Write the right answer to the question based on the context passage.
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Question: "Hon? You still awake?"
Quiet.
Jan pulled herself out of the bed and stood up, looking around the dark room for anything. She needed something, something that she could grab onto, and hold, hold until it hurt, hold until blood made racing red lines down her arms, until her hands were raw. She left the room and walked quietly into the now guest room that had been Rob's. Opening the closet, she found the teddy bear that Rob had once confided in and held it in her arms tight as she slumped down on the bed. A quiet sobbing rang through the house accompanied only by the chime of the grandfather clock in the living room every fifteen minutes. As Jan lay on the guest room bed she soon resorted to deep gasps, knowing that meager tears would never be forceful enough to express her worry to those that listened. "Just bring him home, bring him home, bring him home," she mumbled over and over, each time changing the tone slightly in a desperate attempt to make her pleading sound more real.
She could hear the occasional snore of her husband and she hated him for it. What kind of person could find sleep at a time like this? Why wasn't he awake worrying? Why wasn't he with her? Her thoughts became dark like blood, evil little monsters eating at her sanity. If her son was crazy and not just a drug addict she could see how easy it was to fall over the line. "Please God, please God, please God, please Rob, Please Rob, Please Rob, Please Rob." Soon, a sleep came but it was peppered with demons. And as the sliver of sun peeked through the window, she held her false self-control tight and said little. Question: Who did the guest room belong to?

Answer: Rob


Question: Creating a self portrait is not your typical selfie!
When I taught in the traditional classroom, creating self portraits was something I had students do whether they were four or nine. In fact, I'd have them draw one on the first day of school and one toward the end of the year and to see the change over time was always so interesting.
At least once during the year, likely toward the beginning, I would center a lesson around self portraits.
In younger classes, there would be more than one.
Creating a self portrait teaches students to be aware of themselves. Where is her head in relation to her body? Where are her feet in relation to her legs?
It also teaches children spatial awareness. Where should he begin…with his feet or with his head? Where on the paper should his head be placed? How far down should his arms go? How can his whole body fit on a single piece of paper?
A Lesson on Creating Self Portraits
Whether you are in a classroom, or teaching a child at home, here is a simple lesson on creating self portraits geared toward young children, anywhere from age 2 through age 6. Keep in mind that their final product will show various levels of writing development, depending on what stage of writing they are in. (Basically, a two-year-old's drawing should look very different than that of a five-year-old.)
The teacher will need to model how to draw a self portrait.
Gather the children around an easel or board and clip a paper to it.
Narrate the process as you walk through the steps.
"I am going to draw a picture of myself. I am going to start with my head."
Use your hands to show your actual head on yourself so students are aware of what you talking about. The visuals also help English Language Learners (if you're teaching in an English speaking classroom.) and build vocabulary for all students. Question: Who taught about self portraits?

Answer: The author.


Question: I have a chronic illness, and so I received quite a few sterling gems in the months between onset and accurate diagnosis. I had one GP — let's call him Dr Douche. I promise, it's the kindest way I could describe him.
"The jacket means I know things."
He came up with wilder and wilder theories as to why I was sick, and kept getting sicker. It should be said beforehand that few of these theories were embodied. He was sure it was something in my ladybrains that was preventing proper function of the rest of me.
Dr Douche said so much weird, wild, and just-plain-unbelievable crap over the course of my diagnosis that someday I may create a novel that incorporates it all. But this here has to be the blue ribbon winner.
I was describing a symptom to him: every time I got up in the morning, when I first stood, my heart would pound, my heart rate would accelerate, and I'd feel dizzy. After a few probing questions — (only in the morning? — no, but it's worst in the morning)…
"Maybe," he said sensitively, "you're afraid."
"Of standing?" I asked, just to be sure. "You think I'm afraid of… standing up." Maybe he meant there was some kind of existential fear, like, we're all afraid, it's a big old universe out there, and he wanted some comfort and reassurance.
Nope.
The man genuinely thought I had such a profound fear of verticality, that I was having a near-panic in response to being upright.
POTS, folks. It was POTS.
Literally THE most common sign/symptom/syndrome of autonomic dysfunction. The most common one.
He could've confirmed right there in the office with a poor man's tilt table test, if he knew to… Mayo Clinic had to confirm with expensive instruments because he'd never heard of a disease that affects 1/100 teenagers and between 1–3 million people in the United States!
Would've done better with this Doctor. Question: Who made an improbably diagnosis?

Answer:
Dr. Douche


