In 1896, the Journal of the American Medical Association published a cautionary article by Dr. William
C. Krauss of Buffalo, New York, that reported the curious
case of a 37-year-old man with "acute dilation of the
heart." It seems the patient, James H. C., regularly cycled
the half mile to and from his job on the railroad, but on
one occasion, he took a four-mile, 25-minute ride with
his friends that left him severely distressed. At the end of
it, his heart was pounding, he had a severe pain on the
left side of his chest, and he was completely out of breath.
James heeded his friends' advice and rode home
immediately, covering the distance a bit more slowly. But
his symptoms worsened overnight, and his heart was still
racing at 130 beats per minute when Krauss saw him two
months later. The doctor's diagnosis was short and to the
point: "over-bicycling."
-Wheels of Change
Sue Macy
Which details support the viewpoint that bicycling is
unhealthy? Check all that apply.
"He took a four-mile, 25-minute ride with his
friends that left him severely distressed."
"(He) regularly cycled the half mile to and from his
job."
"He had a severe pain on the left side of his
chest."
James heeded his friends' advice."
"The doctor's diagnosis was short and to the point
over-bicycling."

Read the excerpt from elie wiesel’s all rivers run to the sea. why were those trains allowed to roll unhindered into poland? why were the tracks leading to birkenau never bombed? i have put these questions to american presidents and generals and to high-ranking soviet officers. since moscow and washington knew what the killers were doing in the death camps, why was nothing done at least to slow down their “production”? that not a single allied military aircraft ever tried to destroy the rail lines converging on auschwitz remains an outrageous enigma to me. birkenau was “processing” ten thousand jews a day. stopping a single convoy for a single night—or even for just a few hours—would have prolonged so many lives. based on the paragraph, the author would most likely agree that it is best to avoid confrontation at all costs. people need to be proactive when they witness an injustice. countries should remain neutral to keep alliances strong. moscow and washington are to be blamed for the holocaust.

On one of his many outings through the brobdingnagian countryside, gulliver walks on a small path through a field. during this walk on the small path, how does gulliver get dirty? a. the dwarf throws at gulliver, b. the queen of brobdingnagian steps on gulliver, c. gulliver gets caught in a rainstorm, and d. gulliver falls in cow dung.

Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?