The Next Adventure Worth 75 points

Malik had only a week's notice when his mother's transfer to the Kadena Air Base in Okinawa, Japan, came through. He wasn't sure if she had been given only a week's notice, or if she'd just waited so long to tell him because she suspected that he would not take it well As it happened, he didn't take it well. He reminded her heatedly about his best friend Jamie's sixteenth birthday party that was still a month away, and his own upcoming eligibility to acquire his driver's license that summer She had promised to take him for the test if he completed the driving safety course, which he had paid for just last week. But it didn't matter what he said, because the professional movers were already there, and his mother wore the expression that told Malik he didn't have the slightest chance, and that she was very busy with other matters.

The first week in Japan was predictably atrocious, Malik's mother came home every night with infuriating new suggestions for how he could spend his time or, as he preferred to think of it, how he could pass his sentence. They wouldn't be there forever. She encouraged him to visit the skate park and the jogging trails like he used to do at home, or that he meet the other kids his age at the pool before the weather closed it down. He didn't want to know the others any more than he wanted to settle down in Okinawa, two million miles from where he belonged. He preferred to spend his time browsing social media and trading complaints with Jamie He and Jamie had been friends for their entire lives, which was a foreign concept to most of the base kids Malik talked to when his mother did manage to get him to interact. Whenever he brought it up, they all launched into a game where they named the place they'd stayed the longest, and he felt like the outsider he knew he was.

It was a whole month before Malik ever left the base. When he did, it was because his mother finally grew frustrated enough with his sullen behavior to force him out. She sent him with a colleague who volunteered to drive his son and some friends to a local museum. Malik didn't even know the son, or any of the other guys. He only went because he knew he was pushing it with his mom lately, and she was the only person he regularly spoke to offline That made it fairly uncomfortable when they weren't speaking at all.

The museum was actually kind of cool, even if Malik had no intention of telling his mother he had a good time. He purchased several souvenirs he knew Jamie would like They had always enjoyed studying history together, so he knew the gifts would be better received than anything he could have picked out in the states. The guys in the carpool weren't so bad either They weren't his friends from home, but they still had good senses of humor, and excellent stories, and Malik found himself laughing along on the way home.

From there it all kind of unraveled as far as resistance went Malik met up with the guys whenever he could do so without admitting to his mom he actually liked it. And then even that game grew old, so he just hung out whenever he wanted and paid no mind to her knowing smiles. Together, Malik and his new fnends explored the whole island of Okinawa They rode the monorail to all fifteen stations and found something compelling to do at each one, whether it was just walking around or seeing a film or eating somewhere-or something-interesting Over the months, members of the group dropped off, transferred out with their parents Others joined them, too Gradually, Malik's social media feed shifted from hometown news to an expansive collection of photos and stones from three or four continents at a time

One afternoon, eight months in, Malik found his mother sitting quietly in the kitchen At first, he thought she was just relaxing from a long day but eventually he realized it was something more. She looked tired, but she also looked troubled. She didn't meet his eyes, even when he nudged the letter laying in front of her with his knuckle "Where are we going next?" he asked. She looked up at him, and he knew right away that he'd guessed right He reached for the letter "I hope it's Germany," he said. "Jake is there now, and he's always posting about it Mahk watched the tension leave his mother's face Honestly, he didn't see what she was so worried about. He was more than ready for the next adventure
Questions

Can someone me with my essay? editing?

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

What name was given to the western european christian church after the religious schism in 1054 ce?