...Compare and Contrast The theme I chose to centralize my paper on is race and/or ethnicity. I will compare and contrast two poems: “Child of The Americas” by Aurora Levins Morales and “What It’s Like to Be a Black Girl (For Those of You Who Aren’t) by Patricia Smith. Morales is a woman if mixed race; Puerto Rican and Jewish, while Smith is African-American. We all want to think that someone’s race or color of their skin wouldn’t determine how they are treated or how they are perceived, but this is not the case. When talking amongst friends about someone they do not know we often describe them by using their skin color. And when meeting someone new one of the first questions we ask is “what race are you?” or the harsher “what are you?” Both of these poems give the reader a look into the mind of two young women of different races, one being mixed and the other being an African American, and how each girl views herself. The poem, “Child of The Americas” by Aurora Levins Morales, the reader looks into the consciousness of a young multi-racial woman. Morales herself is a multiracial woman “Puerto Rican-born and Jewish American Aurora Levins Morales is a poet, essayist, historian, and activist” (Fiandt, 2006). Morales’ poem talks about finding ones identity. Morales starts her poem off by stating that she is an American “she does not claim any single identity beyond “American” and this “American” includes the multiple races and nationalities that have entered the Western hemisphere”...
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...Linguistics and the Human Sciences LHS (print) issn 1742–2906 LHS (online) issn 1743–1662 Article A linguistic analysis of Spanglish: relating language to identity Jason Rothman and Amy Beth Rell Abstract According to the 2000 census, 35.3 million Hispanics live in the United States. This number comprises 12.5% of the overall population rendering the Latino community the largest minority in the United States. The Mexican community is not only the largest Hispanic group but also the fastest growing: from 1990 to 2000, the Mexican population grew 52.9% increasing from 13.5 million to 20.6 million (U.S. Department of Commerce News, 2001). The influx of Mexican immigrants coupled with the expansion of their community within the United States has created an unparalleled situation of language contact. Language is synonymous with identity (cf. Granger, 2004, and works cited within). To the extent that this is true, Spanish is synonymous with being Mexican and by extension, Chicano. With the advent of amnesty programs such as Immigration Reform and Control Act (IRCA), which naturalized millions of Mexican migrants, what was once a temporal migratory population has become increasingly permanent (Durand et al., 1999). In an effort to conserve Mexican traditions and identity, the struggle to preserve the mother tongue while at the same time acculturate to mainstream Americana has resulted in a variant of Spanglish that has received little attention. This paper will examine the...
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...firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer. This essay originally appeared in the collectemalan by birth but pura gringa by circumstance? tion Border-Line Personalities: A Do I add the humble little laugh I usually attach New Generation of Latinas Dish to the end of my sentence to let him know that of on Sex, Sass & Cultural Shifting. course I see the irony in the situation? We selected this reading because This will be the sixth...
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...ACKNOWLEDGEMENTS All praises due to Almighty Allah who enabled me to complete the research work. I am pleased to avail myself of the opportunity to express my deepest sense of respect, sincere appreciation and heartfelt gratefulness to my Anthropology department, to honorable supervisor & teachers who helped me for increasing anthropological insights by their guidance in planning and execution of present research work, suggestions, inspirations, affectionate feelings and constructive criticism through the work. I am very grateful for the support that our seminar librarian has shown by allowing me to take books in case of necessity and within short notice. The support will always be remembered. I am indebted to my parents and my friends for their immense mental support and courage to perceive through all sorts of difficulties until this research work was completed. I really feel proud of my honorable respondents who helped me to collect data in regard of my research title. Their helping mind really impressed me. So, I show my deepest sense of respect to them. My supervisor, I thank you for your guidance that brought me to the end of this work. Your politeness & cordial behavior added encouragement to my work. December, 2014 | Roll No:09203219Registration no: 3552Session: 2008-2009MSS, Department of Anthropology | ABSTRACT Being the main force conditioning human relationship, sex is essentially political. In any social context, the construction of...
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...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
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...ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to Rereading America and help you to think through your class goals. We’ll examine some options for tailoring the book to fit your interests and the time constraints of your term. We’ll also take up some pedagogical issues. We’ll offer advice on how to broach particularly hot topics in your class. We’ll explore...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...proficiency in African languages. In so doing, the report explores the language practices of four multilingual Grade 9 learners at a desegregated private high school in Gauteng. In a school environment that does not overtly support the use of African languages, I explore the extent to which multilingual learners use African languages in the school context, to position themselves and others, as an identity building resource, and the extent to which the use of African languages is implicated in their identities. I also explore the possible influence of the learners’ cultural and ethnic backgrounds on their language practices, and related to this, the expression of their identities. I look at how their language practices help them shift identities with space and purpose, and the contradictions therein. The study draws on poststructuralist theories of language and identity (Weedon, 1997; Zegeye, 2001), in considering how language constitutes identity (Pennycook, 2004) and self and other ‘positioning’ (Davies and Harre`, 1990) It also draws on Bourdieu’s (1991) theorizing of language and power and language as a form of cultural capital. I draw on two traditions in qualitative research: case study and ethnography. In my analysis of the data, I argue that...
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...Barack Obama Copyright Prologue IT’S BEEN ALMOST ten years since I first ran for political office. I was thirty-five at the time, four years out of law school, recently married, and generally impatient with life. A seat in the Illinois legislature had opened up, and several friends suggested that I run, thinking that my work as a civil rights lawyer, and contacts from my days as a community organizer, would make me a viable candidate. After discussing it with my wife, I entered the race and proceeded to do what every first-time candidate does: I talked to anyone who would listen. I went to block club meetings and church socials, beauty shops and barbershops. If two guys were standing on a corner, I would cross the street to hand them campaign literature. And everywhere I went, I’d get some version of the same two questions. “Where’d you get that funny name?” And then: “You seem like a nice enough guy. Why do you want to go into something dirty and nasty like politics?” I was familiar with the question, a variant on the questions asked of me years earlier, when I’d first arrived in Chicago to work in low-income neighborhoods. It signaled a cynicism not simply with politics but with the very notion of a public life, a cynicism that—at least in the South Side neighborhoods I sought to represent—had been nourished by a generation of broken promises. In response, I would usually smile and nod and say that I understood the skepticism, but that there was—and always had been—another...
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...Bibliography for Social Network Sites related thesis Aaltonen, S,, Kakderi, C,, Hausmann, V, and Heinze, A. (2013). Social media in Europe: Lessons from an online survey. In proceedings of the 18th UKAIS Annual Conference: Social Information Systems. (pp. Availalable online). USIR. , and 2013, , in: , 19-20 March 2013, Worcester College, Oxford, UK. (conference paper) Acquisti, Alessandro, and Gross, Ralph. (2006). Imagined Communities: Awareness, Information Sharing, and Privacy on the Facebook.In Golle, P. and Danezis, G. (Eds.), Proceedings of 6th Workshop on Privacy Enhancing Technologies. (pp. 36--58).Cambridge, U.K. Robinson College. June 28-30. (conference paper) Acquisti, Alessandro, and Gross, Ralph. (2009). Predicting Social Security numbers from public data. Proceedings of the National Academy of Sciences, 106 (27), 10975-10980. (journal article) Adamic, Lada, Buyukkokten,Orkut, and Eytan Adar. (2003). A social network caught in the Web. First Monday, 8 (6). (journal article) Adrien Guille, Hakim Hacid, Cécile Favre, and Djamel A. Zighed. (2013). Information diffusion in online social networks: a survey. SIGMOD Record, 42 (2). (journal article) Agarwal, S., and Mital, M.. (2009). Focus on Business Practices: An Exploratory Study of Indian University Students' Use of Social Networking Web Sites: Implications for the Workplace. Business Communication Quarterly. (journal article) Ahmed OH, Sullivan SJ, Schneiders AG, and McCrory P. (2010). iSupport:...
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...C h a p t e r 1 Prewriting GETTING STARTED (OR SOUP-CAN LABELS CAN BE FASCINATING) For many writers, getting started is the hardest part. You may have noticed that when it is time to begin a writing assignment, you suddenly develop an enormous desire to straighten your books, water your plants, or sharpen your pencils for the fifth time. If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader,...
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...HAS passed since this book was first published. As I mention in the original introduction, the opportunity to write the book came while I was in law school, the result of my election as the first African-American president of the Harvard Law Review. In the wake of some modest publicity, I received an advance from a publisher and went to work with the belief that the story of my family, and my efforts to understand that story, might speak in some way to the fissures of race that have characterized the American experience, as well as the fluid state of identitythe leaps through time, the collision of cultures-that mark our modern life. Like most first-time authors, I was filled with hope and despair upon the book’s publication-hope that the book might succeed beyond my youthful dreams, despair that I had failed to say anything worth saying. The reality fell somewhere in between. The reviews were mildly favorable. People actually showed up at the readings my publisher arranged. The sales were underwhelming. And, after a few months, I went on with the business of my life, certain that my career as an author would be short-lived, but glad to have survived the process with my dignity more or less intact. I had little time for reflection over the next ten years. I ran a voter registration project in the 1992 election cycle, began a civil rights practice, and started teaching constitutional law at the University of Chicago. My wife and I bought a house, were blessed with two gorgeous, healthy...
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...this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions.................................................69 1.11 Conjunctions: Coordinating, Correlative, and Subordinating; Interjections ................71 Unit 1 Review ..........................................................73 Cumulative...
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...[pic][pic] [pic]Copyright © 2005 West Chester University. All rights reserved. College Literature 32.2 (2005) 103-126 [pic] | |[pic][pic][pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | | | | | | | | | | |Access provided by Northwestern University Library ...
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...blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described. If I mentioned everybody who has impressed, inspired, taught, influenced and helped me along the way, this book would be several volumes long. Although I’ve had to be selec- tive, I hope that I’ve conveyed the push and pull of events and relationships that affected me...
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