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Instruction: how to write an abstract Due on 3/10 (week 10 Tuesday) at noon by email ([email protected]) One submission per group This study explores the omission of the passive participle in passive sentences in simultaneously bilingual who speaks both Mandarin and English children. Active sentences usually take the form “A did B.” Passive sentences usually come in the form of “B was done by A.” Within the past decade, people were debating two main theories in the bilingual language process system. They are Unitary Systems Hypothesis and Separate Systems Hypothesis. The purpose of this study is to explore whether simultaneously bilingual children have more USH-like our SSH-like system by producing passive sentences. We report on one experiment: “passive sentence production task”. To see whether our hypotheses could be supported, we gathered the data from age 4-8 children with the passive sentence production task. After all, data was collected and analyzed, we found that our data shows the distinct feature between children who simultaneously acquired Mandarin and English, acquired Mandarin first then learned English, and learned English as a native language. Mono-English and simultaneous shows difference, however, it is not significantly. But these two groups show significant differences from sequential bilingual children. Conflicting with our hypothesis, the results support that simultaneously bilingual children have a more USH-like system when producing passive sentences. word counts: 200 One‑Way ANOVA One‑Way ANOVA (Welch's) F df1 df2 p Errors 13.4 2 5.52 0.008 Group Descriptives group N Mean SD SE Errors Mono 4 0.250 0.500 0.250 Simultaneous 4 1.500 0.577 0.289 Sequential 4 4.000 1.414 0.707 Plots Errors Tukey Post‑Hoc Test – Errors Mono Simultaneous Sequential Mono Mean difference — ‑1.25 ‑3.75*** p‑value — 0.193 < .001 Simultaneous Mean difference — ‑2.50* p‑value — 0.010 Sequential Mean difference — p‑value — Note. * p < .05, ** p < .01, *** p < .001 Descriptives group Errors age N Mono 4 4 Simultaneous 4 4 Sequential 4 4 Missing Mono 0 0 Simultaneous 0 0 Sequential 0 0 Mean Mono 0.250 5.50 Simultaneous 1.50 6.25 Sequential 4.00 5.75 Median Mono 0.00 5.50 Simultaneous 1.50 6.00 Sequential 4.50 5.50 Minimum Mono 0 4 Simultaneous 1 5 Sequential 2 5 Maximum Mono 1 7 Simultaneous 2 8 Sequential 5 7 ...
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![Instruction: how to write an abstract Due on 3/10 (week 10
Tuesday) at noon by email
([email protected]) One submission per group
This study explores the omission of the passive participle in
passive sentences in
simultaneously bilingual who speaks both Mandarin and English
children. Active sentences
usually take the form “A did B.” Passive sentences usually
come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories
in the bilingual language
process system. They are Unitary Systems Hypothesis and
Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously
bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production
task”. To see whether our
hypotheses could be supported, we gathered the data from age
4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our
data shows the distinct feature
between children who simultaneously acquired Mandarin and](https://image.slidesharecdn.com/instructionhowtowriteanabstractdueon310week10tue-221017182559-68792575/85/Instruction-how-to-write-an-abstract-Due-on-310-week-10-Tue-docx-1-320.jpg)
Recommended
Tukey Post‑Hoc Test – Errors Mono Simultaneous Sequenti.docx
Tukey Post‑Hoc Test – Errors
Mono Simultaneous Sequential
Mono Mean difference — ‑1.25 ‑3.75***
p‑value — 0.193 < .001
Simultaneous Mean difference — ‑2.50*
p‑value — 0.010
Sequential Mean difference —
p‑value —
Note. * p < .05, ** p < .01, *** p < .001
One‑Way ANOVA
One‑Way ANOVA (Welch's)
F df1 df2 p
Errors 13.4 2 5.52 0.008
Group Descriptives
group N Mean SD SE
Errors Mono 4 0.250 0.500 0.250
Simultaneous 4 1.500 0.577 0.289
Sequential 4 4.000 1.414 0.707
Plots
Errors
Descriptives
group Errors age
N Mono 4 4
Simultaneous 4 4
Sequential 4 4
Missing Mono 0 0
Simultaneous 0 0
Sequential 0 0
Mean Mono 0.250 5.50
Simultaneous 1.50 6.25
Sequential 4.00 5.75
Median Mono 0.00 5.50
Simultaneous 1.50 6.00
Sequential 4.50 5.50
Minimum Mono 0 4
Simultaneous 1 5
Sequential 2 5
Maximum Mono 1 7
Simultaneous 2 8
Sequential 5 7
This study explores the omission of the passive participle in passive sentences in
simultaneously bilingual who speaks both Mandarin and English children. Active sentences
usually take the form “A did B.” Passive sentences usually come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories in the bilingual language
process system. They are Unitary Systems Hypothesis and Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production task”. To see whether our
hypotheses could be supported, we gathered the data from age 4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our data shows the distinct feature
between children who simultaneously acquired Mandarin and English, acquired Mandarin
first then learned English, and learned English as a native language.
Mono-English and simultaneous shows difference, however, it is not significantly. But these
two groups show significant differences from sequential bilingual children.
Conflicting with our hypothesis, the results support that simultaneously bilingual children
have a more USH-like system when producing passive sentences.
word counts: 200
...
Language acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
To acquire grammar to understand and produce language
Bfla0 (With Notes)
- Simultaneous bilingual children acquire two languages from birth, while sequential bilingual children acquire a second language after age 3.
- Research has shown that from a very early age, infants' brains can distinguish between multiple languages. This supports the Differentiated Language System Hypothesis, which is that bilingual children have separate language systems from the outset.
- While bilingual children may have smaller vocabularies in each language than monolinguals, they reach language development milestones like babbling, first words, and grammar at around the same times as monolingual children. The rate of development is similar.
Development of phonological processes in typically
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Researching Practice Assignment 1
This literature review examines accommodations for Deaf and Hard of Hearing (DHH) students taking the National Assessment Program – Literacy and Numeracy (NAPLAN) test in Australia. DHH students are a diverse group with varying degrees of hearing loss and language exposure. The review finds that DHH students are often educationally disadvantaged due to linguistic differences between spoken and signed languages. Studies show native signers experience delays in language development and DHH adults have lower literacy levels than hearing peers. The review suggests DHH students may need accommodations for NAPLAN tests to allow for their diverse needs and experiences.
Research in Literature.docx
The document discusses Stephen Krashen's theory of second language acquisition, which includes five main hypotheses:
1. The Acquisition-Learning Hypothesis distinguishes between acquiring a language subconsciously, similar to a first language, versus consciously learning rules about a language.
2. The Natural Order Hypothesis claims that learners acquire grammatical structures in a predictable sequence, regardless of first language.
3. The Monitor Hypothesis explains that acquired competence initiates language use for fluency, while learned rules act as an editor or monitor of form.
4. The Input Hypothesis posits that language is acquired by understanding messages or "comprehensible input" that is slightly beyond one
Discussion Provide at least two references for your initial po
Discussion
Provide at least two references for your initial post.
Recent developments within cognitive psychology have contributed to the development of the interdisciplinary field of cognitive science. Describe how the contributions of both neurophysiology and computer science have helped us to understand more about how people think.
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:
1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
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· Cited in the current APA style, including citation of references.
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Language experienced in utero affects vowel perception after
birth: a two-country study
Christine Moon1, Hugo Lagercrantz2, and Patricia K Kuhl3
1Pacific Lutheran University, Tacoma, Washington, USA
2Neonatology Unit, Karolinska Institute, Stockholm, Sweden
3Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington USA
Abstract
Aims—To test the hypothesis that exposure to ambient language in the womb alters phonetic
perception shortly after birth. This two-country study aimed to see if neonates demonstrated
prenatal learning by how they responded to vowels in a category from their native language and
another nonnative language, regardless of how much postnatal experience the infants had.
Method—A counterbalanced experiment was conducted in Sweden (n=40) and the USA (n=40)
using Swedish and English vowel sounds. The neonates (mean postnatal age = 33 hrs) controlled
audio presentation of either native or nonnative vowels by sucking on a pacifier, with the number
of times they sucked their pacifier being used to demonstrate what vowel sounds attracted their
attention. The vowels were either the English /i/ or Swedish /y/ in the form of a prototype plus 16
variants of the prototype.
Results—The infants in the native and nonnative groups responded differently. As predicted, the
infants responded to the unfamiliar nonnative language with higher mean sucks. They also sucked
more to the nonnative prot ...
chomskystheories-of-language-acquisition1-1225480010904742-8-130125064334-php...
chomskystheories-of-language-acquisition1-1225480010904742-8-130125064334-php...HimanshuSharma914532
The document discusses several theories of language acquisition:
1) Behaviorism/Imitation theory proposes that language is learned through imitation, reinforcement, and conditioning. Critics argue children cannot perfectly imitate adult speech and show reasoning in irregular forms.
2) Nativism/Innateness theory argues humans are born with an innate language acquisition device that allows deducing grammar from input. However, the role of environment is difficult to ignore.
3) Cognitive theory views language within cognitive development, where linguistic structures emerge from conceptual abilities. However, precise correlations are difficult to show.
4) Input theory focuses on modified "motherese" input adapting to children's needs, but occasional correlations do not prove causationRecommended
Tukey Post‑Hoc Test – Errors Mono Simultaneous Sequenti.docx
Tukey Post‑Hoc Test – Errors
Mono Simultaneous Sequential
Mono Mean difference — ‑1.25 ‑3.75***
p‑value — 0.193 < .001
Simultaneous Mean difference — ‑2.50*
p‑value — 0.010
Sequential Mean difference —
p‑value —
Note. * p < .05, ** p < .01, *** p < .001
One‑Way ANOVA
One‑Way ANOVA (Welch's)
F df1 df2 p
Errors 13.4 2 5.52 0.008
Group Descriptives
group N Mean SD SE
Errors Mono 4 0.250 0.500 0.250
Simultaneous 4 1.500 0.577 0.289
Sequential 4 4.000 1.414 0.707
Plots
Errors
Descriptives
group Errors age
N Mono 4 4
Simultaneous 4 4
Sequential 4 4
Missing Mono 0 0
Simultaneous 0 0
Sequential 0 0
Mean Mono 0.250 5.50
Simultaneous 1.50 6.25
Sequential 4.00 5.75
Median Mono 0.00 5.50
Simultaneous 1.50 6.00
Sequential 4.50 5.50
Minimum Mono 0 4
Simultaneous 1 5
Sequential 2 5
Maximum Mono 1 7
Simultaneous 2 8
Sequential 5 7
This study explores the omission of the passive participle in passive sentences in
simultaneously bilingual who speaks both Mandarin and English children. Active sentences
usually take the form “A did B.” Passive sentences usually come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories in the bilingual language
process system. They are Unitary Systems Hypothesis and Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production task”. To see whether our
hypotheses could be supported, we gathered the data from age 4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our data shows the distinct feature
between children who simultaneously acquired Mandarin and English, acquired Mandarin
first then learned English, and learned English as a native language.
Mono-English and simultaneous shows difference, however, it is not significantly. But these
two groups show significant differences from sequential bilingual children.
Conflicting with our hypothesis, the results support that simultaneously bilingual children
have a more USH-like system when producing passive sentences.
word counts: 200
...
Language acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
To acquire grammar to understand and produce language
Bfla0 (With Notes)
- Simultaneous bilingual children acquire two languages from birth, while sequential bilingual children acquire a second language after age 3.
- Research has shown that from a very early age, infants' brains can distinguish between multiple languages. This supports the Differentiated Language System Hypothesis, which is that bilingual children have separate language systems from the outset.
- While bilingual children may have smaller vocabularies in each language than monolinguals, they reach language development milestones like babbling, first words, and grammar at around the same times as monolingual children. The rate of development is similar.
Development of phonological processes in typically
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Researching Practice Assignment 1
This literature review examines accommodations for Deaf and Hard of Hearing (DHH) students taking the National Assessment Program – Literacy and Numeracy (NAPLAN) test in Australia. DHH students are a diverse group with varying degrees of hearing loss and language exposure. The review finds that DHH students are often educationally disadvantaged due to linguistic differences between spoken and signed languages. Studies show native signers experience delays in language development and DHH adults have lower literacy levels than hearing peers. The review suggests DHH students may need accommodations for NAPLAN tests to allow for their diverse needs and experiences.
Research in Literature.docx
The document discusses Stephen Krashen's theory of second language acquisition, which includes five main hypotheses:
1. The Acquisition-Learning Hypothesis distinguishes between acquiring a language subconsciously, similar to a first language, versus consciously learning rules about a language.
2. The Natural Order Hypothesis claims that learners acquire grammatical structures in a predictable sequence, regardless of first language.
3. The Monitor Hypothesis explains that acquired competence initiates language use for fluency, while learned rules act as an editor or monitor of form.
4. The Input Hypothesis posits that language is acquired by understanding messages or "comprehensible input" that is slightly beyond one
Discussion Provide at least two references for your initial po
Discussion
Provide at least two references for your initial post.
Recent developments within cognitive psychology have contributed to the development of the interdisciplinary field of cognitive science. Describe how the contributions of both neurophysiology and computer science have helped us to understand more about how people think.
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:
1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner
· Cited in the current APA style, including citation of references.
· The presentation should consist of 10-15 slides and less than 5 minutes in length.
· Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions).
Language experienced in utero affects vowel perception after
birth: a two-country study
Christine Moon1, Hugo Lagercrantz2, and Patricia K Kuhl3
1Pacific Lutheran University, Tacoma, Washington, USA
2Neonatology Unit, Karolinska Institute, Stockholm, Sweden
3Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington USA
Abstract
Aims—To test the hypothesis that exposure to ambient language in the womb alters phonetic
perception shortly after birth. This two-country study aimed to see if neonates demonstrated
prenatal learning by how they responded to vowels in a category from their native language and
another nonnative language, regardless of how much postnatal experience the infants had.
Method—A counterbalanced experiment was conducted in Sweden (n=40) and the USA (n=40)
using Swedish and English vowel sounds. The neonates (mean postnatal age = 33 hrs) controlled
audio presentation of either native or nonnative vowels by sucking on a pacifier, with the number
of times they sucked their pacifier being used to demonstrate what vowel sounds attracted their
attention. The vowels were either the English /i/ or Swedish /y/ in the form of a prototype plus 16
variants of the prototype.
Results—The infants in the native and nonnative groups responded differently. As predicted, the
infants responded to the unfamiliar nonnative language with higher mean sucks. They also sucked
more to the nonnative prot ...
chomskystheories-of-language-acquisition1-1225480010904742-8-130125064334-php...
chomskystheories-of-language-acquisition1-1225480010904742-8-130125064334-php...HimanshuSharma914532
The document discusses several theories of language acquisition:
1) Behaviorism/Imitation theory proposes that language is learned through imitation, reinforcement, and conditioning. Critics argue children cannot perfectly imitate adult speech and show reasoning in irregular forms.
2) Nativism/Innateness theory argues humans are born with an innate language acquisition device that allows deducing grammar from input. However, the role of environment is difficult to ignore.
3) Cognitive theory views language within cognitive development, where linguistic structures emerge from conceptual abilities. However, precise correlations are difficult to show.
4) Input theory focuses on modified "motherese" input adapting to children's needs, but occasional correlations do not prove causationEthical Considerations for Culturally and Linguistically Diverse Populations ...
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
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This document summarizes Jo Shan Fu's 2010 doctoral dissertation which examined the relationship between perception and production of English interdental fricatives (IFs) in Taiwanese ESL learners. The study investigated perception and production errors as well as the impact of length of residence (LOR) in the US on errors. Results showed a positive correlation between perception and production errors that increased with longer LOR. LOR was negatively correlated with fewer errors. Initial /θ/ and final /ð/ were most difficult to perceive and produce. More errors occurred when reading versus a word list, except for learners with LOR ≥ 7 years who performed better than other groups.
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SummaryThis summary will focus on the chapter Nine Ideas Abo.docx
Summary
This summary will focus on the chapter Nine Ideas About Language authored by Harvey Daniels. The author begins by claiming that assuming that we agree English as a language has survived predictions that have not been true since the 18th century then it is justified to believe that there is an exaggeration of the reports that the language is dead. He asserts that critics express in an alarming manner how language has changed and being spoken in a dialect that is not standard. However, with linguistics, the change English can be explained and understood in ways that are not alarming. The author states that to have understanding of the misrepresentations by the language critics then it is necessary to examine both the facts and the history of the language. In the article, the author elaborates on nine ideas which he suggests that they are mostly facts about language as presented by linguistic scholars. Comment by Jennifer Haan: There are more interesting ways to start the paper. This is a little bleh… Comment by Jennifer Haan: Run-on, very confusing sentence Comment by Jennifer Haan: Run-on sentence
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The third idea is that all languages contain three main components and they include; vocabulary, grammar system and sound system. He goes ahead to give an explanation of each of the elements, he elaborates that a sound system is the phonology of a language and forms the basis of vocal voices and their combinations. According to the article, vocabulary is where the words of an individual are usually stored and young children usually target to expand this as they grow up. As for grammar, the author appreciates that there are two definitions in which he prefers the one which states that it is a system of rules that is used in arranging words to come up with sentences that are meaningful, the other meaning is wide and is not only restricted to rules on arrangement rather it is the entire rules. The next idea is that every person has a dialect in their ...
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Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input and interactions in aiding language development.
Theories%20of%20 Language%20 Acquisition[1]
The document discusses four main theories of language acquisition:
1) Behaviorism/Imitation theory which views language as learned through imitation, reinforcement, and habit formation.
2) Nativist/Innateness theory which posits that humans are born with an innate language acquisition device that allows them to learn language.
3) Cognitive theory which sees language acquisition in the context of cognitive development and links language skills to stages of cognitive growth.
4) Input theory which focuses on the role of modified "motherese" language input from parents in aiding a child's language acquisition. Each theory is examined in terms of its arguments, proponents, evidence, and criticisms.
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Behaviorism/Imitation theory which views language as learned through imitation, reinforcement, and habit formation.
2) Nativist/Innateness theory which posits that humans are born with an innate language acquisition device that allows them to learn language easily.
3) Cognitive theory which sees language acquisition in the context of cognitive development and links language skills to stages of cognitive maturity.
4) Input theory which focuses on the role of modified "motherese" language input from parents in aiding a child's language acquisition. Each theory is described along with associated thinkers and criticisms.
Theories of language acquisition
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input in language acquisition.
679 discussion leader final
The document discusses several theories of first language acquisition:
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3) The functional approach which is concerned with the reasons and underlying structures behind language forms rather than just the forms themselves.
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A powerpoint presentation that I designed for use with Arab undergraduate students of second language acquisition in 2015.
Case Study 2_Mark Temenak
This summary provides the key details from the document in 3 sentences:
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77D_Chuang&Chang
This document summarizes a research study that examined the influence of visual-spatial skills on Chinese and English word recognition in fourth-grade students in Taiwan. The study found that vocabulary knowledge was related to English word recognition but not Chinese word recognition. It also found that visual-spatial skills as measured by a complex figure test were correlated with and could help explain Chinese word recognition performance but not English word recognition. The researchers concluded that visual-spatial abilities are more important for recognizing ideographic Chinese characters than alphabetic English words.
English
The document discusses two main approaches to language acquisition - the content approach and the process approach. The content approach, proposed by Noam Chomsky, suggests that children are born with innate, specific knowledge about language that allows them to learn a language quickly. The process approach argues that children have innate puzzle-solving abilities that allow them to analyze linguistic data without predetermined knowledge. The document analyzes both approaches and their limitations, concluding that children acquire language through a gradual process of analyzing data rather than by setting innate switches or possessing absolute linguistic knowledge from birth.
Academic Vocabulary and Reading Online for ELLs
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
bilingualism
1. The document discusses the debate around using bilingualism in language classes. It argues that using a student's first language (L1) in class can help rather than hinder their learning of a new language (L2).
2. An observation of an English language class was conducted over two weeks using observation sheets, teacher interviews, and student opinions. The results showed that using bilingualism supported students' learning of L2.
3. The document reviews the types of bilingualism and benefits of being bilingual, such as improved cognitive functioning, multitasking skills, memory, decision-making, and cultural understanding. Overall, it argues that L1 can facilitate, rather than impede
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make sure to discuss the following
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your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding of .docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
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Ethical Considerations for Culturally and Linguistically Diverse Populations ...
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Approaches To Language Acquisition
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
Pron 8
This document summarizes Jo Shan Fu's 2010 doctoral dissertation which examined the relationship between perception and production of English interdental fricatives (IFs) in Taiwanese ESL learners. The study investigated perception and production errors as well as the impact of length of residence (LOR) in the US on errors. Results showed a positive correlation between perception and production errors that increased with longer LOR. LOR was negatively correlated with fewer errors. Initial /θ/ and final /ð/ were most difficult to perceive and produce. More errors occurred when reading versus a word list, except for learners with LOR ≥ 7 years who performed better than other groups.
Bilingual Assessment Discussion.pptx
This document discusses considerations for assessing bilingual students. It defines key terms like L1, L2, simultaneous vs sequential bilingualism. Distinguishing disorders from typical development is challenging in bilingual students, especially in the weaker language. The best practice is standardized assessment in both languages administered by a bilingual SLP, though alternative methods like dynamic assessment are also discussed. Challenges include lack of truly bilingual tests and representative norms. The document reviews assessments currently available to the school district and provides recommendations for additional assessments and resources to support bilingual evaluation.
TENSE MARKERS HINDI
Language acquisition entails the acquisition of several crucial linguistic components like phonology, morphology, syntax
and semantics. Individual elements merge seamlessly with each other giving birth to insightful communication whenever
needed. Among these varied but fundamental aspects necessary for any competent communicator, is adding on the vital aspect of tense marking
appropriately into conversations or text rendering accurately when an event occurred or will occur. We must appreciate this pivotal role played by
acquiring uency in using verb tenses by young children seeking effective communication alongside understanding its importance a bit more in
the language development process. The study attempts to investigate the acquisition of tense markers in typical children speaking Hindi with the
goal of assessing data from children in the age range of 6-8 years. Results suggested that tense markers increased with age. Almost half of the tense
markers were not fully acquired by the age of 8 years. The research also analysed various studies that uphold the ndings.
SummaryThis summary will focus on the chapter Nine Ideas Abo.docx
Summary
This summary will focus on the chapter Nine Ideas About Language authored by Harvey Daniels. The author begins by claiming that assuming that we agree English as a language has survived predictions that have not been true since the 18th century then it is justified to believe that there is an exaggeration of the reports that the language is dead. He asserts that critics express in an alarming manner how language has changed and being spoken in a dialect that is not standard. However, with linguistics, the change English can be explained and understood in ways that are not alarming. The author states that to have understanding of the misrepresentations by the language critics then it is necessary to examine both the facts and the history of the language. In the article, the author elaborates on nine ideas which he suggests that they are mostly facts about language as presented by linguistic scholars. Comment by Jennifer Haan: There are more interesting ways to start the paper. This is a little bleh… Comment by Jennifer Haan: Run-on, very confusing sentence Comment by Jennifer Haan: Run-on sentence
The first idea presented by the author is that learning of the native language by the children is mainly without instruction, swift and efficient. He backs up this idea by stating that language is specific to species as a trait to the humans. Harvey dismisses the notion that parents usually teach their children how to talk, instead, he asserts that children learn language from those who are around them. He emphasizes in his conclusion that the native language of a child is that which is spoken in their communities and it is therefore challenging to have a child learn to speak another language as they grow up. Another idea presented by the author is that it is with rules that a language operates. He elaborates that when children start to learn their native language then they acquire a vast system having rules that are subconscious and with this then they will be able to speak meaningful and complex words. Comment by Jennifer Haan: Awkward structure and a little to close to the original article.
The third idea is that all languages contain three main components and they include; vocabulary, grammar system and sound system. He goes ahead to give an explanation of each of the elements, he elaborates that a sound system is the phonology of a language and forms the basis of vocal voices and their combinations. According to the article, vocabulary is where the words of an individual are usually stored and young children usually target to expand this as they grow up. As for grammar, the author appreciates that there are two definitions in which he prefers the one which states that it is a system of rules that is used in arranging words to come up with sentences that are meaningful, the other meaning is wide and is not only restricted to rules on arrangement rather it is the entire rules. The next idea is that every person has a dialect in their ...
A Case Study On The Acquisition Of Plurality In A Bilingual Malay-English Con...
This document presents a case study on the acquisition of plurality by a Malay-English bilingual child from ages 3;4 to 4;8. The study found that at age 3;4-3;10, when English was the predominant environmental language, the child occasionally used the English plural suffix -s with Malay nouns. After returning to Malaysia where Malay was predominant, the child used reduplication to mark plurals in both languages. The findings indicate that the predominant linguistic environment shapes how the child produces plural expressions in each language.
dual language
This document provides a summary of research on young children's capacity for dual language development from birth to age 5. It discusses several key findings:
1) Infants have an early ability to discriminate between languages and speech sounds that allows them to build two linguistic systems.
2) Young dual language learners can distinguish between rhythmic properties of languages to segment words and learn sound patterns and vocabularies.
3) While all children initially can perceive many speech sounds, perception becomes language-specific by age 1 as they tune into the sounds of the languages they are learning.
4) Research shows dual language learners have the fundamental capacities for language discrimination, perception, word learning, and grammar that allow them
8 Sample Annotated Bibliography 1
This annotated bibliography examines research on the role of grammar instruction in second language classrooms. It first discusses Krashen's view that explicit grammar teaching is unnecessary as comprehensible input alone is sufficient for acquisition. It then summarizes several key studies that challenge this view by finding positive effects of grammar instruction on learners' noticing, accuracy and acquisition of grammatical structures. The studies investigated the impact of consciousness-raising tasks, formal lessons, focus on form, and different conditions of exposure on learning grammatical morphemes. Overall, the research suggests that grammar instruction can help improve learners' linguistic performance and affect how they process and use the target language.
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input and interactions in aiding language development.
Theories%20of%20 Language%20 Acquisition[1]
The document discusses four main theories of language acquisition:
1) Behaviorism/Imitation theory which views language as learned through imitation, reinforcement, and habit formation.
2) Nativist/Innateness theory which posits that humans are born with an innate language acquisition device that allows them to learn language.
3) Cognitive theory which sees language acquisition in the context of cognitive development and links language skills to stages of cognitive growth.
4) Input theory which focuses on the role of modified "motherese" language input from parents in aiding a child's language acquisition. Each theory is examined in terms of its arguments, proponents, evidence, and criticisms.
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Behaviorism/Imitation theory which views language as learned through imitation, reinforcement, and habit formation.
2) Nativist/Innateness theory which posits that humans are born with an innate language acquisition device that allows them to learn language easily.
3) Cognitive theory which sees language acquisition in the context of cognitive development and links language skills to stages of cognitive maturity.
4) Input theory which focuses on the role of modified "motherese" language input from parents in aiding a child's language acquisition. Each theory is described along with associated thinkers and criticisms.
Theories of language acquisition
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input in language acquisition.
679 discussion leader final
The document discusses several theories of first language acquisition:
1) The behavioral approach proposed by B.F. Skinner which links language learning to reinforcement.
2) The nativist approach of Noam Chomsky which argues that language is an innate skill due to the speed of acquisition.
3) The functional approach which is concerned with the reasons and underlying structures behind language forms rather than just the forms themselves.
Second language acquisition
A powerpoint presentation that I designed for use with Arab undergraduate students of second language acquisition in 2015.
Case Study 2_Mark Temenak
This summary provides the key details from the document in 3 sentences:
The document presents a case study of a 4-year-old girl named Tessa who is experiencing delayed language development. Testing showed that Tessa had significant deficits in both receptive and expressive language abilities, indicating she has a specific language impairment (SLI). While her pre-literacy skills and nonverbal intelligence were age-appropriate, focusing treatment on improving her verb usage could help advance Tessa's language development towards the next stage.
77D_Chuang&Chang
This document summarizes a research study that examined the influence of visual-spatial skills on Chinese and English word recognition in fourth-grade students in Taiwan. The study found that vocabulary knowledge was related to English word recognition but not Chinese word recognition. It also found that visual-spatial skills as measured by a complex figure test were correlated with and could help explain Chinese word recognition performance but not English word recognition. The researchers concluded that visual-spatial abilities are more important for recognizing ideographic Chinese characters than alphabetic English words.
English
The document discusses two main approaches to language acquisition - the content approach and the process approach. The content approach, proposed by Noam Chomsky, suggests that children are born with innate, specific knowledge about language that allows them to learn a language quickly. The process approach argues that children have innate puzzle-solving abilities that allow them to analyze linguistic data without predetermined knowledge. The document analyzes both approaches and their limitations, concluding that children acquire language through a gradual process of analyzing data rather than by setting innate switches or possessing absolute linguistic knowledge from birth.
Academic Vocabulary and Reading Online for ELLs
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
bilingualism
1. The document discusses the debate around using bilingualism in language classes. It argues that using a student's first language (L1) in class can help rather than hinder their learning of a new language (L2).
2. An observation of an English language class was conducted over two weeks using observation sheets, teacher interviews, and student opinions. The results showed that using bilingualism supported students' learning of L2.
3. The document reviews the types of bilingualism and benefits of being bilingual, such as improved cognitive functioning, multitasking skills, memory, decision-making, and cultural understanding. Overall, it argues that L1 can facilitate, rather than impede
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Ethical Considerations for Culturally and Linguistically Diverse Populations ...
SummaryThis summary will focus on the chapter Nine Ideas Abo.docx
SummaryThis summary will focus on the chapter Nine Ideas Abo.docx
A Case Study On The Acquisition Of Plurality In A Bilingual Malay-English Con...
A Case Study On The Acquisition Of Plurality In A Bilingual Malay-English Con...
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make sure to discuss the following•your understanding of t.docx
make sure to discuss the following
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding of .docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding o.docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
Major DiseasesCHAPTER 10Chapter 10Maj.docx
Major Diseases
CHAPTER 10
*
Chapter 10
Major Diseases
Learning Outcomes:Identify agents and vectors involved in the spread of infectious diseasesDescribe the process of infection, and the role of the body’s immune systemDiscuss prevention and treatments for colds and influenzaName and describe common infectious diseasesEvaluate your personal infectious disease risk factors, and strategies to decrease risk
Infectious Diseases
Infection is triggered by a pathogen (disease-causing organism) that is transmitted to the host (person or population) by a vector (biological or physical vehicle)
Types of microbes that can cause infection are:
Viruses Fungi
Bacteria Protozoa
Helminths (Parasitic Worms)
Agents of Infection: VirusesThe most common viruses are as follows:Rhinoviruses and Adenoviruses: which get into the mucous membranes and cause upper respiratory tract infections and coldsInfluenza viruses: can change their outer protein coats so dramatically that individuals resistant to one strain cannot fight off a new oneHerpes viruses: take up permanent residence in the cells and periodically flare upPapillomaviruses: may be responsible for a rise in the incidence of cervical cancer among younger womenHepatitis viruses: cause several forms of liver infection, ranging from mild to life threateningSlow viruses: give no early indication of their presence but can produce fatal illnesses within a few years
Agents of Infection: Viruses cont’dRetroviruses: named for their backward (retro) sequence of genetic replication compared to other viruses. One retrovirus, human immunodeficiency virus (HIV), causes acquired immune deficiency syndrome (AIDS)
Filoviruses: resemble threads and extremely lethal
Coronavirus 2019-COVID-19CDC is responding to a pandemic of respiratory disease spreading from person-to-person caused by a novel (new) coronavirus. The disease has been named “coronavirus disease 2019” (abbreviated “COVID-19”)
COVID-19 is caused by a coronavirus. Coronaviruses are a large family of viruses that are common in people and many different species of animals, including camels, cattle, cats, and bats. Reported illnesses have ranged from very mild (including some with no reported symptoms) to severe, including illness resulting in death. Older people and people of all ages with severe chronic medical conditions — like heart disease, lung disease and diabetes, for example — seem to be at higher risk of developing serious COVID-19 illness
Agents of InfectionBacteria: are the most plentiful microorganisms as well as the most pathogenic. Bacteria harm the body by releasing either enzymes that digest body cells or toxins that produce the specific effects of diseases such as diphtheria or toxic shock syndromeFungi: consist of threadlike fibers and reproductive spores. Fungi lack chlorophyll and must obtain their food from organic material, which may include human tissueProtozoa: single-celled, microscopic animals release enzymes.
Main questions of the essay1. What are types of daily-lived situat.docx
Main questions of the essay
1. What are types of daily-lived situations that confront undocumented youth sense of identity and belonging?
2. What types of psychological trauma impacts gow undocumented youth negotiate their daily lived situations?
3. How do undocumented youth respond to their daily psychological trauma that they experienced?
Use some examples to describe those experiences happened to those undocument youth, it can be made up.
In the Conclusion, provide some solution. Picture yourself as a policy maker.
.
Make a simple plan to observe and evaluate a facility in your school.docx
Make a simple plan to observe and evaluate a facility in your school or surrounding community , and recomond somethings in order to improve it ( write an essay about this article )
#Requirements
200 words
MLA style
should have basic words
Should have an introduction,two bodies,and conclusion.
.
Major Approaches to Clinical Psychology PresentationSelect one.docx
Major Approaches to Clinical Psychology Presentation
Select
one of the following psychological diagnoses:
·
Depressive disorder
·
Generalized anxiety disorder
·
Attention deficit hyperactivity disorder
·
Obsessive-compulsive disorder
Create
a 9-12 slide Microsoft
®
PowerPoint
®
presentation, with Speaker Notes;
You have been asked to provide a presentation regarding psychological issues for a local community organization. Your audience is made up of adults within the community who are
not
mental health professionals, and who are interested in learning more about a specific mental health issue.
Provide
a brief explanation of the mental health issue chosen, including primary symptoms, diagnostic criteria, populations most affected, and prevalence within the U.S.
Discuss
each of the major theories in Psychology: psychodynamic, cognitive-behavioral, humanistic, and family systems approaches.
Compare and contrast
the major approaches in relation to your selected psychological issue.
Include the following:
When, how, and why each approach developed, and identify psychologists most associated with the approach.
Terms and concepts associated with the psychological approach.
The techniques and strategies used by each approach, and the goals of treatment.
The effectiveness of each approach towardtreating yourselected diagnosis, based on treatment outcome research.
Incorporate
information from at least five peer-reviewed, professional publications.
Cite
each source you have relied upon throughout the body of your presentation, and list them on a separate slide titled
References
. Use direct quotes only sparingly.
Format
your paper consistent with APA guidelines.
Submit
a signed Certificate of Originality document.
.
Make a powerpoint presentation. At least 4 to 6 pages. Your pape.docx
Make a powerpoint presentation. At least 4 to 6 pages.
Your paper should include a cover page (setting forth the title of the paper, your name, the course number, and the date), and a bibliography.
Your paper should include an introductory paragraph, a comprehensive but concise analysis of the topic, and a conclusion paragraph.
.
Make a 150 word response to the following. Incorporarte what was sai.docx
Make a 150 word response to the following. Incorporarte what was said in 1.In your response. Discuss some of the qualities that can make art "great." Use texbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Chapters 1-5
1. Although beauty is in the eye of the beholder, certain criteria should be looked at or met to consider something art. The same applies to calling someone an artist. Getlein first discusses that artists create places that fulfill a purpose for humans. Examples of this include Stonehenge and the Vietnam Memorial. Artists also exaggerate or give new perspective on ordinary objects to make them seem extraordinary. Another thing artists accomplish is using their art to record history. Their art could remind people of a different time or era in human history. For example, a painting for an ancient Chinese dynasty gives us insight into that era. Artists give form to things that cannot be seen or understood. This mostly includes statues, paintings, etc. of various deities. This same idea can also be applied when artists give form to feelings or ideas. This is shown in Van Gogh's famous painting called The Starry Night. Lastly, artists can give us a new or refreshing perspective on the world.
An artist or their art must meet one of these criteria to be considered art. These six criteria show how influential and important art has been to human culture and society for a very long time. Art gives us glimpses into times that are long gone and clues to a different culture.
Make a 150 word response to the following. Incorporate what is said in 2. In your response. What factors make a work of art valuable in different ways to different people? Use texbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Chapters 1-5
2. Unity is when pieces come together in art to form a cohesive whole. Variety is the difference in these pieces to be more interesting. An example of these concepts is figure 3.8 on page 56. Guernica by Pablo Picasso is a painting of disfigured animals and people that seem chaotic. Different images can be seen throughout the painting. Unity is shown because all the individual objects and people come together to give you a large picture. Variety is also shown because many of the animals like the horse are disfigured and almost cartoonish. I chose this work because looking at the individual pieces of the picture seem strange but they come together to show some kind of conflict.
Symmetrical balance is when the center of gravity in a piece of art is vertical. The two sides of the art must also correspond to each other. An example of this is figure 3.1 on page 51. A picture of interior upper chapel of the Sainte-Chappelle in Paris is shown. This artwork in the chapel shows symmetrical balance because there is an implied line down the middle of the design where a door is and both sides mirror each other perfectly. Asymmetrical balance is when two sides of the art do not correspond w.
Major dams and bridges were built by the WPA during the New Deal o.docx
Major dams and bridges were built by the WPA during the "New Deal" of President Franklin Roosevelt in the 1930s and 1940s and have withstood decades. The American Interstate Highway system came into being during the Eisenhower presidential years over 60 years ago. Sewers were built several generations ago. In more exact terms, the United States' infrastructure system is old and beginning to rapidly deteriorate. How do you feel about the aging of United States' infrastructure? Explain.
How would you recommend a strategy to repair or replace the various aging critical infrastructure? Explain.
What major challenges or barriers exist? Explain.
How do you think they could be overcome?
What types of technologies can be used in determining weaknesses in the integrity of infrastructure construction? Explain.
In your opinion, are these technologies effective? Why or why not?
How often do you think critical components should be inspected for weaknesses and vulnerabilities? Explain your rationale.
In your own words, please post a response to the Discussion Board and comment on at least two other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Unit Materials
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Major Paper #1--The Point of View EssayWe will be working on this .docx
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write two descriptions of the place: one positive, one negative (at least 1-2 well-developed paragraphs or a minimum of 125-150 words each). Both descriptions should be factually true (same real time and real place), but you will want one description to be clearly positive in terms of tone and the other to be clearly negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's T.
Major Essay for Final needs to be 5 pages long on the topic below an.docx
Major Essay for Final needs to be 5 pages long on the topic below and in Mla format with wroks citied AFTER he five pages due at 12:15 today
Requriements: 5 pages long
secondary sources 2 credible , 2 academic
Mla format (in-text ciations + works cited page)
focused specific paper topic
Identifiable methods of compostion choosen wisely
Topic Propsal:
The Media’s Influences on Society
The topic I chose to write my major essay on is the media’s influences on society.
This includes both positive and negative influences that the media portrays which plays a big part in society. I will explain how and why the media is used for much more than just entertainment purposes for society and how the media affects the choices society makes and its outcomes. The media affects society with these influences because it alters the way people think and it plays a role in the choices the people make. The change in peoples thoughts do to influences from what they see creates an opportunity for them to either make a good or bad choice depending on the type of influence that is shown. I believe that most of time the media portrays negative influences upon society. A positive influence from the media would be a commercial or show/clip about stopping bullying that informs people about the topic and why bullying is wrong and how it affects the lives of the victims. This type of media would influence society in a positive way because it would actually get society thinking about the situation and for the bullies some of them will actually realize the harm they are causing there victims and they would probably stop bullying people. A negative influence of the media would be a song with someone talking about how they murder people and take drugs and make it in a way to make people think it’s “cool” and then people who listen to it start imitating the things talked about in the song because they want to be “cool”. What I hope to accomplish with this essay is to open people eyes and help them see that the things they watch and listen to as in media actually alter the way they think and the choices they make so hopefully they change what they listen to and watch to more positive things.
The reason I chose to write about the media and its influences on society is to inform people that media has a bigger purposes than just entertainment for society and to hopefully help people make better choices and actually pay attention to the things they watch and listen to. I see how the media influence our modern society everywhere, at the basketball courts at the park at stores. Some of the people at the basketball courts I go to start listening to music that talk about drugs, gangs, murder and they start acting tough, being stupid and talking reckless and they get into arguments or even worse end up getting into fights and someone gets hurt I see this all the time. My paper is important because it will help shed light on the media motives and hopefully start making people m.
Major AssignmentObjectivesThis assignment will provide practice .docx
Major Assignment
Objectives
This assignment will provide practice and experience in:
·
Writing a program – Topic 2
·
Debugging– Topic 3
·
Stepwise Refinement& Modularisation – Topic 4 and Topic 10
·
Selection – Topic 5
·
Iteration – Topic 6
·
Arrays – Topic 7
·
File handling – Topic 9
·
Structs – Topic 11
NB Depend
i
ng on when you start this assignment you may need to read ahead especially on how to use files andstructs.
Suggestions:
Read the assignment specifications carefully first.Write the first version of your program in Week 4 and then create new versions as you learn new topics. Do NOT leave it until Week 11 to start writing the program. Review Topic 4 on stepwise refinement. This is how you should approach the major. Also note that though your program must do something and must compile it does not have to be complete to earn marks.
Specifications
One of the many tasks that programmers get asked to do is to convert data from one form to another. Frequently data is presented to users in well-labelled, tabular form for easy reading. However, it is impossible or very difficult to do further processing of the data unless it is changed into a more useful form.
For the purposes of this assignment I have downloaded and will make available the undergraduate applications to the 37 Australian universities from the Department of Education for 2009 – 2013 data file as a text file.
Your program will load this data into an array of structs, save the data in a form that is directly usable by a database (see below), display the data on the console in its original form and in its database form. It will also allow the user to display the highest number of applications for a given state and year.
Your program will use a menu to allow the user to choose what task is to be done. You will only be required to handle the Applications data. You can ignore the Offers and Offers rates data (see below).
Data
See “undergraduateapplicationsoffersandacceptances2013appendices.txt” for the original data.
This is the data your program should produce and save:
New South Wales Charles Sturt University 4265 4298 4287 4668 4614
New South Wales Macquarie University 6255 6880 7294 7632 7625
New South Wales Southern Cross University 2432 2742 2573 2666 2442
New South Wales The University of New England 1601 1531 1504 1632 1690
New South Wales The University of New South Wales 10572 10865 11077 11008 11424
New South Wales The University of Newcastle 9364 9651 9876 10300 10571
New South Wales The University of Sydney 13963 14631 14271 14486 15058
New South Wales "University of Technology, Sydney" 10155 9906 9854 10621 9614
New South Wales University of Western Sydney 11251 11.
magine that you are employed by one of the followingT.docx
magine
that you are employed by one of the following:
The social services division of a state or city government
A citizen action committee made up of community members
A police or fire department
A school or educational organization (public or private)
Develop
a 1,050- to 1,400-word needs statement and management plan that will be part of a proposal for a fictitious, grant-funded project of your choosing on behalf of your agency or organization. Include the following sections in your submission:
Paragraph One: Describe the characteristics of your fictitious agency or organization.
Paragraph Two: Discuss the possible funding sources you might contact for this grant proposal.
Needs Statement: Establish the specific problem the proposed project will address.
Management Plan: Describe the responsibilities of the project director (you) and any staff you will employ to implement the grant.
Format
your paper in accordance with APA guidelines.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
Copyright 2018 by University of Phoenix. All rights reserved.
.
M4D1 Communication TechnologiesIn this module, we have focused .docx
M4D1: Communication Technologies
In this module, we have focused on understanding and using new communication technologies to be more competent communicators.
Respond to the following:
What social media strategy would you recommend for your current (or previous) workplace?
What areas do you think your organization can still improve?
How would you explain the importance of social media to your employer?
.
M A N N I N GRobert I. KabacoffSECOND EDITION IN A.docx
M A N N I N G
Robert I. Kabacoff
SECOND EDITION
IN ACTION
Data analysis and graphics with R
http://www.allitebooks.org
Praise for the First Edition
Lucid and engaging—this is without doubt the fun way to learn R!
—Amos A. Folarin, University College London
Be prepared to quickly raise the bar with the sheer quality that R can produce.
—Patrick Breen, Rogers Communications Inc.
An excellent introduction and reference on R from the author of the best R website.
—Christopher Williams, University of Idaho
Thorough and readable. A great R companion for the student or researcher.
—Samuel McQuillin, University of South Carolina
Finally, a comprehensive introduction to R for programmers.
—Philipp K. Janert, Author of Gnuplot in Action
Essential reading for anybody moving to R for the first time.
—Charles Malpas, University of Melbourne
One of the quickest routes to R proficiency. You can buy the book on Friday and
have a working program by Monday.
—Elizabeth Ostrowski, Baylor College of Medicine
One usually buys a book to solve the problems they know they have. This book
solves problems you didn't know you had.
—Carles Fenollosa, Barcelona Supercomputing Center
Clear, precise, and comes with a lot of explanations and examples…the book can
be used by beginners and professionals alike, and even for teaching R!
—Atef Ouni, Tunisian National Institute of Statistics
A great balance of targeted tutorials and in-depth examples.
—Landon Cox, 360VL Inc.
http://www.allitebooks.org
ii
http://www.allitebooks.org
R in Action
SECOND EDITION
Data analysis and graphics with R
ROBERT I. KABACOFF
M A N N I N G
SHELTER ISLAND
http://www.allitebooks.org
iv
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No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in
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Manning Pub.
Luthans and Doh (2012) discuss three major techniques for responding.docx
Luthans and Doh (2012) discuss three major techniques for responding to political risk. Should an international organization always use all three techniques? Why or why not?
Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
www.obm.nsaem.ru/.../International%20Management_
Main
Textbook.pd
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Lyddie by Katherine Paterson1. If you were Lyddie how would you h.docx
Lyddie by Katherine Paterson
1. If you were Lyddie how would you have handled the incident with mr marsen?
2. Explain how Charlie's visit is a turning point in the story
3. How does Paterson show how important it is for a person to have goals in life
4. What are three examples that Lyddie supports her self pity with when she feels she has been too late for everything
5. What do we learn about Diana and how does this new development change Lyddies role in the factory
6. What event occurs in chapter 20 that was foreshadowed earlier? What predictions can you make about Lyddie's future
.
Luthans and Doh (2012) discuss feedback systems. Why is it important.docx
Luthans and Doh (2012) discuss feedback systems. Why is it important to consider an effective feedback system as an international manager?
Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
www.obm.nsaem.ru/.../International%20Management_
Main
Textbook.pdf
use pages 212-215
.
Luthans and Doh (2012) discuss factors affecting decision-making aut.docx
Luthans and Doh (2012) discuss factors affecting decision-making authority. Briefly describe at least three factors that affect decision-making authority.
I attached chapter 11 to the reflection paper assignment so you can use that to answer this question
thank you
Your response should be at least 200 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
[removed][removed][removed][removed]
.
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Instruction how to write an abstract Due on 310 (week 10 Tue.docx
- 1. Instruction: how to write an abstract Due on 3/10 (week 10 Tuesday) at noon by email ([email protected]) One submission per group This study explores the omission of the passive participle in passive sentences in simultaneously bilingual who speaks both Mandarin and English children. Active sentences usually take the form “A did B.” Passive sentences usually come in the form of “B was done by A.” Within the past decade, people were debating two main theories in the bilingual language process system. They are Unitary Systems Hypothesis and Separate Systems Hypothesis. The purpose of this study is to explore whether simultaneously bilingual children have more USH-like our SSH-like system by producing passive sentences. We report on one experiment: “passive sentence production task”. To see whether our hypotheses could be supported, we gathered the data from age 4-8 children with the passive sentence production task. After all, data was collected and analyzed, we found that our data shows the distinct feature between children who simultaneously acquired Mandarin and
- 2. English, acquired Mandarin first then learned English, and learned English as a native language. Mono-English and simultaneous shows difference, however, it is not significantly. But these two groups show significant differences from sequential bilingual children. Conflicting with our hypothesis, the results support that simultaneously bilingual children have a more USH-like system when producing passive sentences. word counts: 200 One‑Way ANOVA One‑Way ANOVA (Welch's) F df1 df2 p Errors 13.4 2 5.52 0.008 Group Descriptives group N Mean SD SE Errors Mono 4 0.250 0.500 0.250
- 3. Simultaneous 4 1.500 0.577 0.289 Sequential 4 4.000 1.414 0.707 Plots Errors Tukey Post‑Hoc Test – Errors Mono Simultaneous Sequential Mono Mean difference — ‑1.25 ‑3.75*** p‑value — 0.193 < .001 Simultaneous Mean difference — ‑2.50* p‑value — 0.010 Sequential Mean difference — p‑value — Note. * p < .05, ** p < .01, *** p < .001 Descriptives
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