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In your opinion, what are some reasons why Congress is slow in making decisions?
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Decision making is slow in congress simply because majority should support the motion or the bill. Another reason is simply because for any bill to be passed it has to undergo a series of stages for it to be amended.
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Topic 1 DQ 2What are some of the greatest barriers preventing our schools from meeting the educational goals for ELL students today? Consider efforts that promote and/or suppress dual language or two-way bilingual initiatives and programs. What recommendations are offered in your readings that address those barriers? Who do you see as potential change agents for implementing those recommendations?Resources Review the Key Terms, Historical Events, and Strategies & Methods in the "ESL Database."URL:http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.phpReview Arizona’s K-12 Academic Standards: English Language Arts, located on the Arizona Department of Education website.URL:http://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/Read the “How to Read the Standards,” located on the Common Core State Standards Initiative website.URL:http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standardsReview the Common Core State Standards for your state (if applicable).URL:http://www.corestandards.org/the-standardsReview the “English Language Proficiency Standards Guidance Document,” located on the Arizona Department of Education website.URL:https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0Familiarize yourself with the English Language Proficiency (ELP) Standards, located on the Arizona Department of Education website.URL:http://www.azed.gov/oelas/elps/“Research Summary and Bibliography for Structured English Immersion Program Models,” located on the Arizona Department of Education website.URL:https://cms.azed.gov/home/GetDocumentFile?id=55257a851130c008a0c55c0bRead “Writing and Using Content and Language Objectives,” located on the Shoreline Public Schools website.URL:http://schools.shorelineschools.org/swstaff/files/2014/08/writing-content-and-language-objectives.pdfRead “Understanding the Difference Between BICS And CALP In English Language Acquisition," by Shulman, located on the EdNews Daily website (2018).URL:http://www.ednewsdaily.com/understanding-the-difference-between-bics-and-calp-in-english-language-acquisition/Read “BICS and CALP: Clarifying the Distinction,” by Cummins, located on the ERIC Digest website (1999).URL:http://files.eric.ed.gov/fulltext/ED438551.pdfRead Chapter 50.URL:http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpRead Chapters 1 and 2.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpTopic 2 DQ 1What are some individual and sociocultural factors that may affect ELL students? 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Mexico Society Across History Research Paper
Instructions:1. Required Readings: (I will send you the files)Bonfil Batalla, “The Problem of National Culture” Roger ...
Mexico Society Across History Research Paper
Instructions:1. Required Readings: (I will send you the files)Bonfil Batalla, “The Problem of National Culture” Roger Barta, “Does It Mean Anything to Be Mexican?”2. Required Viewings:“Maldición de Malinche” by Amparo Ochoa and Gabino Palomares (song is in Spanish; an English translation of the lyrics is available )http://www.youtube.com/watch?v=39aktj2Obsg (Links to an external site.3. Exam:The Final Paper for this course will be a "take home" essay exam. The prompt for the essay will ask you to take a position on a specific issue related to modern world history and then require you to use materials from throughout the course as support for your position (note: to clarify, this assignment is not a research paper and the topic for the paper will be given to you). The links to the prompt and submission link will appear along with the other materials for this lesson on the date specified on the Course Syllabus as the date when I will assign the Final Paper/Exam.Steps to completing the Paper/Exam:Read Final Paper/Exam Instructions and Prompt Recommended: Review "Writing Your History Essay" handoutRecommended: Review "Final Paper Grading Rubric"to see how your paper/exam will be evaluatedComplete your Paper/ExamHistory of Mexico Paper
Choose ONE of the three essay prompts below and compose a 5-8 page essay that responds to it. This is a take-home exam, so you may not reference any non-course material or receive any outside assistance (with the exception of assistance from staff/tutors at the LRC Tutoring Center). Any essays that do so will receive an automatic “F” on the assignment and put you at risk of failing the course. Essays must be submitted through Canvas to Turnitin.com prior to the due date.
Remember to adhere to the following rules and restrictions:
You may not use any outside information for this essay; all information and sources must come from the assigned course readings (see specifications and exceptions noted in the Prompt); allowable materials also include online lectures, assigned films/videos, and recommended readings. Using outside sources or references will result in an ‘F’ on the assignment and put you at risk of failing the course.
All quotations and summarized passages must be cited with a parenthetical citation that includes the sources author or document/article name and page number, when available. For example, “(Plan of Ayala 340)”, “(Contreras 2)”, or “(Palomares no page)”; if you use any materials from lecture, they should be cited by stating lecture and the approximate lecture date: “(Lecture 4/23/13)”. Failure to cite all materials is plagiarism and may result in an ‘F’ on the Exam and possibly in the course!
You should format your essay in MLA style (for guidelines, see next page)
You must turn in an on-line copy of your essay through Turnitin.com (to upload your essay onto Turnitin.com, go the “Content” section of the course website, scroll down to the last folder on the page (“Final Essay”), and follow the upload instructions). When you submit your paper, please use “Option A”, “Option B”, or “Option C” as your title.
Remember that this is an analytical and argumentative essay—use summaries and evidence only as they contribute to/support your analysis; essays include extensive summary with little analysis will not receive satisfactory grades.
Avoid writing in the first person (“I”, “we”, “my”, “our”, etc.)—this is an argumentative paper that YOU are writing, so the reader knows that it is your opinion and you do not have to say so. For example, instead of writing “I think that Mexico developed in an uneven fashion”, simply write “Mexico developed in an uneven fashion.”
You do not need to include a bibliography/works cited page because all material used in this essay must come from course materials.
Prompt:
You must use an analysis/evaluation of at least five documents assigned in this course (see specific instructions below, as applicable). In addition to these required documents you may also incorporate additional documents to help argue your position, but you may not use any documents that are not listed on the Syllabus. The key point of this essay is analyzing documents, so essays that rely extensively on historical summaries will not receive satisfactory grades on this essay—your essay and the evidence for your arguments should be rooted in an in-depth analysis of documents from this course, and you should incorporate historical summaries only to the minimal extent that they are absolutely necessary to provide a context/background for your primary source analysis.
Option A:
Over the course of the semester, you have read a variety of perspectives about what constitutes “mexicanidad” (“mexicanness”). Discuss at least three ways that “mexicanidad” has been defined in the past, and explain why you agree or disagree with each definition based on what you know about the history of Mexico. Your essay should conclude by explaining how you would define “mexicanidad” today and why you do/do not think that your definition will remain appropriate in the future. In order to support your analysis/arguments, your essay must include a discussion of at least three readings combined from “Lesson 1” and/or “Lesson 9”, and it must include a discussion of at least three additional documents from this course (written, visual, or auditory) that are not from “Lesson 1” and/or “Lesson 9”.
Option B:
As you examine the two Gabino Palomares songs on the Syllabus, “La letanía de los poderosos” and “Maldición de Malinche”, you should note that each discusses a distinctive narrative about Mexican history. In your opinion, which of these narratives/versions of Mexican society has been most prominent in Mexico since Independence? In order to support your answer, you should discuss at least five documents (written, visual, and/or auditory) to show how individuals and/or political movements have embraced each of these narratives at different points in time.
Option C:
In your opinion, was the Mexican Revolution successful? In your response to this question, you should use at least five documents from this course to describe conditions (economic, political, social and/or cultural) prior to the Revolution (during the Porfiriato, in particular); explain the objectives of the revolution; and then discuss why you believe the revolution has or has not been successful in the century since its occurrence.
Formatting Guidelines:
Type your paper on a computer and print it out on standard, white 8.5 x 11- inch paper.
Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.
Leave only one space after periods or other punctuation marks.
Set the margins of your document to 1 inch on all sides.
Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.
Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: You may exclude the header on the first page, if desired)
Be sure to meet the length requirement for this paper; five pages refers to five complete pages (not three pages plus one line on page five).
Suggested Steps for Completing Your Final Paper
Option A:
1. Choose three of the readings from Lesson 1 and Lesson 9 that discuss
“mexicanidad” (mexicanness).
2. Summarize the key arguments about “mexicanidad” in each of these readings
(note that these readings don’t always use the term “mexicanidad”, but they
all examine the question of what is “Mexican”/what “Mexican” means?).
3. Decide what aspects of each of these three perspectives you agree and/or
disagree with.
4. Come up with examples from the readings, visual documents, films, and
songs that we have explored. The examples should provide support for why you think each of these perspectives on “mexicanidad” is accurate or inaccurate.
5 Develop your own definition of modern day “mexicanidad” based on the ideas from the Lesson 1 and Lesson 9 readings as well as on your own ideas.
6. Come up with some examples from the readings, visual documents, films, and songs that we have explored that provide support for your definition of modern day “mexicanidad”.
Option B:
1. Watch the videos and read the lyrics for the two Gabino Palomares songs.
2. Determine what narrative about Mexican history each song represents—in
other words, how does each song conceptualize Mexican society and history? (note that Palomares did not write “La letanía de los poderosos” as a verbatim description of his own perspective on Mexican society; rather, he role played to sing about the vision of Mexican society that he presumed the “powerful” to hold).
3. Decide which version of Mexican society you believe has tended to be the dominant version (or “official” history) in Mexican society throughout time— note that it is fine to argue that one version predominated at certain moments and the other predominated at other moments.
4. Come up with at least 5 examples (written documents, visual documents, films, or auditory documents) from various points in Mexico’s history that show one of these narratives being embraced/used.
Option C:
1. Put together a description of Mexican society before the revolution (eg.
Mexico in the 19th century). Your description should draw on readings from this course to describe economic, political, social and/or cultural conditions in Mexico before the revolution.
2. Put together a list of the objectives of the revolution.
3. Put together a description of Mexican society after the revolution (eg. Mexico
in the 20th & 21st centuries). Your description should draw on readings from this course to describe economic, political, social and/or cultural conditions in Mexico after the revolution.
4. Decide whether or not you think that Mexican society after the revolution (the 20th & 21 centuries) has changed from pre-revolutionary Mexico (19th century) in the ways that the revolution said that it would. Based on this decision, do you believe that the revolution was successful?
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Please see attached for it contains the questions for the quiz. It is 5 questions In this quiz, you will be provided sum ...
University of California Consumption of Violent Movies Research Methods Quiz
Please see attached for it contains the questions for the quiz. It is 5 questions In this quiz, you will be provided summaries of five studies in social psychology. For each study described below, select the correct answer to the multiple-choice and short-answer questions. For all of the five studies, identify the specific research method from the multiple-choice list of options. If it is a quantitative study, identify the independent and dependent variables and determine the hypothesis.If it is a qualitative study, identify the concept or phenomenon of interest being explored. Researchers (Dexter et al., 1998) wanted to know what impact, if any, the consumption of violent movies has on attitudes toward women. Participants at a large, midwestern university viewed either (a) a slasher film daily for 1 week, (b) Three slasher films in 1 week, or (c) a George Pierrot adventure travelogue. Slasher films feature the slicing and dicing of young women’s bodies (e.g., The Texas Chain Saw Massacre, 1974). In the week following the film viewing, all participants were escorted to the campus law school where they were asked to observe law students try a rape case in a mock trial; participants’ task was to evaluate the performance of all parties to the trial. A Likert-style questionnaire (1=not at all; 9=extremely) completed by participants included evaluations of the respective attorneys, the defendant, and the accuser. Examples were:A pair of psychologists are interested in the effects of mood in helping (based on Isen & Levin, 1972). They give participants free tickets to a happy movie. They then have a confederate drop papers in front of the people who just got out of the movie, and people who are only walking by and have not just seen a happy movie for free. The researchers watch to see if the participants help pick up the dropped papers.Researchers are interested in personal experiences of Indian adolescent girls with regard to gender discrimination and how they feel about the discrimination (Sarkar, 2003). All of the participants used in this study are female. Participants are interviewed with a set of semi-structured, open ended questions in an individual setting and in focus groups.Researchers (Reifman, Larrick, & Fein, 1991) were interested in the factors causing aggression. They looked at an entire baseball season’s worth of news reports. For each game, they recorded the temperature of the locale and the number of batters who were hit by pitched balls.Researchers are interested in influences on self-esteem. Half of the participants used in this study are male and half are female. Participants are given a set of anagram problems to solve in a 5-minute period. Half are randomly assigned to receive very easy anagrams and half are given difficult ones. After completing as many of the anagrams as they can, participants are given a questionnaire labeled “Thoughts and Feelings Questionnaire” that is really a measure of self-esteem.How sympathetic is she/he?How attractive is she/he?How intelligent is she/he?How likeable is she/he?
ESL 433N Clayton University Questions English Language Learners Discussions
Topic 1 DQ 2What are some of the greatest barriers preventing our schools from meeting the educational goals for ELL stude ...
ESL 433N Clayton University Questions English Language Learners Discussions
Topic 1 DQ 2What are some of the greatest barriers preventing our schools from meeting the educational goals for ELL students today? Consider efforts that promote and/or suppress dual language or two-way bilingual initiatives and programs. What recommendations are offered in your readings that address those barriers? Who do you see as potential change agents for implementing those recommendations?Resources Review the Key Terms, Historical Events, and Strategies & Methods in the "ESL Database."URL:http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.phpReview Arizona’s K-12 Academic Standards: English Language Arts, located on the Arizona Department of Education website.URL:http://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/Read the “How to Read the Standards,” located on the Common Core State Standards Initiative website.URL:http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standardsReview the Common Core State Standards for your state (if applicable).URL:http://www.corestandards.org/the-standardsReview the “English Language Proficiency Standards Guidance Document,” located on the Arizona Department of Education website.URL:https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0Familiarize yourself with the English Language Proficiency (ELP) Standards, located on the Arizona Department of Education website.URL:http://www.azed.gov/oelas/elps/“Research Summary and Bibliography for Structured English Immersion Program Models,” located on the Arizona Department of Education website.URL:https://cms.azed.gov/home/GetDocumentFile?id=55257a851130c008a0c55c0bRead “Writing and Using Content and Language Objectives,” located on the Shoreline Public Schools website.URL:http://schools.shorelineschools.org/swstaff/files/2014/08/writing-content-and-language-objectives.pdfRead “Understanding the Difference Between BICS And CALP In English Language Acquisition," by Shulman, located on the EdNews Daily website (2018).URL:http://www.ednewsdaily.com/understanding-the-difference-between-bics-and-calp-in-english-language-acquisition/Read “BICS and CALP: Clarifying the Distinction,” by Cummins, located on the ERIC Digest website (1999).URL:http://files.eric.ed.gov/fulltext/ED438551.pdfRead Chapter 50.URL:http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpRead Chapters 1 and 2.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpTopic 2 DQ 1What are some individual and sociocultural factors that may affect ELL students? How might these factors affect their success in meeting learning goals in the classroom setting?Topic 2 DQ 2What are some of the potential effects of bilingualism and home language use for a student attending classes that are delivered in English? How might these effects differ based on the age of the student?ResourcesRead Chapter 5.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead Chapters 24 and 36.URL:http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpRead "Encouraging Spanish-Speaking Families' Involvement Through Dichos," by Sanchez, Plata, Grosso, and Leird, from the Journal of Latinos & Education (2010).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51818356&site=eds-live&scope=siteRead "Building School Partnerships with Culturally and Linguistically Diverse Families," by Colombo, from Phi Delta Kappan (2006).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.20442246&site=eds-live&scope=siteWalking the Walk: Portraits in Leadership for Family Engagement in Urban Schools,” by Auerbach, from the School Community Journal (2009).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-10693-001&site=eds-live&scope=siteRead “Parent Participation,” located on the Colorín Colorado website.URL:http://www.colorincolorado.org/article/parent-participation-how-get-involved-your-childs-school-activitiesView the “Immersion: A Short Fiction Film” video in preparation for the ELL Parent Involvement assignment in this topic.URL:http://www.immersionfilm.com/View the “ELL Parent Involvement” video in preparation for the ELL Parent Involvement assignment in this topic.URL:http://www.youtube.com/watch?v=3_-aLWOk9OgTopic 3 DQ 1How is standardized assessment beneficial for ELLs in terms of placement, progress, and exiting ELL programs? How should teachers use this data to plan their instruction?Topic 3 DQ 2What are some reasons why ELL instructors would differentiate instruction in their classrooms? List and explain at least four reasons.Resources Read Chapter 4.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead Chapter 25.URL:http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpTopic 4 DQ 1After reading Chapter 17 in 50 Strategies for Teaching English Language Learners, choose a curriculum area and a grade level you hope to teach. Using the steps listed in the text regarding the implementation of sorting activities, explain how you would use these sorting activities to teach language.Topic 4 DQ 2In Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, cognitive, metacognitive, and language learning strategies are reviewed. Choose one strategy from each you would utilize to teach vocabulary. Explain why each strategy would be effective for an English language learner.Resources Read Chapter 3.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead Chapter 17.URL:http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpRead “Perspectives on the ‘Silent Period’ for Emergent Bilinguals in England,” by Bligh and Drury, from Journal of Research in Childhood Education (2015).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=101869224&site=eds-live&scope=siteRead “English Language Learning and Leadership: Putting It All Together,” by Lundquist and Hill, from Phi Delta Kappan (2009).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=45086079&site=eds-live&scope=siteRead “Promoting Vocabulary Learning for English Learners,” by Wessels, from Reading Teacher (2011).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ961006&site=ehost-live&scope=siteReview the professional resources for instructors located on the Teachers First website.URL:http://www.teachersfirst.com/content/esl/adaptstrat.cfmTopic 5 DQ 1If you were teaching a learning strategy to students with intermediate English proficiency, what specific guidelines would be critical for you to consider when planning the lesson?Topic 5 DQ 2A teacher starts the beginning of the school year with 25 sixth graders, all of whom are proficient in the English language. By the fourth month of school, Josefina joins the classroom. She has just entered the United States and does not speak a word of English. How does this teacher modify her lessons for this student? How does the teacher make Josefina feel comfortable in the established classroom culture? How can the teacher make other students feel comfortable within the classroom?Resources Read Chapter 6.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead Chapters 34 and 37.URL: http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpWatch “Teaching Vocabulary using Word Wall,” located on YouTube.URL: https://www.youtube.com/watch?v=0tEjDdFoB2kUtilize the resources on the New K-8 Reading Passages to complete the Vocabulary Strategies assignment in this topic.URL:http://www.readworks.org/new-passages-fall-2013Topic 6 DQ 1Provide an example of a project, assignment, or in-class activity that could be used as a means of employing multiple assessments of ELLs. Why are multiple assessments important?Topic 6 DQ 2How will you implement formative assessment in your classroom to support the Common Core State Standards and the ongoing, formative assessment of ELL students?Resources Read Chapter 21 and review Chapter 25.URL: http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpRead “Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms,” by Smith, Teemant, and Pinnegar, from Multicultural Perspectives (2004).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ940283&site=ehost-live&scope=siteRead “Using Informal Assessments for English Language Learners,” located on the Colorin Colorado website.URL:http://www.colorincolorado.org/educators/assessment/informal/Topic 7 DQ 1Identify two examples of instructional differentiation for students with emerging, expanding, or advanced English skills. How can differentiation promote individual student success?Topic 7 DQ 2What can a teacher do if the textbook is not comprehensible to the students in his or her classroom? List and describe at least two strategies.Resources Read Chapter 7.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead “What Does Research Say about Effective Practices for English Learners?: Introduction and Part I: Oral Language Proficiency” by Coleman and Goldenberg from Kappa Delta Pi Record (2010).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=45422436&site=eds-live&scope=siteRead “What Does Research Say about Effective Practices for English Learners?: Introduction and Part I: Oral Language Proficiency” by Coleman and Goldenberg from Kappa Delta Pi Record (2010).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=45422436&site=eds-live&scope=siteRead “What Does Research Say about Effective Practices for English Learners?: Part III: Promoting Literacy Development” by Coleman and Goldenberg from Kappa Delta Pi Record (2010).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ898407&site=eds-live&scope=siteReview the resources in “SIOP Lesson Plans and Activities,” from the Center for Applied Linguistics as a reference for the creation of SIOP lesson plans.URL:http://www.cal.org/siop/lesson-plans/index.htmlTopic 8 DQ 1From your required reading, regarding the steps and factors to consider for self-assessment and goal setting within the professional learning community, identify three factors that you would like to refine and describe how you would accomplish this.Topic 8 DQ 2From your readings or observations, provide an example of an SEI strategy used for academic vocabulary development within a content area. Why is this strategy particularly effective?Resources Read Chapter 8.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead “Building English Language Learners’ Academic Vocabulary: Strategies and Tips,” by Sibold, from Multicultural Education (2011).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ951842&site=eds-live&scope=site
3 pages
Andrew Carnegie S
Andrew Carnegie’s “Wealth” was published in the North American Review in 1889. The essay later became known as the � ...
Andrew Carnegie S
Andrew Carnegie’s “Wealth” was published in the North American Review in 1889. The essay later became known as the “Gospel of Wealth,” and ...
Social Cognitive Career Theory
I ONLY NEED 3 SLIDES with the below info on itSee EXAMPLE attached about ABIGAILPart 1: Fictional Characters Development ...
Social Cognitive Career Theory
I ONLY NEED 3 SLIDES with the below info on itSee EXAMPLE attached about ABIGAILPart 1: Fictional Characters Development As a group, develop four fictional individuals that may seek career counseling, be sure to include: Basic demographics such as age, sex, race, and education Career development thus far Reason for entering career counseling Any unique problems that may influence the counseling session (e.g., disability, economic problems, emotional problems) Part 2: Matching Fictional Characters with Theory Match each fictional character to one of the five theories covered thus far in the course. Using the theory matched with the fictional character, write a brief explanation of how you would present the theory to the individual. Using the theory explained to that individual, state the basic steps you will utilize to provide career counseling for the individual, consider including: Information needed for the initial assessment Tools utilized in the assessment process Steps in the career development process Two resources the client may find useful Assignments client needs to perform in order to progress in their career development Part 3: Presentation Create a 12-15-slide presentation that captures the following: The four fictional characters An explanation of how you would explain one of the five theories covered in class to each fictional character The basic steps that would be utilized to provide career counseling to each fictional character
5 pages
Cystic Fibrosis And The Microbiome
1. How do genes direct the production of proteins like CFTR? (Hint: central dogma) Genes direct proteins' production throu ...
Cystic Fibrosis And The Microbiome
1. How do genes direct the production of proteins like CFTR? (Hint: central dogma) Genes direct proteins' production through gene expression that ...
Mexico Society Across History Research Paper
Instructions:1. Required Readings: (I will send you the files)Bonfil Batalla, “The Problem of National Culture” Roger ...
Mexico Society Across History Research Paper
Instructions:1. Required Readings: (I will send you the files)Bonfil Batalla, “The Problem of National Culture” Roger Barta, “Does It Mean Anything to Be Mexican?”2. Required Viewings:“Maldición de Malinche” by Amparo Ochoa and Gabino Palomares (song is in Spanish; an English translation of the lyrics is available )http://www.youtube.com/watch?v=39aktj2Obsg (Links to an external site.3. Exam:The Final Paper for this course will be a "take home" essay exam. The prompt for the essay will ask you to take a position on a specific issue related to modern world history and then require you to use materials from throughout the course as support for your position (note: to clarify, this assignment is not a research paper and the topic for the paper will be given to you). The links to the prompt and submission link will appear along with the other materials for this lesson on the date specified on the Course Syllabus as the date when I will assign the Final Paper/Exam.Steps to completing the Paper/Exam:Read Final Paper/Exam Instructions and Prompt Recommended: Review "Writing Your History Essay" handoutRecommended: Review "Final Paper Grading Rubric"to see how your paper/exam will be evaluatedComplete your Paper/ExamHistory of Mexico Paper
Choose ONE of the three essay prompts below and compose a 5-8 page essay that responds to it. This is a take-home exam, so you may not reference any non-course material or receive any outside assistance (with the exception of assistance from staff/tutors at the LRC Tutoring Center). Any essays that do so will receive an automatic “F” on the assignment and put you at risk of failing the course. Essays must be submitted through Canvas to Turnitin.com prior to the due date.
Remember to adhere to the following rules and restrictions:
You may not use any outside information for this essay; all information and sources must come from the assigned course readings (see specifications and exceptions noted in the Prompt); allowable materials also include online lectures, assigned films/videos, and recommended readings. Using outside sources or references will result in an ‘F’ on the assignment and put you at risk of failing the course.
All quotations and summarized passages must be cited with a parenthetical citation that includes the sources author or document/article name and page number, when available. For example, “(Plan of Ayala 340)”, “(Contreras 2)”, or “(Palomares no page)”; if you use any materials from lecture, they should be cited by stating lecture and the approximate lecture date: “(Lecture 4/23/13)”. Failure to cite all materials is plagiarism and may result in an ‘F’ on the Exam and possibly in the course!
You should format your essay in MLA style (for guidelines, see next page)
You must turn in an on-line copy of your essay through Turnitin.com (to upload your essay onto Turnitin.com, go the “Content” section of the course website, scroll down to the last folder on the page (“Final Essay”), and follow the upload instructions). When you submit your paper, please use “Option A”, “Option B”, or “Option C” as your title.
Remember that this is an analytical and argumentative essay—use summaries and evidence only as they contribute to/support your analysis; essays include extensive summary with little analysis will not receive satisfactory grades.
Avoid writing in the first person (“I”, “we”, “my”, “our”, etc.)—this is an argumentative paper that YOU are writing, so the reader knows that it is your opinion and you do not have to say so. For example, instead of writing “I think that Mexico developed in an uneven fashion”, simply write “Mexico developed in an uneven fashion.”
You do not need to include a bibliography/works cited page because all material used in this essay must come from course materials.
Prompt:
You must use an analysis/evaluation of at least five documents assigned in this course (see specific instructions below, as applicable). In addition to these required documents you may also incorporate additional documents to help argue your position, but you may not use any documents that are not listed on the Syllabus. The key point of this essay is analyzing documents, so essays that rely extensively on historical summaries will not receive satisfactory grades on this essay—your essay and the evidence for your arguments should be rooted in an in-depth analysis of documents from this course, and you should incorporate historical summaries only to the minimal extent that they are absolutely necessary to provide a context/background for your primary source analysis.
Option A:
Over the course of the semester, you have read a variety of perspectives about what constitutes “mexicanidad” (“mexicanness”). Discuss at least three ways that “mexicanidad” has been defined in the past, and explain why you agree or disagree with each definition based on what you know about the history of Mexico. Your essay should conclude by explaining how you would define “mexicanidad” today and why you do/do not think that your definition will remain appropriate in the future. In order to support your analysis/arguments, your essay must include a discussion of at least three readings combined from “Lesson 1” and/or “Lesson 9”, and it must include a discussion of at least three additional documents from this course (written, visual, or auditory) that are not from “Lesson 1” and/or “Lesson 9”.
Option B:
As you examine the two Gabino Palomares songs on the Syllabus, “La letanía de los poderosos” and “Maldición de Malinche”, you should note that each discusses a distinctive narrative about Mexican history. In your opinion, which of these narratives/versions of Mexican society has been most prominent in Mexico since Independence? In order to support your answer, you should discuss at least five documents (written, visual, and/or auditory) to show how individuals and/or political movements have embraced each of these narratives at different points in time.
Option C:
In your opinion, was the Mexican Revolution successful? In your response to this question, you should use at least five documents from this course to describe conditions (economic, political, social and/or cultural) prior to the Revolution (during the Porfiriato, in particular); explain the objectives of the revolution; and then discuss why you believe the revolution has or has not been successful in the century since its occurrence.
Formatting Guidelines:
Type your paper on a computer and print it out on standard, white 8.5 x 11- inch paper.
Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.
Leave only one space after periods or other punctuation marks.
Set the margins of your document to 1 inch on all sides.
Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.
Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: You may exclude the header on the first page, if desired)
Be sure to meet the length requirement for this paper; five pages refers to five complete pages (not three pages plus one line on page five).
Suggested Steps for Completing Your Final Paper
Option A:
1. Choose three of the readings from Lesson 1 and Lesson 9 that discuss
“mexicanidad” (mexicanness).
2. Summarize the key arguments about “mexicanidad” in each of these readings
(note that these readings don’t always use the term “mexicanidad”, but they
all examine the question of what is “Mexican”/what “Mexican” means?).
3. Decide what aspects of each of these three perspectives you agree and/or
disagree with.
4. Come up with examples from the readings, visual documents, films, and
songs that we have explored. The examples should provide support for why you think each of these perspectives on “mexicanidad” is accurate or inaccurate.
5 Develop your own definition of modern day “mexicanidad” based on the ideas from the Lesson 1 and Lesson 9 readings as well as on your own ideas.
6. Come up with some examples from the readings, visual documents, films, and songs that we have explored that provide support for your definition of modern day “mexicanidad”.
Option B:
1. Watch the videos and read the lyrics for the two Gabino Palomares songs.
2. Determine what narrative about Mexican history each song represents—in
other words, how does each song conceptualize Mexican society and history? (note that Palomares did not write “La letanía de los poderosos” as a verbatim description of his own perspective on Mexican society; rather, he role played to sing about the vision of Mexican society that he presumed the “powerful” to hold).
3. Decide which version of Mexican society you believe has tended to be the dominant version (or “official” history) in Mexican society throughout time— note that it is fine to argue that one version predominated at certain moments and the other predominated at other moments.
4. Come up with at least 5 examples (written documents, visual documents, films, or auditory documents) from various points in Mexico’s history that show one of these narratives being embraced/used.
Option C:
1. Put together a description of Mexican society before the revolution (eg.
Mexico in the 19th century). Your description should draw on readings from this course to describe economic, political, social and/or cultural conditions in Mexico before the revolution.
2. Put together a list of the objectives of the revolution.
3. Put together a description of Mexican society after the revolution (eg. Mexico
in the 20th & 21st centuries). Your description should draw on readings from this course to describe economic, political, social and/or cultural conditions in Mexico after the revolution.
4. Decide whether or not you think that Mexican society after the revolution (the 20th & 21 centuries) has changed from pre-revolutionary Mexico (19th century) in the ways that the revolution said that it would. Based on this decision, do you believe that the revolution was successful?
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