Answer:
Social media is a big part of many young people’s social and creative lives. Social media is becoming increasingly embedded in apps, games, websites and even learning environments, so it’s hard to ban, even for younger children. And if you ban social media, your child might be more tempted to check it out when they’re away from home. This means you miss the opportunity to teach your child how to navigate social media risks and behave respectfully on social media.
Children and teenagers use social media to have fun, make and maintain friendships, share interests, explore identities and develop relationships with family. It’s an extension of their offline and face-to-face interactions. For older teenagers especially, it’s often a key part of how they connect with friends.
Social media can connect children and teenagers to online global communities based on shared interests. These might be support networks – for example, for young people with disability or medical conditions, teenagers, or children from particular cultural backgrounds. Or they might be sites for commenting on and sharing content about particular interests like games, TV series, music or hobbies.
On the other hand,in order to keep your teen kid safe, try by blocking and reporting people they don’t know or people who post upsetting comments or content.
Explanation:
<span>"Ain't I a woman?" is best described by the 4th option, "It includes commentary on several civil rights issues, including slavery and women's sufferage". It also talks about women and negro rights, how they used "intellect" as an argument to opress them etc.Hope this helps. Let me know if you need additional help!</span>
Based on the given passage above, the value that the ancient Greek culture value is knowledge. The correct answer would be the second option. Based on the passage, it is mentioned that "he taught himself speech, and wind-swift thought" and also he is training himself for a life that would involve interacting with others. So the best choice would be "knowledge".
