...Preliminary Analysis Memo This Preliminary Analysis Memo is framed under the three research questions that guide this case study: (1) How do bilingual readers process texts by analyzing the miscues they produce during oral reading? (2) What are bilingual readers’ beliefs about the reading strategies they bring to the act of reading? (3) What are bilingual readers’ beliefs about themselves as readers? To answer these questions, I have requested Sasha’s (pseudonym) parents permission to participate in three procedures: (1) The Burke’s Reading Interview (BRI) (Burke, 1980), (2) A Reading Miscue Inventory (RMI), and (3) A Retrospective Miscue Analysis (RMA) (Goodman & Marek, 1996) session. For the sake of this Preliminary Analysis Memo, only...
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...For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) Assignment: The Enron and WorldCom Scandals • Resource: Business & Professional Ethics • Due Date: Day 7 [Individual forum] • Review the accounts of the Enron and WorldCom scandals in Ch. 2 of the text: o Enron’s Questionable Transactions on pp. 96-107 o WorldCom: The Final Catalyst on pp. 114-118 • Answer the following questions using complete sentences: o Enron: 1, 3, 5, 6, and 9 on pp. 106-107 o WorldCom: 1, 3, 4, and 5 on p. 118 • Post your answers as an attachment. Clearly label the case and question number for each of your responses. Enron questions 1, 3, 5, 6, and 9 1. Which segment of its operations got Enron into difficulties? The first thing that got them into trouble was the fact that Kopper was appointed to Fastow and he was an employee of Enron. I do not believe that he had the best interest involved. Another thing was that over 11 million was suppose to be invested and it never was. I believe that this was the start of the problems! Another thing was the fact that Enron was incorrectly booking revenue for services that was not yet done. Enron stocks were paid by promissory notes and not cash. 3. Did Enron’s directors understand how profits were being made in this segment? Why or why not? No I do not believe that Enron directors understood...
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... Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Stephanie Jacobs Holder swjacobs@email.phoenix.edu (University of Phoenix) Bailiquinc@aol.com (Personal) 602-738-2059 (MST) Facilitator Availability I am available from 9 a.m.-9 p.m. Central Time on most days, but I attempt to reserve Sunday for my family. During the week, I am online most of the time during that 9 a.m.-9 p.m. time frame. On Saturdays, I tend to be online in the morning only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to...
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...Reaction Paper Nonfiction readings take some imagination to fully grasp the concept that the author is portraying. The short stories, “Salvation”, by Langston Hughes (Literature for Composition pp 343-344) and “Who Will Light Incense When Mothers Gone?” by Andrew Lam, (Literature for Composition pp 1115-1116), are no different where imagination is concerned. These two readings differ tremendously, having few similarities, although, they are both personal nonfiction readings. In, “Salvation”, the author uses two different strategies to convey his idea. In opinion, he uses Reader’s Response and Formalist strategies. The opening line reads: “I was saved from sin when I was going on thirteen. But not really saved,” (Literature for Composition pg. 343). This line brings about the rest of the story. He is looking for a readers response by telling the story of how he was “saved from sin”, when he was going on thirteen. He does not detail his entire life up to this point or much thereafter. This leads it to be believed that the other strategy is formalist. Meaning that it can stand independently. One can personally relate to the story of, “Salvation”, because they have been through this type of situation. They have been attending church during their youth, feeling as if the spot light was aimed at them. Also knowing that something is expected of them, wondering if they should follow the crowd or go on their own. The author wants to help other young ladies and gentlemen to know they...
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...Task One Reading and Defence of The Crucible Prepared for Ms. Mussig Prepared by Maya Young English Extension Part One: The Reading Created from the mind of the world renowned playwright and author Arthur Miller, is the horrifying story of deceit, accusation and guilt of The Crucible. Written in 1953, The Crucible is a confronting play that explores the unfathomable true events that took place in the small religious village of Salem, Massachusetts in 1692, where by members of the Salem community began accusing others of dealing with and practising the magic of the Devil. These accusations are what led to the Salem witch-trials. Through this play Miller is able to emphasise the absurdity of these trials, which resulted in the hangings of twenty innocent people. I personally came across The Crucible through my English Extension class. To be perfectly honest, when I first picked up this text, I was unsure of what to expect. Apart from reading Shakespeare, I had never been exposed to reading in the playwright form. I did not know what my approach to the play was going to be or how I would react to reading it, or if there was a certain way in which I was supposed to be affected by it. I also had yet to read a text written by Arthur Miller, so I was unaware of his style of writing and again did not know what to expect from it. After finishing the play for the first time I was satisfied that I had thoroughly enjoyed reading the story, whilst developing a love...
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...Instructions: 1. Read through all documents on interviewing inside “Required Readings”, plus the “30-Second Biography” in “Info Interviewing,” before you complete this essay! 2. Save this rubric to your computer. Do not delete or alter any portion of the rubric in the process of responding to the questions. If you delete or otherwise alter the rubric in any way other than adding your responses to the questions, your score for this essay will be zero. 3. Type your answer to each question directly below the question, itself. 4. Save your completed essay again; then submit it via Safe Assignments. Presentation-of-Self: 1. Tell me you are wearing (head to toe) for your interview; including: • Hairstyle, haircut • Face (shaven or not, makeup, earrings, etc. if any) • Clothing • Shoes • Watch, jewelry, etc. On the day of my interview I would wear a dark suit (preferably black) with matching belt and oxford shoes. I will be clean-shaven and have my hair combed back away from my face. I will not wear in jewelry apart from a simple watch. 2. Tell me how you are sitting in your chair, once you have seated yourself in front of the interviewer(s). I would seat myself to a slight right angle to my interview panel so I can good eye contact during the interview process. I would sit displaying good posture and slightly lean forward if necessary. I will also make sure to exhibit positive body language such as trying to...
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...Education Project While meeting with my volunteer I was taken back how independent she truly was. I was expecting her to be older with at least some functional issues, but she had none whatsoever. She had no concerns about her health at that time and she said she is perfectly capable of living on her own but she was just lonely after her husband died. Being in here, though she was able to do something each day and that she had people she checked on and they checked on her so she felt safe. While she did not have any concerns about her health she did say that she took one pill each morning and that was to control her blood pressure. That was her only true health concern, she said that she had a clean report on her last checkup with her doctor. I suggested that she should come...
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...Why I Believe in The Deity Of Christ If I were asked why I believe in the deity of Christ my initial response would be because the Bible clearly and unequivocally describes Christ as divine. This was my belief prior to my reading assignments and I now believe that with a new level of certainty.Actually all of the reading assignments took me back to my firm belief in the Bible and the truth contained in it. First of all, I agree with the church's historical belief that "Jesus Christ is fully God and fully man in one person, and will be so forever." Reading in the Allison text about all of the challenges to this belief was both inspiring and troubling. Inspiring because each heretical line of thought was defeated. Troubling because the challenges kept coming, and they still do today. I would point out to the person questioning the deity of Christ how the great thinkers of each time eventually came back to the original premise for Christ's deity. From Docetism in the early church to the challenge by John Hicks in his book "The Myth of the Incarnate" in the modern period, a scholarly review of the scriptures show the deficiencies in every challenge.I would also point out how many of the challengers slightly altered truth and without a thorough study of the Bible, it would be easy to be deceived. A great evaluation of the evidence given in scripture for the deity of Christ was done by Bowman and Komoszewski. I really enjoyed the book "Putting Jesus In His Place" and will...
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...Individual Assignment week 4: Issue Analysis: 10 points After reading the selected critical issue, complete the worksheet below to analyze the issue. 0. Read Issue 17: Are Professional Women “Opting Out” of Work by Choice? This reading is located in the Taking Sides text. 0. Provide in text citations within each response and references at the end of the worksheet that follow APA guidelines. 0. Each response is worth 5 points, and each response must have a minimum of 250 words. Linda Hirschman and Pamela Stone present two opposing opinions as to why women are opting out of work. After reading both sides answer the following questions. 1. Summarize the main points of Linda Hirschman’s argument. In order for women not to “opt out” of the workplace, where does Hirschman feel that most change (home or the workplace) needs to take place and why? Linda Hirschman believes that there is, “the belief that women are responsible for child-rearing and homemaking was largely untouched by decades of workplace feminism (parg.6).” She goes on in Homeward Bound to talk about how women and men are taught that women are conditioned. She says that both sexes say that women are meant to stay home with the children. This is also where she talks about the most change that is needed in society. She believes that it isn’t just a woman’s responsibility. She also goes on to talk about feminism not being radical enough. She uses statistics of the rate of women with degrees...
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...Here's what I am looking for (and perhaps more importantly what I don't want to see). First of all, you must follow, thoroughly and exactly, all of the precise directions in the "Response Paper Instructions" document, which can be found under Course Content > Assignment Instructions. There is no substitute for reading and following all of the Instructions there. After you have read that Instructions document, you can move on to consider what I share below. I want you to succeed. The following is to help you avoid some common mistakes and shortcomings I've seen from past students. Note the following dos and don’ts.... 1. DO stick with the outline in the Instructions: you could even turn the five questions into headings (and sub-headings if necessary). DON’T go down rabbit trails. Avoid peripheral issues. I do not want to see a general article on the existence of God, I want to see an article responding precisely to the points that were specified. 2. DO focus on understanding and applying the arguments and concepts in the course materials. DON’T just repeat arguments verbatim from the book. I want you to refer to the book in your answers, however I don’t want you to just copy an argument out of the book and feel like you answered the objection. Explain how this argument from the book answers this particular claim. 3. DO take the article seriously and treat all “sides”...
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...Purpose: The purpose of this assignment is to help you begin responding in writing to texts and experiences different from your own. This essay is an informal reading response. A reading response is your reaction to something the author or character has said, done, or written. Once you understand the work, you can then begin to respond to it thoughtfully. This assignment prepares you to write the documented essay as well as other essays that invite you to participate in intellectual dialogue with others. A reading response should respond specifically to a point the author has made. If you are responding to a character, then the response should respond to something the character has said or done. In either case, you may agree, disagree, or relate the author’s or character’s point to your own experience or use the author’s point as a launching pad for another issue. Because this is an informal response, you do not necessarily have to cite sources. It is important, however, that you refer to the author and the name of the article at the beginning of your response. Please check with your instructor to see what he or she prefers. A reading response consists of: 1. the statement or idea that you are responding to placed in its proper context--this may mean providing background information about the article itself; 2. your reaction to the statement or idea; 3. a connection between what you have read and experienced in your own life The following...
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...for Reading and Writing Across the Disciplines Contents Technical note: If using an electronic version of this handbook, click on any underlined text to link to the specific section in the document. Foreword 3 Position Statement 4 Introduction 6 Reading Across the Disciplines: • Response to Literature 8 • Reading for Information 11 Writing Across the Disciplines: • Interdisciplinary Writing 15 • Editing and Revising 18 Instructional Strategies to Use All Year 19 CAPT Strategies for All Students 22 Additional Assessment Information 25 Released Items 26 Foreword On behalf of the Connecticut State Department of Education (CSDE), I am pleased to present the Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines. The third generation CAPT, developed in 2004 and piloted in 2005 and 2006, will be administered live for the first time in March 2007. This handbook has been developed to provide Connecticut’s public school educators with important information about the CAPT reading and writing across the disciplines assessments. It should serve as a reference for all content area teachers as they prepare their students. It is designed to answer the frequently asked questions about these assessments. I urge you to review the handbook, and I hope it will be helpful in your efforts to improve reading and writing...
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... 1. Based on the readings and responses I was able to learn more about the design and delivery of speeches. These response assignments help me reflect on different types of concepts that we discussed about in class. The most important piece of information that I got out of the readings and response assignments was how to create a powerful speech. The beginning of the course really focused on what should be used in a speech and what shouldn’t. For example, the readings really helped me open my eyes on the topic of my audience. In order to give a well-designed speech I needed to be able to take into consideration my audience’s interests and how I was going to be able to motivate my audience to be interested in my topic. Not only did I learn about my audience through the readings but I also learnt more about myself as a speaker. The readings helped by giving me tips and suggestions on my design for my informative speech and also my team presentations. For example, the readings helped me through creating my design of my speech. The readings taught me to use nouns in my introduction when I am listing out all of my points that will be discussed throughout my speech. Also, the readings helped me to prepare for some of my team presentations as the content in the readings were used for our design of our presentation. The readings were quite useful as they were used to help us teach the class the content in the textbook. With that we were able to use the readings as material for our...
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...Study Guide: Lesson 18 Arguments for the Existence of God Lesson Overview: In this lesson, we arrive at 1 of the most important questions of the course for Christians: Do we have good reasons to believe that God exists? Today, many are claiming that there is no evidence for God’s existence and those who believe in God are just deluding themselves. However, this lesson will show that some very interesting arguments have been developed throughout the history of philosophy that demonstrate that the theist is within his epistemic rights in believing in God. While the case is not 100% certain (few things are in philosophy), it is certainly reasonable in the absence of any contrary evidence to hold that God exists as the best explanation for certain effects we observe in creation. Tasks: View and take notes of the presentation: “Arguments for God’s Existence.” Read “The Absurdity of Life without God” by William Lane Craig. This reading by Christian philosopher William Lane Craig is titled the “The Absurdity of Life without God.” In this powerful argument, Craig seriously considers the ramifications for us if in fact there really is no God. I assign it to my students on campus and they always tell me it is their favorite reading of the semester. I think you will really enjoy it. It is not a difficult reading and is very powerful on a personal level. While it does not prove God's existence, it does add positive epistemic evidence for the cumulative case for God as...
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...sure how to do that ask me and I will be happy to help you.) Remember to write as if your reader had never taken a philosophy course. Choose the question about which you would like to write a paper. You can pick a question that is not on the list of suggestions I give you, but in that case, I want you to ask me about your question before you begin to write, and submit the question you attempt to address in writing so I have a clear understanding of what it is you are trying to achieve. Good papers make use of at least two philosophers we have read, and use direct “quotes” from them. Any quotations and paraphrasing must be cited properly, with quotation marks and parenthetical references. You are not required to use outside sources, but you are encouraged to do so. If you choose to, you must cite them carefully. This includes internet resources – give me the url and all the information you can, and use direct quotes. Before you use an online resource, check to make sure that it is scholarly. For example, Wikipedia is not scholarly, while the Stanford Encyclopedia of Philosophy is scholarly. Look for quality sources. Introduce your topic/question in the introductory paragraph, and explain your methodology (i.e., say whose writings you will discuss, who you will agree and disagree with, and state briefly your own position in the introductory paragraph). You should use first person sentence structure (“I will argue that...” “I will disagree...
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