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(07.05 MC) Read the following passage carefully before you choose your answer. This passage is taken from the concluding remarks of a speech given by President Ronald Reagan to the people of West Berlin in 1987. (11)And now the Soviets themselves may, in a limited way, be coming to understand the importance of freedom. We hear much from Moscow about a new policy of reform and openness. Some political prisoners have been released. Certain foreign news broadcasts are no longer being jammed. Some economic enterprises have been permitted to operate with greater freedom from state control. (12)Are these the beginnings of profound changes in the Soviet state? Or are they token gestures, intended to raise false hopes in the West, or to strengthen the Soviet system without changing it? We welcome change and openness; for we believe that freedom and security go together, that the advance of human liberty can only strengthen the cause of world peace. There is one sign the Soviets can make that would be unmistakable, that would advance dramatically the cause of freedom and peace. (13)General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall! The intended audience can best be described as individuals who

(07.03 MC) Read the following passage carefully before you choose your answer. The following passage is an excerpt of an online article on teens and sleep. (1) In October 2019, the state of California passed a new law that mandates a change to the starting times for the state’s public schools. (2) The law—which was supported by the California Medical Association, the California Psychiatric Association, the CDC, and the American Academy of Pediatrics—requires middle schools to start no earlier than 8:00 a.m. and high schools to start no earlier than 8:30 a.m. (3) The law is a state-level solution to a problem that doctors, school administrators, and researchers have been justifiably lamenting for decades: adolescents need eight to ten hours of sleep per night, but more than two thirds of high schoolers get less than that. (4) Even more troubling, about forty percent of students get fewer than six hours. (5) Simply telling teenagers to go to bed earlier isn’t effective; teens build up sleep pressure—the regulatory force that builds up and allows a person to both fall and stay asleep—more slowly than adults or younger children. (6) For this reason, they are simply not equipped to fall asleep earlier on command; they are truly designed to go to bed later and sleep later into the morning. (7) Sleep deprivation among adolescents has been proven to affect overall health, often resulting in weakened immune systems and other problems. (8) It also compromises memory consolidation, thus resulting in decreased overall academic performance as reflected in lower test scores. (9) If that’s not enough to support later start times, consider this: one school district that voluntarily implemented the time changes long before the California law reported a 70% reduction in student car crashes. (10) It’s tough to argue with data that shows an increase in student safety in addition to an increase in student performance. (11) Despite this rather obvious data in support of later start times, many school administrators lament the challenges of bus schedules, lunch services, childcare, and even athletic practices, all of which have traditionally been built around much earlier start times than the 8:00 to 8:30 a.m. requirements. (12) But the experts are emphatic in reminding the public that the challenges are worth facing, and the adjusted start times will result in greater health and safety and increased student learning. The writer wants to present an objective argument. Which of the following changes should the writer make?

(07.05 MC) Read the following excerpt carefully before you choose your answer. This excerpt is taken from a letter written by a father to his son. “Though I employ so much of my time in writing to you, I confess I have often my doubts whether it is to any purpose. I know how unwelcome advice generally is ; I know that those who want it most like it and follow it least; and I know, too, that the advice of parents, more particularly, is ascribed to the moroseness, the imperiousness, or the garrulity of old age. But then, on the other hand, I flatter myself, that as your own reason (though too young as yet to suggest much to you of itself) is, however, strong enough to enable you both to judge of and receive plain truths: I flatter myself, I say, that your own reason, young as it is, must tell you, that I can have no interest but yours in the advice I give you; and that, consequently, you will at least weigh and consider it well: in which case, some of it will, I hope, have its effect.” In context the phrase “the garrulity of old age” is best interpreted as the

(07.05 MC) Read the following passage carefully before you choose your answer. This passage is taken from a book that chronicles a man’s exploration of Alaska. “It was raining hard when I awoke, but I made up my mind to disregard the weather, put on my dripping clothing, glad to know it was fresh and clean; ate biscuits and a piece of dried salmon without attempting to make a tea fire; filled a bag with hardtack, slung it over my shoulder, and with my indispensable ice-axe plunged once more into the dripping jungle.” Which phrase from this detailed sentence includes an aside that reveals the writer’s perspective?

(07.05 MC) Read the following passage carefully before you choose your answer. This passage is taken from a book that chronicles a man’s exploration of Alaska. (1)It was now near dark, and I made haste to make up my flimsy little tent. The ground was desperately rocky. I made out, however, to level down a strip large enough to lie on, and by means of slim alder stems bent over it and tied together soon had a home. While thus busily engaged I was startled by a thundering roar across the lake. Running to the top of the moraine, I discovered that the tremendous noise was only the outcry of a newborn berg about fifty or sixty feet in diameter, rocking and wallowing in the waves it had raised as if enjoying its freedom after its long grinding work as part of the glacier. After this fine last lesson I managed to make a small fire out of wet twigs, got a cup of tea, stripped off my dripping clothing, wrapped myself in a blanket and lay brooding on the gains of the day and plans for the morrow, glad, rich, and almost comfortable. (2)It was raining hard when I awoke, but I made up my mind to disregard the weather, put on my dripping clothing, glad to know it was fresh and clean; ate biscuits and a piece of dried salmon without attempting to make a tea fire; filled a bag with hardtack, slung it over my shoulder, and with my indispensable ice-axe plunged once more into the dripping jungle. I found my bridge holding bravely in place against the swollen torrent, crossed it and beat my way around pools and logs and through two hours of tangle back to the moraine on the north side of the outlet,—a wet, weary battle but not without enjoyment. The smell of the washed ground and vegetation made every breath a pleasure, and I found Calypso borealis1, the first I had seen on this side of the continent, one of my darlings, worth any amount of hardship; and I saw one of my Douglas squirrels on the margin of the grassy pool. The drip of the rain on the various leaves was pleasant to hear. More especially marked were the flat low-toned bumps and splashes of large drops from the trees on the broad horizontal leaves of Echinopanax horridum2, like the drumming of thundershower drops on veratrum and palm leaves, while the mosses were indescribably beautiful, so fresh, so bright, so cheerily green, and all so low and calm and silent, however heavy and wild the wind and the rain blowing and pouring above them. Surely never a particle of dust has touched leaf or crown of all these blessed mosses; and how bright were the red rims of the cladonia cups beside them, and the fruit of the dwarf cornel! And the wet berries, Nature’s precious jewelry, how beautiful they were!—huckleberries with pale bloom and a crystal drop on each; red and yellow salmon-berries, with clusters of smaller drops; and the glittering, berry-like raindrops adorning the interlacing arches of bent grasses and sedges around the edges of the pools, every drop a mirror with all the landscape in it. A’ that and a’ that and twice as muckle’s a’ that in this glorious Alaska day3, recalling, however different, George Herbert’s “Sweet day, so cool, so calm, so bright.4” (3)In the gardens and forests of this wonderful moraine one might spend a whole joyful life. 1 A rare orchid found in northern, mountainous areas.2Also called Devil’s Club, Echinopanax is a large-leafed shrub that grows in moist, dense forests mostly in the Pacific Northwest of the United States.3 Reference to Scottish poet, Robert Burns’s poem that rejoices over the wide variety of positive traits in his wife.4 Reference to a George Herbert poem that celebrates the glory found in nature and mourns the fact that it all must die. What is the effect of the author’s use of “my” in the excerpt, “… and I saw one of my Douglas squirrels on the margin of the grassy pool …”?

(06.10 MC) Read the following passage carefully before you choose your answer. This passage is taken from a letter written by a father to his son. DEAR BOY,                                                                                                       Bath, October the 4th, O. S. 1746. Though I employ so much of my time in writing to you, I confess I have often my doubts whether it is to any purpose. I know how unwelcome advice generally is; I know that those who want it most like it and follow it least; and I know, too, that the advice of parents, more particularly, is ascribed to the moroseness, the imperiousness, or the garrulity of old age. But then, on the other hand, I flatter myself, that as your own reason (though too young as yet to suggest much to you of itself) is, however, strong enough to enable you both to judge of and receive plain truths: I flatter myself, I say, that your own reason, young as it is, must tell you, that I can have no interest but yours in the advice I give you; and that, consequently, you will at least weigh and consider it well: in which case, some of it will, I hope, have its effect. Do not think that I mean to dictate as a parent; I only mean to advise as a friend, and an indulgent one too: and do not apprehend that I mean to check your pleasures; of which, on the contrary, I only desire to be the guide, not the censor. Let my experience supply your want of it, and clear your way in the progress of your youth of those thorns and briers which scratched and disfigured me in the course of mine. I do not, therefore, so much as hint to you how absolutely dependent you are upon me; that you neither have nor can have a shilling in the world but from me; and that, as I have no womanish weakness for your person, your merit must and will be the only measure of my kindness. I say, I do not hint these things to you, because I am convinced that you will act right upon more noble and generous principles; I mean, for the sake of doing right, and out of affection and gratitude to me. I have so often recommended to you attention and application to whatever you learn, that I do not mention them now as duties, but I point them out to you as conducive, nay, absolutely necessary, to your pleasures; for can there be a greater pleasure than to be universally allowed to excel those of one’s own age and manner of life? And, consequently, can there be anything more mortifying than to be excelled by them? In this latter case, your shame and regret must be greater than anybody’s, because everybody knows the uncommon care which has been taken of your education, and the opportunities you have had of knowing more than others of your age. I do not confine the application which I recommend, singly to the view and emulation of excelling others (though that is a very sensible pleasure and a very I warrantable pride); but I mean likewise to excel in the thing itself: for, in my mind, one may as well not know a thing at all, as know it but imperfectly. To know a little of anything, gives neither satisfaction nor credit, but often brings disgrace or ridicule. The purpose of paragraph one is to

For stomach primaries, what AJCC T classification is used for tumor invasion into the subserosa?

Research Essay Topical Outline (MEAL plan for body paragraphs with Source Synthesis)Your resources for this assignment: Instructions:During this Honorlock session, write a formal topical outline for your research essay.Your outline should follow these requirements:Seven sources (four found in the San Jac Library Super Search and three through a Google search): Use information from all seven of your sources that you have annotated and created notes for in previous weeks. They are provided to you in a PDF file above this outline format. If you did not submit all the sources in previous weeks, you may not see the required number of sources here, which will lead to a grade deduction.Answer your Research Question in multiple paragraphs: Organize the essay outline around major ideas that help lead to an answer to your research questionSource Synthesis: Each body paragraph must synthesize TWO sources to help answer your research question.Synthesizing sources means to combine them together by explaining the ways two sources agree with one another, disagree with one another, or extend/add to the ideas of one another. Sources should be connected through a shared idea, pattern, or meaningful contrast.Do NOT organize paragraphs source-by-source.Each paragraph must follow the MEAL plan structure ofMain Idea Evidence synthesized from at least two sourcesAnalysis of the Evidence, and How It Answers the Main IdeaLast word and lead in – a conclusion or wrap up to the paragraph and a lead in to the next paragraph (in other words, a transition)Number of body paragraphs: Decide how many body paragraphs you think you will need to answer your research question effectively. I included six here, but you may have more or fewer.Use the outline format below.You do not need to retype the entire outline format. Instead, just use the Roman numerals, label the parts briefly, and personalize the outline for your research question and sourcesThesis StatementWrite your current thesis statement, or in other words, what do you think the main idea of your essay will be? You worked toward this main idea when you wrote your position statement a few weeks ago.I. Body Paragraph 1:M – Main Idea: Key idea or concept that will help answer your research question or a key section/part you believe your essay will need in order to answer your research question effectively (this can be addressed in a phrase or a complete sentence)E – Evidence from Source 1Short Quotation, Paraphrase, or Summary of a Section of Source 1 with an in-text citation that includes the author’s last name and a page number.E – Evidence from Source 2Short Quotation, Paraphrase, or Summary of a Section of Source 2 with an in-text citation that includes the author’s last name and a page number.A – Analysis – Synthesize the two sources together by explaining how the ideas quoted, paraphrased, or summed up from the sources connect to each other. This may be a way the two sources agree with one author, disagree in a useful manner, or how one source adds to/extends another. For example, one source may add an example not mentioned in the other source. Choose one of the following to synthesize the sources:Agreement between sourcesUseful disagreementExtensionL – Last word and Lead Out– How does this paragraph work to answer your research question and support your thesis statement? How does this paragraphII. Body Paragraph 2:M – Main Idea: Key idea or concept that will help answer your research question or a key section/part you believe your essay will need in order to answer your research question effectively (this can be addressed in a phrase or a complete sentence)E – Evidence from Source 1Short Quotation, Paraphrase, or Summary of a Section of Source 1 with an in-text citation that includes the author’s last name and a page number.E – Evidence from Source 2Short Quotation, Paraphrase, or Summary of a Section of Source 2 with an in-text citation that includes the author’s last name and a page number.A – Analysis – Synthesize the two sources together by explaining how the ideas quoted, paraphrased, or summed up from the sources connect to each other. This may be a way the two sources agree with one author, disagree in a useful manner, or how one source adds to/extends another. For example, one source may add an example not mentioned in the other source. Choose one of the following to synthesize the sources:Agreement between sourcesUseful disagreementExtensionL – Last word and Lead Out– How does this paragraph work to answer your research question and support your thesis statement? How does this paragraph lead into the next one?III. Body Paragraph 3:M – Main Idea: Key idea or concept that will help answer your research question or a key section/part you believe your essay will need in order to answer your research question effectively (this can be addressed in a phrase or a complete sentence)E – Evidence from Source 1Short Quotation, Paraphrase, or Summary of a Section of Source 1 with an in-text citation that includes the author’s last name and a page number.E – Evidence from Source 2Short Quotation, Paraphrase, or Summary of a Section of Source 2 with an in-text citation that includes the author’s last name and a page number.A – Analysis – Synthesize the two sources together by explaining how the ideas quoted, paraphrased, or summed up from the sources connect to each other. This may be a way the two sources agree with one author, disagree in a useful manner, or how one source adds to/extends another. For example, one source may add an example not mentioned in the other source. Choose one of the following to synthesize the sources:Agreement between sourcesUseful disagreementExtensionL – Last word and Lead Out– How does this paragraph work to answer your research question and support your thesis statement? How does this paragraph lead into the next one?IV. Body Paragraph 4:M – Main Idea: Key idea or concept that will help answer your research question or a key section/part you believe your essay will need in order to answer your research question effectively (this can be addressed in a phrase or a complete sentence)E – Evidence from Source 1Short Quotation, Paraphrase, or Summary of a Section of Source 1 with an in-text citation that includes the author’s last name and a page number.E – Evidence from Source 2Short Quotation, Paraphrase, or Summary of a Section of Source 2 with an in-text citation that includes the author’s last name and a page number.A – Analysis – Synthesize the two sources together by explaining how the ideas quoted, paraphrased, or summed up from the sources connect to each other. This may be a way the two sources agree with one author, disagree in a useful manner, or how one source adds to/extends another. For example, one source may add an example not mentioned in the other source. Choose one of the following to synthesize the sources:. Agreement between sourcesUseful disagreementExtensionL – Last word and Lead Out– How does this paragraph work to answer your research question and support your thesis statement? How does this paragraph lead into the next one?V. Body Paragraph 5:M – Main Idea: Key idea or concept that will help answer your research question or a key section/part you believe your essay will need in order to answer your research question effectively (this can be addressed in a phrase or a complete sentence)E – Evidence from Source 1Short Quotation, Paraphrase, or Summary of a Section of Source 1 with an in-text citation that includes the author’s last name and a page number.E – Evidence from Source 2Short Quotation, Paraphrase, or Summary of a Section of Source 2 with an in-text citation that includes the author’s last name and a page number.A – Analysis – Synthesize the two sources together by explaining how the ideas quoted, paraphrased, or summed up from the sources connect to each other. This may be a way the two sources agree with one author, disagree in a useful manner, or how one source adds to/extends another. For example, one source may add an example not mentioned in the other source. Choose one of the following to synthesize the sources:Agreement between sourcesUseful disagreementExtensionL – Last word and Lead Out– How does this paragraph work to answer your research question and support your thesis statement? How does this paragraph lead into the next one?VI. Body Paragraph 6:M – Main Idea: Key idea or concept that will help answer your research question or a key section/part you believe your essay will need in order to answer your research question effectively (this can be addressed in a phrase or a complete sentence)E – Evidence from Source 1Short Quotation, Paraphrase, or Summary of a Section of Source 1 with an in-text citation that includes the author’s last name and a page number.E – Evidence from Source 2Short Quotation, Paraphrase, or Summary of a Section of Source 2 with an in-text citation that includes the author’s last name and a page number.A – Analysis – Synthesize the two sources together by explaining how the ideas quoted, paraphrased, or summed up from the sources connect to each other. This may be a way the two sources agree with one author, disagree in a useful manner, or how one source adds to/extends another. For example, one source may add an example not mentioned in the other source. Choose one of the following to synthesize the sources:Agreement between sourcesUseful disagreementExtensionL – Last word and Lead Out– How does this paragraph work to answer your research question and support your thesis statement? How does this paragraph lead into the next one?VII.  Conclusion Paragraph:X: Re-Explain your thesis statement but don’t just copy and paste itY: Explain why your essay and answer to your research question mattersZ: Zing the readers with a final memorable thought

What does the first letter in the strokeresponse memory device B.E.F.A.S.T. standfor?

Based on England et al.’s (2011) study, what percentage of princes in disney films collapsed crying?