<?xml version="1.0" encoding="UTF-8"?><oembed><type>video</type><version>1.0</version><html>&lt;iframe src=&quot;https://www.loom.com/embed/00444b6cc2fd4353a6f419ee30a6ae72&quot; frameborder=&quot;0&quot; width=&quot;1038&quot; height=&quot;778&quot; webkitallowfullscreen mozallowfullscreen allowfullscreen&gt;&lt;/iframe&gt;</html><height>778</height><width>1038</width><provider_name>Loom</provider_name><provider_url>https://www.loom.com</provider_url><thumbnail_height>778</thumbnail_height><thumbnail_width>1038</thumbnail_width><thumbnail_url>https://cdn.loom.com/sessions/thumbnails/00444b6cc2fd4353a6f419ee30a6ae72-00001.jpg</thumbnail_url><duration>198</duration><title>S1 Q42 SAT #3</title><description>p:  How do the words “can,” “may,” and “could” in the third paragraph (lines 19-41) help establish the tone of the paragraph? 
a:  They create an optimistic tone that makes clear the authors are hopeful about the effects of their research on colony collapse disorder. ;
 They create a dubious tone that makes clear the authors do not have confidence in the usefulness of the research described. ;
 They create a tentative tone that makes clear the authors suspect but do not know that their hypothesis is correct. ;
 They create a critical tone that makes clear the authors are skeptical of claims that pyrethrums are inherent in mono-crops. ;</description></oembed>