instruction:
In this task, you are given a question and a context passage. You have to answer the question based on the given passage.
question:
Which is larger, cliques or crowds?, Context: Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.
answer:
crowds


question:
How does Leibniz feel about the absolutist position?, Context: Arguing against the absolutist position, Leibniz offers a number of thought experiments with the purpose of showing that there is contradiction in assuming the existence of facts such as absolute location and velocity. These arguments trade heavily on two principles central to his philosophy: the principle of sufficient reason and the identity of indiscernibles. The principle of sufficient reason holds that for every fact, there is a reason that is sufficient to explain what and why it is the way it is and not otherwise. The identity of indiscernibles states that if there is no way of telling two entities apart, then they are one and the same thing.
answer:
there is contradiction


question:
What can change the wavelength?, Context: For example, at 30 MHz (10 m wavelength) a true resonant 1⁄4-wavelength monopole would be almost 2.5 meters long, and using an antenna only 1.5 meters tall would require the addition of a loading coil. Then it may be said that the coil has lengthened the antenna to achieve an electrical length of 2.5 meters. However, the resulting resistive impedance achieved will be quite a bit lower than the impedance of a resonant monopole, likely requiring further impedance matching. In addition to a lower radiation resistance, the reactance becomes higher as the antenna size is reduced, and the resonant circuit formed by the antenna and the tuning coil has a Q factor that rises and eventually causes the bandwidth of the antenna to be inadequate for the signal being transmitted. This is the major factor that sets the size of antennas at 1 MHz and lower frequencies.
answer:

resulting resistive impedance