Please help ! :) Reread paragraph 12 of the text. Then answer the multiple-choice questions that follow.
From "Methods of Motivation"

12 Not every school can be as enlightened as LACS, but every school should try. Teachers must either incorporate intrinsic
motivation into their classrooms or be left with a system of rewards and punishments that stifles creativity and students' desire
to learn. Teachers' behaviors may even affect student achievement. A 2014 study that clustered intermediate-level students
into three groups-high intrinsic and high extrinsic motivation, high intrinsic and low extrinsic motivation, and low intrinsic and
high extrinsic motivation--found that the students who were primarily intrinsically motivated outperformed their fellow students
and showed the greatest increase in achievement over the course of a school year.

Question : The argument that teachers must incorporate intrinsic motivation or be left with a reward and punishment system that stifles students desire to learn is a logical fallacy based on —

1 - an incorrect premise

2 - a hasty generalization

3 - a faulty piece of evidence

4 - an either-or fallacy

first aid for seizures is aimed at keeping the person safe until the seizure stops on its own. stay calm, loosen anything around the person's neck, do not restrain them or put anything in their mouth, clear the area around them, and stay with them after the seizure stops.

hope this !

argumentative i feel like this best match it but it could judgmental to

awnser:

the thousand and one nights – or, as i prefer to call them in the following forpurely practical reasons: the arabian nights – as we perceive them three hundredyears after antoine galland’s epochal french adaptation bear a distinct arabicimprint. meanwhile, the commonly accepted model for their textual historyacknowledges various stages in the conceptualization and effective formation ofboth the collection’s characteristic frame story and the embedded repertoire. thevast majority of tales in the preserved manuscripts of the nights has beenintegrated into the collection during two periods of arabic influence, the so-calledbaghdad and cairo periods (gerhardt 1963: 115–374). these “arabic” stages arepreceded by an iranian version, probably dating to pre-islamic times, which in itsturn profits from both structural devices and narrative contents originating fromindian tradition. considering the eminent position that iran and iranian culturehold in the early stages of the textual history of the arabian nights, surprisinglyfew details are known concerning the collection’s relation to and its actualposition within the iranian cultural context. in the following, i will discuss linksbetween the arabian nights and iranian culture on several levels. in surveyingthese links, i will treat five major areas: (1) the iranian prototype of the nights; (2) tales of alleged persian origin; (3) persian characters within the tales; (4)persian translations of the arabian nights; and (5) the position of the arabiannights in modern iran