...relocated, some South Vietnamese generals taking refuge in America. Andrew Lam was the son of one of those generals and he and his family were refugees in American when Lam decided to adopt the American way of life for better or worse. In his essay, “Notes of a Warrior’s Son,” Andrew Lam uses an anecdotal style coupled with reflective diction and symbolism to justify and express his uncertainty with his own cultural transition from a Vietnamese culture, to an Americanized one. Lam began his essay by using anecdotal style, narrating the story of his father leaving Vietnam. He writes that, “he folded away his army uniform, changed into a pair of jeans and a shirt, and, now a stateless man, tossed his gun into the water” (24). By beginning his essay with an anecdote from his father he sets a more personal tone. This tone help the reader feel more sympathetic to Lam’s struggles. In this same quote he began using the...
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...Reflective Essay Prompts 1. Initial Reaction The address of my internship site looked familiar, I was sure of the location. Once I arrived at my internship site, I know that the Immigrant Law Center of Minnesota (ILCM) uses College Possible’s previous suite. I am a College Possible student, and I had been to their office before, so it was not hard for me to find my work place. However, I expected this organization to have a larger working space and more staff. On my first day, a receptionist thought that I was a client, therefore, she called my supervisor. My supervisor, Lenore, toured me around the workplace and introduced me to the staff in there. My first impression of my supervisor was that she is a serious and straightforward person....
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...Assignment 1.2: Summary and Personal Response In “Facing Poverty with a Rich Girl’s Habits,” (Kim, 2004) the author, Suki Kim, writes about the struggles she faced as an impoverished, South Korean, immigrant teen in the 1980’s. Suddenly Kim’s world is turned upside down and she must find a way to survive in a foreign land. She writes emotionally about trying to find a place to fit in with other teens like herself while learning a new language and culture. The writer’s purpose is to tell the story of her difficult transition from rich to poor in a foreign country. She wrote her story in the form of a memoir to reach others like her, immigrants starting over in foreign countries, but also, to anyone who may have ever felt alone and lost in new surroundings. She used a reflective tone as she emotionally described the experiences she went through. Kim starts her story by telling readers about how her life changed in the blink of an eye. Her wealthy family suddenly lost everything when her father lost his businesses and, to avoid prison time, left their beautiful estate in South Korea, fleeing to America with nothing. They settled in Queens, New York in the upstairs of a small house. Things were very different from that to which she was accustomed. She no longer had the luxuries from her rich life; riding the bus instead of being driven, washing her own clothes, and cleaning up her own messes, no governess to help with homework. In school, she joined the English as...
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...English 11 EN 981 = Semester One / EN 991 = Semester Two COURSE DESCRIPTION The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening, discussing, speaking, using language, understanding media, using technology, and employing research skills will be applied to help students enhance their abilities to become creative and critical thinkers. Language Arts B.11/12.1 B.11/12.2 B.11/12.3 C.11/12.1 C.11/12.2 C.11/12.3 D.11/12.1 D.11/12.2 E.11/12.1 E.11/12.2 E.11/12.3 E.11/12.4 E.11/12.5 F.11/12.1 Key Learning Targets Create substantial pieces of proficient writing to effectively communicate with different audiences for a variety of purposes, including literary analyses. Apply the writing process to create and critique writing composed in a variety of situations. Edit and critique writing for clarity and effectiveness. Use advanced presentation skills on self-selected and assigned topics. Evaluate oral messages for accuracy, logic and usefulness. Summarize and evaluate the validity and relevance of ideas, arguments, hypotheses and evidence presented in a discussion. Identify and analyze the history, origin and usage of English words and phrases. Compare and analyze the use of symbol systems and expressions in other cultures’ languages. Use advanced computer skills to assist in the acquisition, organization, analysis and communication of information. Develop and apply criteria to evaluate various...
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...International Business, 14e (Daniels et al.) Chapter 6 International Trade and Factor-Mobility Theory 1) Which of the following is NOT a reason that international trade theory is useful for managers to understand? A) Countries use trade theories to help them decide how to improve their competitive positions, such as improving the quantity and quality of production factors. B) Countries' trade policies affect whether imports are allowed to compete against domestic production, thus affecting where companies need to produce to serve given markets. C) Countries use laissez-faire policies to intervene in the free movement of international trade, thus affecting where companies can produce most efficiently. D) Countries wrestle with the questions and set policies on what, with whom, and how much they should import and export, thus affecting companies' abilities to produce given products efficiently and sell them into given markets. Answer: C Diff: 3 Learning Outcome: Compare and contrast theories of international trade Skill: Concept Objective: 1 2) Why should managers in international business understand international trade theories? A) Countries' trade policies, based on trade theories, influence which products companies might export to given countries. B) The understanding helps managers decide whether their companies should follow laissez-faire management practices. C) The theories help managers decide whether to use large-scale versus small-scale technologies...
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...Topic: Apply the sociological imagination, as well as theories and concepts from this course, to your life or your parents’ life (you can choose yourself, either of your parents or both your parents). In other words, how have important events, experiences, or the life trajectory of you or your parents been shaped by, connected to, and/or reflective of broader societal dynamics, patterns, institutions, or structures? Essay Outline I want to apply sociological imagination to my own life. I want to write about how Asian Americans still encounter discriminations and stereotyping despite being the “model minority”, how being an immigrant can have a negative reputation within the Asain American community. The binary of being FOB and Asian American. Second I want to talk about bamboo ceiling, how it contrast to the glass ceiling. Also I want to talk about what it means to be an Asian female in a scientific field. Discuss the issue of race vs. ethnicity, U.S is a Pluralism society, yet racial discrimination and stereotype still exBU On the surface, sociology is about the study of human behavior within the society. But sociology is much more than that, it correlates seemingly general human behavior with society, using sociological imagination, one can analyze an episode of an individual’s life to border social issues and historical events. It allows oneself to denaturalize from one’s immediate environment, questioning it and connecting it to broader social dynamics. As an Asian...
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...Chapter 01 Taking Risks and Making Profits within the Dynamic Business Environment TEST PLANNING TABLE FOR CHAPTER 1 |Learning Goal | | | | | |LL:1 |LL:2 |LL:3 | | |Knows Basic Terms and Facts |Understands Concepts and |Applies Principles | | | |Principles | | |Describe the relationship between profit |1,2,3,4,5,6,7,8,9,10, |25,26,27,28,29,30,31, |34,35,36,37,38,39, | |and risk and show how businesses and |11,12,13,14,15,16,17 |32,33, |40,41,42,43, | |nonprofit organizations can raise the |18,19,20,21,22,23,24, |188,189,190,191,192,193,194,19|198,199,200,201, | |standard of living for all. |176,177,178,179,180,181,182,1|5,196,197 |202,203,204, | | |83,184,185,186,187 | |221, 326, 330 | |Compare and contrast being an entrepreneur|44,45,46,47,48,49,50,51,52,53|57,58,59, |60,61,62, | |and working for others. ...
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...Comprehension Questions: Where did Michael Chabon’s parents buy a new home in 1969? Who is James Rouse? Where was “the Plan,” displayed? What does Chabon see in the slide show? Find the name of the neighbourhood Chabon’s family moved into. Where does the author say he put the map of Columbia? Chabon states that some critics believe the “grand experiment” of Columbia had failed. What reasons are given for this failure? What does Chabon say about childhood in the essay? (http://americanenglish.state.gov/files/ae/resource_files/04-42-2-c.pdf) Learning Outcome: Learners will demonstrate their comprehension of assigned readings by writing concise summaries that identify the author’s main point (thesis) and supporting ideas, paraphrasing and quoting key words and phrases when necessary to avoid plagiarism they require considerable thought to write – it is easy to get them wrong and create a learning strait jacket. Learners will identify the shape of text (e.g. introduction, body, and conclusion) by reading non-fiction essays and articles. Description of activity and assessment: Since the intent of the unit is to assess writing standards, I know that they needed to provide a well-written product. In this case, I would still provide them with some choice. Additionally, the standards I chose had to do with evidence, and so they needed to do research, cite evidence, and make sure that it aligned to their ideas in their written product, a common, standards-aligned rubric that would be...
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...SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher evaluate where each student’s writing is and where it needs to be by analyzing students’ introductory...
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...Journal of University Teaching & Learning Practice Volume 9 | Issue 1 Article 4 2012 Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site Erst Carmichael University of Western Sydney, e.carmichael@uws.edu.au Helen Farrell University of New South Wales, h.farrell@unsw.edu.au Follow this and additional works at: http://ro.uow.edu.au/jutlp Recommended Citation Carmichael, Erst and Farrell, Helen, Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site, Journal of University Teaching & Learning Practice, 9(1), 2012. Available at:http://ro.uow.edu.au/jutlp/vol9/iss1/4 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site Abstract A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the ...
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...Running head: ENGLISH-ONLY DEBATE PAPER English-Only Debate Paper Anne-Cecile Grundy Grand Canyon University ESL 523N September 26, 2010 Abstract English language learners are a very heterogeneous and complex group of children, with diverse gifts, educational needs, backgrounds, languages, and goals. They are the fastest growing section of the student population in schools and offer challenges and opportunities to the American education. In this study, the writer will explore the arguments of both sides of the English-only issue, which started decades ago and is still very active today. Emphasis will be placed on the comparison and contrast of the positions presented by advocates and opponents of the English-only debate and will be supported with state’ voter-driven initiatives and laws relating to English language learners. English-Only Debate Paper In the eighteen century, education in the United States was provided in different languages: German, Dutch, French or Swedish. After World War I, when German was a proscribed language, the American population started to think about an education solely in English. However, until 1968, the language policies were left to the discretion of the school, church, city, or state. At this time, the federal government dictated how the non-English-speaking students should be taught, and therefore, started a very controversial debate in the public education sector (Porter, 1998). “In September 1995, Representative John T. Doolittle...
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...question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. KEY WORDS: culture; in; tribal; early; education; programs. INTRODUCTION Instruction informed by children’s home and community culture is critical to supporting a sense of belongingness that ultimately impacts academic achievement (Banks, 2002; Osterman, 2000). American school populations are increasingly diversified with immigrants and English language learners; but American teachers are over 90% European American (Nieto, 2000). Educators who are from different cultural perspectives than those present in the families and communities of the children they teach, ‘‘may 1 Department of Education, Early Childhood Division, The University of Montana – Western, 710 S. Atlantic Street, Dillon, MT 59725, USA. 2 Department of Education, The University of Montana – Western, 710 S. Atlantic Street, Dillon, MT 59725, USA. 3 Correspondence should be directed to Jennifer L. Gilliard, Department of Education, Early Childhood Division, The University of...
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...particular aspects of a social phenomenon. By holding the topic of subculture constant, social scientific theory can be put into question. This essay examines subcultures from the 1950's to the present in order to revisit assumptions about theory. The Punk subculture is examined specifically through semiotic analysis within a broader Sociological framework in order to find out what a more subjective approach to theory over this time period can reveal. In the past, subcultural theory described subcultures as fairly uniform and static. Theorists referred to the 1960's and 1970's within a Modern paradigm which objectivist in nature understood subculture as a problem to be fixed. Subcultural delinquency was seen as noise and as unnatural. More recent subcultural theory describes subcultures as transient, informal and hybrid. But subcultures have always been about’ youth, about times of economic uncertainty, employment pressures and reliant on class distinction (Van Krieken et al. 2006, pp517-518). Meanwhile, in Postmodern society we see the so called 'disappearance' of subcultures which have become dispersed and commoditized by a youth distracted by consumerism and media images (Muggleton2000, pp48-50). Subcultures are defined as subordinate to the dominant culture and as having alternate beliefs. The groups that rebel are often referred to as reflective...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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...interested in political reform. Diff: 2 Page Ref: 544 Chapter: 15 Objective: 1 Skill: Application 3) Who was responsible for forming the American Federation of Labor in 1886? A) Samuel Gompers B) Benjamin Franklin C) Frederick Taylor D) George Meany E) Alexander Hamilton Answer: A Explanation: In 1886, Samuel Gompers formed the American Federation of Labor (AFL). It consisted mostly of skilled workers and, unlike the Knights, focused on practical, bread-and-butter gains for its members. Diff: 2 Page Ref: 544 Chapter: 15 Objective: 1 Skill: Application 4) Which of the following was the primary goal of the American Federation of Labor? A) achieving political reform B) gaining a higher social status C) addressing immigrant labor D) improving work conditions E) creating labor legislation Answer: D Explanation: Gompers and the AFL aimed to raise day-to-day wages and improve working conditions. Diff: 2 Page Ref: 544-545 Chapter: 15 Objective: 1 Skill: Concept 5) Which of the following best explains why union membership has fallen since the 1970s? A) Legislation provides workers with protections that were once...
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