Tag: Paper Writing

The phrase “frolicksome as a young fawn” is intended to convey: * O A playful and affectionate nature. 0 Carefree and unburdened by
human emotions. O A gentle and cautious personality. 0 A fondness for Nature’s bounty.

What are the differences between Opinion writing, Persuasive writing, and Argumentative writing? What are some examples of each that you’ve seen? Which do you find more persuasive?

PHYSICAL EDUCATION
QUESTIONS:
1. Can mobility training be incorporated alongside other forms of training or is it a discipline unto itself? Explain your answer.
2. What kind of ailments could be prevented or reversed with proper mobility work?

ARTICLE: The train entered the defiles 1 of the Sutpour Mountains, which separate the Khandeish from Bundelcund, towards evening. The next day Sir Francis Cromarty asked Passepartout what time it was; to which, on consulting his watch, he replied that it was three in the morning. This famous timepiece, always regulated on the Greenwich meridian, which was now some seventy-­seven degrees westward, was at least four hours slow. Sir Francis corrected Passepartout’s time, whereupon the latter made the same remark that he had done to Fix; and upon the general insisting that the watch should be regulated in each new meridian, 2 since he was constantly going eastward, that is in the face of the sun, and therefore the days were shorter by four minutes for each degree gone over, Passepartout obstinately refused to alter his watch, which he kept at London time. It was an innocent delusion which could harm no one.
The train stopped, at eight o’clock, in the midst of a glade some fifteen miles beyond Rothal, where there were several bungalows, and workmen’s cabins. The conductor, passing along the carriages, shouted, “Passengers will get out here!”
Phileas Fogg looked at Sir Francis Cromarty for an explanation; but the general could not tell what meant a halt in the midst of this forest of dates and acacias.
Passepartout, not less surprised, rushed out and speedily returned, crying: “Monsieur, no more railway!”
“What do you mean?” asked Sir Francis.
“I mean to say that the train isn’t going on.”
The general at once stepped out, while Phileas Fogg calmly followed him, and they proceeded together to the conductor.
“Where are we?” asked Sir Francis.
“At the hamlet of Kholby.”
“Do we stop here?”
“Certainly. The railway isn’t finished.”
“What! not finished?”
“No. There’s still a matter of fifty miles to be laid from here to Allahabad, where the line begins again.”
“But the papers announced the opening of the railway throughout.”
“What would you have, officer? The papers were mistaken.”
“Yet you sell tickets from Bombay to Calcutta,” retorted Sir Francis, who was growing warm.
“No doubt,” replied the conductor; “but the passengers know that they must provide means of transportation for themselves from Kholby to Allahabad.”
Sir Francis was furious. Passepartout would willingly have knocked the conductor down, and did not dare to look at his master.
“Sir Francis,” said Mr. Fogg quietly, “we will, if you please, look about for some means of conveyance to Allahabad.”
“Mr. Fogg, this is a delay greatly to your disadvantage.”
“No, Sir Francis; it was foreseen.”
“What! You knew that the way—”
“Not at all; but I knew that some obstacle or other would sooner or later arise on my route. Nothing, therefore, is lost. I have two days, which I have already gained, to sacrifice. A steamer leaves Calcutta for Hong Kong at noon, on the 25th. This is the 22nd, and we shall reach Calcutta in time.”
There was nothing to say to so confident a response.
It was but too true that the railway came to a termination at this point. The papers were like some watches, which have a way of getting too fast, and had been premature in their announcement of the completion of the line. The greater part of the travellers were aware of this interruption, and, leaving the train, they began to engage such vehicles as the village could provide four­-wheeled palkigharis, waggons drawn by zebus, 3 carriages that looked like perambulating pagodas, 4 palanquins, 5 ponies, and what not.
Mr. Fogg and Sir Francis Cromarty, after searching the village from end to end, came back without having found anything.
“I shall go afoot,” said Phileas Fogg.
Passepartout, who had now rejoined his master, made a wry grimace, as he thought of his magnificent, but too frail Indian shoes. Happily he too had been looking about him, and, after a moment’s hesitation, said, “Monsieur, I think I have found a means of conveyance.”
“What?”
“An elephant! An elephant that belongs to an Indian who lives but a hundred steps from here.”
“Let’s go and see the elephant,” replied Mr. Fogg.
THE QUESTION:
Write  summary of the passage. Be sure to include details about the characters, setting, and plot.

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.