Read the excerpt from "The Most Dangerous Game."

He struggled up to the surface and tried to cry out, but the wash from the speeding yacht slapped him in the face and the salt water in his open mouth made him gag and strangle. Desperately he struck out with strong strokes after the receding lights of the yacht, but he stopped before he had swum fifty feet. A certain cool-headedness had come to him; it was not the first time he had been in a tight place. There was a chance that his cries could be heard by someone aboard the yacht, but that chance was slender, and grew more slender as the yacht raced on. He wrestled himself out of his clothes, and shouted with all his power. The lights of the yacht became faint and ever-vanishing fireflies; then they were blotted out entirely by the night.

Rainsford remembered the shots. They had come from the right, and doggedly he swam in that direction, swimming with slow, deliberate strokes, conserving his strength. For a seemingly endless time he fought the sea. He began to count his strokes; he could do possibly a hundred more and then—

What details from the narration show that Rainsford is a rational individual who does well in moments of danger? Select 2 options.

He struggled up to the surface and tried to cry out
Desperately he struck out with strong strokes after the receding lights of the yacht
A certain cool-headedness had come to him;
There was a chance that his cries could be heard by someone aboard the yacht
[D]oggedly he swam in that direction, swimming with slow, deliberate strokes, conserving his strength.

In the novel Hatchet by Gary Paulsen, Brian discovers many things about himself during his time in the woods. In particular, he learns how to be resourceful, self-reliant, and resilient in the face of difficult challenges.

Brian discovered that he was more capable than he had previously believed. For example, he learned how to make a fire and build a shelter, which helped him survive in the wilderness. These skills gave him a sense of pride and confidence, and he realized that he could rely on himself to take care of his basic needs. He also discovered that he was capable of overcoming his fear and anxiety.

At first, he was terrified of being alone in the wilderness and struggled with feelings of despair and hopelessness. However, he gradually learned how to calm himself down and think clearly in stressful situations. This enabled him to make better decisions and stay focused on his survival goals.

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The absence of pockets in women's clothing compared to the presence of pockets in men's clothing suggests gender inequality and reinforces traditional gender roles and expectations.

The difference in men having pockets to carry their belongings while women lack such pockets implies a deeper issue of gender inequality and reinforces traditional gender roles and expectations. Pockets are a practical feature in clothing, allowing individuals to carry essential items such as keys, phones, or wallets.

The absence of pockets in women's clothing indicates a historical and cultural bias that restricts women's freedom and mobility. It implies that women are not expected to carry their own belongings or engage in activities that require storage space. This discrepancy perpetuates gender stereotypes, where women are seen as less independent and in need of assistance.

It also highlights the imbalance of power and privilege in society, as men are granted the convenience and practicality of pockets while women are denied this simple yet significant functionality. By examining the difference in pockets, we can uncover the broader issues of gender inequality and the ways in which societal norms and expectations shape everyday experiences and opportunities for individuals of different genders.

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The statement "This was a time when people traveled by horse and carriage" best indicates the historical context of the setting in the excerpt.

The statement "This was a time when people traveled by horse and carriage" provides a specific detail about the mode of transportation during the time period being described. It suggests a historical context where horse-drawn carriages were commonly used for travel, indicating a time before the advent of modern transportation methods such as automobiles. The other statements do not necessarily provide direct historical context but rather touch on different aspects of society or cultural practices. The statement about people being conscious of their social status may indicate a certain social climate, but it does not provide a clear indication of the historical time period. Similarly, arranged marriages and women exclusively greeting guests are specific cultural practices that have occurred throughout history in various contexts and cannot solely define the historical setting. Therefore, the statement about traveling by horse and carriage offers the most direct insight into the historical context by highlighting a particular mode of transportation commonly associated with a specific time period.

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Cleaning up is indeed a tedious task that many of us often try to avoid. However, there are times when tackling the clutter and restoring order can bring a sense of liberation and satisfaction.

When it comes to cleaning up, I believe in starting with a practical mindset. Setting realistic goals and breaking down the task into smaller, manageable steps can make the process less overwhelming. I prioritize areas or items that require immediate attention and tackle them one at a time. This approach helps to maintain focus and prevents becoming overwhelmed by the enormity of the task.

Organization plays a vital role in cleaning up. Having a system in place helps in streamlining the process and prevents clutter from accumulating again. I categorize items, declutter unnecessary belongings, and find appropriate storage solutions. Creating designated spaces for different items ensures that everything has its place, making it easier to locate and maintain order in the future.

In addition to practicality and organization, I approach cleaning up with mindfulness. I try to cultivate a positive mindset and view it as an opportunity for growth and renewal. While sorting through belongings, I take the time to reflect on their significance and decide whether they still hold value in my life. This practice of mindful decluttering helps me let go of things that no longer serve a purpose, creating space for new experiences and a sense of freedom.

Overall, my approach to cleaning up combines practicality, organization, and mindfulness. By adopting a practical mindset, organizing efficiently, and approaching the task with mindfulness, I can transform cleaning up from a tedious chore into a rewarding process of restoration and liberation.

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The dialogue between characters is the story element that most clearly shows direct characterization.

Direct characterization refers to the explicit presentation of a character's traits or qualities by the author. It provides readers with specific information about a character's personality, appearance, beliefs, or other defining features. One of the most effective ways to convey direct characterization is through dialogue.

When characters engage in conversation, their words and interactions reveal important aspects of their personalities. Through their dialogue, characters express their thoughts, emotions, opinions, and values, allowing readers to directly understand their traits. For example, if a character consistently uses sarcastic remarks, it suggests a tendency towards wit or cynicism. On the other hand, if a character speaks compassionately and shows empathy towards others, it indicates kindness and empathy as part of their nature.

By examining the dialogue exchanges between characters, readers can gain valuable insights into their motivations, attitudes, and behaviors. It provides a direct window into their inner worlds, helping readers form a deeper understanding of who the characters are and how they relate to the story's events. Therefore, dialogue serves as a powerful story element for conveying direct characterization.

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The character who says "didn't sleep well. feel terrible..god i'm hungry. i can't figure it" is Holden Caulfield, the protagonist of J.D. Salinger's novel "The Catcher in the Rye".

This statement reflects Holden's overall state of mind throughout the novel. He is struggling with depression and alienation, feeling disconnected from the world around him and unable to find a sense of purpose or direction in his life. His lack of sleep, physical discomfort, and hunger are all symptomatic of his emotional turmoil. Holden is a complex and troubled character, and his struggles resonate with many readers, making "The Catcher in the Rye" a timeless classic.

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The individuals in Shinichi Hoshi's story "He-y, Come On Out!" paragraphs 37–40 appear to be particularly concerned about the careless disposal of rubbish. The pursuit of justice for wrongdoing is a major concern in today's society.

People were most worried about the potential of nuclear war and the devastation it could cause in paragraphs 37–40 of Shinichi Hoshi's "Hey, get out!" The continued threat posed by nuclear weapons to international security is mirrored in our society today.

Shinichi Hoshi's is evident in our culture today, where many people are taking action to decrease their waste and recycle more as a result of growing environmental awareness about the effects of waste disposal in society.

As a result, the significance of the people seem most concerned about in paragraphs 37-40 in the story Hey come on out by Sinichi Hoshi are the aforementioned.

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Answer:

I will give one for no and yes,

Explanation:

YES

     I think indeed transgender women should be allowed to play sports with other women. The reason I think this way is because we should be accepted to do what we would like no matter how you present. Yes, maybe they were born as a man and could have more arm strength then a woman,  but that does not mean to single them out. Acceptance is the key to the world and not letting a transgender women inside of a sport for all types of girls is an example of not showing acceptance. I also think this way because it could be a very nice change in the future. This is what I think.

NO

    I think that transgender women should NOT be allowed to play sports with other women. The reason my thoughts are this way is because the sport is made for biological women. Men have naturally stronger arms and that could be an advantage or cheat. Yes, accepting the way a person is could be a way to success but it is not fair for people on other teams. Having a transgender women on the team should be considered cheating because the strength that the transgender women has could lead to more injuries. It's too risky for them to be on a team with a bunch of women.This is what I think.

Publishing grade 12 final results in newspapers should not be encouraged. It can have negative consequences for students' mental health and privacy.

Publishing grade 12 final results in newspapers can have detrimental effects on students' mental health. Displaying individual achievements publicly may lead to unhealthy competition, stress, and anxiety among students. It can create unnecessary pressure and adversely affect their well-being. Students may feel judged and scrutinized based on their grades, impacting their self-esteem and confidence. The focus should be on promoting a supportive and nurturing environment for students, rather than fostering a culture of comparison and judgment.

Furthermore, publishing results in newspapers raises privacy concerns. Grades are personal information that should be handled with care and confidentiality. Making them public in newspapers compromises the privacy of students and exposes them to potential risks, such as identity theft or misuse of personal data. Students have the right to keep their academic performance private if they choose to do so.

Instead of publishing grade 12 final results in newspapers, educational institutions should consider alternative methods of recognizing and celebrating student achievements, such as school ceremonies, online platforms, or internal communications. These approaches can ensure a more inclusive and respectful environment while safeguarding students' mental well-being and privacy.

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The sun had just set, and the sky was a gradient of orange and pink hues. I walked along the shore, feeling the sand sink beneath my toes. The sound of the waves crashing against the shore was music to my ears. I sat down on a rock and closed my eyes, taking in the salty sea breeze. Suddenly, I felt a tug on my fishing line. With excitement, I reeled in my catch - a small fish wriggling in the hook. I released it back into the water, feeling grateful for the brief but exhilarating moment.

It was a hot summer day, and I was on a hike with my friends. The trail was steep and rocky, and sweat dripped down my face. As we climbed higher, the view became more breathtaking. We reached a lookout point and stopped to take a break. I sat down on a large rock and felt the cool breeze on my face. In the distance, I could see the vast expanse of green forests and blue skies. My friend cracked open a can of soda, and the fizzing sound was the only thing that broke the silence. We sat in silence, taking in the beauty of nature and enjoying the simple pleasures of life.

EXTRA DESCRIPTIONS IF YOU WANT TO FIT IT IN:
The sun had just set, casting a warm glow across the beach. I strolled along the shore, feeling the sand between my toes. The sound of the waves lapping against the sand was like a soothing melody. I found a quiet spot and sat down, taking in the view of the horizon.

According to Sander's chart of normal Cincinnati development, there are several early developing sounds that infants and toddlers typically produce.

These sounds include "p", "b", "m", "n", and "h". Infants usually begin to produce these sounds between the ages of 0-6 months, and they are considered the foundation of speech development. As infants grow and develop, they begin to produce more complex sounds and syllables, such as "da", "ba", and "ma". By the age of 12 months, most children are able to say a few simple words, such as "mama" and "dada".

The complete question is :

According to Sandra's chart of normal consonant development, which of the following would be examples of early developing sounds?

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The characteristic of a literary analysis topic is A. a literary analysis topic must focus on one element of the text

The objective of literary analysis is to thoroughly study a particular element of a book, such as a subject, symbol, or character. To accomplish this successfully, it's critical to focus the analysis on a single component or feature of the text. Instead of trying to cover too much territory and running the danger of a shallow study, this enables a more in-depth and focused investigation of the text.

An analysis that is overly wide, unfocused, and lacks depth and clarity might be produced by concentrating on too many textual components or facets. On the other hand, concentrating on too few components might lead to a partial study that does not adequately explore the text's intricacies.

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Answer:

A janitor

Explanation:

Because you dont need an experience for it.

Theme is the underlying message about a topic conveyed in a text.

Theme is the central idea or underlying message that a text conveys about a particular topic or subject matter. It is often expressed through the actions and beliefs of the characters, as well as the events and situations that they experience throughout the story.

While the plot and characters of a story are important, the theme is what ties everything together and gives it deeper meaning. For example, the theme of love can be explored in many different ways in literature, from tragic love stories to romantic comedies.

Ultimately, the theme of a text can help readers to better understand and relate to the world around them.

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Answer: c

Explanation:

Labour prefect manifesto would aim to promote a more equitable and inclusive school environment, while also empowering students to take an active role in shaping their own education.

A manifesto for a Labour prefect would outline the core values and principles that the candidate believes are important for the prefect position. It would likely emphasize the importance of fairness, equality, and social justice, as these are all key values of the Labour party.
The manifesto would also likely include specific policy proposals that the candidate believes would improve the lives of students in the school. For example, the candidate might advocate for increased funding for extracurricular activities, or for better support for students who are struggling academically or emotionally.
Other important issues that might be addressed in a Labour prefect manifesto include environmental sustainability, mental health support, and anti-bullying initiatives. The candidate might also emphasize the importance of community engagement and collaboration, and might propose ways to increase student involvement in decision-making processes within the school.

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Cutscene 1: Opening Thrill

INT. JURASSIC WORLD CAMP CRETACEOUS - VISITOR CENTER - DAY

The camera pans across the bustling Visitor Center. Excited kids and families explore the exhibits showcasing dinosaur fossils and animatronics. The atmosphere is filled with anticipation.

SAMMY (13, adventurous and curious) and KENJI (14, street-smart and witty) stand in line, holding their Camp Cretaceous passes.

SAMMY

(whispering)

Kenji, can you believe we're finally here?

KENJI

(smiling)

It's going to be epic, Sammy. Best summer ever!

They approach the entrance gate, ready for their Jurassic adventure.

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Addressing the Surge of Examination Malpractice: A Collective Responsibility

Introduction:

Examination malpractice has become an alarming concern in recent times, tarnishing the integrity of external examinations and threatening the credibility of our education system.

The increasing prevalence of this unethical behavior demands immediate attention and concerted efforts from all stakeholders involved. In this article, we will delve into the causes behind this surge in examination malpractice and propose effective strategies to curb this pressing problem.

Causes of Examination Malpractice:

Pressure to Excel: In our society, there exists an overwhelming emphasis on academic success, leading to intense pressure on students to achieve high grades.

This pressure often pushes some individuals to resort to unethical means, such as cheating or collusion, to secure favorable results.

Lack of Ethical Education: The education system, at times, fails to adequately emphasize the importance of integrity and ethical behavior. When students are not instilled with a strong moral compass, they are more susceptible to engaging in malpractice when faced with the temptation to succeed at any cost.

Inadequate Security Measures: Weak examination security measures can inadvertently facilitate malpractice. Insufficient invigilation, leakages of exam questions, and loopholes in the examination process create opportunities for dishonest practices to thrive.

Strategies to Curb Examination Malpractice:

Strengthen Ethical Education: Integrating ethical education into the curriculum is crucial in promoting integrity among students. Teaching the values of honesty, integrity, and the consequences of malpractice will help cultivate a culture of ethics within the education system.

Enhance Examination Security: Implementing stringent examination security measures is vital to discourage malpractice. This includes thorough invigilation, randomized seating arrangements, and the use of technology to track irregularities.

Additionally, safeguarding the confidentiality of examination materials and increasing penalties for those caught engaging in malpractice will act as deterrents.

Promote Alternative Assessment Methods: Over-reliance on traditional written examinations can contribute to the desperation that leads to malpractice.

Encouraging diversified assessment methods, such as project-based assignments, oral examinations, and practical assessments, can reduce the allure of cheating and provide a fairer evaluation of students' knowledge and abilities.

Collaboration between Stakeholders: Curbing examination malpractice requires a collaborative effort involving educational institutions, examination boards, teachers, parents, and students themselves.

Regular training programs for teachers and invigilators on maintaining exam integrity, engaging parents in ethical discussions, and fostering student-led anti-malpractice campaigns can all contribute to a holistic approach in tackling this issue.

Conclusion:

The rise in examination malpractice poses a significant threat to the credibility and fairness of external examinations. Addressing this problem requires collective action and a comprehensive approach.

By strengthening ethical education, enhancing examination security measures, promoting alternative assessment methods, and fostering collaboration between stakeholders, we can create an environment where malpractice becomes increasingly difficult and undesirable.

Let us work together to restore the integrity of our examination system and ensure that success is achieved through hard work, knowledge, and genuine merit.

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Television is one of man's most important means of communication, bringing global events and sounds into millions of homes. With a television set, people can witness the President's speeches, virtually visit foreign countries, observe wars and peace negotiations, and learn about distant lands and their cultures.

Television has revolutionized communication by providing access to real-time information and experiences from various parts of the world. It allows viewers to transcend physical boundaries and connect with global events and diverse cultures. Through television, individuals can witness significant historical moments, gain insights into international affairs, and broaden their knowledge of different societies. The widespread availability of television has transformed the way people perceive and understand the world. It has bridged the geographical gaps, enabling individuals to witness events and access information that was once inaccessible to them. Television brings people closer to important political events, societal issues, and cultural practices, fostering a sense of global awareness and understanding. It has become a powerful medium for sharing knowledge, promoting cross-cultural exchange, and fostering a sense of interconnectedness among viewers.

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Early hominins, who were primarily herbivores, might have obtained their meat by scavenging the carcasses of large animals left behind by predators or hunting small animals themselves.

It is widely believed that the ability to obtain meat was a crucial turning point in the evolution of hominins. The increased intake of protein and fat from meat allowed for the development of larger brains and bodies, which in turn led to the evolution of the hominin lineage. However, the exact method by which early hominins obtained their meat remains a subject of debate.

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The citation that is correctly in MLA style is Shakespeare "Venus and Adonis" evinced an early modern preoccupation with the relationship between memory and changing standards in behavior (Sullivan1).

It is possible to cite sources in a document using the Modern Language Association, or MLA, format.

Research papers written in this format are frequently assigned for English composition and other language courses. To understand how to cite sources in this manner, go to our MLA Citation Guide.

Brief parenthetical citations in the text that point to an alphabetical list of books cited at the conclusion of the work are used in MLA style.

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Unlike Michael Vecchione from the selection "A Ghostly New Creature" Moore will likely have an opportunity to observe a newly discovered animal more than once, hence option B is correct.

Scientists in "Tiptoeing Scientists" manage to capture the small frogs, but in "A Ghostly New Creature," they are only able to film the octopod; they have not been successful in capturing one.

In contrast to Michael Vecchione, Moore is aware that he will probably observe the frog species more than once.

Moore will probably get more than one chance to examine a recently discovered animal, hence choice B is the right answer.

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The brightness of the lights, the strong glaring light in the whitewashed room, and the noisy hurrying of shoes on the wooden floor are three details from paragraphs 5 and 6 offer the best evidence of unfamiliar elements that raise Zitkála-Šá's fears.

In paragraphs 5 and 6, Zitkála-Šá describes her experiences upon arriving at the school and the unfamiliar elements that evoke her fears. Three details provide compelling evidence of these unfamiliar elements.

Firstly, Zitkála-Šá mentions the "brightness of the lights within flooded out over the heads of the excited palefaces who blocked our way." This detail suggests that the intense illumination is an unfamiliar and overwhelming sight for her.

The presence of "palefaces" also emphasizes the cultural and racial differences between Zitkála-Šá and the people at the school, further contributing to her unease.

Secondly, she describes the "strong glaring light in the large whitewashed room" that dazzled her eyes. The use of adjectives like "strong" and "glaring" underscores the intensity of the light, creating a sense of disorientation and discomfort.

The fact that the room is "whitewashed" adds to the unfamiliarity, as Zitkála-Šá is likely unaccustomed to such stark, brightly lit environments.

Lastly, Zitkála-Šá mentions the "noisy hurrying of hard shoes upon a bare wooden floor" that increases the whirring in her ears. The combination of loud noises and unfamiliar sounds creates a chaotic and overwhelming atmosphere for her.

This detail emphasizes the stark contrast between her previous environment and the new setting, intensifying her fears and feelings of vulnerability.

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Chapter 5 of "The Dark Game" by Paul B. Janeczko focuses on the training and early life of a successful spy, Paul Dukes. The chapter highlights the importance of intelligence gathering in warfare and the critical role that spies played in World War I. The chapter serves as a reminder of the sacrifice and bravery of those who risked their lives to gather intelligence and help secure victory for their countries.

Chapter 5 of "The Dark Game" by Paul B. Janeczko explores the background and early life of a World War I spy, Paul Dukes. This chapter describes the training and preparation of Dukes to be a spy, as well as his initial mission in Russia. The chapter is titled "How to Make a Spy" and highlights the importance of intelligence gathering in warfare.
The chapter begins with the introduction of Paul Dukes, a British spy who was sent to Russia during World War I. Janeczko describes Dukes as a "master of disguise" who was trained in the art of espionage by the British Secret Service. Dukes was a natural at the work and became a highly successful spy.
Janeczko then goes on to describe the process by which spies were trained during World War I. The British Secret Service used a "school for spies" located in a remote part of Scotland. Here, potential spies were put through an intense training program that included physical fitness, weapons training, and the art of disguise.
Once Dukes completed his training, he was sent to Russia to gather intelligence on the Bolsheviks who had recently taken over the country. Dukes arrived in Russia disguised as a Latvian sailor and began gathering information on the Bolsheviks' military capabilities and plans for the future.
Janeczko explains that spies like Dukes were critical to the war effort because they were able to gather information that was not available through other means. Spies were able to infiltrate enemy lines and gather intelligence that could be used to plan attacks and disrupt the enemy's plans.
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the words "Resolute" and "benediction" do not appear in Shirley Jackson's short story "Charles." Different interpretations and variations may exist, so consulting a specific edition is advised for confirmation.

In the short story "Charles" by Shirley Jackson, the words "Resolute" and "benediction" do not appear. "Charles" is a story about a young boy named Laurie who invents an imaginary friend named Charles, whom he blames for misbehaving in school.

The story focuses on Laurie's behavior and the reactions of his parents to his tales of Charles' misdeeds. It does not involve the words "Resolute" or "benediction."

However, it is important to note that stories can be interpreted differently by readers, and some editions or versions of the story may have variations or additional content. If you are referring to a specific edition or adaptation of "Charles" by Shirley Jackson, it is recommended to consult that particular version to confirm the presence or absence of these words.

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The elocutionary movement, which originated in the late 18th century, was primarily concerned with the art of delivery. This movement placed a great emphasis on the proper pronunciation, articulation, and modulation of the voice.

And it aimed to teach people how to speak clearly and effectively. Elocutionists believed that a person's delivery could greatly affect the impact of their message, and they focused on techniques such as breathing, voice projection, and body language to improve their students' ability to communicate. While elocutionary teachings were once quite popular, they have since fallen out of favor in many academic circles.

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This extract uses social proof to persuade readers to visit the restaurant by highlighting the loyalty of long-term customers.

This extract is a classic example of using social proof as a persuasive technique.

By highlighting the fact that many customers have been eating at the restaurant for years and even bringing their children and grandchildren, the restaurant is implying that their food and service are so good that people keep coming back for more.

This creates a sense of trust and reliability, making readers more likely to visit the restaurant themselves.

Additionally, by mentioning multiple generations of customers, the restaurant is also subtly implying that their food is timeless and appeals to a wide range of age groups, which further adds to their persuasive appeal.

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In this lesson, I learned about multimedia and how different multimedia resources can help me communicate with others. I can use multimedia whenever I want to share (1) information or (2) ideas, make (3) presentations, and narrate (4) stories or experiences. As I study multimedia, I came to know that it consists of five basic elements.

These elements are known as: (5) text, (6) images, (7) audio, (8) video, and (9) animations. If it allows for engagement from the user, there is the element called (10) interactivity. Multimedia is also categorized into two types: (11) linear multimedia, and (12) non-linear multimedia. I have also familiarized myself with multimedia resources I can use in making my oral presentations. Some of these are (13) slideshows, (14) videos, and (15) audio recordings.

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