused on the protection of her loved ones.

She is hesitant to use violence unless it is necessary for survival. For example, Katniss opposes the bombing plan that would kill many innocent Capitol citizens, highlighting her reluctance to cause unnecessary harm.

On the other hand, Gale is more willing to use extreme measures to achieve their goals, believing that the ends justify the means. He supports the idea of inflicting mass casualties on the enemy, as seen when he helps design the bombing strategy.

This difference in their opinions on war creates tension and ultimately drives them apart, as Katniss cannot condone Gale's willingness to accept such casualties, including the death of her sister Prim.

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We can see here that Gandhi describes the reason he views British rule in India as a "curse" in this letter to Viceroy Lord Irwin. He also reveals his plans to start civil disobedience by breaking the salt laws.

Indian independence campaigner Mahatma Gandhi is widely known for his nonviolent resistance stance. He was a prominent member of the Indian National Congress and an important figure in the fight for India's freedom from British colonial authority.

Gandhi is also renowned for his support of peaceful civil disobedience as a strategy for enacting political change and for his advocacy of intergroup harmony and tolerance.

We can see that Gandhi's letters to Lord Viceroy was in order for him to  break the salt laws through civil disobedience.

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In Victorian literature, the authors sought to address the problems that plagued the society at the time. One story could explore the lack of social mobility and the strict social code.

In this story, an orphan girl is born into poverty, and experiences great hardship. Despite this, she is determined to educate herself and rises to become a teacher. She is also blessed with beauty and intelligence, which catches the attention of a wealthy man.

They fall in love, but their different social standings make it difficult for them to be together. Despite the odds, the couple is determined to be with each other and go against society, eventually living happily ever after. This story captures the plight of the lower class and provides a lesson on the power of love and determination, while also showing the importance of social mobility in the Victorian era.

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The appropriate way to rewrite the sentences "the flick was gr8. u’ll <3" for a formal movie review is by using: "The film was a masterpiece that you will truly enjoy." The correct option is D.

This option provides a clear, accurate, and professional evaluation of the movie, using proper grammar and terminology suitable for a formal review. It maintains a positive tone while conveying the enjoyment that the audience may experience.

In contrast, options A, B, and C lack the formality and professionalism required for a formal review, with informal language and unclear evaluations. Remember to keep your language and tone consistent when writing a formal movie review. The correct option is D

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Complete question:

Read the sentences below. ""the flick was gr8. u’ll <3>

how should you rewrite these sentences for a formal movie review?

a.  ""the flick was great. you’ll love it.""

b. ""the movie was okay. you might like it.""

c. ""the movie was something that you might enjoy.""

d. ""the film was a masterpiece that you will truly enjoy.""

Oshi, the principal in question, is failing to meet the ethical challenge of consistency in leadership.

As a leader, it is important to treat everyone equally and hold everyone accountable for their actions. When Oshi allows his past teacher friends to break rules without any consequences while fining others who do the same, he is demonstrating favoritism and being inconsistent in his approach to discipline.

Consistency is crucial in leadership because it helps to establish trust and credibility among followers. When leaders are consistent in their actions, they create a sense of fairness and equality that fosters a positive work environment and promotes teamwork. Inconsistent leadership, on the other hand, creates an atmosphere of confusion and uncertainty, leading to resentment and mistrust.

To be an effective leader, one must be consistent in their actions and decisions, regardless of their personal relationships or biases. Oshi needs to recognize his ethical responsibilities as a leader and ensure that he treats everyone equally and holds everyone accountable for their actions.

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In the poem "Money" by Reginald Gibbons, the speaker is an unnamed individual who appears to be experiencing a mixture of awe, wonder, and distress while contemplating the power and influence of money in society.

By using this speaker, Gibbons achieves a relatable and thought-provoking effect, as the speaker's perspective encourages readers to reflect on their own relationship with money and its implications on a broader scale.

The speaker's observations and emotions regarding money provide an opportunity for readers to empathize and connect with the feelings expressed. Through this connection, Gibbons effectively prompts readers to question the significance and impact of money in their own lives and the world at large.

The speaker's exploration of the subject matter allows for an insightful and engaging examination of the complexities surrounding money and its often contradictory nature. In summary, the speaker in "Money" by Reginald Gibbons serves as a relatable and thought-provoking conduit for examining the influence and power of money in our society.

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The statement that is not true is " humans have an innate preference for spicy and sour foods."  The correct answer is option b.

While humans have innate preferences for certain tastes, such as sweetness and saltiness, there is no innate preference for spicy or sour foods.

Research has shown that food preferences are influenced by a combination of biological, cultural, and environmental factors. Cultural and societal factors play a significant role in shaping food preferences, as people are exposed to different cuisines and flavor profiles from a young age.

On the other hand, stress, parental behaviors, and social situations have been shown to impact hunger and eating behaviors. For example, stress can lead to emotional eating, while parental modeling of healthy eating habits can influence children's food choices.

Social situations, such as eating with others or being offered food, can also influence eating behaviors. Understanding these factors can help individuals make informed decisions about their eating habits and overall health.

The correct answer is option b.

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Answer:

True. Children typically develop receptive language skills, which involve understanding and processing language, before developing expressive language skills, which involve producing language. Receptive language development begins at birth, as infants start to recognize the sounds of their native language and respond to simple verbal cues. They gradually develop the ability to understand more complex language, including grammar and syntax. Expressive language development usually begins around 12 months of age, when children start to produce their first words and then gradually progress to using more complex sentences and vocabulary.

Explanation:

When someone needs to be cheered up, they generally want to be cheered up by someone close to them, such as a friend, family member, or significant other who knows them well and can respond properly to their mood.

A person's mood is significantly impacted by the dynamics of their family. A caring and supporting family may improve one's mood and offer a sense of security, but a dysfunctional family can cause negative emotions such as worry, tension, and sadness. Family bonds and connections are important in forming one's emotional well-being, and a stable family structure may create a sense of belonging and satisfaction. Individuals must feel linked to their family in order to keep a positive state of mind.

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Answer:

At first, I was about to say that this is a difficult question but never mind. If I was in a bad mood I would want to be cheered up. Because no one likes to be in a bad mood, I know when I get in a bad mood it puts other people in a mad mood. Like a virus, it just keeps passing on to the next person until there's a cure. And the cure for me would probably just be my best friend or like any of my pets. I don't really have that many close friends lol.

Explanation:

You're welcome.

"Federigo's Falcon" is a captivating tale of a nobleman named Federigo who becomes deeply attached to a magnificent falcon. When faced with a life-or-death situation, Federigo must make a heart-wrenching decision that showcases his unwavering love and devotion.

1. In the story, Federigo is deeply in love with Monna, as he persistently tries to win her heart and impress her with all his wealth and lavish lifestyle. He spends all his fortune on gifts, parties, and tournaments to obtain her attention and affection.

2. Monna's act of rejecting Federigo and marrying a richer man can be seen as a practical decision driven by desire to improve her social and financial status. It highlights the societal pressures and expectations of the time, which often placed greater importance on wealth and social status than love and personal connections.

3. It seems that Federigo's love for Monna has not changed over time, as he remains devoted to her even after losing his fortune. This is evident when he sacrifices his prized falcon to provide a meal for her, despite his impoverished state. His actions demonstrate that his love for Monna is genuine and not based on material possessions.

4. The quote "It is better to have a gentleman without riches than to have riches without a gentleman" emphasizes the importance of character, values and emotions over material wealth. It suggests that a person who possesses qualities such as kindness, honor, and integrity is more valuable and desirable as a partner than someone who merely has financial resources but lacks these virtues.

5. Love stories similar to that of Federigo and Monna still exist nowadays. While societal norms and expectations have evolved, true love and devotion can still be found, as individuals prioritize personal connections, shared values, and genuine affection over wealth and social status.

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The answer is Ambition and love. The first three acts of Julius Caesar intensively explore the themes of ambition and love.

The word "ambitious" refers to a thirst for dominance in William Shakespeare's "Julius Caesar." While we might believe it has more to do with success, in Caesar's day, a person who was ambitious was more likely to desire power above all else.

The first Act of Julius Caesar has an introductory theme, which refers to introducing the setting, primary characters, main conflicts, and main ideas of William Shakespeare's tragic play.

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Robert's behavior violates the NCA Credo for Ethical Communication in multiple ways. First, by citing his roommate by name without mentioning that they have a personal relationship, Robert is not being transparent, as the Credo calls for, and is instead attempting to give his arguments more credibility.

Second, Robert is not accurately representing his roommate's expertise, as his roommate's experience is based on writing a paper rather than any professional research or expertise. Third, Robert is not giving his roommate proper acknowledgement for their work, as the Credo encourages people to “acknowledge the sources of their ideas and information.”

Finally, by not revealing his relationship with his roommate, Robert is not being honest, as the Credo calls for people to “be honest in their communication.” In short, Robert's behavior violates several of the basic tenets of the NCA Credo for Ethical Communication.

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After reading pages 40-43 of A Wicked History: Stalin, it can be inferred: the most accurate inference that can be drawn from the details presented in the text. The pages highlight the oppressive and cruel tactics used by Lenin and the Politburo to maintain their power over the people they were supposed to lead and protect. The correct option is A.

The text reveals that Lenin ordered the killing of thousands of people who opposed him, including workers, peasants, and even children. The pages also mention how Lenin created the secret police, the Cheka, which used torture and executions to intimidate and control the population.

The details presented in the text suggest that the leaders of the Soviet Union, including Lenin and the Politburo, were not interested in the well-being of the people they governed. Instead, they were focused on maintaining their power and control, even if it meant terrorizing and oppressing their own citizens.

This paints a picture of ruthless and hypocritical leaders who were willing to do whatever it took to remain in power.

In conclusion, the most accurate inference that can be drawn from pages 40-43 of A Wicked History: Stalin is that Lenin and the Politburo were ruthless and hypocritical leaders who terrorized the people they were supposed to lead and protect. The correct option is A.

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Complete question:

Part A: Which of these inferences can you draw from details on pages 40-43 of A Wicked History: Stalin? Highlight your answer choice.

A. Lenin and the other Politburo were ruthless hypocritical leaders who terrorized the people they were supposed to lead and protect.

B. Lenin and the other Politburo were people who had had tough childhoods in which they lived in poverty or fear for their lives.

C. The middle class bankers, factory owners, landowners, and army officers began to work with the peasants to oppose Lenin and the other Politburo.

D. The peasants enjoyed a better life under the leadership of Lenin and the Politburo because they were able to farm more land and be in control of their government. ​

Answer:

When I was younger, I had a conflict with my best friend over a toy. We both wanted to play with the same toy, and neither of us wanted to give it up. This led to an argument and hurt feelings. I realized that I didn't want to lose my friend over a toy, so I decided to take action to resolve the conflict. First, I apologized for getting upset and explained how much our friendship meant to me. Then, I suggested that we take turns playing with the toy, so that we could both enjoy it. My friend agreed, and we were able to play together without any further issues. This experience taught me the importance of communication and compromise in resolving conflicts. It also strengthened my friendship with my best friend, as we were able to work through our differences and come to a mutually beneficial solution. Looking back, I am grateful for this experience, as it helped me develop important social skills that have served me well in my relationships with others

Explanation:

I overcame a conflict with my friend by approaching her with empathy and understanding, listening to her side of the story, and finding a resolution through open communication.

When I was in high school, I had a conflict with my best friend over a misunderstanding. One day, she accidentally skipped my birthday party, and I felt hurt and angry. Instead of confronting her immediately, I took some time to reflect on our friendship and the reasons behind her absence.

I realized that she had been going through a difficult time with her family and had a lot on her plate. Instead of harboring resentment, I decided to approach her with empathy and understanding. I invited her to meet up and calmly expressed my feelings, explaining how her absence had made me feel. I gave her the benefit of the doubt and listened to her side of the story, which revealed her family situation and the stress she was under.

By understanding the causes of her absence, we were able to have an open and honest conversation and find a resolution. We both apologized for any misunderstandings and promised to communicate better in the future. From that point on, our friendship grew stronger because we had learned to be more considerate and understanding of each other's circumstances.

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Answer: Mark Twain's use of dialect in his writing is a powerful tool for developing plot and narration, as well as creating a sense of setting and characterization. Through the use of dialect, Twain is able to convey the unique voice and perspective of his characters, bringing them to life on the page. One example of Twain's use of dialect and tangents to create humor can be seen in the transcript of "Scotty Briggs and the Clergyman." In this story, Twain uses a thick Scottish dialect to convey the speech of Scotty Briggs, a Scottish immigrant living in America. Through his use of dialect, Twain is able to create a vivid sense of setting, as well as establish Scotty's character as a colorful, larger-than-life figure.

Explanation:

Mark Twain's use of dialect in "Scotty Briggs and the Clergyman" is an effective tool for creating a unique setting and characterization for the story.

The dialect gives readers a sense of the rural American South, and it emphasizes the characters' regional identities. The dialect also provides an opportunity for Twain to create humor through the use of misspellings and grammar mistakes.

For example, the narrator says "He didn't make no more noise than a cat in a strange garret," which is a creative and humorous way to describe the silence of the clergyman. The dialect also helps to create a distinct character for Scotty Briggs, who speaks in a much more informal way than the clergyman.

The dialect serves as a reminder that this is a Southern story and that the characters are distinct and memorable. Twain's use of dialect is an effective device for creating a unique setting, characterization, and humor in "Scotty Briggs and the Clergyman."

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Answer:

"Three Cups of Tea" is a book by Greg Mortenson and David Oliver Relin that describes Mortenson's effort to build schools in rural areas of Pakistan and Afghanistan. Here are five steps that Mortenson took to create these schools:

1. Establishing relationships with local communities: Mortenson spent a significant amount of time living with and learning from the people in the communities where he wanted to build schools. He listened to their needs, concerns, and hopes for the future, and worked to build trust and mutual respect.

2. Identifying suitable locations: Mortenson worked with local leaders and community members to identify locations for the schools that were accessible and safe, and that met the needs of the local population.

3. Raising funds: Mortenson raised funds for the schools through a grassroots fundraising campaign, using his personal network and speaking engagements to spread the message of his mission.

4. Building partnerships: Mortenson built partnerships with local organizations, governments, and non-profits to help support the construction and operation of the schools. He also worked to involve the local community in the planning and construction process, so that they could take ownership of the schools and ensure their sustainability over the long term.

5. Overcoming challenges: Mortenson faced many challenges in his efforts to build the schools, including cultural barriers, political instability, and financial constraints. He persevered through these challenges by working closely with local communities and partners, and by adapting his approach as needed to meet changing circumstances.

John's flashback shows a significant event that sheds light on how he came to make the choices he has in the present.

On John's first day of school, when he is anxious and unsure of himself, the scene takes place. His teacher, Mrs. Saunders, adopts him as her own, prodding him to be bold and take chances. John gains courage and self-assurance as a result of Mrs. Saunders' act of kindness and empathy.

This flashback explains to the reader why John is so willing to take chances now, despite the repercussions. He has discovered that taking chances can result in significant benefits and that courage and confidence are crucial for success.

Furthermore, this scene reveals John's compassionate and giving nature – he has a strong desire to give back and help others, just as Mrs. Saunders helped him. This moves the plot of the story forward by showing John's commitment to making a positive difference in the world.

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To determine the meaning of impregnable using the Latin prefix im means "not," and the context clues provided in the passage, follow these steps:

1. Look for context clues surrounding the word impregnable in the passage. These clues could be words or phrases that hint at the meaning of the word.

2. Recognize that the prefix "im" means "not," so the word will have a negative connotation.

3. Based on the context clues and the negative connotation, derive a definition for impregnable.

For example, if the passage describes a fortress with high walls and strong defenses, the context clues would suggest that impregnable means difficult to defeat or impossible to penetrate. Therefore, the definition of impregnable would be "not able to be captured or entered forcefully."

Unfortunately, as you did not provide a passage, I am unable to give you a specific definition and explanation based on the context clues. However, following the steps above should help you find the meaning of impregnable using the context clues in your passage.

It may be helpful to comment on a few of the more important Latin prefixes not yet discussed. One of these is prae- (“before,” “ahead”), which always assumes the English form of pre-, as in the word prefix itself.

In Latin, prae- is a close synonym of ante-, meaning “before” either in time or in place. When combined with the noun via, it provides the source of the English adjective previous (L prae-vi-us, “ahead on the road”).

Another common form is ob- (“against”), a prefix that suggests a collision course: if something is obvious (L ob-vi-us), it is on the road directly in front of you. Rather different in meaning is contra-; though it also means “against,” it suggests a deliberate opposition of will or purpose. Watch out for assimilation in the case of ob-: we have just met it in the word opposition, and we’ll see it also in words like occur and offer.

However, following the steps above should help you find the meaning of impregnable using the context clues in your passage.

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Knowing the needs and interests of the audience and other aspects of the rhetorical situation. The impact of the message can be increased through the use of rhetorical techniques like vivid language or emotional appeals.

As a reader, taking into account the rhetorical context can aid in your ability to comprehend people and their messages in greater depth. In summary, the rhetorical situation may aid authors and readers in considering and identifying the purposes for texts, as well as what they hope to accomplish and how they accomplish it.

A passionate love letter, a prosecutor's closing statement, and an advertisement for the newest necessity you can't possibly live without are a few examples of rhetorical situations.

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Arthur Miller's play, The Crucible, is a powerful allegory explores the themes of fear, hysteria, and the abuse of power.

One theme that stands out in The Crucible is the power of fear. Fear is a powerful force that can grip individuals and entire communities, leading them to make rash decisions and engage in destructive behavior. In the play, fear of witchcraft leads to a frenzy of accusations and arrests. The characters become consumed by their fear, and this fear ultimately leads to tragedy.

The theme of fear is developed through the text through the use of language and dialogue. Miller's characters speak in panicked tones and express their fears in a heightened and dramatic manner. This creates a sense of tension and urgency that builds throughout the play, culminating in a dramatic and tragic conclusion.

Miller's use of allegory and his allusions to historical events such as the Salem witch trials and the McCarthy hearings add depth and meaning to the play. The themes explored in The Crucible are still relevant today, reminding us of the dangers of unchecked power and the importance of standing up for what is right, even in the face of fear and intimidation.

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The second installment within the renowned "Hunger Games" trilogy, Suzanne Collins' "Catching Fire," was released to the public in 2009.

In this novel, readers are treated to a continuation of the thought-provoking story around the leading character: Katniss Everdeen, who resides within the oppressive world of Panem.

Inhabiting this harsh realm, Katniss and her co-victor Peeta become obligated to partake in what is known as the Quarter Quell—a ceremonial game every 25 years with former champions culled as contenders. Consequently, they must bravely confront their tried adversaries if they wish to secure safe passage away from the arena.

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Cause: 0. Sleep deprivation leads to health problems; Reason: 5. Because sleep is critical to our health, sleep deprivation is a serious problem; Purpose: 3. Many people use masks for better sleep; Origin: None of the sentences in the table explicitly state an origin.

To correctly identify these types of sentences, it's important to understand their definitions. A cause is an event or action that results in another event or action. A reason is an explanation for an action or event. A purpose is the intended goal or aim of an action or event. An origin is the source or beginning of something.

Based on these definitions, we can see that sentence 0 is a cause because it states that sleep deprivation leads to health problems. Sentence 5 is a reason because it explains why sleep deprivation is a serious problem. Sentence 3 is a purpose because it states the intended goal of using masks for better sleep. None of the sentences in the table explicitly state an origin.

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The rumors and lies contribute to the overall image of Jay Gatsby as a mysterious and enigmatic figure. The rumors included that he was a German spy, that he killed a man, and that he was a relative of the Kaiser. These rumors make Gatsby seem even more mysterious and exciting, but also dangerous and sinister.

Answer:

To establish a strong link between evidence and conclusion for an argument about the socially damaging effects of social networks, the following statements can be effective:

"Numerous studies have consistently shown a correlation between excessive use of social networks and negative mental health outcomes such as increased loneliness, depression, and anxiety."

This statement highlights the evidence derived from various studies that establish a connection between excessive social media usage and detrimental impacts on individuals' mental health. By citing these studies, the statement presents empirical evidence supporting the conclusion that social networks can be socially damaging.

"Research has documented instances of cyberbullying, harassment, and the spread of misinformation through social networks, contributing to an unsafe and hostile online environment."

This statement draws attention to the evidence demonstrating the negative social consequences associated with social networks, such as cyberbullying, harassment, and the dissemination of misinformation. The presence of these harmful behaviors and content substantiates the conclusion that social networks can be socially damaging.

"Studies have revealed a decline in face-to-face interactions and weakened social ties due to excessive reliance on social networks, leading to decreased social cohesion and a sense of community."

This statement highlights research findings that indicate a negative impact on real-life social interactions and community bonds resulting from heavy reliance on social networks. The evidence presented supports the conclusion that social networks can contribute to the deterioration of social connections and a diminished sense of community.

"Data shows that excessive social media usage has been linked to reduced productivity, disrupted sleep patterns, and poor academic performance, highlighting the adverse effects on individuals' personal and professional lives."

This statement references data that indicates the negative consequences of excessive social media usage on productivity, sleep, and academic performance. By establishing this evidence, the statement strengthens the conclusion that social networks can have socially damaging effects on individuals' personal and professional lives.

By incorporating these statements into an argument, one can clearly establish the link between evidence and the conclusion that social networks can have socially damaging effects. The evidence provided in each statement supports the assertion that social networks can negatively impact mental health, contribute to an unsafe online environment, weaken social ties, and impede personal and professional well-being.

The word "commodities" in the given sentence is best inferred from the word "precious." Therefore, option (3) is correct.

The goods are "precious" because of their value, significance, and attractiveness. It suggests that goods are valued and vital. The term "national security" emphasises these commodities' value in protecting a nation's well-being and stability.

By tying "commodities" to "national security," the sentence argues that national security is one of a nation's most important assets. It implies that national security is a precious commodity that requires immediate attention and prioritisation.

In conclusion, calling commodities "precious" implies that they are valued resources or assets, such as national security. Therefore, option (3) is correct.

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We can see here that putting the description to each correct column, we have:

A. Select a Topic:

B. Construct Inquiry Questions: Human cloning or avian flu pandemic.

C. Access Resources:

D. Organize Information: Introductory claims

Data, facts, and knowledge that are shared or obtained are referred to as information. It is the end result of turning unprocessed information or experiences into something useful. Text, numbers, pictures, sounds, and any other format that conveys meaning are all examples of several ways that information can be presented.

Information provides insights, answers, or details on a particular subject or topic in the context of communication and understanding.

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