Category: Writing

This week you are learning about the Medicare and Medicaid government programs. Each of these provide different types of healthcare coverage for specific groups of people.
Read the following scenario and answer the discussion prompts for this week.
Part of your job duties as a Medical Claims Specialist in Dr. Johnson’s medical office is to verify the patient and insurance information, the assigned codes for services provided, and the dates of service for each claim are correct before they are sent to Medicare for reimbursement. You notice the insurance information listed for the patient on the claim is Medicare Part A and the codes are for Evaluation and Management services.
2. Initial Post: Create a new thread and answer all three parts of the initial prompt below
Explain why billing Medicare Part A for the listed service is or is not correct.
Summarize the types of services Medicare Part A reimburses.
Describe what steps you would take to ensure both the insurance and services listed on the claim are accurate.

Answer the following questions: 1. Did you believe these news items were true? How did you know they were true/false? 2. Are all news information on the internet true? Why or why not? 3. Who gets to post news items online? Expound
Activity 3. Flash News and Visuals Analyze these pictures. CANTRY HOME NEWS COLORLITERS SPORTS ENTERTAINMENT Pokemon Go: Major Highway Accident After Man Stops In Middle Of Highway To Catch Pikachu! PokeMoy GO 12 BREAKING: Obama’s Mother In Law Charged With Larceny And Fraud GOOD NEWS FOR SMOKERS! SCANDAL! New vitamin GOVERNMENT COVERING UP HUGE cigarettes will CHEMICAL SPILL SERIOUS HEALTH RISK add years to your life! Naah Publish on The SPODSBING Dramark -A Banid Cosmos Post A PACK a day wil keep the heer has become the toast of kuropeas
What I Can Do Using the Venn Diagram, identify the similarities and differences between and among media literacy, information literacy, and technology literacy.

Prompt:
Do you agree with Plato that individuals
should be placed
into social or political positions based on their
innate
(inborn, genetic predisposition) ability, and should not seek to attain a higher or lower position in society. In other words, a requirement for leaders would be to have the ability to function with high intelligence and expertise, based on a genetic capacity for intelligence, or that an individual should be a solider because of their innate strength, courage, and bravery. or that a person whose strength is not based on intelligence or courage should seek more menial labor?
Defend (agree and explain why), Challenge (disagree and explain why), or Qualify (I agree with some of the views, but not all) Plato’s view.
Please explain In a long explanation.

1.Prior Academic Knowledge: Explain how the lesson plan will build on students’ prior academic knowledge related to the content-specific learning goal(s) selected for the lesson.
2.Student Assets and Learning Needs: Explain how the lesson plan will incorporate or build on students’ cultural and linguistic resources, socioeconomic backgrounds, funds of knowledge, prior experiences, and interests related to the content of the lesson.
3.Student Learning Activities: Explain why you selected the learning activities and how you will engage all students in higher-order thinking (analysis, synthesis, evaluation, interpretation, transfer) and applications of concepts or skills to purposefully advance their understanding of the specific content (e.g., use of manipulatives, think-pair-share, models, drawings or maps, graphic organizers, performances, demonstrations, labs).
4.Instructional Strategies: Explain why you will use specific instructional strategies and what adaptations you might make to improve student access to learning. Describe how you will support student engagement with the content you are teaching in this lesson (e.g., modeling, scaffolding, asking questions, providing instructions to guide an activity).
5.Student Grouping: Explain your rationale for grouping students in this lesson—whole group, small group, pairs, individual—and why you think this will support student learning.
6.Academic Language Development: How will you address the academic language development needs of the students you are teaching, including English learners and Standard English learners? What vocabulary or terminology is necessary to access the content?
7.Resources and Materials to Support Learning: Explain why you chose particular resources and materials to support student learning and language demands in this lesson. What is the difficulty level of text, materials, or resources needed for the lesson?
8.Assessments: Explain how the assessments will check on students’ understanding of the content taught during the lesson.
9.Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development): Explain how the lesson plan addresses the developmental considerations of your students.
10.Focus Students: Explain how the lesson plan addresses individual needs of the 3 focus students, including as appropriate, assistive technologies, and provides inclusive learning opportunities (if relevant, may include an explanation of additional support that occurs outside the classroom) to engage fully with the content of the lesson.
a.Focus Student 1:
b.Focus Student 2:
c.Focus Student 3:

Soups Identify and describe three soup classifications. Identify the typical serving size of entree and main soups, and the types of garnishes that can be used. Classification of soup Typical serving size for Type of garnishes used 1 example for each entree and main portion Or accompaniment classification 1 2. 1. 2 Identify two classical soups and two contemporary/modern soups. For each one, provide a brief background on their origin. Name of soups Brief background of their origin Classical 1. Classical 2. Modern 1. Modern 2.

Each of the following groups of statements includes one main idea and two or three supporting details. Click on the main idea in each group.
Group 1
Through its life and death, a tree will serve a variety of important functions.
While alive, a tree provides food, nesting sites, shade, wind protection, and concealment for wildlife.
After a tree begins to die, stored nutrients are released, and it continues to provide protection and food for many forms of plant and animal life.
Question 2
In cultures where most working people are thin and tanned from outdoor labor, being pale and overweight indicates wealth and high status.
At some points in history, long fingernails for men and women demonstrated that, unlike common laborers, the person did not have to work with his or her hands.
In different societies and stages of history, different physical attributes have indicated a person’s status.
Group 3
Certain behaviors are considered especially serious signs that a child may later engage in violent criminal acts.
Cruelty to animals, such as beating or torturing pets, is often a sign of serious psychological problems in children.
Children who show a fascination with setting fires have a strong tendency to later engage in violent criminal behavior.
Group 4
Adults seek out spicy or bitter foods to stimulate their smaller supply of taste buds.
The difference in the sensitivity to flavors between children and adults lies in the taste buds, the tiny taste receptors that line the tongue.
Young children’s tongues are loaded with taste buds and are especially sensitive; therefore, sour or spicy flavors seem too intense to them.
Group 5
In Japan, you should not look at a person directly in the eye for more than a few seconds, which the Japanese consider rude.
In Tibet, you should greet people by sticking out your tongue, the same way as natives do.
While traveling in different countries, there are some things to do a some things to avoid doing.
In Greece, you should refrain from waving your hand to say goodbye because hand-waving is regarded as an insult.
Group 6
By relieving tension, laughing can prevent an angry eruption.
Instead of allowing anger to build, a person should deal with anger-arousing situations as they arise.
Sometimes the best way to deal with particular people or situations that arouse anger is to avoid them as much as possible.
Different coping strategies can help people to curb their anger.
Group 7
In ancient Greece, women could not vote or hold public office.
The women of ancient Greece lived under very strict constraints in family and civic life.
A wife in ancient Greece was expected to do little else than bear and raise children and be a housekeeper.
After marriage a woman had no independent standing; she was her husband’s responsibility.
Group 8
In the summer, tenement apartments were so hot the Boston Board of Health recommended that mothers take their babies to the rooftops at night.
For many immigrants in the late 19th century, their first American home was less appealing than the place they had left behind.
In the winter, the tenements were so cold that people went to work even when they were sick just so they could get warm.
One tenement had 170 children but only a 14-foot-square yard for them to play in.
Group 9
There were ten women in the House of Representatives in 1970 and only one woman in the Senate.
In North Carolina, only a virgin could charge a man with rape.
Divorced women were regarded as high risks by insurance companies, and they had trouble getting credit cards.
In the early 1970s, women still had a long way to go in terms of gaining equal rights.
Group 10
The introduction of handguns in Europe in the early 1300s had a great impact on road travel.
The handgun allowed fourteenth-century travelers to protect themselves from highwaymen who robbed and assaulted travelers.
In the 1300s, most road travelers (being right-handed) kept their handguns under their left arms, leading to the common practice of keeping to the right side of the road.
Later in the fourteenth century, villages and towns began to hire men who could use handguns to protect travelers on sections of roadway; this practice was the forerunner of modern highway patrols.

I’M A SINGLE MOM LOOKING FOR STUDY MATERIAL HELP FOR MY TWO SONS. DUE TO COVID, I HAVE BEEN UNABLE TO ASSIST THEM BECAUSE I WORK OVERTIME. PLEASE HELP IF AT ALL POSSIBLE, AND I’LL MAKE SURE TO GIVE YOU A 5/5 RATING FOR HELPING. THANKS.
Subject: Analyzing and Editing a Narrative
Narrative: (Reference):
My lifeguard friends and me were contracted to work at the Third Annual Cook County Mud Run.
Even though I had never done it before, I was happy and excited to do something different other than perch atop my lifeguard chair and stare at the people in the water all day long.
Amazing, groups of people wanted to run several miles, wear theirselves out and swim across a wide muddy river.
It is the beginning of September, and the nights had started to get cooler, so we didn’t know exactly what the weather would be like.
I know I just really didn’t want to jump into cold dirty water for no justifiable reason.
On the other hand, it would be nice to go somewhere new and watch athletes test there endurance.
Our team leader, Ronnie, is telling us these excitement-craving participants are from the ROTC and the United States army reserve.
Over the next few days, Ronnie helped us plan for the event.
On that fateful day, we traveled quick to set up our posts near the banks of the river.
We scanned the wide expanse of the river that the contestants had to swim across, and Shelby came up with a great idea.
We would position a floating platform in the middle of the river and have four lifeguards spanning across the river.
We also decided every two hours that we would switch out teams.
“Sounds like a plan. Whose going to begin the first shift?” I yelled at Ronnie.
“Your team, Damien, get ready!” she replied.
Ronnie stressed the importance of keeping the rescue tubes ready and our eyes on everyone in the river.
If a person sank, we had to dive in immediately and try to find him or her in that muddy water by feeling around in the dark.
My Dad even told me about a man who had drowned at a previous mud run.
He was found stuck in the mud near the shores of the river.
Well, it’s the day of the race, and we have to endure the wind, the chilly water, and the mud.
That day, I lost count of the times I had to retreive a sinking body and save them in that river.
The cold water was causing the swimmer’s muscles to freeze up, causing them to sink, made it impossible to swim across.
We tied the rescue tubes on ropes securely pulling them to safety.
We often shouted warnings to the swimmers to yell for help.
I know these athletes were embarrassed, but really, better being embarrassed than to die by drowning!
Finally, after a bone-chilling 12 hours in the cold wind, it was over.
Then, we all went out to eat at Samantha’s father’s restaurant, the Chili Bowl and Cracker on Twenty-First Street.
She said, “Order the hot, turkey chili, and Dad’s gonna give us a half-price discount!”
While eating our delicious dinner, we reminisced about saving so many lives that wild and crazy day!
Answer all questions.
Questions: (1-23 please, all correct) – practice sheet.
Which sentence is the main idea sentence in the first paragraph?
sentence 3
sentence 1
sentence 4
sentence 2
2: In the second paragraph (sentences 4-8), who are the participants of the race?
high school kids training for a swim team
the ROTC and the Army Reserve members
a group of lifeguards
coaches and athletes from area gyms
3: When does the mud run take place?
in March
in the winter
in September
in the summer
4: What is the function of sentence 8 in the second paragraph?
makes an opposing idea
serves as the main idea sentence of that paragraph
introduces the information in the next paragraph
adds important supporting details to the topic of the paragraph
5: What is the main idea of the third paragraph (sentences 9-12)?
what meeting the organizers was like
what occurred during the event
what Damien’s team did to prepare
how Damien does not want to participate
6: What is the main purpose of the sixth paragraph (sentences 16-19)?
suggesting why Damien likes lifeguarding
expounding on the seriousness of their work
explaining why mud runs exist
persuading the audience to swim carefully
7: What do sentences 20-25 explain?
how different jobs can be more important than others
how and why Damien had to save participants
how the river had underwater currents dragging people under
how unprepared the lifeguards were
8: If a summary of this story was used to support an idea for an explanatory (expository) essay, which idea would it most illustrate?
how a job can be a social outlet for fun and recreation
how people can be so foolish
reasons that a person should become a lifeguard
why people should take responsibility in their work
9: Which sentence best supports the correct idea of this story’s summary?
sentence 29
sentence 2
sentence 4
sentence 27
10: What change should be made in sentence 1?
Change
me
to
I
.
Change
were
to
was
.
Change
friends
to
friend’s
.
Change
Mud Run
to
mud run
11: What change should be made in sentence 2?
Change
it
to
a mud run
.
Change
stare
to
stair
.
Change
had never done
to
didn’t ever do
.
Make no change.
12: What change, if any, should be made in sentence 3?
Change
amazing
to
amazingly
and
groups of
to
some
.
Change
wear
to
wearing
and
swim
to
going to swim
.
Change
amazing
to
amazingly
and
theirselves
to
themselves
.
Make no change.
13: What change, if any, should be made in sentence 4?
Change
is
to
was.
Change
had started
to
have started
.
Change
would be like
to
will be like
.
Make no change.
14: What change should be made in sentence 6?
Change
there
to
their
.
Change
would be
to
is
.
Change
new
to
knew
.
Change
there
to
they’re
.
15: What change should be made in sentence 7?
Change
is telling
to
was telling
.
Change
our
to
my
and
ROTC
to
rotc
.
Change
is telling
to
told
and
army reserve
to
Army Reserve
.
Change
these
to
their
and
participants
to
participents
.
16: What change should be made in sentence 9?
Change
traveled
to
travelled
.
Move
quick
to after
posts
.
Change river to River.
Change
quick
to
quickly.

1. I.n y.our o.wn wo.rds, what do the authors of EAA mean when they write that, “the clothes you wear, the foods you eat, and the groups you join make unspoken arguments about who you are?”
2. What kind of argument is being forwarded by a person wearing/displaying/publicly using the following items: (HINT: think beyond surface level answers like, “I like the red sox” or “I support BLM.” What group membership is being advertised? What philosophical point is being made? How would
this person
explain their meaning?)
a. a Boston Red Sox cap?
b. a Black Lives Matter yard sign?
c. a Tesla electric car?
d. the health warnings on a package of cigarettes?
3. According to EAA, what is the difference between convincing and persuading?
4. Define ethos, pathos, and logos.
5. Now, link to and then explain an example of each of these kinds of appeals. You can find these in speeches, interviews, editorials, journal articles, advertisements, etc…, just be sure to link to each example you find and discuss.
6. What is kairos?
7. Why should you “consider what’s ‘normal’” in a given culture before forwarding an argument? How does a writer go about doing this?
8. The following is a list of arguments that lack a “they say”– any sense of who needs to hear these claims, who might think otherwise. Like the speaker in the cartoon on page 4 (TSIS) declares that,
The Sopranos
presents complex characters, these one-sided arguments fail to explain what view they are responding to– what view, in effect, they are trying to correct, add to, qualify, complicate, and so forth. Your job in this exercise is to provide each argument with such a counter view. Feel free to use any of the templates in TSIS chapter one you find helpful. The first item is done for you as an example.
a. Our experiments suggest that there are dangerous levels of chemical X in the Ohio groundwater.
Though Chemical X company declares that their disposal practices are safe, our experiments suggest that there are dangerous levels of chemical X in the Ohio groundwater.
b. Material forces drive history.
c. Male students often dominate class discussions.
d. The film is about the problems of romantic relationships.
e. I’m afraid that templates like the ones in this book will stifle my creativity.
https://drive.google.com/file/d/1fE3K2CX7_MASjmLZm9FbLGYtPVjaPWSX/view?usp=sharing
https://drive.google.com/file/d/1Radu1K7BIMdwSSPweFh91PDu54k2XiDg/view?usp=sharing
https://mediaspace.kennesaw.edu/media/Everything%27s+An+Argument+Chapter+One+Lecture/1_87i0ah8t

Which of the following statements best reflects the central 6 idea of the story? a. A woman is confused by a man’s strange
behavior. b. A girl plays a trick on an unsuspecting stranger. c. A man recovers from an illness that affects his nerves. d. A
woman’s long-lost family returns from the dead.

Read the passage and answer the questions in the pictures
What is the appropriate age for a new driver to earn a license? Is age 16, the age used by many states, the way to go? Or should the minimum age requirement be 18 years old? Recently, there has been much debate about what the driving age should be.
When the first automobile was invented in 1886, there was excitement about what this new machine meant for the future of travel, both near and far. In 1900, cars were considered luxury items, and only 8,000 were owned in the United States. Currently, over 253 million cars are driven on American roads. As the automobile became the main form of transportation in the United States, regulations about who could operate the cars soon followed.
The responsibility to issue drivers’ licenses and establish driving laws has always been given to individual states, and requirements vary among states. In 1903, Massachusetts and Missouri became the first states to have laws about licensing, and in 1908, Rhode Island became the first state to require a driving test. By the 1930s, many high schools began to offer formal driver education classes. In years prior, the responsibility for teaching new drivers had fallen on car salesmen, family, friends, or organizations such as the YMCA. Despite concern about the safety of drivers on the road, in 1935, just 37 states required drivers’ licenses and few required a test to earn such a license. Today, all 50 states have laws requiring drivers to pass a driving test in order to gain a license. However, there is still disagreement about whether 16-year-olds are too young to drive.
There are several arguments that support the idea that 16 years old is the right age to earn a driver’s license. First, when high school students get their licenses at 16, they can be more independent and no longer have to rely on their parents to pick them up from school and activities. In addition, their parents no longer have to take time out of their schedules to drive their children from place to place. Finally, high school students who want to work often need to drive themselves. Students may not be able to work at all if they cannot get to their jobs. This places a greater financial burden on parents.
On the other hand, the biggest argument in favor of raising the driving age has to do with safety. Young drivers get into more accidents than older drivers do. In fact, the risk for car accidents is highest for 16- to 19-year-old drivers; teen drivers crash three times more often than drivers who are over 20 years old. This data suggests that young teens are too inexperienced to drive and would be much safer drivers if they waited until they were 18 to take the driving test. Those in favor of raising the driving age hope that many teen injuries can be avoided.
The future may bring about a compromise between the two sides. During the 1990s, Graduated Driver Licensing programs were introduced to help teenagers acquire more driving experience. Graduated Driver Licensing programs have three stages: the learner, the intermediate, and the full-privilege stage. The age restrictions for each stage vary from state to state. In the learner stage, teens have to drive with supervision, usually a parent. This stage lasts from six to twelve months. After a minimum time period and 30-70 hours of supervised driving practice, teens can take their driving test. They then enter the intermediate stage. During this stage, teens must have supervision if they drive at night and can have only one other teen passenger in the vehicle. Finally, at age 16, 17, or 18, depending on the state, teens enter the full-privilege stage, when they earn a standard driver’s license.
Even with Graduated Driver Licensing programs, the debate about the minimum driving age is still complex and heated. Both sides hope for fewer accidents involving teen drivers. Time will tell whether this new form of licensing is effective in reducing accidents—and in satisfying proponents of both older and younger driving age requirements.
Question 1
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Click here to read the passage before answering the question.
Which sentence from the passage best states the main idea of “When Should Teens Drive?”
Select one:
a.
Currently, over 253 million cars are driven on American roads. (paragraph 2)
b.
The responsibility to issue drivers’ licenses and establish driving laws has always been given to individual states, and requirements vary among states. (paragraph 3)
c.
Those in favor of raising the driving age hope that many teen injuries can be avoided. (paragraph 5)
d.
Recently, there has been much debate about when the driving age should be. (paragraph 1)
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Question 2
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Click here to read the passage before answering the question.
According to the research presented by the author, it can be concluded that young drivers get into more accidents than older drivers because
Select one:
a.
they drive too fast.
b.
they are nervous about driving.
c.
they are too inexperienced to drive.
d.
they drive too slowly under supervision.
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Question 3
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Click here to read the passage before answering the question.
Read these two sentences from paragraph 3 of the passage.
The responsibility to issue drivers’ licenses and establish driving laws has always been given to individual states, and requirements vary among states. In 1903, Massachusetts and Missouri became the first states to have laws about licensing, and in 1908, Rhode Island became the first state to require a driving test.
Which word from these sentences helps you understand the meaning of the word requirements?
Select one:
a.
responsibility
b.
laws
c.
individual
d.
test
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