Writing

  1. Select one correction (mechanical, typo) in the  attached graded paper, such as pronoun use, appropriate vocabulary, sentence coordination, and so on.
  2. Log into the Purdue OWL (https://owl.english.purdue.edu/) and search for that term.
  3. Read the advice that comes up, and then edit the correction.
  4. Post here what correction you selected, what the OWL explained and advised, and how you edited your paper to eliminate the flaw and improve the text.

Writing

By now you are most likely very adept at navigating through the website of the early childhood organization you selected at the beginning of this course. At this point you are ready to expand your inquiry. Here are a few suggestions on ways to do that:

  • Follow some of the outside links that you have not yet explored. Where do they lead?
  • Thoroughly search one area of the site. What do you find?
  • If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available?

Additionally, find out if the site you selected at the beginning of this course offers any information about the issue of this week:

  • Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education?
  • What other new insights about issues and trends in the early childhood field did you gain this week from exploring the website and/or the e-newsletter?

By Day 6

  • Blog about the five questions above

Writing

Read (or watch) the biographical information about all six writers listed, along with one work of literature by each:

  1. Maya Angelou
    Watch this biographical video (22:05) and read or listen to Angelou’s poem “Still I Rise
  2. James Berry
    Read this biographical information and one of the following poems from this collection of Berry’s work: “Caribbean Proverb Poems I,” “Detention and Departure,” “New World Colonial Child,” or “An Echo After Freedom Bid”
  3. Sandra Cisneros
    Read this biographical information and one of Cisneros’ short stories: “Dirt” or “Puro Amor
  4. Nadine Gordimer
    Read or listen to this biographical information and one of Gordimer’s short stories: “Safe Houses” or “Homage
  5. Dorothy Hewett
    Read or listen to this biographical information and one of Hewett’s poems: “Christmas Eve in Queensland,” “Nullarbor Tea Party,” “Digging It In,” or “To the Literary Ladies”
  6. Mazisi Kunene
    Read this biographical information and one of Kunene’s poems: “Return of the Bird of Exile” or “They Also are Children of the Earth

Watch one full-length film from this list. All of these films are available for streaming online and the cost, if you need to pay to watch the film, is only $2.99:

  1. The Color Purple (2:34:00)
    If you would like additional information about this film, read this synopsis or this review

  2. Guess Who’s Coming to Dinner (1:48:00)
    If you would like additional information about this film, read this synopsis or this review

  3. Gandhi (3:11:00)
    If you would like additional information about this film, read this synopsis or this review

  4. A Dry White Season (1:37:00)
    If you would like additional information about this film, read this synopsis or this review

  5. Do the Right Thing (2:00:00)
    If you would like additional information about this film, read this synopsis or this review

  6. Dances With Wolves (3:01:00)
    If you would like additional information about this film, read this synopsis or this review

  7. The Killing Fields (2:21:00)
    If you would like additional information about this film, read this synopsis or this review
  8. Red River (2:31:00)
    If you would like additional information about this film, read this synopsis or this review

  9. Schindler’s List (3:15:00)
    If you would like additional information about this film, read this synopsis or this review

After you read or watch, you need do discussion and reflection assignment:

Discussion: For this discussion board, focus on three of the writers whose works you read this week as well as the film you chose to watch. With these works in mind, please thoroughly respond to the following prompts:

  • What inspired you to focus on these particular artists and their works?
  • What commentary on society were the artists making?
  • What elements of each work were most powerful, shocking, or emotional, and why?

In your post, be sure to quote each work at least once. As in all of your writing for this course, remember to be original in your writing. Do not simply retell information you learned from this week’s sources.

Reflection Assignment: For this assignment, you will write letters to ONE artist from this week’s reading or viewing. You may choose either an artist responsible for either a work of literature or film. Your letter should include the following:

  • Tell them what you learned from their work.
  • Ask them questions about their work. For example, you could ask about the deeper meaning of specific elements of the work, or ask them to explain aspects of their work that you did not understand, such as style, tone, voice, metaphors, or plot choices.
  • Tell them how their work is relevant to current issues in society.

Your assignment should be written in paragraph form, with at least three well-developed paragraphs. Your assignment does not need to be formatted as a letter.

Each paragraph should quote the artist’s work at least once. As in all of your writing for this course, remember to be original in your writing. Do not simply retell information you learned from this week’s sources. For this assignment, you do not need to include a Works Cited page.

Writing

You should be moving towards an academic tone with correct MLA citations in this assignment. You must use evidence from the text to ask questions, define issues, question dilemmas, or pose alternative readings of the text. We’ll be focusing on skills of summarizing, paraphrasing, and quoting as we start to interact, interrogate, and investigate. The main focus is to consider how this essay is crafted and a conversation that interacts with the text. A clear argument should emerge even if it is implicit.

http://www.mccc.edu/pdf/eng102/Week%209/Text_LeGui…

Could you add some details in the body paragraphs, like some quotes from the articles. And marked what you added in red?

Writing

“Stock Option Plans and The Issuance of Debt” Please respond to the following:

  • Compare the two (2) main accounting issues associated with stock option plans. Make one (1) recommendation to FASB for overcoming obstacles in accounting for stock option plans. Provide one (1) specific example of the way in which your recommendation could improve the accounting for stock option plans.
  • Suppose management is in need of large sums of cash to finance the construction of a new manufacturing plant and is considering issuing debt to obtain the cash. However, management is unsure of whether to issue convertible debt or debt issued with stock warrants. You are the senior accountant at your company, and management has asked for your help. Explain the similarities and differences between convertible debt and debt issued with stock warrants. Also, recommend to management the type of debt which it should issue. Provide a rationale for your recommendation.

Writing

Please answer the following question:

Discuss the variety of communication devices/alternative communication strategies available for students with ASD. What are some of the low-tech strategies? What are some of the high-tech strategies? What are benefits to each?

Respond to student discussion boards:

(KIM)Both low tech and high tech devices and strategies have their benefits for the students. Low teach but affordable ones such as picture boards or flip books pictures are used to express the child’s needs or desires. It helps to eliminate their frustration when trying to get their needs met. Sign language is a very practical and functional way for children to communicate and can be taught through videos and modeling. Higher tech devices such as tablets can be effective but there is a large learning curve on how to use the device and it can take time for the child to develop language skills due to the length of time it takes to master the device. There is also a picture exchange system that can be used to exchange the picture for the item the child wants. The device speaks the word out loud. There are many applications that can be used with smart phones and tablets and might be more affordable as they would only cost a few hundred dollars in to purchase all of them verses thousands of dollars for an AAC machine.

https://praacticalaac.org/praactical/10-aac-intervention-strategies-we-cant-live-without/

(JIME) There are a variety of augmentative and alternative communication (AAC) devices and systems available for students with ASD. These systems and devices are necessary to assist students who are nonverbal or with communication deficits. Many student with ASD have complex communication needs (CCN) which is a hallmark characteristic of the disorder. There are both high tech and low tech options, and benefits to both.

The benefits of low tech AAC include portability, ease in creation of new materials, they are inexpensive, less probability of loss or damage, and ease of use by the general public (Ganz, 2014). Most low tech AAC’s involve pointing at, or choosing pictures, to communicate. For example, the Picture Exchange Communication System (PECS) is a widely used, picture based, low tech AAC, that allows students to make requests, comment, answer a question, or engage in conversations (Ganz, 2014).

The benefits of high tech AAC include that they are lightweight, convenient, powerful, efficeint and fast to use, and are more appealing to individuals with ASD which leads to less abandonment of use (Ganz, 2014). Some examples of high tech AAC include Dynavox, Compass, and Proloquo2Go. Some of these high tech options offer visual scene display (VSD). This is beneficial because it involves pictures of photos of whole scenes with hot spots that the student can touch and the object being touched is named. This helps with vocabulary and understanding what objects might look like in their natural setting (Ganz, 2014).

Reference

Ganz, J.B. (2014). Aided augmentative communication for individuals with autism spectrum disorders. New York: Springer Science + Business Media.

(meagan) When looking at the different types of low-tech devices, the main one that comes to mind is the Picture Exchange Communication System (PECS). The PECS was designed to be used specifically by individuals with autism (Ganz, 2014). A PECS system is kept in a binder with pictures with VELCRO attached and are then used by the individual with ASD to help them communicate, by handing the specified icon, to another individual in order to make a request (Ganz, 2014). The PECS are a great low-tech way for students with ASD to communicate and it doesn’t require much money to make a PECS binder. Icons in a PECS binder can be pictures that have been taken from the individuals environment and then formatted to fit into the binder for them to use when communicating.

The use of high-tech devices are becoming more popular and range from single button devices to computers that the users can add vocabulary to when necessary (Ganz, 2014). One of the biggest benefits of high-tech devices are that they are getting smaller and more lightweight over time and therefore, easier for individuals with communication needs to take with them where they go during the day (Ganz, 2014). While there are many types of high-tech devices, we have used the BigMack and the GoTalk9 in my classroom. I have noticed that my students prefer the BigMack over the GoTalk9 and to be honest, I do too. The BigMack is just one button that my students have to push, while the GoTalk9 has multiple options and my students who are lower performing struggle with that many options. However, both options have their benefits and have been able to help my students communicate more effectively.

Ganz, J. B. (2014). Aided augmentative communication for individuals with autism spectrum disorders. New York, NY: Springer Publishing.

Writing

Texts

  • Adichie, Chimamanda Ngozi. “The Danger of a Single Story.” TED. 10 Mar 2014. Web.
  • Allport, Gordon W. “Chapter 2: Formation of In-Groups.” The Nature of Prejudice: Unabridged.Basic Books, 1979.
  • Bodenhausen, Galen V. and Jennifer A. Richeson. “Prejudice, Stereotyping, and Discrimination.” Advanced Social Psychology: The State of The Science. Ed. Roy F. Baumeister and Eli J. Finkel. Oxford University Press, 2010.
  • Demby, Gene. “In Tackling Bias In Policing, ‘Zootopia’ Veers Into The Uncanny Valley.” Codeswitch, NPR, 14 Mar. 2016.
  • Oriqat, Haneen. “At 13, I Didn’t Expect My Teach to be Afraid of Me.” The Manifest-Station, 16 Oct 2015.
  • Sapolsky, Robert. “This is Your Blame on Nationalism: The Biology of Us and Them.” Foreign Affairs, March/April 2019 Issue.
  • Zakaria, Fareed. Interview with Robert Sapolsky. GPS, Season 3 Episode 10: “What Neuroscience Has to Do with Nationalism.” 10 Mar 2019.
  • Zootopia. Directed by Byron Howard, Rich Moore, and Jared Bush, Walt Disney Animation Studios, 2016.

Writing

For the extra credit, please watch this video and then write a 2 paragraph reflection (type into dropbox) on what the speaker says and how it has affected your view of the topic of race relations and diversity.

Writing

For this QUESTION, find 2 more newsletters (I have attached one newsletter) that covers 2010 Child Nutrition Reauthorization Act and Healthy Hunger-Free Kids Act policy topic (need to reference all 2 newsletters). Your answer needs to answer the following questions about the topic. Site your sources/references in APA format

  • How do their appearances differ in the newsletters?
  • What is similar in the newsletter?
  • If they cover the same topic can you identify a bias or leaning in the newsletters?
  • Describe the layout and how that contributes or takes away from its readability and message in the newsletters.
  • Compare the quality of writing and balance of coverage in the newsletters.
  • Which do you like best and why, of the newsletters?
  • Do you agree with their assessment of the newsletters? Why or why not?
  • How would you have ranked them of the newsletters? Why?

What I am looking for here when answering these questions is, how

different people view the same thing and how they relate to the presentation

and subject matter as they write these newsletters.

Writing

can you please write letter to my university to tell them I coudnot pay all fees write now I will pay 2000$ then the next month 2000$ then the govemenmt will send the Financial Guarantee so I want them to understand my station I couldn’t pay all fees write now and if they give me this chance my visa will be finish and i will return to my country and i lose my scholarship and if i will not pay after 2 month from now they can cancel my offer after 2 month from now there are 2 things if govermrnt will not send the Financial Guarantee I will coplate pay the all fees for semester 1 for once time I want to write good letter to explain the station and convince to accept my letter regards