Fieldwork Journal Week 2
Introduction:
To begin, Mrs. Peterson’s second grade class has about 17-20 students in it. A majority of
the students are girls with only a few boys. She has about 3 or 4 “EL” (English Learner) students
and over half of her class are lower reading level and lower performing students. Her class is also
a “SpEd” combo which means that some of her students have IEP’s (Individual Education Plans)
alongside her English Language Learners. On the agenda for January 24th, 2019, I observed Mrs.
Peterson begin class with high-frequency word practice. After, the students broke into their
reading rotations, and then onto STAR testing. For high-frequency words, they were given a
worksheet to complete during rotations. Some of the high-frequency words the students were
focusing on included: above, different, few, they, which, began, enough, grow, were and why. On
the back of the worksheet, the focus was on phonics, specifically the vowels “oi” together.
Student Observations/Miscellaneous:
I sat down with a student named Zoey to work on high-frequency words. We worked on
the sentence: “The small plane flew above our town”. She had to sound out the word “small”
after originally pronouncing it incorrectly. When finding the blank for the sentence “The man
____ to run after that big dog growled”, she took her time on the word “man”, especially
sounding out the letter “M”.
Anna was reading a chapter book called “The Kidnapped King”. She reads extremely
well at this level and is reading at a very fast pace. However, she got stuck on the word “touch”
for “touch football”. I learned that Anna is a student who graduated out of “EL”, she did not
speak English before. I would have never guessed.
A student named June is from Japan, so English is completely new to her in speaking,
reading and writing. She was writing words that begin with “L” on a piece of paper and speaking
them to Mrs. Peterson. One of the words she had the hardest time with was lɛts. She kept
pronouncing it as lɪts. She also got stuck on the word “looking” and would say the root word
first, then the suffix and put them together to sound it out. She also learned for the first time what
the sound “f” made.
Mispronounced consonant sounds:
wɪf/instead of wɪð, rɑ/instead of ɑr, gʌt/instead of ɪŋg, laɪt/instead of laɪf, kaʊtɜr/instead of
ˈkwɔrtər, wɔrɛfk^h/instead of wɜrk, sɪns/instead of ˈsaɪəns, snɪflɛs/instead of ˈsnɪfəlz, dɜr/instead
of ðɛr
Mispronounced vowel sounds:
tərɔrs/instead of ˈtutərz, plæn/instead of pleɪn, oʊər/instead of ˈaʊər
Sentence-level problems:
Working with June, an EL student, I found many sentence formation issues. However, most of
the other students in her class had them as well. These included:
“More harder” instead of “harder”, “What a big noise those drum makes” instead of “What a big
noise those drumS make_”, “teached” instead of the past tense “taught”
Speaking habits:
Most of the EL learners h.
Examples Of Prescriptive Grammar
English in My Life Essay
Scary Story Essay example
A Love Story Essays
Essay Growing Up
College English Reflection
Reflection In English 101
Reflection On My English 101 Experience
Essay Standard English
My experience throughout English 101 Essay
Reflective Essay On English 101
Essay About My English Class
Standard English Essay
My Mother Essay
My English 101 Experience
My Experience In English Writing
Short Story
Examples Of Prescriptive Grammar
English in My Life Essay
Scary Story Essay example
A Love Story Essays
Essay Growing Up
College English Reflection
Reflection In English 101
Reflection On My English 101 Experience
Essay Standard English
My experience throughout English 101 Essay
Reflective Essay On English 101
Essay About My English Class
Standard English Essay
My Mother Essay
My English 101 Experience
My Experience In English Writing
Short Story
This presentation contains the main words from TKT (TEACHING KNOWLEDGE TEST) Book . In addition, each word has the definition,example synonyms, antonyms,colloquial language,context clue,and how teachers can teach at classroom and the page where are the words to find easier. Finally , these cards will help you in the teaching/ learning process.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
Feedback Assignment Set 4Great job on this assignment. I know yo.docxmglenn3
Feedback Assignment Set 4
Great job on this assignment. I know you know how to do WACC. I am not sure if you rushed on th second answer or if it was a typo but you did give an incorrect answer.
30 (30%)
Points Range:27 (27%) - 30 (30%)
Thoroughly calculated Bad Boys, Inc.'s cost of capital.
Feedback:
Great job showing your work and getting correct answer.
23.7 (23.7%)
Points Range:21 (21%) - 23.7 (23.7%)
Partially calculated Bad Boys, Inc.'s cost of capital.
Feedback:
In this section you provided the wrong answer.
30 (30%)
Points Range:27 (27%) - 30 (30%)
Thoroughly identified two corporations that have dealt with cannibalization and what steps were taken to overcome cannibalization. Thoroughly provided citations and references.
Feedback:
Great job explaining cannibalization and giving examples.
10 (10%)
Points Range:9 (9%) - 10 (10%)
0-2 errors present
Feedback:
no errors detected.
C y b e r A t t a c k s
“Dr. Amoroso’s fi fth book Cyber Attacks: Protecting National Infrastructure outlines the chal-
lenges of protecting our nation’s infrastructure from cyber attack using security techniques
established to protect much smaller and less complex environments. He proposes a brand
new type of national infrastructure protection methodology and outlines a strategy presented
as a series of ten basic design and operations principles ranging from deception to response.
The bulk of the text covers each of these principles in technical detail. While several of these
principles would be daunting to implement and practice they provide the fi rst clear and con-
cise framework for discussion of this critical challenge. This text is thought-provoking and
should be a ‘must read’ for anyone concerned with cybersecurity in the private or government
sector.”
— Clayton W. Naeve, Ph.D. ,
Senior Vice President and Chief Information Offi cer,
Endowed Chair in Bioinformatics,
St. Jude Children’s Research Hospital,
Memphis, TN
“Dr. Ed Amoroso reveals in plain English the threats and weaknesses of our critical infra-
structure balanced against practices that reduce the exposures. This is an excellent guide
to the understanding of the cyber-scape that the security professional navigates. The book
takes complex concepts of security and simplifi es it into coherent and simple to understand
concepts.”
— Arnold Felberbaum ,
Chief IT Security & Compliance Offi cer,
Reed Elsevier
“The national infrastructure, which is now vital to communication, commerce and entertain-
ment in everyday life, is highly vulnerable to malicious attacks and terrorist threats. Today, it
is possible for botnets to penetrate millions of computers around the world in few minutes,
and to attack the valuable national infrastructure.
“As the New York Times reported, the growing number of threats by botnets suggests that
this cyber security issue has become a serious problem, and we are losing the war against
these attacks.
.
Feedback Financial Research Report Part 1Thank you for redoing a.docxmglenn3
Feedback Financial Research Report Part 1
Thank you for redoing assignment so quickly. The only area that I see that you can add more that may help along the second section of your paper is your client profile section. I have made notes above for your review.
30 (30%)
Points Range:27 (27%) - 30 (30%)
Thoroughly provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Feedback:
Great job providing economic and financial factors.
26.7 (26.7%)
Points Range:24 (24%) - 26.7 (26.7%)
Satisfactorily suggested the primary reasons why the selected stock is a suitable investment for your client. Satisfactorily included a description of your client’s profile.
Feedback:
In this section you can provide more about the client. You stated what he is looking for but you did not state if client is married. You did not state if client has other liabilities that he is paying or what his overall financial situation is.
20.7 (20.7%)
Points Range:0 (0%) - 20.7 (20.7%)
No references provided
Feedback:
In this section you have reference but you do not have an annotated bibliography. It is incorrect.
10 (10%)
Points Range:9 (9%) - 10 (10%)
0-2 errors present
Feedback:
No errors detected.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 100
Assignment 1: Financial Research Report Part 1
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Weight: 30%
Did not submit or incompletely provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Partially provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Satisfactorily provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Thoroughly provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
2. Suggest the primary reasons why the selected stock is a suitable investment for your client. Include a description of your client’s profile.
Weight: 30%
Did not submit or incompletely suggested the primary reasons why the selected stock is a suitable investment for your client. Did not submit or incompletely included a description of your client’s profile.
Partially suggested the primary reasons why the selected stock is a suitable investment for your client. Partially included a description of your client’s profile.
Satisfacto.
More Related Content
Similar to Fieldwork Journal Week 2 Introduction To begin, Mrs. .docx
This presentation contains the main words from TKT (TEACHING KNOWLEDGE TEST) Book . In addition, each word has the definition,example synonyms, antonyms,colloquial language,context clue,and how teachers can teach at classroom and the page where are the words to find easier. Finally , these cards will help you in the teaching/ learning process.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
Feedback Assignment Set 4Great job on this assignment. I know yo.docxmglenn3
Feedback Assignment Set 4
Great job on this assignment. I know you know how to do WACC. I am not sure if you rushed on th second answer or if it was a typo but you did give an incorrect answer.
30 (30%)
Points Range:27 (27%) - 30 (30%)
Thoroughly calculated Bad Boys, Inc.'s cost of capital.
Feedback:
Great job showing your work and getting correct answer.
23.7 (23.7%)
Points Range:21 (21%) - 23.7 (23.7%)
Partially calculated Bad Boys, Inc.'s cost of capital.
Feedback:
In this section you provided the wrong answer.
30 (30%)
Points Range:27 (27%) - 30 (30%)
Thoroughly identified two corporations that have dealt with cannibalization and what steps were taken to overcome cannibalization. Thoroughly provided citations and references.
Feedback:
Great job explaining cannibalization and giving examples.
10 (10%)
Points Range:9 (9%) - 10 (10%)
0-2 errors present
Feedback:
no errors detected.
C y b e r A t t a c k s
“Dr. Amoroso’s fi fth book Cyber Attacks: Protecting National Infrastructure outlines the chal-
lenges of protecting our nation’s infrastructure from cyber attack using security techniques
established to protect much smaller and less complex environments. He proposes a brand
new type of national infrastructure protection methodology and outlines a strategy presented
as a series of ten basic design and operations principles ranging from deception to response.
The bulk of the text covers each of these principles in technical detail. While several of these
principles would be daunting to implement and practice they provide the fi rst clear and con-
cise framework for discussion of this critical challenge. This text is thought-provoking and
should be a ‘must read’ for anyone concerned with cybersecurity in the private or government
sector.”
— Clayton W. Naeve, Ph.D. ,
Senior Vice President and Chief Information Offi cer,
Endowed Chair in Bioinformatics,
St. Jude Children’s Research Hospital,
Memphis, TN
“Dr. Ed Amoroso reveals in plain English the threats and weaknesses of our critical infra-
structure balanced against practices that reduce the exposures. This is an excellent guide
to the understanding of the cyber-scape that the security professional navigates. The book
takes complex concepts of security and simplifi es it into coherent and simple to understand
concepts.”
— Arnold Felberbaum ,
Chief IT Security & Compliance Offi cer,
Reed Elsevier
“The national infrastructure, which is now vital to communication, commerce and entertain-
ment in everyday life, is highly vulnerable to malicious attacks and terrorist threats. Today, it
is possible for botnets to penetrate millions of computers around the world in few minutes,
and to attack the valuable national infrastructure.
“As the New York Times reported, the growing number of threats by botnets suggests that
this cyber security issue has become a serious problem, and we are losing the war against
these attacks.
.
Feedback Financial Research Report Part 1Thank you for redoing a.docxmglenn3
Feedback Financial Research Report Part 1
Thank you for redoing assignment so quickly. The only area that I see that you can add more that may help along the second section of your paper is your client profile section. I have made notes above for your review.
30 (30%)
Points Range:27 (27%) - 30 (30%)
Thoroughly provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Feedback:
Great job providing economic and financial factors.
26.7 (26.7%)
Points Range:24 (24%) - 26.7 (26.7%)
Satisfactorily suggested the primary reasons why the selected stock is a suitable investment for your client. Satisfactorily included a description of your client’s profile.
Feedback:
In this section you can provide more about the client. You stated what he is looking for but you did not state if client is married. You did not state if client has other liabilities that he is paying or what his overall financial situation is.
20.7 (20.7%)
Points Range:0 (0%) - 20.7 (20.7%)
No references provided
Feedback:
In this section you have reference but you do not have an annotated bibliography. It is incorrect.
10 (10%)
Points Range:9 (9%) - 10 (10%)
0-2 errors present
Feedback:
No errors detected.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 100
Assignment 1: Financial Research Report Part 1
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Weight: 30%
Did not submit or incompletely provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Partially provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Satisfactorily provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
Thoroughly provided a rationale for the stock that you selected, indicating the significant economic, financial, and other factors that led you to consider this stock.
2. Suggest the primary reasons why the selected stock is a suitable investment for your client. Include a description of your client’s profile.
Weight: 30%
Did not submit or incompletely suggested the primary reasons why the selected stock is a suitable investment for your client. Did not submit or incompletely included a description of your client’s profile.
Partially suggested the primary reasons why the selected stock is a suitable investment for your client. Partially included a description of your client’s profile.
Satisfacto.
Feedback analysis, limitations of project approach, and conclusions .docxmglenn3
Feedback analysis, limitations of project approach, and conclusions drawn should be included. Discuss any concerns associated with the number of participants or reviewers. Share what your reviewers/participants said in the evaluation tool. Share actual quotes and how you organized the material. What conclusion can you draw from the feedback? Did it confirm or contradict research found in your literature review?
.
Federalist 51To the People of the State of New YorkHow shall .docxmglenn3
Federalist 51
To the People of the State of New York:
How shall we keep the necessary separation of power among the different parts of government? The only answer that is that the parts themselves keep each other in their proper places.
The separate use of different parts of government is needed to save liberty. As such, each department should have its own powers. The members of different parts should have as little power as possible in selecting members of the other branches. Ideally, this would be happen due to voters elect members of each department separately.
Such a plan would be difficult to carry out, however. Therefore, we must allow certain members of government to be selected by other ways. It would be useful to allow judges to be appointed by other government officials. Judges need special skills, so it is important that they be elected in a way that makes sure that only best candidates are chosen. Also, because judges are selected to the courts for life, they are less likely to be influenced by the men who select them.
"Power Is Divided"
Members of each government branch should be able to keep other parts from overtaking their power. The system should force individuals to defend their branch's powers.
In a perfect world, we would not need such protections. In creating a government that is to be ran by men over men, it must control itself. This can be done by separating and arranging the different offices of government so that each acts as a check on the others.
It is not possible to give to each part an equal ability to protect itself. In republican government, the lawmakers who make up the legislative branch will always have the most power. The cure to this problem is to divide them into two legislative branches. Each branch should be made different by different systems of election and different principles of action. They should be as little connected with each other as possible.
The division of power between the federal government and state governments offers another protection to the people. In the republic of America, power is divided between the states and the federal government. It is then divided again among the branches of each government. Therefore, government power is divided twice and can be controlled.
"To Guard Society"
It is important in a republic to guard society against its rulers. It also must guard one part of the society against the injustice of the other part. Different wants exist in different classes of citizens. If a majority is united by a common interest, the rights of the minority could be hurt.
To defend against this evil, we must make it unlikely that a bad party will gain a majority of support. The people should be broken into many parts, interests and classes of citizens. This will make sure that the rights of individuals, or of the minority, will not be in much danger from the will of the majority. The size of the United States, and the number of people under the same government, offers some prote.
Federalism Comparing Government Response in Hurricane Katrina v.docxmglenn3
Federalism: Comparing Government Response in Hurricane Katrina vs. Coronavirus
Submissions must be a minimum of 2 pages, in length. This does not include your bibliography or works cited. This should be attached and added on as the last page of your essay. Y ou will only have one attempt to upload and submit your paper. Your bibliography or works cited page, and your paper, must be uploaded as a single file. They cannot be uploaded separately. No e-mailed assignments will be accepted.
Your response should be your own thoughts and analysis. Research and resources should be incorporated with scholarly application. I.e. used as examples or evidence to support your analysis. Citations may be formatted in APA, MLA or Chicago style, as long as they are consistent throughout. You must include in-text (parenthetical) citations, as well as a bibliography.If you have questions about citation formatting, please ask me, or utilize the tool easybib.com. You must provide in-text citations, to show ownership of any information that you include, in your essay, which is either
1. not considered common knowledge
2. paraphrased
3. directly quoted
Failure to cite information, properly, will result in students receiving an automatic zero. Furthermore, to not do so is considered plagiarism, and will be treated, as such, in conjunction with HCC's policies.
Make sure to use complete sentences, and proper grammar. Your response to the prompt should focus on analyzing the information you gather and use to complete the constitutional chart through application. Incorporate the information you gathered by using it to provide examples and support for your response to the prompt.
Essay Topic and Objective:
You will be watching two 50 minute documentaries: The Storm and Coronavirus Pandemic in order to complete this essay.
1. The Storm: Hurricane Documentary (Links to an external site.)
2.
Coronavirus Pandemic Documentary (Links to an external site.)
Federalism Overview
: Considered together, Hurricane Katrina and Covid-19 both produced policy disasters in the United States that were both unnecessary and linked to federalism. These challenges produced by nature raise the question of whether certain disasters are beyond the capacities of state and local government.
Objective
: While watching these films, the central theme to take away from these videos is a better and more comprehensive understanding of Federalism, through real life evidence and explanation. Critically analyze each of the elements and consequences of each different national disaster, based on different level of government’s responses, actions. Leadership, communication processes, and decision-making. Despite, both Hurricane Katrina and Corona Virus being deemed as “national emergencies”, the power organization resulted in vastly different responses by each level of government’s leadership (across all levels: federal, state and local).
Introduction to Federalism:
State and Local governments.
Federalism is the structure where two or more levels of government.docxmglenn3
Federalism is the structure where two or more levels of government operate alongside each other with some autonomy, although they have overlapping jurisdiction and specific functions. During the formation of the U.S. Constitution, there were federalist and anti-federalist arguments being made. Explain the concept of federalism; use specific examples of federalism and anti-federalism in your posting.
Which group had the best arguments? Support your argument with examples. Incorporate some of the shifts that took place between both groups (federalists and anti-federalists) to support your response.
1-2 paragraphs
.
Federalism is the sharing of powers between the federal and state go.docxmglenn3
Federalism is the sharing of powers between the federal and state governments.
1. In discussing federalism, observers often concentrate on the tension over where national powers end and state powers begin. But state and federal governments have concurrent powers as well. How do some of these powers (e.g., law enforcement, taxation, general welfare) affect citizens?
In 3 to 5 paragraphs discuss ways in which federalism affect our lives. You may use a personal experience such as financial aid to pay for your education.
.
Federal judges do not have a mandatory retirement age, yet Arizona a.docxmglenn3
Federal judges do not have a mandatory retirement age, yet Arizona and 32 other states require all state judges to vacate their positions upon turning age 70. Should Arizona’s judges be forced to retire at age 70? Might this be considered age discrimination or is a necessary protection for the people?
.
Federal Budget SpeechDo you want to know who you are Dont.docxmglenn3
Federal Budget Speech
"Do you want to know who you are? Don't ask. Act! Action will delineate and define you."
- Thomas Jefferson
The federal budget spends close to four trillion dollars a year and is split between mandatory spending (what the federal government has to spend due to congressional legislation) and discretionary spending (what the federal government spends as a result of congressional allotment). Roughly speaking, mandatory spending accounts for two-thirds of the federal budget and discretionary spending accounts for one-third of the federal budget.
Every year the executive and legislative branches debate budgetary priorities for the federal bureaucracies such as the Department of Defense, the Pentagon, the Environmental Protection Agency, Veteran Affairs, the Department of Education, and others. Many of these debates occur within congressional committee meetings as members of Congress, federal employees, outside interests, and individual citizens articulate funding requests.
For this assessment you will compose a speech advocating why your chosen department, administration, or agency within the federal bureaucracy should receive additional funding.
Because the “world is a stage,” let us establish the setting, plot, and the ensuing action for your speech.
Setting:
Exterior: Washington D.C. State Capitol Building.
Interior: Room 221B. Congressional Hearing Room.
Plot:
Imagine that you are in a cavernous room. You sit before a large table facing twenty one senators from the Budget Committee. Photographers, more than you can imagine, squeeze between the space that separates you from the members of Congress. Behind you in the gallery, public policy wonks and regular citizens sit, awaiting your presentation.
You are a featured speaker from a citizen group that advocates a particular public policy funding concern for your federal department, administration, or agency. Prior to the meeting you have already read the president’s proposed federal budget for the upcoming year from the
Office of Management and Budget
and you have some budgetary concerns. You read in alarm how the upcoming federal budget request from the White House reduces funding for your federal department, administration, or agency. But, as you know, it is up to Congress to fund the executive bureaucracy. The executive branch requests funding and the legislative branch allocates funding. This is your chance to request more funding for your federal department, administration, or agency of choice.
Action
:
Equally eager and nervous you stand in front of a lectern. “Now,” you think, “now I am ready…” You click on the microphone, examine your prepared speech about your funding request, and you begin to speak with eloquence and passion!
Directions
: Compose a 400 word transcript of your public policy speech.
Select a specific example of public policy from one of the following fields:
Economic policy – for example, U.S. budget deficit spending.
Educ.
Federal Budget SpeechDo you want to know who you are Don.docxmglenn3
Federal Budget Speech
"
Do you want to know who you are? Don't ask. Act! Action will delineate and define you
." - Thomas Jefferson
The federal budget spends close to four trillion dollars a year and is split between mandatory spending (what the federal government has to spend due to congressional legislation) and discretionary spending (what the federal government spends as a result of congressional allotment). Roughly speaking, mandatory spending accounts for two-thirds of the federal budget and discretionary spending accounts for one-third of the federal budget.
Every year the executive and legislative branches debate budgetary priorities for the federal bureaucracies such as the Department of Defense, the Pentagon, the Environmental Protection Agency, Veteran Affairs, the Department of Education, and others. Many of these debates occur within congressional committee meetings as members of Congress, federal employees, outside interests, and individual citizens articulate funding requests.
For the Unit 9 Assignment you will compose a speech advocating why your chosen department, administration, or agency within the federal bureaucracy should receive additional funding.
Because the “world is a stage,” let us establish the setting, plot, and the ensuing action for your speech.
Setting:
Exterior: Washington D.C. State Capitol Building.
Interior: Room 221B. Congressional Hearing Room.
Plot:
Imagine that you are in a cavernous room. You sit before a large table facing twenty one senators from the Budget Committee. Photographers, more than you can imagine, squeeze between the space that separates you from the members of Congress. Behind you in the gallery, public policy wonks and regular citizens sit, awaiting your presentation.
You are a featured speaker from a citizen group that advocates a particular public policy funding concern for your federal department, administration, or agency. Prior to the meeting you have already read the president’s proposed federal budget for the upcoming year from the
Office of Management and Budget
and you have some budgetary concerns. You read in alarm how the upcoming federal budget request from the White House reduces funding for your federal department, administration, or agency. But, as you know, it is up to Congress to fund the executive bureaucracy. The executive branch requests funding and the legislative branch allocates funding. This is your chance to request more funding for your federal department, administration, or agency of choice.
Action:
Equally eager and nervous you stand in front of a lectern. “Now,” you think, “now I am ready…” You click on the microphone, examine your prepared speech about your funding request, and you begin to speak with eloquence and passion!
Directions
: Compose a 400 word transcript of your public policy speech.
Select a specific example of public policy from one of the following fields:
Economic policy – for example, U.S. budget deficit spending.
.
February is known as Black History Month. For 30 extra credit points.docxmglenn3
February is known as Black History Month. For 30 extra credit points address the following questions in 200 words or more:
Which African American artist(s) has had the most influence on you? Why? Be sure to organize your thought and ideas using paragraphs. Your response must be a minimum of 200 words or you will not receive any credit for the response.
.
FEATURE ARTICLE Creating and Capturing Value Through Susta.docxmglenn3
FEATURE ARTICLE
Creating and Capturing Value Through Sustainability
The Sustainable Value Analysis Tool
A new tool helps companies discover opportunities to create and capture value through sustainability.
Miying Yang, Doroteya Vladimirova, and Steve Evans
OVERVIEW: Recent research and practice have shown that business model innovation can be one way to create and
capture new value and drive production and consumption toward sustainability. However, business model tools typically
do not create a space to consider how sustainability concerns may be integrated into the innovation process. To address
this gap, this article describes a tool that can help companies identify new opportunities to create and capture value
through sustainability by analyzing value captured and uncaptured for key stakeholders across the product life cycle.
The Sustainable Value Analysis Tool is shown to help companies recognize value uncaptured and turn it into opportunities;
it facilitates sustainability-focused business model innovation by identifying value uncaptured—and hence, opportunities
for innovation—associated with environmental and social sustainability in production, use, and disposal.
KEYWORDS: Sustainable Value Analysis Tool, Sustainability, Business model innovation, Sustainability-focused innovation
In recent years, as companies have been challenged by
environmental legislation and societal pressures (Elkington
1997), sustainability has become a key factor in long-term
business success. As a result, innovation for sustainability
has received much attention from researchers and practi-
tioners (Nidumolu, Prahalad, and Rangaswami 2009; Boons
et al. 2013). However, although technological approaches to
promote sustainability have been thoroughly investigated
(Camarinha-Matos 2011), comparatively little work has been
done to understand how innovation in business models can
support sustainability across the product life cycle, including
manufacturing, operation, and disposal.
Business model innovation looks at how companies create
and capture value at every stage of a product’s journey to
market. While business model innovation has been the
subject of much discussion and research, very few tools have
been developed to help companies integrate sustainability
into the business model innovation process (Evans et al., in
press). Existing tools for business model innovation either
do not consider sustainability (for instance, Osterwalder
and Pigneur’s [2010] Business Model Canvas) or do not
address all of the elements of the business model (for
example, lifecycle assessment tools [Tukker 2000]). Thus,
sustainability considerations and business model innovation
are often not well integrated, with sustainability being
treated as an add-on rather than as a core source of value.
Considering sustainability in the process of business
model innovation can provide entirely new ways to create .
FEATUREASSOCIATION FORUMHiring tiie Very BestHow to in.docxmglenn3
FEATURE
ASSOCIATION FORUM
Hiring tiie Very Best
How to increase your employees' morale and productivity
By Tracy Mullin
Tracy Mullin is
president and
CEO, Nationai
Retail
Federation,
Washington,
D.C,
[email protected]
I
remember a quote from former ABC execu-
iive Thomas Murphy, who said. "If you hire
the best people and leave them alone, you
don't need to hire very many." While I think re-
tailers should be hiring the best people possible,
and treating them well, it may not always be best
to leave them alone. Especially during the holi-
day season.
With the holidays almost upon us, retailers are
scrambling to hire the best seasonal workers—
more than 520,000 of them—while retaining
their top performers. And during the most cru-
cial selling period of the year, there is no time
for mistakes. Executives know that good em-
ployees ean bolster the image of a store and
unsatisfactory employees can be disastrous.
More often than not. finding good workers is
high on the list of challenges facing retail exec-
utives. And keeping those people is even more
difficult.
Turnover in the retail industry is nothing new,
and it is not a problem that will disappear any-
time soon. After Sept. 11, many retailers experi-
enced low turnover as employees waited for the
job market to improve. Now that the economy is
back on traek, workers are keeping an eye out
for new opportunities, and many are moving on.
Statistics reinforce that theory: According to
the 2005 NRF/Mercer Retailer Compensation
and Benefits survey, released last month, turn-
over for store managers rose 20% last year over
2003.
Leading HR experts seem to agree that tradi-
tional approaches to management haven't been
working. Author Bruce Tulgan. a consultant
who spoke in June at the National Retail Eed-
eration's Loss Prevention Conference, talked
about the mind-set of the new American worker
and said that the best way retailers could keep
their employees was to find out what people
want and use it to drive performance.
Best Buy is one of those retailers. Nearly half
of the 3.500 employees at Best Buy headquarters
have embarked on a radical strategy that enables
employees to work where and when they
as long as their job gets done. The approach
seems to be working, as executives maintain that
this new program has reduced turnover and
increased productivity at the same time.
Other retailers, such as Costco, believe that
the way to their workers" hearts is through their
wallets. Costco's employees earn an average of
$17.41 an hour and receive some of the most
generous health benefits in the industry. Perhaps
that's why they are able to maintain a low
turnover rate of about 17% per yean
However, money isn't everything. In his pre,s-
entation, Tulgan also featured several non-finan-
cial elements, such as people needing to be sat-
isfied with their jobs. One of those basics, giving
employees control over tasks, is an area where
Trader Joe's has an upper hand. Instead of giv-
ing employees.
FEATURED ESSAYThe Ecstatic Edge of Politics Sociology and.docxmglenn3
FEATURED ESSAY
The Ecstatic Edge of Politics: Sociology and Donald Trump
ARLIE RUSSELL HOCHSCHILD
University of California-Berkeley
[email protected]
The day before the Louisiana Republican
primary in March 2016, I watched Donald
Trump’s Boeing 757 descend from the sky
at the Lakefront Airport in New Orleans,
Louisiana. Inside the crowded hangar, Elton
John’s ‘‘Rocket Man’’ was playing. Red,
white, and blue strobe lights roved sideways
and up. Cell phones snapped photos of the
blond-haired candidate as he stood before
thousands waving and shaking signs that
read MAKE AMERICA GREAT AGAIN. A
small, wiry man bearing this sign with
both hands, eyes afire, called out to all with-
in earshot, ‘‘To be in the presence of such
a man! To be in the presence of such
a man.’’ There seemed in this man’s call, I
wrote in my field notes—part of a five year
ethnographic study of Tea Party supporters
in Louisiana—a note of reverence, even
ecstasy (Hochschild 2016:224). How do we
understand the states of mind and situations
of those to whom Donald Trump appeals?
How does such emotional appeal work?
Whatever Trump’s future, he has touched
a cultural nerve we sociologists need to
study. In this essay, I explore illuminating
works in and around sociology before ven-
turing an interpretation of my own.
In The Paranoid Style in American Politics,
the historian Richard Hofstadter (1996)
traced the relationship between paranoid
political rhetoric and ‘‘style of mind’’ as
these periodically emerged in the United
States through the nineteenth and twentieth
centuries. The leader expressing such a style,
he says, ‘‘does not see social conflict as some-
thing to be mediated and compromised, in
the manner of the working politician. Since
what is at stake is always a conflict between
absolute good and absolute evil, what is nec-
essary is not compromise but the will to fight
things out to a finish. . . . This demand for
total triumph leads to the formulation of
hopelessly unrealistic goals, and since these
goals are not even remotely attainable, fail-
ure constantly heightens the paranoid’s
sense of frustration. Even partial success
leaves him with the same feeling of power-
lessness with which he began, and this in
turn only strengthens his awareness of the
vast and terrifying quality of the enemy he
opposes’’ (p. 31).
Propelling such movements, he argues, is
not just economic deprivation as narrowly
conceived, but the loss of an older America,
inward-turned, Protestant, secure, busy
turning the wheel of a thriving local capital-
ism. As one of the original so-called birthers
(who questioned President Obama’s place of
birth and religion) and as one who has
extended this suspicion to Hillary Clinton’s
religion, Donald Trump fits in Hofstadter’s
‘‘paranoid style.’’ Still, Trump’s appeal
reaches far beyond the style of mind through
which it is expressed.
Updating Hofstadter, the excellent The Tea
Party and the Remaking of Republican Conser-
vatism by Theda Skocpol and V.
Fears and Health Needs of Patients with Diabetes A Qualitative Re.docxmglenn3
Fears and Health Needs of Patients with Diabetes: A Qualitative Research in Rural Population
Maria Papaspurou,1 Vasiliki C. Laschou,2 Paraskevi Partsiopoulou,3 Evangelos C. Fradelos,4 Christos F. Kleisiaris,5 Malamati A. Kalota,6 Anna Neroliatsiou,7 and Ioanna V. Papathanasiou8
Author informationArticle notesCopyright and License informationDisclaimer
This article has been cited by other articles in PMC.
Go to:
Abstract
Introduction:
Insulin-dependent patients are individuals with chronic disease who are well adapted to living and dealing with any health needs and fears arising. An important aspect in the process of adaptation to chronic illness is the provision of nursing care in the early stages of the disease, because this contributes to its acceptance and the early identification and management of potential complications.
Purpose:
To investigate the health needs and self-management problems faced by patients with diabetes daily, especially those who use insulin. Furthermore, purpose of this study was to investigate the fears experienced by patients in the early stage of the disease, but also in its subsequent development and to study possible differences between sexes.
Methodology:
This is a qualitative study, using interpretative phenomenological approach. Fifteen (nine women and six men) insulin-dependent patients, recounted their personal fears and their needs, through semi-structured interviews, which took place in Central Greece. The method used for processing the results is the Mayering one.
Results:
The analysis of the narratives showed that patients have a variety of fears and needs associated with the diagnosis, treatment, expected consequences, prognosis and everyday life in the management of the disease. Most patients express the concept of need as desire. Care needs, psychological support and education to recognize and prevent hypoglycemia.
Conclusions:
Insulin-dependent patients express fears and needs in their daily lives. Nurses providing care aimed at enhancing the level of health, while putting self-care information and training them. Patients want the nurse next to them, so that information is continuous and permanent.
Keywords: diabetes mellitus, fears, health needs, self-care, nursing care
Go to:
1. INTRODUCTION
Patients with type II diabetes, especially insulin-dependent are usually suffering from diabetes several years before the initiation of insulin therapy. Treatment of diabetes has now as a central character, the patient himself who co-decides with the physician-nurse team. The primary concern is the patient’s acceptance of the disease in the early stages and his gradual familiarization with the treatment (1).
According to International Diabetes Federation, at least 285 million people worldwide have diabetes and this number is expected to increase to 438 million by 2030, with two-thirds of all cases living in low or middle income countries (2, 3).
Apart from pharmaceutical care, the nurse also pr.
Featherfall has recently violated several government regulations.docxmglenn3
Featherfall has recently violated several government regulations regarding the current state of its technology and how it is being used. The technology system is vastly out of date, and staff are not always using the technology that is in place or they are using the technology inappropriately. These problems have lost the institution lots of money for not meeting government regulations and have caused operational and ethical problems from inefficient and ineffective use of technology.
The staff at Featherfall are not well-trained on the use of technology and do not communicate appropriately about technology use. The roles that pertinent to your consult are the health information management team, the clinical staff (doctors, nurses, etc.), and administrative staff. The health information management team uses proper coding practices, and the current technology system serves them well, despite its age. However, other roles in the hospital have had issues with the system. Clinical staff, for instance, have had record-keeping issues both due to lack of training on the system and the system itself being out of date. Administrative staff within the organization have taken issue with the lack of communication about the technology and its use between the various roles. When the current technology system was chosen many years ago, the needs of these various roles were not considered.
Assignment link :
https://learn.snhu.edu/d2l/lor/viewer/viewFile.d2lfile/243073/1720,1/
.
FEATURE - ‘Overtourism’ Worries Europe. How Much Did Technol.docxmglenn3
FEATURE - ‘Overtourism’ Worries Europe. How
Much Did Technology Help Get Us There?
By Farhad Manjoo, The New York Times Aug. 29, 2018
Reference: Manjoo, F. (2019, Aug. 29). ‘Overtourism’ Worries Europe. How Much Did
Technology Help Get Us There? The New York Times. Retrieved from
https://www.nytimes.com/2018/08/29/technology/technology-overtourism-europe.html
By Farhad Manjoo
Over the summer, my wife and I traveled with our two young kids on a two-week
vacation through Europe.
It wasn’t as highfalutin as it sounds. In London, our Airbnb had ample skylights —
which rendered the place all but uninhabitable during Europe’s heat wave. In Paris, our
charming home-share had a cavernous hole in the ceiling of the entryway, revealing
load-bearing beams that appeared to have been rotting since Napoleon’s reign. And in
Amsterdam, our Airbnb advertised a kids’ bedroom stocked with toys — but failed to
mention the mosquitoes and mice.
I’m not complaining. If travel mishaps are the stuff of memory, my vacation was
unforgettable. And without home-sharing services like Airbnb, review sites like
TripAdvisor and conveniences like Uber, OpenTable and Expedia, the trip would have
been far more expensive, less accessible and, in a strange way, less authentic.
But my tech-abetted trip was illuminating, too, because it provided a firsthand look into
a vexing problem that has gripped much of Europe lately — the worry of “overtourism,”
and the rising chorus that blames technologies like Airbnb, Uber and other internet-
enabled travel conveniences for the menace.
Every summer, the most popular European destinations get stuffed to the gills with
tourists, who outnumber locals by many multiples, turning hot spots into sweaty, selfie-
stick-clogged, “Disneyfied”towns. They offer a taste of a growing global threat: Across
the world, thanks in part to rising affluence, travel is becoming a more widely shared
pastime. International trips were up 6 percent in the first half of the year, surpassing
experts’ forecasts, according to the United Nations’ World Tourism Organization.
This growth might once have been considered unambiguously good news. But the
world’s most popular destinations cannot expand to accommodate an infinite flood of
visitors. Advocates of curbing tourism say too many visitors are altering the character of
historic cities, and making travel terrible, too.
“It’s a level of tourism which is degrading the enjoyment that residents have, but it’s also
degrading the tourist experience, because the tourist who is endlessly queuing behind
backpacks of hundreds of other tourists is not discovering the real or the authentic
place,” said Justin Francis, the chief executive of Responsible Travel, a company that
arranges “sustainable” travel for customers.
What’s to blame? In addition to broad prosperity, there’s technology, defined very
broadly.
Over the last few decades, innovations in aviation — wider, more e.
FEASIBILITY REPORT1
FEASIBILITY REPORT6
Feasibility Report
MEMO
TO: Manager
FROM:
DATE:
SUBJECT:
This memo is meant for introducing the feasibility report that aims at providing a solution to the cases and nation problems about the cybercrime and the potential proposed solution to curb up the challenge. These feasibilities we are identified by studying various critical factors such as the social effects, legal issues, technical problems, and the economic impact. Therefore, this memo is very vital for an individual to read and understand various aspects.
Feasibility Report
It takes much time in planning and preparing to implement a solution to the major problem in society. During the planning and preparation process, the proposed solution should be tested and determined if it is feasible to provide the solution or not. Cybercrime in united states has been a significant problem and need to be addressed and solution provided to reduce the cybercrime.
One of the proposed solutions to this major problem is providing cybersecurity among very individual. This will enable most of the people to understand and know the importance of cybersecurity and thus leading to the reduction of the negative loses that is caused by the cybercrime in society every year. Another thing that will ensure that the individuals in the nation are protected from the impact of the cybercrime is educating them on ways they can protect themselves over the cybercrime attempts.
This report will majorly focus on looking at the proposed solution provided and determine if the answers are feasible or need some changes. The essential aspects that the story will focus on include the social impact, the economic effect, and other elements which will be determined if it can provide a solution to the problem.
The Social Impact
When looking for a potential solution to be implemented to solve a specific major problem in society, a positive impact is always the main objective. When the proposed solution is applied, such as implementing cybersecurity in the daily lives of the individuals in the society it will bring a lot of positive impacts on them. For instance, when the cybersecurity is made the main focus in the in every place, i.e. schools and workplace, majority of the individuals will be aware of these threats and ways of preventing them from affecting their daily lives. This will also reduce the loss that most of the individuals incur due to the cybercrime and lack of security in their day-to-day business operations (Help Net Security, 2015).
When the cybersecurity is introduced in society It will bring much social impact to the life of the individuals since it will educate people about the dynamic changes that occur in uses of the technology. When this provides a solution to the cybercrime problem in the society, it will be adopted by every nation, and thus the cybercrime problem is reduced and making every country secure and safe from the cybercrime prob.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Fieldwork Journal Week 2 Introduction To begin, Mrs. .docx
1. Fieldwork Journal Week 2
Introduction:
To begin, Mrs. Peterson’s second grade class has about 17-20
students in it. A majority of
the students are girls with only a few boys. She has about 3 or 4
“EL” (English Learner) students
and over half of her class are lower reading level and lower
performing students. Her class is also
a “SpEd” combo which means that some of her students have
IEP’s (Individual Education Plans)
alongside her English Language Learners. On the agenda for
January 24th, 2019, I observed Mrs.
Peterson begin class with high-frequency word practice. After,
the students broke into their
reading rotations, and then onto STAR testing. For high-
frequency words, they were given a
worksheet to complete during rotations. Some of the high-
frequency words the students were
focusing on included: above, different, few, they, which, began,
enough, grow, were and why. On
the back of the worksheet, the focus was on phonics,
specifically the vowels “oi” together.
Student Observations/Miscellaneous:
I sat down with a student named Zoey to work on high-
frequency words. We worked on
the sentence: “The small plane flew above our town”. She had
to sound out the word “small”
after originally pronouncing it incorrectly. When finding the
blank for the sentence “The man
____ to run after that big dog growled”, she took her time on
2. the word “man”, especially
sounding out the letter “M”.
Anna was reading a chapter book called “The Kidnapped
King”. She reads extremely
well at this level and is reading at a very fast pace. However,
she got stuck on the word “touch”
for “touch football”. I learned that Anna is a student who
graduated out of “EL”, she did not
speak English before. I would have never guessed.
A student named June is from Japan, so English is completely
new to her in speaking,
reading and writing. She was writing words that begin with “L”
on a piece of paper and speaking
them to Mrs. Peterson. One of the words she had the hardest
time with was lɛts. She kept
pronouncing it as lɪts. She also got stuck on the word “looking”
and would say the root word
first, then the suffix and put them together to sound it out. She
also learned for the first time what
the sound “f” made.
Mispronounced consonant sounds:
wɪf/instead of wɪð, rɑ/instead of ɑr, gʌt/instead of ɪŋg,
laɪt/instead of laɪf, kaʊtɜr/instead of
ˈkwɔrtər, wɔrɛfk^h/instead of wɜrk, sɪns/instead of ˈsaɪəns,
snɪflɛs/instead of ˈsnɪfəlz, dɜr/instead
of ðɛr
Mispronounced vowel sounds:
tərɔrs/instead of ˈtutərz, plæn/instead of pleɪn, oʊər/instead of
ˈaʊər
Sentence-level problems:
Working with June, an EL student, I found many sentence
formation issues. However, most of
the other students in her class had them as well. These included:
3. “More harder” instead of “harder”, “What a big noise those
drum makes” instead of “What a big
noise those drumS make_”, “teached” instead of the past tense
“taught”
Speaking habits:
Most of the EL learners had troubles with their “s” consonant
sounds. Instead of using their
tongue to pronounce the “s” sound, a lot of the time they would
pronounce them using the “ð”
sound for many words like books, small, etc.
Reflection:
One common problem I noticed within this class as a whole was
pronouncing their “S” sounds at
the end of words when it is used as a suffix. Most of the time,
the words with “S” as a suffix
would be pronounced as “th”, almost like speaking with a lisp.
The students also struggle with
past tense vocabulary and regularly use present tense when
speaking or writing. Overall, they
seemed to make progress when corrected by Mrs. P.
Fieldwork Journal Week 3
Introduction/Agenda:
I was back at Knob Hill Elementary this week. On the
agenda for January 31st, 2019, Mrs. Peterson had her normal
schedule going with reading rotations and word builders when I
walked in. However, today they began with a GoNoodle
program which is a tool used by the school and Mrs. Peterson
that is educational and fun for the students. Every time I have
observed the students getting ready for a GoNoodle activity
4. they always get very animated and excited. This activity was on
the whiteboard when I walked in and students were able to
touch and interact with it on the board. Mrs. Peterson would call
the students up one by one to use the word application which
has words that it speaks out loud by an electronic voice, letter
by letter, and the kids unscramble and spell the words out when
it is their turn. After the GoNoodle activity, it was time for
reading rotations/groups where the students break into different
reading stations which have different work/activities at each of
them. One of them is in a group with Mrs. Peterson for closer,
individualized attention.
Individual Student Interactions:
I sat down with June, an EL learning student from Japan to
practice her reading and pronunciations. When reading, we had
to go over the letter “e” and the sounds it makes. After some
practice, June started to recognize the sound of “e” correctly
when reading through a full sentence. She struggled with the
word “sports” and mistook the “o” for an “i” and read it as the
word “spritz”. She also had a hard time with “ch-il”
combination in the world “children”. When reading the
beginning of the sentence “This is my house.”, she struggles
with “th” in the word “this”, she says it with a “d” instead of
“th” as “dis” but does not put a lot of effort or annunciation on
the “d” sound. I chose a few words and practiced sounding out
the “th” with her and told her to stick out/use her tongue when
trying to pronounce it. She did a lot better practicing with her
tongue protruding forward between her teeth this time. June has
a lot of spelling issues as well and has a hard time forming
sentences that make sense. I also noticed she struggles with
suffixes on verbs to make them action verbs. For example, she
did not know how to take the word “walk” and make it into
“walk-ing”.
I sat down with Mrs. Peterson, Grant and Sophia, another ELL
student and we read a book about the wind. The two students
were asked to point out words in the story that make the “ow”
5. sound as in the word, “how”. This “ow” sound is a spelling
pattern that they are studying for the week. According to Mrs.
Peterson, Grant and Sophia were both test for Special Ed,
Sophia did not qualify but Grant did, however he has a high IQ.
Mispronounced vowel sounds:
· June: Ru/instead of rul, dʌ/instead of ði, sɪts/instead of sɛt,
ˈhɔˌkaɪ/ instead of ˈhɑki, oʊ/ instead of ʌ, kʌ/ instead of ʧ, kɪn/
instead of kæn, hoʊ/ instead of haʊ, oʊʌld/ instead of oʊld
· Other Students: ɛl/ instead of ɔl, toʊt/ instead of tɔt, kwɛstʌn/
instead of ˈkwɛsʧən
Mispronounced consonant sounds:
· June: ʧʌldrɪŋ and ʧɜrdrən/ instead of ˈʧɪldrən, ˈsɪtəsənz/
instead of ˈsɪtəzənz, ʃwip/ instead of swip
· Other students: ˈfaɪ/ instead of flaɪ, noʊdeɪz/ instead of
ˈnaʊədeɪz
Speaking habits:
Most of the ELL students had similar issues with
pronouncing “th” sound in words because they were not using
their tongue primarily when trying to say it. When reading, a lot
of them would leave letters out of words, making them an entire
new word all together. For example, June was reading “The
duck was swimming” as “The duke was swimming”. When
trying to turn the word “walk” into “walking”, she would say
the suffix, “king”, first and leave out “walk” entirely. Another
student, Grant, would say “no-days” and leave out the “w” from
the word, “nowadays”.
Reflection:
Due to this being a lower performing and Special Ed
combo class, I am able to see a lot of different habits and
pronunciations from the students. One of the most prominent
issues I have found is the pronunciation of the diagraph, “th” as
well as the suffix “-tion” on words. Most students will say it
with a “d” or an “t” sound for “-tion”. They also seemed to
6. struggle a lot with the “long O” sound in some words. Overall,
when corrected by me, or when working together with Mrs.
Peterson, most of these issues are corrected, at least for the time
being.
Oliver 1
Lauren Oliver
7. Professor Mary Sorola
Language Structure and Acquisition
11 December 2018
Case Study
ESL Reading and Writing Course
Introduction:
On 11/6 and 11/27, I visited an advanced ESL class at
Evergreen Valley College, taught
by professor Michelle Henninger. This reading and writing
course has about twenty students,
most of whom are Asian, but some are Hispanic or Middle-
Eastern. The students in this class
seem very motivated to learn English in a integrative (wanting
to assimilate and fit in with our
culture [O'Grady et. al. 412]) way; one female student in
particular was sad that the semester is
coming to a close, and expressed her desire to take more ESL
classes in the winter session to
keep up her practice. Because they have that strong desire to
learn English, the students don't
speak to one another in their own language very often, but
rather use the breaks and time before
8. and after class to do that. The full immersion in English during
the class time seemed very
helpful for their learning and forced them to problem-solve in
English rather than reverting back
to their native languages for discussion.
Description, Evaluation, and Analysis:
A mistake I noticed in my observations was students using
present tense verbs when they
really meant to use past tense verbs. In my first visit, one
student said “I write one page” when
she meant “I wrote one page,” and in my second visit, a student
said “they cannot” instead of
Oliver 2
“they could not.” Occasionally this happened in the other class I
visited, as well, and I think it is
just a matter of practicing and getting used to the internal
changes vs. suffixes that turn present
tense verbs into past tense (127, 142-143).
Additionally, the students in this class would frequently
mispronounce the /ð/ or /θ/
sounds as the /t/, /d/, or /z/ sounds. Some examples I noticed
9. were /tɞɹzde/ instead of /θɞɹzde/,
/də/ instead of /ðə/, /nɑtin/ instead of /nəθiŋ/, /cloz/ instead of
/cloðz/, and /noɹt/ instead of /noɹθ/.
This is probably due to phonological transfer, which occurs
when language learners transfer
some of the features or aspects of their first language to their
interlanguage grammar, and then to
their second language (391); most Asian languages (and
languages in general) don't have the /ð/
or /θ/ sounds, which are considered marked and can pose a
learning curve to English language
learners (396-398).
Also, some students had issues adding appropriate suffixes to
plural nouns and past or
present tense verbs, such as in the phrases “the tax” instead of
“taxes,” “the economy very crowd
fast” instead of “the economy got crowded very fast,” “they
relies” instead of “they rely,” “to
village” instead of “to villages,” “the church are making part of
this” instead of “churches are
participating in this,” “they build church” instead of “they build
churches,” and “church are
helping” instead of “churches are helping.” After some
research, I learned that the Chinese
10. language doesn't usually mark singular vs. plural nouns, but
rather they are supposed to be
inferred from context, which may be why some students had a
problem with this (Guo).
Another big linguistic feature common to these students was
dropping off consonant
sounds at the end of words. Some examples I noticed were /en/
instead of /ænd/, /ʃydɪn/ instead
of /ʃydɪnt/, /nɑ/ instead of /nɑt/, /kɑ/ instead of /kɑz/, /don/
instead of /dont/, and /wɑɪ/ instead of
Oliver 3
/wɑɪt/. Most Asian words and syllables don't end in consonant
sounds, except sometimes in /n/ or
/ŋ/, which is why I suspect that this is another example of
phonological transfer (O'Grady et. al.
400).
Furthermore, I noticed some issues with stressed vs. unstressed
syllables. One examples I
found was:
u / u instead of / u u
prɛdətɹ prɛdətɹ
11. After some research, I discovered that Chinese and most other
Asian languages do not
have particular rules on stressing or unstressing syllables,
which is why it can be difficult for
second language learners to conform to the English rules
(“Comparison of English and Chinese
(Suprasegmentals”).
Finally, these students occasionally pronounced the /ɪ/ sound as
the /i/ sound, like in /bizi/
instead of /bɪzi/, /intɹodəkʃɪn/ instead of /ɪntɹodəkʃɪn/, /in/
instead of /ɪn/, and /ðis/ instead of
/ðɪs/.
ESL Listening and Speaking Course
Introduction:
On 11/13 and 12/4, I visited a novice-high ESL class at
Evergreen Valley College, taught
by professor Erika Lawson. This listening and speaking course
has about fifteen students, most
of whom are Asian (particularly Vietnamese), but a couple are
Filipino or Hispanic. Surprisingly,
the students often speak in their native languages to each other,
rather than attempting to
12. complete activities or exercises in English, and frequently speak
over the instructor. I suspect that
most of the students possess instrumental motivation to learn
English, perhaps to complete a
Oliver 4
college degree or get a job they need (O'Grady et. al. 412); but
because they already have a
strong community of people speaking their native language,
they aren't very motivated to learn
English for personal or conforming reasons. Unfortunately,
because of this, I noticed that the
students would make the same mistakes over and over again,
even after being corrected by the
instructor.
Description, Evaluation, and Analysis:
As with the other class, these students tend to drop off the last
consonants of a word,
some examples being hɑɪki/ instead of /hɑɪkiŋ/, /kɑɹ/ instead of
/kɑɹd/, /wek/ instead of /weks/,
/spo/ instead of /spoɹts/, and /fɑɪ/ instead of /fɑɪv/. Due to the
high percentage of Asian students
in this class, I would suspect the same underlying reason for
13. this common problem.
Additionally, one young, female Philipino student had a good
American accent but tended
to slur her words. Some examples I noticed were /ɪs/ instead of
/ɪts/, and /səd3ɛkt/ instead of
/səbd3ɛkt/. Some examples of slurred words from the other
students were /wɪ/ instead of /wɪθ/,
/bɛkfɪst/ instead of /bɹɛkfɪst/, /kwɛʃɜns/ instead of /kwɛstʃɪns/,
/gɹændfɑɹ/ instead of /gɹændfɑðɛɹ/,
and /dɑdə/ instead of /dɑdəɹ/. I think that if the students slowed
down and made the effort to
enunciate each individual sound, as opposed to rushing through
words and sentences, their
speech would be much less slurred and more clear.
A syntactical issue I noticed was constructing a sentence like
“Subject – verb –
preposition – gerund” instead of “Subject – verb – gerund” or
“Subject – verb – preposition –
present tense verb.” Some examples I noticed include “go to
shopping” instead of “going
shopping,” “we like to soccer and going fishing” instead of “we
like to play soccer and go
fishing,” and “we like to drinking coffee” instead of “we like
drinking coffee.” There were also
14. Oliver 5
some difficulties with remembering to put prepositions in the
right sentences and using the
appropriate prepositions in context, such as “listening song”
instead of “listening to a song,” “on
a desk” instead of “at a desk,” “go to home” instead of “go
home,” and “what do you watch
TV?” instead of “what do you watch on TV?”.
Next Steps
Based on the information I've gathered and processed from
visiting these two separate
classes, I would suggest the following next steps for the
students' English language learning:
1. Consider their personal motivation for learning English and,
if possible, increase
intrinsic and integrative motivation by visualizing how they will
be able to fit into the
American culture better once they become more proficient in
English.
2. Practice the internal changes and added suffixes that turn
present tense verbs into past
15. tense and singular nouns into plural nouns, by reading, writing,
and speaking in English.
3. Learn how to physically produce the /ð/ and /θ/ sounds by
watching tutorial videos,
working personally with the instructor, and listening to others
speaking English.
4. Practice ending words with consonant sounds and, when
possible, thinking about the
syllables in ways that make more sense to their native language
(e.g. “God is” can be
thought of as /Gɑ dɪz/ by Chinese speakers).
5. Learn the purpose and significance of stressed vs. unstressed
syllables and how they
differ from, for examples, tones used in the Chinese language;
additionally, practice
putting the correct stress on each syllable by speaking English,
and practice marking
which syllables were stressed after listening to someone else
speak English.
6. Review proper grammar and syntax of sentences, especially
those which contain
Oliver 6
16. gerunds, present participle verbs, or prepositions.
7. Practice speaking more clearly without slurring or omitting
sounds entirely.
Oliver 7
Work Cited
“Comparison of English and Chinese (Suprasegmentals).” The
Education University of Hong
Kong, A Corpus-Based English Pronunciation Learning
Website, ec-
concord.ied.edu.hk/phonetics_and_phonology/wordpress/?page_
id=443.
Guo, Philip J. “Common English Mistakes Made by Native
Chinese Speakers.” Philip J. Guo,
Dec. 2008, www.pgbovine.net/chinese-english-mistakes.htm.
O'Grady, William, et al., editors. Contemporary Linguistics: An
Introduction. 7th ed., Bedford/St.
Martin's, 2017.