The word or phrase that best connects the ideas in the sentences in question is D, that is, your anwer would be "in contrast".
The first part of the passage shows that we should have the right to choose sodas or snacks if we want to, we should be given the right to do that. On the contrary, the second part of the passage talks about that sometimes having too many options is not a good thing and it makes us unable to make the right choice.
"Arthur Conan Doyle’s The Best of Sherlock Holmes" is a set of recounts about some of the most iconic cases that were solved by Sherlock Holmes. Holmes is obsessed with ascertaining the truth, and while his personality does not lend to partnership, he realizes that reliable alliances are crucial to his ability to uncover clues which he otherwise would not be able to obtain on his own.
In this one “A Scandal in Bohemia,” Holmes employs his most consistent partner, Dr. Watson. After entering Irene Adler’s house, he signals to Watson to drop in a smoke rocket through the window which allows him to determine Adler’s most prized possession which she reaches for when she believes a fire has started.
In “The Man with the Twisted Lip,” Watson finds that Holmes disguised in an opium den.
Something important to highlight is that Holmes understands that he cannot always form alliances with his detective identity and he must utilize disguises in order to gain the trust of others.
These are the alliances that are not always in a human form. In “The Adventure of Silver Blaze,” the case is broken open when Holmes realizes that the only reason the dog would not bark in the night is if the dog recognized the perpetrator, which immediately drastically narrows the suspect pool. In other cases, Holmes uses a hound in order to track scents.
Hope this helps.
Chaucer's original plan for The Canterbury Tales projected about 120 stories (two for each pilgrim to tell on the way to Canterbury and two more on the way back)
Chaucer actually completed only 22, although 2 more exist in fragments.
Answer:For close to 50 years, educators and politicians from classrooms to the Oval Office have stressed the importance of graduating students who are skilled critical thinkers.
Content that once had to be drilled into students’ heads is now just a phone swipe away, but the ability to make sense of that information requires thinking critically about it. Similarly, our democracy is today imperiled not by lack of access to data and opinions about the most important issues of the day, but rather by our inability to sort the true from the fake (or hopelessly biased).
We have certainly made progress in critical-thinking education over the last five decades. Courses dedicated to the subject can be found in the catalogs of many colleges and universities, while the latest generation of K-12 academic standards emphasize not just content but also the skills necessary to think critically about content taught in English, math, science and social studies classes.
Explanation:
