Atlanta Educational Technology
In the Atlanta Independent School District they are changing their old ways and introducing a lot of educational technology into their classrooms. They not only are introducing new technology but they are really researching how to successfully incorporate this into the classrooms. They don’t want to just throw an ipad at a student and tell them to go on a certain application for the day, they really want teacher and student involvement to be key to making educational technology a success in their classrooms. They want students to engage more in the classrooms and teachers to help a lot more one on one with the students. The benefits of having educational technology devices such as iPads, iPod touches, eReaders or any other type of learning device is that teachers can spend more one on one time with the students. You would think it would be opposite, that by introducing a device that a student uses independently in the class would make them engage less, but by introducing the technology accompanied with the teachers knowledge of how to engage will make the Atlanta Independent School district successful.
With the devices, instead of teachers having to stand in the front of a classroom and lecture their students and have student’s participate once in a while, the educational technology brings the students to life.
The students are able to participate one hundred percent by learning hands on. Also the teachers can walk around the classroom and talk to the students one on one and help them a lot more. The teachers go through a training program that teaches them how to engage students with the education technology devices and how to make the learning fun. Its important for teachers to create a fun and safe learning environment so the students will want to learn and ask questions. In the teachers educational technology training they are taught how to keep the mobile learning safe. The devices that the schools purchase can be set to make sure only certain applications or websites are accessed to make sure the devices are only used for education. Also by teachers being able to freely walk around and help the students instead of lecturing in front of them, the teachers are able to monitor the students more closely and help them one on one.
It’s very important for schools that are starting to introduce educational technology into their classrooms that they have a training seminar for the teachers. Not only should they be trained ion the new device and become experts on it so they can help their students, but they need to learn how to make the technology integration a success in their classrooms. With the Atlanta Independent School District knowing this key information and helping their teachers become experts on technology integration and how to create a successful learning environment, they will have great success on improving the students test scores, grades and keeping their attention in class. Education technology is great and very beneficial to teacher and students, but it only works if you know how to successfully integrate it into your classrooms.
Indian Medical Education Market Offering Excellent Investment Opportunities
According to our research report Indian Education Services A Hot Opportunity, Indias education sector is rapidly changing with more private players entering the field. There exist ample opportunities for growth, diversification, and investment in the countrys education sector, specifically in the medical education sector. Medical education in the country is given an important consideration from an international point of view. It is expected that the numbers of doctors in India will grow at a CAGR of around 7% during 2011-2013.
As per our research, growing awareness of the role of health development as a vital component of the socio-economic development, has contributed to the rising number of medical colleges in the country. Additionally, the government is taking measures to improve doctor/nurse to population ratio by investing in the countrys medical education sector, for providing medical assistance and strengthening & up gradation of the state government medical colleges. Besides this trend, various other strong fundamental drivers discussed and analyzed in the report will enable the sector to sustain its upward growth trend in the coming years.
Further, our report also presents an overview of the number of universities, technical education institutions, and colleges available and required in the country. The report has bifurcated the entire education sector into four main segments: Engineering education, Medical education, Management education, and Vocational education. Our report presents a prudent analysis of all these courses and concludes that they will remain in high demand during the next few years.
Our report Indian Education Services- A Hot Opportunity, has analyzed numerous factors, which can act as a catalyst for the growth of higher education in India. It provides quality research and an in-depth analysis of the Indian higher education market. The report facilitates current industry status and forecast for higher education segments, with focus on potential students enrollments, and colleges requirements during 2011-2013. Besides, it provides the regulatory framework to set up an institute in India for both national and foreign player. In this way, the report will help clients in analyzing the leading-edge opportunities & challenges, and all the other factors, which are critical to the success of a new entrant in this market.
For FREE SAMPLE of this report visit: http://www.rncos.com/Report/IM150.htm
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Reporting Payments On Form 1099
The Internal Revenue Service is increasingly concerned with what it calls the “tax gap.” This term is applied to the difference between the income tax that is actually paid by taxpayers and the amount of tax that should be payable under the law.
Some of the perceived cause for the tax gap is claiming of deductions and credits that aren’t allowed. However, the biggest IRS concern relates to under-reported income. Measures to close the tax gap are intended to relieve the unfair burden on law-abiding taxpayers and reduce the federal budget deficit. One potential avenue is an increasing of IRS enforcement actions. Another technique is making changes to rules imposed on payers to report their payments of income made to others. New IRS reporting requirements and enforcement efforts are both opportunities for taxpayers to obtain help for those with EA certification.
Current tax law requires that businesses paying more than 0 per year to an unincorporated non-employee must report the payment total annually to the IRS on Form 1099. A provision in the Patient Protection Act of 2010 is aimed at trimming tax avoidance by those receiving non-employee compensation. The new rule-effective for payments beginning in 2012-expands 1099 reporting requirements. The details of such new tax laws are covered in EA continuing education.
The new rule requires reporting to the IRS all payments of 0 per year to any entity other than tax-exempt organizations. Therefore, payments reported for years after 2011 include amounts paid to corporations. This is a controversial provision because of the paperwork burden imposed in businesses.
For example, a small business that does not pay more than 0 per year to any individual non-employee is presently not required to file annual 1099s. However, the new law requires this business to take different action in 2012. Tax identification numbers must be gathered by the business from all vendors-even large corporations. Information that the small business never had to previously obtain becomes suddenly critical to continuing legal operations. Professionals with tax continuing education will be of great assistance to these small businesses. Systems must be implemented that track payments to each vendor and accurately report to the IRS at year-end on 1099s.
The US Congress is considering amendments that repeal or amend this 1099 requirement before it is effective. However, no alternatives have been proposed that could replace the additional tax revenue that the measure is expected to generate. A possible compromise under consideration is exempting from the rule all companies with 25 or fewer employees. Another proposal is increasing the threshold from 0-which has been the effective amount since 1954. There has been no adjustment for inflation. In 1954 the personal exemption was also 0 and it had increased to ,650 for 2009 as a consequence of cost-of-living adjustments.
Whatever the final regulations, changes to 1099 reporting are coming. Many small businesses will call upon tax experts for help. They can locate enrolled agents by referring to members of the National Association of Enrolled Agents. Individuals having met EA certification requirements are especially qualified to provide the assistance relating to the rule changes. Annual NAEA CPE exceeds the IRS education requirements.
Electronic Books For Education – The Way Ahead
According to The New Democratic Leadership Council – a Washington think tank formed in 1985 – every one of America’s 56 million K-12 schoolchildren should be supplied with an electronic book reader of some type. In a paper entitled “A Kindle In Every Backpack”, authored by Thomas Z Freedman, it is suggested that this would cut costs and allow for texts which are constantly updated.
Government spending on traditional printed textbooks currently runs at 9 per student. According to Mr. Freedman’s report the initial costs for the provision of electronic readers would be around 0 currently, dropping to per student by 2012. Who would pay for this initiative is not defined in the paper – but it seems reasonable to assume that the government would pick up the tab.
According to the report, the benefits of the plan would include the ability to update academic textbooks quickly, the possibility to run interactive educational programs – including tests and quizzes and a reduced weight to be carried by students.
Environmental aspects are not mentioned in the report, but there would almost certainly be a huge reduction in the volume of paper used by the academic textbook publishers each year.
The Amazon Kindle ebook reader is mentioned several times throughout the report – but the possibility of using other brands is also noted. One possible problem with the current design of Kindle may be the suitability of its screen for rough handling. There is currently a class action suit raised against Amazon regarding cracking face plates and screens. This seems mostly concerned with Kindles which have had covers fitted to them and may not represent any flaw in the device itself.
However, it would seem unreasonable to expect young students to show greater care when handling their Kindles than adults who have paid for the device themselves. Therefore, it might be necessary to produce a “ruggedized” version of the reader, suitable for the inevitable bumps and scrapes which should be expected during the academic year.
There does seem to be an ever increasing air of inevitability regarding the move to electronic textbooks. Californian governor, Arnold Schwarzenegger, recently announced that California would start providing free electronic textbooks in August of 2009. California’s program makes no specific mention of the Kindle but, even so, Amazon executives must have been delighted with both the announcement and the immediate implementation of the scheme. Amazon also have partnership agreements with a number of universities and academic publishers already in place. It really is beginning to look more like “when” rather than “if” electronic textbooks will become part of the mainstream.
Benefit from an Educated Report regarding Motorcycle Accidents
After a vehicular accident, facing reality when riding a motorcycle is hard. More often than not, motorcyclists are always faulted for almost any vehicular accident that involves them. They are considered as the bane in the highway because of their speed, size, and flexibility.
But this is not often the case for all motorcyclists. Like other motorists, they too are victims of highway mishaps. The most often cited mishap that involves motorcyclists is that other passing vehicles did not see them. Other misdemeanors often start in a road rumble that only end up in a vehicle chase. Some motorcyclist end up injured in the process; some even die from such activity. Fortunately for cases like these, people can always consult Oakland personal injury attorneys to attend to their legal needs.
Winning a case is like finding justice in a legal haystack; lawyers who specialize in motorcycle accidents are like powerful magnets who can sift through the nuances of law to obtain the justice their clients deserve.
According to a study, almost 70 out of 100,000 vehicular accidents involve motorcycles. The rate of accident per hour or distance is much higher compared with those of trucks or automobiles. What is even more distressing is that some motorcyclists are not aware of their right to health insurance or to file a complaint. A number of motorcyclists even end up paying their own hospital bills simply because they think that the mishap is their fault.
Consequently, filing a complaint or studying these accidents is professionally done by an Oakland personal injury lawyer.
A personal injury lawyer can give his or her clients that educated benefit of filing accurate complaints to inflictors. Knowing the damages done in the accident can enlighten plaintiffs on how much should they be getting from the unfortunate incident.
If motorcyclists are caught in an accident, they need not suffer from misinformation. There can be incidents when insurance companies will mollify injured parties to take a considerably less amount citing the fact that it was just a motorcycle accident. A true lawyer would think otherwise and would go the extra mile to fight for all the tangible and intangible damage inflicted upon his/her client.
Thus, hiring lawyers that specialize in motorcycle accidents can give plaintiffs an accurate explanation of their condition. Motorists caught in motorcycle accidents should have access to proper sum of insurance depending on the severity of the accident. Indeed, they could get all professional legal help they will ever need from experienced Oakland personal injury attorneys.
Common Fallacies About Bilingual Education
Researchers have made considerable advances in the fields of psycholinguistics, second language acquisition, bilingual pedagogy, and multicultural education. Today, we know a great deal more about the challenges faced by English language learners and about promising strategies for overcoming them. One such strategy, bilingual education, has been the subject of increasing controversy. Although a growing body of research points to the potential benefits, there are a number of commonly held beliefs about bilingual educa-tion that run counter to research findings. Based on current research, this digest clarifies some of the myths and misconceptions surrounding language use and bilingual education in the United States.
Fallacy 1: English is losing ground to other languages in the United States.
More world languages are spoken in the United States today than ever before.
However, this is a quantitative, not a qualitative change from earlier periods. Concentrations of non-English language speakers were common in the 19th century, as reflected by laws authorizing native language instruction in a dozen states and territories. In big cities as well as rural areas, children attended bilingual and non-English schools, learning in languages as diverse as French, Norwegian, Czech, and Cherokee. In 1900, there were at least 600,000 elementary school children receiving part or all of their instruction in German (Kloss 1998). Yet English survived without any help from government, such as official-language legislation.
Fallacy 2: Newcomers to the United States are learning English more slowly now than in previous generations.
To the contrary, today’s immigrants appear to be acquiring English more rapidly than ever before. While the number of minority-language speakers is projected to grow well into the next cen-tury, the number of bilinguals fluent in both English and another language is growing even faster. Between 1980 and 1990, the number of immigrants who spoke non-English languages at home increased by 59%, while the portion of this population that spoke English very well rose by 93% (Waggoner, 1995). In 1990, only 3% of U.S. residents reported speaking English less than well or very well. Only eight tenths of one percent spoke no English at all. About three in four Hispanic immigrants, after 15 years in this country, speak English on a daily basis, while 70% of their children become dominant or monolingual in English (Veltman, 1988).
Fallacy 3: The best way to learn a language is through “total immersion.”
There is no credible evidence to support the “time on task” theory of language learning–the claim that the more children are exposed to English, the more English they will learn. Research shows that what counts is not just the quantity, but the quality of exposure. Second-language input must becomprehensible to promote second-language acquisition (Krashen, 1996). If students are left to sink or swim in mainstream classrooms, with little or no help in understanding their lessons, they won’t learn much English. If native-language instruction is used to make lessons meaningful, they will learn more English–and more subject matter, too.
Fallacy 4: Children learning English are retained too long in bilingual classrooms, at the expense of English acquisition.
Time spent learning in well designed bilingual programs is learning time well spent. Knowledge and skills acquired in the native language–literacy in particular–are “transferable” to the second language. They do not need to be relearned in English (Krashen, 1996; Cummins, 1992). Thus, there is no reason to rush limited-English-proficient (LEP) students into the mainstream before they are ready.
Research over the past two decades has determined that, despite appearances, it takes children a long time to attain full proficiency in a second language. Often, they are quick to learn the conversational English used on the playground, but normally they need several years to acquire the cognitively demanding, decontextualized language used for academic pursuits (Collier & Thomas, 1989).
Bilingual education programs that emphasize a gradual transition to English and offer native-language instruction in declining amounts over time, provide continuity in children’s cognitive growth and lay a foundation for academic success in the second language. By contrast, English-only approaches and quick-exit bilingual programs can interrupt that growth at a crucial stage, with negative effects on achievement (Cummins, 1992).
Fallacy 5: School districts provide bilingual instruction in scores of native languages.
Where children speak a number of different languages, rarely are there sufficient numbers of each language group to make bilingual instruction practical for everyone. In any case, the shortage of qualified teachers usually makes it impossible. For example, in 1994 California enrolled recently arrived immigrants from 136 different countries, but bilingual teachers were certified in only 17 languages, 96% of them in Spanish (CDE, 1995).
Fallacy 6: Bilingual education means instruction mainly in students’ native languages, with little instruction in English.
Before 1994, the vast majority of U.S. bilingual education programs were designed to encourage an early exit to mainstream English language classrooms, while only a tiny fraction of programs were designed to maintain the native tongues of students.
Today, a majority of bilingual programs continue to deliver a substantial portion of the curriculum in English. According to one study, school districts reported that 28% of LEP elementary school students receive no native-language instruction. Among those who do, about a third receive more than 75% of their instruction in English; a third receive from 40 to 75% in English; and one third of these receive less than 40% in English. Secondary school students are less likely to be instructed in their native language than elementary school students (Hopstock et al. 1993).
Asia-Pacific Education Industry ? Prospects in India
The Report describes global education industry development and opportunities with discussion of industry growth in many regions Worldwide (Australia, Japan, China, Indonesia and India). The report presents market overview, student enrolment rate, industry size, industry segmentations, industry trends, future outlook, opportunities and players profiling.
Education industry is one of the fastest developing sector worldwide, generating large scale revenues and employment. Globally, enrolment in upper secondary education represents 54% of the relevant school-age population. E-education market is a burgeoning segment with high growth potential in the industry. In 2007-08, US constituted 60% of the global market and Europe accounted for 15% market.
In Asia, education, healthcare and retail are three sectors relatively immune from the economic slowdown.
In Asia, there is a growing trend of early childhood care and education market, driven by the increase in number of working parents with higher incomes and growing awareness of the importance of early development.
The franchise model has a great potential in Indian education market and it works on the basis of low upfront capital needs. The investment is usually directly proportional to the fee charged.
The number of international students attending Australian education institutions has increased sharply over the three years to 2008, growing from 380,000 in 2006 to 544,000 in 2008, an increase of 43 percent.
Japan & China
In Japan continuing education programs are most on demand due to rapidly aging population and the number of people interested in continuing education is growing.
Indonesia is regarded as one of the major markets for US educational institutes. Indonesia has several government owned, privately owned and international high schools.
Private sector has a strong hold in education industry starting from pre-schools to universities, formal IES accounts for almost US$ ~ billion, non-formal IES US$ ~ billion and together almost US$ ~ billion in 2009
Scope of Research
The report offers education industry size and scope with detailed description of industry segments.
It talks about recent trends prevailing in the industry which can impact the present and future performance.
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An Outcome Of The Report
The committee was charged with exploring ways of supporting the process of thinking spatially. If this charge is met successfully, then American students will become more spatially literate. Section 1.4.1 defines the components of spatial literacy, and Section 1.4.2 presents the characteristics of a student who is spatially literate.
Bruner refers to his students as being “slightly shaken up transportation theorists.” He points out that “hese children were thinking, and learning was an instrument for checking and improving the process.” Although the committee does not necessarily want fifth-grade students to become better transportation theorists, it does want all students to learn to be better spatial thinkers.
Learning to think is a key educational goal. Achieving this goal leads to literacy, where literacy is a normative statement of what members of a culture should know and be able to do with that knowledge. The Workforce Investment Act of 1998 (Public Law 105-220) stated that “he term ‘literacy’ means an individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society” (Title II, Section 203, Number 12). The committee would add spatial thinking to this list of necessary abilities. A person proficient in spatial thinking is spatially literate and can match the norms for what should be known about space, representation, and reasoning.
These norms are set within a framework derived from Technically Speaking: Why All Americans Need to Know More About Technology (NRC, 2002c). That NRC report saw a technologically literate person as displaying three characteristics: knowledge of concepts, command over ways of thinking and acting, and development of capabilities. “Like literacy in reading, mathematics, science, or history, the goal of technological literacy is to provide people with the tools to participate intelligently and thoughtfully in the world around them” (NRCc, 2002, p. 3). Given the resonances between this view of technological literacy and the committee’s view of spatial literacy, and given the shared emphasis on the importance of tools for thought, the committee offers a parallel characterization of spatial literacy as constituting proficiency in terms of spatial knowledge, spatial ways of thinking and acting, and spatial capabilities.
Spatial knowledge students need to know the concepts that are the building blocks for spatial thinking. There are general spatial concepts that are found in many disciplines, such as symmetry, isomorphism, reflection, orientation, rotation, and function, and spatial concepts that are tailored to a particular discipline, such as relative versus absolute distance, small versus large scale, and distance decay in geography.
Students learn the meanings and uses of concepts relevant to spatial thinking in the context of specific disciplines or school subjects. Thus, in mathematics, students learn about general concepts, such as minima and maxima, and their specific forms, such as hyperbolas and parabolas. In geometry, they learn about conic sections: hyperbola, parabola, ellipse, and circle. They learn to distinguish among a torus, Mobius strip, and Klein bottle. In physics, they learn that the equilibrium position of a fixed chain is a catenary curve (or hyperbolic cosine). For this part, learning a foreign language needs a leaning tools, many students choose Rosetta Stone Arabic and Rosetta Stone Chinese to learn Arabic and Chinese.
Even this cursory listing of concepts by discipline illustrates two fundamental educational challenges. First, there is a rich, complex, conceptual structure to the description and explanation of space to be learned within each discipline. Second, rather than coming up with an omnibus list of concepts for spatial thinking, students and especially teachers should identify concepts relevant to specific disciplines but should also look for common themes. They should reflect on how concepts of one discipline might inform or interfere with learning about concepts in another discipline. For example, in algebra, geometry, and science, the concept of function has different meanings. Similarly, in geometry, a point is a dimensionless location, whereas in geography, a point in space is a specific place with a small but definite area.
Everything Starts With Education!
Do you know what easy is? Easy is something you can do. That’s all there is to easy…If you can do it, it’s easy!
You just gotta learn how to do it. Make sense?
That means education. First you learn how to do a thing, and that learning makes it easy for you to do. Then you practice, practice, practice until you get good at doing that easy thing.
That’s what success is all about. This isn’t hard or complex. You can’t do something outside yourself until you first make it happen inside yourself.
You prepare for learning by creating a plan. That’s where your goals come in; they become the plan for your life. (Yes you have to plan all those things you want to get and do in your life. If you don’t know where you’re going you might as well sit on your butt as start down a path. Either way you’ll go to the same place.).
Let’s talk a little about learning, because it’s a process you’ll use all during your life.
This is something that you start getting in school.
As a student, I remember thinking (about stuff like history, and social studies, and even some math) that there was no way I’d ever use this stuff in real life. What a surprise I had coming to me, some of that thinking came back to hurt me years later.
Luckily I finally figured out how much I needed some of that school stuff. Let me give you an example.
I enjoy scuba diving, but you don’t just strap an air tank on your back and drop to 100-feet underwater. You get yourself in trouble doing things like that.
First you must learn the basics of diving techniques, but you also must know some technical stuff too.
When you’re underwater watching and studying the beauty of the reef and the fish swimming around, your body builds up nitrogen. How much depends on how deep you go, and how long you stay at that depth. The deeper you are the higher the pressure, and the higher the pressure, the more nitrogen builds up. The length of time you stay at a particular depth gives that nitrogen more opportunity to build up in your body.
If you keep track of the nitrogen content of your body and keep it within reasonable limits there is no problem. As you go back to the surface the nitrogen releases from your body. The water pressure around you lowers and lets the nitrogen out.
But if you let the nitrogen build up too high it can’t get out and forms bubbles in your blood stream as you rise toward the surface. It’s like what happens when you open a shaken pop can or bottle…bubbles and pressure trying to escape too fast.
Those bubbles forming in your blood are a problem. We call it decompression sickness (or the bends), and if you don’t get emergency medical help, you suffer intense pain and likely death.
Decompression sickness is serious, but easily avoided when you know how to deal with it. You just make sure you don’t stay down long enough for the nitrogen to build too high.
So how do you know whether the nitrogen content of your body is getting too high and it’s time to swim to the surface of the water?
Well, here’s where school comes in. You figure out how long you can stay at a certain depth before your body absorbs more nitrogen than is healthy for you. That know how comes from your dive training class, but the basic ability to do the figuring came from school.
It’s a math thing. You do a calculation that tells you how much nitrogen you build up for each minute you stay at each depth. Then you know how long you can dive before you have to go back to the boat or to shore.
More than three minutes at 100 feet and you risk the bends, and you can safely dive for an hour at 25 feet. But you can’t dive for an hour at 25 feet and then go to 100 feet. It would hurt you.
So pay attention to all those teachers you meet in life. You may need the info.
Insurance Continuing Education – Contracts
In the absence of fraud, all statements made by applicants or Insureds will be deemed to be representationsand not warranties. No statement made for the purpose of affecting coverage will avoid coverage or reduce benefits unless contained in a written application signed by the Contract Holder and a copy of such documents has been furnished to the Contract Holder.
Eligibility for coverage under this Contract is determined by medical risk classifications applicable to the applicant and his or her dependents. Among the factors we consider when making our underwriting decision are the medical information requested on the application, and the sex and age of the applicant and his or her dependents.
Material Misrepresentations, omissions, concealment of facts and incorrect statements made on an application or a medical statement by an applicant, Insured or a Contract Holder which is discovered within two years of the issue dateof the Contract may prevent payment of benefits under this Contract and may void this Contract for the individual making the misrepresentation, omission, concealment of facts or incorrect statement. Fraudulent misstatementsin the application or medical statement discovered at any time,may result in voidance of this Contract or denial of any claims for the individual making or responsible for the fraudulent misstatement.
In the event of fraud or misrepresentation pertaining to, but not limited to, medical information, geographical area, or the sex and/or the age of applicant or his or her dependents made on an application or medical statement by an applicant, Contract Holder or Insured, the sole liabilityof YOUR INSURANCE COMPANY shall be the return of any unearned Premium, less benefit payments. However, at our discretion, we may elect to cancel the Contract with forty-five (45) days prior written notice (Time may vary by state regulation &/or company practice) or continue this Contract provided that the Contract Holder makes payment to us for the full amount of the Premium which would have been in effect had the true facts been stated by the applicant, Contract Holder, or Insured.
Bernadette was diagnosed with breast cancer in Oregon. Her doctor in Oregon told her that she needed surgery as soon as possible. However, since she was not employed and had no insurance, she decided to move back home to Indiana.
She found a job in Indianapolis, but it had no benefits. Therefore she applied for an individual major medical policy. She did not tell the agent about her cancer and the policy was issued on a standard basis with no riders.
60 days after the policy was issued she had a “routine” mammogram” which “discovered”
(Continued from previous page) the cancer. She told the radiologist at the clinic that she had had a mammogram about a year earlier, at a public health clinic. She did not mention the finding, however. She was immediately admitted to a hospital in Indianapolis and a mastectomy was performed.
During a routine claims review, the insurer sent an inquiry to the Public Health Service in Oregon, which duly reported the earlier findings. Based upon these findings, the insurer canceled the policy based upon a material misrepresentation and refused to pay for any of the medical costs.
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