(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

(07.03 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?

(07.01 MC) Read the following passage carefully before you choose your answer. This passage is taken from a speech given by President Ronald Reagan to the people of West Berlin in 1987. (1) Chancellor Kohl, Governing Mayor Diepgen, ladies and gentlemen: Twenty-four years ago, President John F. Kennedy visited Berlin, speaking to the people of this city and the world at the City Hall. Well, since then two other presidents have come, each in his turn, to Berlin. And today I, myself, make my second visit to your city. (2) We come to Berlin, we American presidents, because it’s our duty to speak, in this place, of freedom. But I must confess, we’re drawn here by other things as well: by the feeling of history in this city, more than 500 years older than our own nation; by the beauty of the Grunewald and the Tiergarten; most of all, by your courage and determination. Perhaps the composer Paul Lincke understood something about American presidents. You see, like so many presidents before me, I come here today because wherever I go, whatever I do: Ich hab noch einen Koffer in Berlin. (3) Our gathering today is being broadcast throughout Western Europe and North America. I understand that it is being seen and heard as well in the East. To those listening throughout Eastern Europe, a special word: Although I cannot be with you, I address my remarks to you just as surely as to those standing here before me. For I join you, as I join your fellow countrymen in the West, in this firm, this unalterable belief: Es gibt nur ein Berlin. (4)Behind me stands a wall that encircles the free sectors of this city, part of a vast system of barriers that divides the entire continent of Europe. From the Baltic, south, those barriers cut across Germany in a gash of barbed wire, concrete, dog runs, and guard towers. Farther south, there may be no visible, no obvious wall. But there remain armed guards and checkpoints all the same—still a restriction on the right to travel, still an instrument to impose upon ordinary men and women the will of a totalitarian state. Yet it is here in Berlin where the wall emerges most clearly; here, cutting across your city, where the news photo and the television screen have imprinted this brutal division of a continent upon the mind of the world. Standing before the Brandenburg Gate, every man is a German, separated from his fellow men. Every man is a Berliner, forced to look upon a scar. (5)President von Weizsacker has said, “The German question is open as long as the Brandenburg Gate is closed.” Today I say: As long as the gate is closed, as long as this scar of a wall is permitted to stand, it is not the German question alone that remains open, but the question of freedom for all mankind. Yet I do not come here to lament. For I find in Berlin a message of hope, even in the shadow of this wall, a message of triumph. (6)In this season of spring in 1945, the people of Berlin emerged from their air-raid shelters to find devastation. Thousands of miles away, the people of the United States reached out to help. And in 1947 Secretary of State—as you’ve been told—George Marshall announced the creation of what would become known as the Marshall Plan. Speaking precisely 40 years ago this month, he said: “Our policy is directed not against any country or doctrine, but against hunger, poverty, desperation, and chaos.” (7)In the Reichstag a few moments ago, I saw a display commemorating this 40th anniversary of the Marshall Plan. I was struck by the sign on a burnt-out, gutted structure that was being rebuilt. I understand that Berliners of my own generation can remember seeing signs like it dotted throughout the western sectors of the city. The sign read simply: “The Marshall Plan is helping here to strengthen the free world.” A strong, free world in the West, that dream became real. Japan rose from ruin to become an economic giant. Italy, France, Belgium—virtually every nation in Western Europe saw political and economic rebirth; the European Community was founded. (8)In West Germany and here in Berlin, there took place an economic miracle, the Wirtschaftswunder. Adenauer, Erhard, Reuter, and other leaders understood the practical importance of liberty—that just as truth can flourish only when the journalist is given freedom of speech, so prosperity can come about only when the farmer and businessman enjoy economic freedom. The German leaders reduced tariffs, expanded free trade, lowered taxes. From 1950 to 1960 alone, the standard of living in West Germany and Berlin doubled. The purpose of discussing the motives of American presidents in paragraph two is to

(06.04 MC) Read the following passage carefully before you choose your answer. This passage is taken from a speech given by President Ronald Reagan to the people of West Berlin in 1987. (4) Behind me stands a wall that encircles the free sectors of this city, part of a vast system of barriers that divides the entire continent of Europe. From the Baltic, south, those barriers cut across Germany in a gash of barbed wire, concrete, dog runs, and guard towers. Farther south, there may be no visible, no obvious wall. But there remain armed guards and checkpoints all the same—still a restriction on the right to travel, still an instrument to impose upon ordinary men and women the will of a totalitarian state. Yet it is here in Berlin where the wall emerges most clearly; here, cutting across your city, where the news photo and the television screen have imprinted this brutal division of a continent upon the mind of the world. Standing before the Brandenburg Gate, every man is a German, separated from his fellow men. Every man is a Berliner, forced to look upon a scar.   A modern writer wants to adapt the ideas from this part of the speech. He wants to add relevant support for the claim made in the fourth sentence (reproduced below) of the paragraph by including a quote from a reliable source. But there remain armed guards and checkpoints all the same—still a restriction on the right to travel, still an instrument to impose upon ordinary men and women the will of a totalitarian state Each of the following sources could help to achieve this purpose EXCEPT

(06.01 HC) 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 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.   In the second sentence of the first paragraph (reproduced below), the writer is considering deleting the bold portion, adjusting the punctuation as necessary. 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. Should the writer keep or delete the bold text?

(06.01 HC) 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. (1) 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. (2) 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. (3) 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. (4) 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. (5) 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. (6) 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. (7) 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. (8) 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? (9) 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. (10) 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. (11) To know a little of anything, gives neither satisfaction nor credit, but often brings disgrace or ridicule. The writer wants to change the beginning of sentence 4 (reproduced below), to more clearly show the relationship between sentences 3 and 4. 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. Which of the following versions of the underlined portion of sentence 4 best accomplishes this goal?

Instructions: 1. Print the exam and formula sheets.2. Show each page to the Honorlock camera so that I can verify nothing has been added prior to starting the exam.3. Take the exam with the camera showing your entire workspace, including both hands, for the entire exam duration. The only items permitted in your workspace during the exam are the printed exam with attached formula sheets, a pen and/or pencil, and a handheld calculator.4. When you finish the exam, show each page to the Honorlock camera. No changes may be made to your exam after showing your work to the Honorlock camera.5. Upload your exam in Canvas. To receive full credit, you must show all work for questions requiring calculations. Remember to apply the rules for significant figures when appropriate. Remember to include units when appropriate. Good luck! Formula Sheets: Formulas and Periodic Table.pdf Exam: Advanced Chemistry Second Semester Final Exam

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

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