...Street. I knew it would be a different experience for us; I was a little nervous, but when we arrived it hit me like a wave. I was so over whelmed with all that was going on around me. Yes, there are similarities to what I was use to, but it was nothing like have been to before. There was so much to take in with my eyes, and I automatically turned off my voice without even being aware of it until, Chris brought it to my attention when we got back to the car. As we walked through the crowds I realized that there are major differences between deaf events and "hearing" events, the crowds, the absences of color, the way the booths were set up, the abundance of information, and how different the people treated one another. It was very crowded, like a sea of deaf and hearing people. Conversations were going on everywhere, but it did not stop the crowds moving from one exhibit to another. Like waves, the crowds rolled over one another without missing anything. Unlike festivals I am used to that are full of color, fancy booths with flashing signs, and merchandise hung high; everything around me was very plain and low. There were tables, with white table clothes set up along the sidewalks, spread apart from one another. Some tables had canopies but nothing was enclosed. If I wanted to know what that exhibit was about I had to walk up to the table and pick up a pamphlet to read or ask the person standing behind the booth. I collected a lot of pamphlets that day. I was too scared to ask anyone...
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...useful sentences for academic writing Argue a. Along similar lines, [X] argues that ___. b. There seems to be no compelling reason to argue that ___. c. As a rebuttal to this point, it might be (convincingly) argued that ___. d. There are [three] main arguments that can be advanced to support ___. e. The underlying argument in favor of / against [X] is that ___. f. [X]’s argument in favor of / against [Y] runs as follows: ___. Claim a. In this [paper], I put forward the claim that ___. b. [X] develops the claim that ___. c. There is ample / growing support for the claim that ___. d. [X]’s findings lend support to the claim that ___. e. Taking a middle-ground position, [X] claims that ___. Data a. The data gathered in the [pilot study] suggests / suggest that ___. b. The data appears / appear to suggest that ___. c. The data yielded by this [study] provides strong / convincing evidence that ___. (yielded = generated) d. A closer look at the data indicates that ___. e. The data generated by [X] is / are reported in [table 1]. f. The aim of this [section] is to generalize beyond the data and ___. In modern usage, data can also be treated as a mass / uncountable noun, like information. Before you submit your work, check whether the institution you’re writing for / on behalf of prefers data + plural verb. Debate a. [X] has fostered debate on ___. (fostered = encouraged) b. There has been an inconclusive debate about whether ___. c. The question of whether...
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...30, 2014 Outline I. Introduction a. Thesis: Diversity in higher education, which is the inclusion and integration of minorities and marginalized groups, is important because it brings a variety of knowledge through the exposure of students to different perspectives, makes students prepared for working environments, and improves the country’s development. II. The Problems with the Lack of Diversity on Higher Education in the United States a. Comparison between the National Population Number of Minorities and the Number of People that Access Higher Education- Is it representative? b. Problems When the Minorities and Marginalized Groups are Misrepresented in Higher Education III. Higher education and Society a. Responsibility of Universities to Influence and Make Changes in the Society b. Affirmative Actions in the U.S Universities i. Historic ii. Controversial Points- a Defense of Affirmative Action as a tool to guarantee Diversity iii. Issues IV. Diversity a. What is Diversity? i. Defining Diversity in this Research Paper ii. Nomenclature b. Benefits to Society i. Collective and Individual Benefits ii. Numerical Representation and Informal Interactional Diversity iii. Interaction and Educational Benefits V. Preparing to Work a. Corporations, Global Trade Market and their necessities i. Amicus brief General Motors VI. Improving the Country’s Development a. Social Benefits i. Democracy ...
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...What is Autism Spectrum Disorder? Michelle Murphy Adelphi University Abstract Autism spectrum disorder is the most rapidly growing developmental disorder in the United States, affecting 1 in every 88 children (Autism Speaks, 2012). The 1930s brought about the discovery of this disorder by Dr. Leo Kanner when he studied eleven children who possessed similar qualities that did not coincide with any known psychological disorders. Since Dr. Kanner’s initial research with Autism, many signs that he observed in the children he studied began to be noticed in many more children. The most common sign of Autism is an individual’s inability to communicate and express him or herself in the correct way. Furthermore, a lack of social skills, inability to speak, emotionless attitude, and obsessive behavior when performing certain tasks are common qualities seen amongst people with Autism (Wing, 2001.) These signs vary depending on the type of Autism the individual is diagnosed with. Autism is organized into five subcategories: Asperger’s Syndrome, Childhood Disintegrative Disorder, Classic Autism, Pervasive Developmental Disorder, and Rett’s Syndrome ("Autism community- Autism," 2010). Each of these subcategories help psychologists and researchers to better understand the form of Autism they are dealing with, and as a result provide more effective treatment methods in accordance with the individual’s diagnosis. Although a variety of treatment methods have been established to aid people...
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...Forever 21, Inc. Private Apparel Founded 1984 Headquarters Los Angeles, California[1] Number of locations 480 (2011) Key people Do Won Chang Founder & CEO Jin Sook Chang Chief Merchandising Officer Linda Chang Chief Marketing Officer Esther Chang Chief Visual Officer Products Clothing, Accessories Revenue increase US$2.6 billion Total assets $1.40 billion Employees 27,228 Forever 21 is an American chain of clothing retailers with branches in major cities in the United States, Puerto Rico, Canada, Europe, Asia, Latin America, and the Middle East that offers trendy clothing and accessories for young women, men, and girls at low, affordable prices. Forever 21's marketing image is based around made-in-the-USA merchandise produced in California, however most product pages indicate items are imported. It sources its designs from hundreds of Southern California suppliers. Forever 21’s merchandise does not have uniform specifications, quality, patterns or even sizes; these details vary by supplier. Contents 1 History 2 Stores 2.1 Conversions 2.2 International 2.2.1 Europe 2.2.2 Asia 2.2.3 Latin America 3 Controversy 4 References 5 External links History Forever 21, Briarwood Mall, in Ann Arbor, Michigan The chain, originally known as Fashion 21, was intended at first mostly for middle-aged women. The store was founded in Los Angeles, California in 1984 by Do Won Chang...
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...The current issue and full text archive of this journal is available at www.emeraldinsight.com/0951-3574.htm AAAJ 21,2 Strategic management accounting: how far have we come in 25 years? Kim Langfield-Smith Monash University, Melbourne, Australia Abstract Purpose – The purpose of this paper is to provide a review of the origins of strategic management accounting and to assess the extent of adoption and “success” of strategic management accounting (SMA). Design/methodology/approach – Empirical papers which have directly researched SMA and prior review papers of the adoption and implementation of SMA or SMA techniques are reviewed. As well as assessing the extent of adoption of SMA and the reasons underlying an apparent low adoption rate, the role of accountants in adopting and implementing SMA is considered. Finally, the success or otherwise of SMA is discussed. Findings – SMA or SMA techniques have not been adopted widely, nor is the term SMA widely understood or used. However, aspects of SMA have had an impact, influencing the thinking and language of business, and the way in which we undertake various business processes. These issues cut across the wider domain of management, and are not just the province of management accountants. Research limitations/implications – There is limited value in conducting future surveys of the adoption and implementation of SMA or SMA techniques. Rather, the focus should be on how SMA-inspired techniques and processes diffuse into general...
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...HOME / THREADS No-touch Policy Discussion raised again April 2002 ... A question on the issue of "touch" once again. I was wondering how people felt about the residential treatment homes that have a no-touch policy - what about the children who are suffering from attachment disorder. How do we ensure that they are getting the quality of care from us that they never received while at home? How do we teach them to have a healthy caring relationship if touch is not an option for us as an intervention? If someone could write back to me and tell me how to do this that would be great. Thanx Kim ____________ There is no question that touching is a basic biological need. When infants are denied touching, they die - as they did by the thousands in the foundling homes of the 19th century. This is a condition known as "maramus" - from the Greek, meaning "wasting away". The need to be touched does not diminish with age. Having run a residential center for many years, I realize some of the difficulties involved but, one way or another, touching is essential to the ongoing growth and development of the residents. There are many ways to do it. Gerry Fewster. ____________ Dear Kim, Congratulations to you for asking such an astute question. I am holding that institutions which have a no-touch policy are CHILD ABUSING. They should be reported to the licensing authorities of their particular mental health district. Professionals within that particular community should raise...
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...Introduction United States legislative changes, such as those described by federal laws such as Individuals with Disabilities Education Improvement Act (IDEIA) reauthorized in 2004 (Pub. L. No. 108-466) and the No Child Left Behind (NCLB) Act of 2001 (Pub. L. No. 107–110), require that students with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working...
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...In Cold Blood Truman Capote I. The Last to See Them Alive The village of Holcomb stands on the high wheat plains of western Kansas, a lonesome area that other Kansans call "out there." Some seventy miles east of the Colorado border, the countryside, with its hard blue skies and desert-clear air, has an atmosphere that is rather more Far West than Middle West. The local accent is barbed with a prairie twang, a ranch-hand nasalness, and the men, many of them, wear narrow frontier trousers, Stetsons, and high-heeled boots with pointed toes. The land is flat, and the views are awesomely extensive; horses, herds of cattle, a white cluster of grain elevators rising as gracefully as Greek temples are visible long before a traveler reaches them. Holcomb, too, can be seen from great distances. Not that there's much to see simply an aimless congregation of buildings divided in the center by the main-line tracks of the Santa Fe Rail-road, a haphazard hamlet bounded on the south by a brown stretch of the Arkansas (pronounced "Ar-kan-sas") River, on the north by a highway, Route 50, and on the east and west by prairie lands and wheat fields. After rain, or when snowfalls thaw, the streets, unnamed, unshaded, unpaved, turn from the thickest dust into the direst mud. At one end of the town stands a stark old stucco structure, the roof of which supports an electric sign - dance - but the dancing has ceased and the advertisement has been dark for several years. Nearby is another building...
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...In Cold Blood Truman Capote I. The Last to See Them Alive The village of Holcomb stands on the high wheat plains of western Kansas, a lonesome area that other Kansans call "out there." Some seventy miles east of the Colorado border, the countryside, with its hard blue skies and desert-clear air, has an atmosphere that is rather more Far West than Middle West. The local accent is barbed with a prairie twang, a ranch-hand nasalness, and the men, many of them, wear narrow frontier trousers, Stetsons, and high-heeled boots with pointed toes. The land is flat, and the views are awesomely extensive; horses, herds of cattle, a white cluster of grain elevators rising as gracefully as Greek temples are visible long before a traveler reaches them. Holcomb, too, can be seen from great distances. Not that there's much to see simply an aimless congregation of buildings divided in the center by the main-line tracks of the Santa Fe Rail-road, a haphazard hamlet bounded on the south by a brown stretch of the Arkansas (pronounced "Ar-kan-sas") River, on the north by a highway, Route 50, and on the east and west by prairie lands and wheat fields. After rain, or when snowfalls thaw, the streets, unnamed, unshaded, unpaved, turn from the thickest dust into the direst mud. At one end of the town stands a stark old stucco structure, the roof of which supports an electric sign - dance - but the dancing has ceased and the advertisement has been dark for several years. Nearby is another building...
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...GROUP INTERACTION JOURNAL ARTICLES Compiled by Lawrence R. Frey University of Colorado at Boulder Aamodt, M. G., & Kimbrough, W. W. (1982). Effects of group heterogeneity on quality of task solutions. Psychological Review, 50, 171-174. Abbey, D. S. (1982). Conflict in unstructured groups: An explanation from control-theory. Psychological Reports, 51, 177-178. Abele, A. E. (2003). The dynamics of masculine-agentic and feminine-communal traits: Findings from a prospective study. Journal of Personality and Social Psychology, 85, 768-776. Abele, A., Gendolla, G. H. E., & Petzold, P. (1998). Positive mood and in-group—out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin, 24, 1343-1357. Aberson, C. L., Healy, M., & Romero, V. (2000). Ingroup bias and self-esteem: A meta-analysis. Personality and Social Psychology Review, 4, 157-173. Abougendia, M., Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2004). Alliance as a mediator of expectancy effects in short-term group psychotherapy. Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger...
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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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...best-selling textbook provides an engaging and user-friendly introduction to the study of language. Assuming no prior knowledge of the subject, Yule presents information in short, bite-sized sections, introducing the major concepts in language study – from how children learn language to why men and women speak differently, through all the key elements of language. This fourth edition has been revised and updated with twenty new sections, covering new accounts of language origins, the key properties of language, text messaging, kinship terms and more than twenty new word etymologies. To increase student engagement with the text, Yule has also included more than fifty new tasks, including thirty involving data analysis, enabling students to apply what they have learned. The online study guide offers students further resources when working on the tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language. George Yule has taught Linguistics at the Universities of Edinburgh, Hawai’i, Louisiana State and Minnesota. He is the author of a number of books, including Discourse Analysis (with Gillian Brown, 1983) and Pragmatics (1996). “A genuinely introductory linguistics text, well suited for undergraduates who have little prior experience thinking descriptively about language. Yule’s crisp and thought-provoking presentation of key issues works well for a wide range of students.” Elise Morse-Gagne, Tougaloo College...
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...Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care A Roadmap for Hospitals Quality Safety Equity A Roadmap for Hospitals Project Staff Amy Wilson-Stronks, M.P.P., Project Director, Health Disparities, Division of Quality Measurement and Research, The Joint Commission. Paul Schyve, M.D., Senior Vice President, The Joint Commission Christina L. Cordero, Ph.D., M.P.H., Associate Project Director, Division of Standards and Survey Methods, The Joint Commission Isa Rodriguez, Project Coordinator, Division of Quality Measurement and Research, The Joint Commission Mara Youdelman, J.D., L.L.M., Senior Attorney, National Health Law Program Project Advisors Maureen Carr, M.B.A., Project Director, Division of Standards and Survey Methods, The Joint Commission Amy Panagopoulos, R.N., M.B.A., Director, Division of Standards and Survey Methods, The Joint Commission Robert Wise, M.D., Vice President, Division of Standards and Survey Methods, The Joint Commission Joint Commission Mission The mission of The Joint Commission is to continuously improve health care for the public, in collaboration with other stakeholders, by evaluating health care organizations and inspiring them to excel in providing safe and effective care of the highest quality and value. The inclusion of an organization name, product, or service in a Joint Commission publication should not be construed as an endorsement of such organization, product, or services, nor is failure...
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...........................................…………..p.20 G582: Religious Ethics Meta-ethics...........................…………………………………….p.25 Free Will and Determinism………………………………….……p.28 Conscience.......................…………………………………….…p.32 Virtue Ethics………………………………………………………..p.36 Sexual Ethics…………………………………………………...….p.40 Environment and Business Ethics……………………………….p.44 Religious Language Introduction The problems of religious language: • If we use language univocally about God, then we are limiting him / making him like a human • If we use language equivocally about God, we cannot be sure what the word means when applied to God • Are statements about God supposed to be cognitive – if so, what evidence proves / disproves them? • Are statements about God supposed to be non-cognitive – if so, do they have any meaning? The Verification Principle The Vienna Circle This group of philosophers argued that a statement is only meaningful if it can be verified empirically, or if it is a tautology. This idea is known as the verification principle, or sometimes the strong verification principle. For example, ‘the chair is blue’ is easy to verify with our senses; ‘the widow’s husband is dead’ is a tautology. Both of...
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