Please help. I’ll mark as brainliest if correct!

Choose the implied main idea.

A. Teens can benefit from both work and school—-and avoid the pitfalls of materialism——simply by working no more than fifteen hours a week.
B. Working is not good for teenagers because it interferences with their school work, it can lead to illness, and it can make them too materialistic.
C. Working is valuable for teenagers because it can teach them independence, help them understand the value of a dollar, and allow them to buy things they want.
D. Teens who work more than fifteen hours a week can learn valuable lessons in how to juggle homework, extracurricular activities, and work.

Ineed advice. i have a lot of friends at school but recently my best friend for some reason didn’t like our friend group. she wanted to switch to a new table during lunch. she said she found a new table where we would be welcomed if i wanted to come. i agreed because i knew i would continue to talk to them outside of lunch. after a month or two, my best friend got mad at our new lunch table group. so she left for a day or two, but i stayed because i actually kinda liked it there, even if it was kinda crazy. then she came back to the table. eventually i started to miss my old friends at my old lunch table. so i went over there for one lunch. then after lunch i sat at my new lunch spot before the bell rang. they all called me a traitor. so now i sit with my old lunch group, which is fine because i missed them, but i also miss my new, now old, lunch table. what should i do? p.s. sorry if you loose your last brain cells trying to understand this.

Read the excerpt from a history of the world in 100 objects. power is usually not willingly given, but forcefully taken; and in both europe and america the nineteenth century was punctuated by political protest, with periodic revolutions on the continent, the civil war in america and, in britain, a steady struggle to widen the suffrage. what would be a benefit of reading this text rather than listening to an audio version of it? the reader could analyze the text features in the excerpt. the reader could visualize the description given. the reader could set his or her own pace and reread parts for clarity. the reader could hear the sounds of the political protest.

How does the poem’s mood and tone change in each of these stages? odes and elgies