Over the past 20 years, there has been a growing movement of positive dog training. In this method, the dog is taught to do the correct thing rather than being taught not to do the incorrect thing. For example, in positive dog training, the dog is not punished for chasing squirrels. Instead, the dog is rewarded, often with a treat, for staying still by the trainer when squirrels are nearby. After a dog has been rewarded enough times for doing something correctly, eventually it continues to do the correct thing even without a reward. Sometimes, the reward is changed to kind words and rubs rather than treats. There are several benefits to positive dog training. First of all, the person training the dog never has to hurt the dog. Usually, if a person owns a dog, he or she loves dogs and doesn't really like hurting them. Secondly, the dog never has a reason to fear the owner. If a dog does not fear a person, it has no reason to respond negatively. Overall, this method of training creates a respectful relationship between pet and owner. Rather than one being dominant over the other, both dog and owner are working together. This type of bond can be deeper and more meaningful than any bond built upon negative dog training.
7
The first paragraph is mostly about
A.
how positive dog training is done.
B.
how to keep a dog from jumping up.
C.
how positive and negative dog training differ.
D.
how to keep a dog from chasing squirrels.

The tension we see between the two young people and okeke in “marriage is a private affair”

He following question refers to the text and graphic below. read the text and view the graphic carefully to you choose the best response. "how 7th grade students at madison middle school use their smart phones" i recently surveyed seventh graders at madison middle school to determine how they used their cell phones. my goal was to determine which daily activities were the most popular. out of 151 seventh graders in our school, 93 of them use smart phones. 57 of those students agreed to track their cell phones usage in a journal for three days. i compared journal statistics and gathered the following data. data revealed that students spent 35 percent of their phone time playing games and using apps. these included games played alone and against friends. it also included social media apps. students spent 21 percent of their time texting and 20 percent of their time listening to music. music included songs downloaded on their phones and music that streamed from other sources.14 percent of cell phone time was spent browsing the internet while 9 percent of the time was spent using the phone to take photographs. most ironically, students reported spending only 1 percent of their time using cell phones to make actual phone calls. image of a graph with the title, how 7th grade students at madison miller middle school use their smart phones. a pie chart is shown with the colours, orange, green, pink, purple, blue and light pink. the following are the present ages. orange 35 percent, games and apps. green, 21 percent, texting. pink 20 percent, music. purple, 14 percent web browsing. blue 9 percent, camera. light pink, 1 percent, phone calls.

Which is not covered under the common topic “relationship” a. causes and effects b. comparisons and contrasts c. contraries and contradictions d. antecedents and consequences