Please consider the social and political context of language acquisition and educational experiences evaluated in the light of theoretical knowledge acquired on the Module so far and in other relevant Modules.

Pupil portrait – Victor, by Jan Hoggan. Available at http://www.naldic.org.uk/docs/members/documents/NQ2.3.8.pdf

Read the document carefully and use the personal circumstances of Victor as the basis of your case study. You will be required to demonstrate the same learning outcomes in this case study, as the previous case study. Therefore, a close consideration of the requirements of this piece of coursework in the Module Guide is essential.

Please you do not define bilingualism and types of bilingualism.Go straight and write about the case study with particulare reference to BICS and CALP theory in Colin Bakers (Baker, C. (2001) Foundations of Bilingual Education and Bilingualism 4th edn. Clevedon: Multilingual Matters

DfES (2006) Excellence and enjoyment: learning and teaching for bilingual children in the primary years. DfES: London)

Please consider the social and political context of language acquisition and educational experiences evaluated in the light of theoretical knowledge acquired on the Module so far and in other relevant Modules. Your case study will demonstrate an understanding of the theoretical issues and relate these to case study. Please use Harvard referencin

write a 2-3 page essay that applies some concept or set of related concepts to an interpersonal relationship that you observe or in which you are involved.

write a 2-3 page essay that applies some concept or set of related concepts to an interpersonal relationship that you observe or in which you are involved. You may choose a friendly relationship, a family relationship, romantic relationship, or any other interpersonal relationship you think is interesting.

paper should have three parts : first – briefly describe the relationship you are analyzing, including who it is,the nature of the relationship, and how long it has been a relationship, second – identify and explain briefly the concept or concepts you are looking at: third – discuss how the concept operates in the relationship you have observed. the paper is not mainly focused on the relationship but the concepts(ex verbal/nonverbal) of the relationship

In choosing a relationship to write about be sure to choose something which you can look at with a certain mount of detachment, and will not involve inappropriate self-disclosure, nor violate anyone’s confidence. Be sure to observe carefully the relationship you choose to analyze and look for evidence to support your observations and claim

write a comparative historical account of the immigration of one branch of your own family to the United States.

Here is the exact assignment:

write a comparative historical account of the immigration of one branch of your own family to the United States. You may choose to write about a group that is not part of your ancestry if you choose. Do not simply tell the story. Set the history up within the context of history and migration which you have learned through this class and through your own research. This paper should include a description of the trajectory of migration of your chosen group, which can be enriched by your own family’s experiences. Discuss the historical complex of factors within the country of origin, and emphasize the "push factors," which compel out migration. Describe as well the “pull factors, or those extant conditions within the United States which beckon these immigrants to choose the United States as their destination. Immigrants usually fill vacant economic niches, which open up at a specific historical moment. Discuss the events or contexts in which this immigrant group fits into this niche. Discuss as well any other groups competing for these jobs, and any methods, such as networking, language and skills, which immigrants utilize to find and keep work. Discuss any rejection or acceptance experienced, as well as the resistance waged by this group. Contextualize the immigrant group within a complex of cultural, economic and political conditions as they make their lives in the United States. I very strongly advise that you review the video presentation of Ronald Takaki from Unit 1 Module 1 Discussion to prepare for research and writing. You paper should be approximately 5 pages, but you may write more. Including a reference page. Remember to back up your statements with research and cite your facts/examples.

Please cite Different Mirror by Takaki. Here is the link of the video the teacher was referring to:

Select an immigrant group which has a documented history in the United States and discuss.

the paper is an opportunity to explore the shifting social contexts in which people craft their lives within the United States.

To complete the assignment:
Select an immigrant group which has a documented history in the United States. Choosing a group documented in Part Two of our text will make this assignment easier for you but you do not need to limit yourself. Create a fictional character who is a member of your selected immigrant group and take on this person’s voice to write a five page letter to a close friend or relative, which illustrates the very real conditions faced by the group that you have chosen. Address the letter to someone who is emotionally close to your character, but separated by time or geography, or both.

These were a few examples given to us by the professor:

A letter from an Irish great-grandparent to a great-grandchild, as a narrative gift of family history on the great grandchild’s wedding day (You might tell of life as a young female Irish immigrant working in mills in Lowell, Massachusetts, or the garment district of New York, or as a young male working on the railroads in the United States).
A letter from an older African American person, who was enslaved as a child, to a grandchild who is in Mississippi in the 1960’s working for the rights of African-Americans to vote in a participatory democracy,
A letter from a Chinese man to his wife, who is waiting for his return in China
A letter from a young Mexican woman writing to her future children, explaining how they once owned thousands of acres of land, but with the Spanish American war lost, the once prosperous family became poor, they became strangers in a strange land.

Describe with detail, as if you experienced this first-hand, the conditions of your life both in the country of origin and in the United States. Detail the social conditions which shape the terrain in which your character crafts her/his life. Be creative in your fictional descriptions, but accurate with your historical and social facts. Describe the social, political and economic conditions of your life circumstances. Include both the conditions which push your protagonist from her/his home, and the conditions which pull her/him to the United States.

Cite Takaki’s Different Mirror or other research sources from Takaki as evidence.

Select ONE dow Jones 30 stock. This is the stock you will follow for the entire session (11 weeks). Why do you think it will be an interesting forcus for your economic analysis?

You have just had the good fortune of winning a virtual $1000 and you would like to invest your money in the stock market. Before investing your $1000, it is important to do some research on what stocks are available and which firm to invest in.

In order to keep things simple, you will purchase ONE stock from The Dow 30. The DOW 30 is the most widely recognized stock market indicator in the United States. It includes only 30 stocks, all listed on the New York Stock Exchange (NYSE). These are blue chip companies that reflect the health of the U.S. economy.

Additional reading:

"A Randon Walk Through Some Economic Statistics." A Pedestrian’s Guide to the Economy.

" Playing the Stock Market." A Pedestrians’s Guide to the Economy.

1) Select ONE dow Jones 30 stock. This is the stock you will follow for the entire session (11 weeks). Why do you think it will be an interesting forcus for your economic analysis?

The Dow Jones 30 can be found here: www.bloomberg.com/markets/stocks/movers_index_dow.html

2)What is the price of the stock? How many shares can you purchase with your $1000? To keep things simple, assume the brokerage fee is waived. This is just a virtual exercise, do not worry about maximizing shares.

3)Pick THREE of the economic terms presented in the PowerPoint Slides that apply to your organization. What are they? Explain how each applies to your organization. For instance, if you picked Coca Cola Co, you can discuss some of the factors of production that would be important for the firm such as corn crops (corn syrup), etc.

4) Pick ONE of the "Big Economic Ideas" presented in the PowerPoint Slides. Discuss how they apply to your organization. What do they add to your understanding of how your organization operates? Do you have any new insights?

What is speech and where do we find it in the Bill of Rights?

Civil Liberties: “Bong Hits 4 Jesus”

Introduction and instructions:
One of the most basic civil liberties we have is freedom of speech and this includes expression. As a student, you may wonder if you have the same freedom of speech as anyone else. This Supreme Court case, Morse v. Frederick (2007) also known as “Bong Hits 4 Jesus,” explores the question of freedom of speech for high school students.
Listen to or read the background information, listen to the oral arguments, and answer the questions below.
You will find MP3 recordings for each section or for the whole program at Justice Talking. If you have any problems with the MP3 recordings, you can also download and print the transcripts. There is also a closed caption option.
Sections you are required to listen to or read:
1. Read the overview
2. Listen to or read “The Facts of Student Speech” by Professor Robert Richards.
3. Listen to the “Debate on the Issue: Morse v. Frederick” interviews with Joseph Frederick (the student), Kenneth Starr of Pepperdine, and Jay Sekulow of the American Center for Law and Justice.
4. Listen to the interview with Mary Beth Tinker from the Tinker v. Des Moines School District (1969).
All of these are found at: http://www.justicetalking.org/ShowPage.aspx?ShowID=600
5. Listen to the actual oral arguments at the Supreme Court. During the oral arguments, you will hear 3 lawyers: Kenneth Starr represents the principal Deborah Morse, Edwin Kneedler represents the U.S. government, and Douglas Mertz represents Joseph Fredrick.
Expanded view let’s you follow along with visuals.
http://oyez.org/cases/2000-2009/2006/2006_06_278
“Bong Hits 4 Jesus”
After listening to or reading the arguments, answer the following questions.
Part 1
1. What is speech? Where do we find it in the Bill of Rights?
Part 2 The Facts of Student Speech
1. What was the guiding principle until 1986 concerning limits of student speech?
2. What particular event in 1999 led to the justification for limitations on student speech?
3. What kinds of student expression are challenged by school districts?
Part 3 Debate on the Issue: Morse v. Frederick
1. In what ways does this case question the limitations of free speech?
2. In what ways are Starr and Sekulow similar?
a. How can they share similar affiliations but be positioned at odds with one another?
3. What was Supreme Court oral arguments like?
a. How much time did each lawyer have?
a. Did the lawyers get interrupted?
b. How did each handle it?
c. Provide a few examples of the Constitutional issues that each lawyer uses in his argument (e.g. Kenneth Starr mentions Federalism).
4. According to the court’s opinion in Morse et al. v. Frederick handed down on June 27, 2007, what was the decision reached by the majority of the justices of the U.S. Supreme Court?
a. What was the vote?
Part 4 The Tinker Case
1. What was the issue in this case, and what did the Court decide?
Part 5 Conclusion
1. Do you agree or disagree with the Court and why?
Format:
One-inch margins, single-spaced, and standard size font.

You may use bullets or numbers as they are set out above or you may use paragraph form.
This assignment should be at a minimum 2 pages.

Identify the prefix, suffix and word root where appropriate.

In Section I:
Below you will find a 2 medical scenarios to read. Please identify 15 medical terms that would be unfamiliar to a layman or non-medical person.

For each identified term:
a. Identify the prefix, suffix and word root where appropriate.

b. Please provide a plural or singular form for the selected medical terms, if the term changes form.

Example:

* Stomach: no additional information needed
* Analysis: supply �analyses� the plural format
* Appendectomies: supply �appendectomy� the singular format

c. Provide both a technical definition, as if you were speaking to a health care professional and a �consumer� definition, as if you were speaking to a patient or nonmedical person.

Example: cardiology:

* to a health care professional: cardiology is the study of the cardiac system, including�� (and you would supply appropriate info here).
* to a patient: you are having some problems with your heart muscle and we would like to perform some tests to find out exactly what is going on.

d. For each term, use the word root to build two related terms.

Example: cardiology: word root is �card/

* cardiac
* pericardial
* cardiography
* cardiopulmonary

In Section II:

Prepare a 500 word or more "script" for a health care professional to use when explaining to the patient his condition
and the proposed procedures.

I. AMBULATORY CARE FACE SHEET
Admit Date: 7/8 @ 20:22 Discharge Date/Time: 7/9 @ 10:10
Sex: M Age: 47 Disposition: Home
Admitting Diagnosis: Possible esophageal foreign body.
Discharge Diagnosis: Esophageal foreign body.
Procedures: EGD with foreign body removal.
CONSULTATION
Date of Consultation: 7/8
This is a 47-year-old male who was in his usual state of health until early this evening when he developed an acute
episode of odynophagia and a sensation of a foreign body in the proximal esophagus. This occurred after the patient
had several bites of fish. The patient was evaluated with C-spine films and soft-tissue films, but no definite foreign
body was seen. The soft tissue was noted to be normal. The patient, however, continued to have a sensation of a
foreign body in the proximal esophagus and was complaining of upper esophageal pain. He has no past history of dysphagia,
tobacco abuse, peptic ulcer disease, or reflux history. The patient has no past history of lye or corrosive substance ingestion.
He denies any fever, chills, or shortness of breath.

Past Medical History:
Allergies: No known drug allergies.
Medications: None.
Surgeries: Repair of a laceration to the forehead 10 months ago.
Medical History: History of hepatitis.
Family History: Noncontributory.
Review of Systems: No medical abnormalities.
Physical Examination:
Vital Signs: BP 130/80, P 92, T 98.5
General:
This is a well-developed and well-nourished anxious black male in mild distress. Head and neck are normocephalic,
atraumatic. Sclerae clear. The oropharynx is clear. The neck is supple with free range of motion and no thyromegaly.
The trachea is midline and mobile. There is no crepitus noted. Lungs are clear bilaterally. Heart is regular rate and rhythm.
Abdomen is soft and nontender with bowel sounds active in all four quadrants. There are no hepatosplenomegaly or masses
noted. Rectal is deferred. Musculoskeletal with free range of motion. Neurologic with no focal deficits.
Impression:
Foreign body in upper esophagus or possible laceration of this area. We will plan for upper endoscopy to rule out an acute
obstruction and, if necessary, remove the foreign body.

II.OPERATIVE REPORT
Date of Procedure: 7/8
Procedure: Esophagogastroduodenoscopy with foreign body removal.
Preoperative Medication: Demerol 50 mg IV, Versed 3 mg IV, Cetacaine spray
Preoperative Diagnosis:
1. Esophageal foreign body.
2. Odynophagia.
Postoperative Diagnosis: Status-post foreign body removal.
Clinical Note: This is a 47-year-old black male who experienced acute odynophagia after initially eating a meal consisting of fish. The patient felt a foreign-body-like sensation in his proximal esophagus and presented to the emergency room. He was evaluated with lateral, C-spine films, and soft-tissue films without any evidence of perforation. The patient is now referred for evaluation for his proximal esophagus.
Findings: After obtaining informed consent, the patient was endoscoped in the emergency room. He was premedicated with Demerol and Versed without any complications. Under direct visualization, an Olympus Q20 endoscope was introduced orally, and the esophagus was intubated without any difficulty. The hypopharynx was carefully reviewed, and no abnormalities were noted. There were no foreign bodies or lacerations to the hypopharynx. The proximal esophagus was normal. No active bleeding was noted. The endoscope was farther advanced into the esophagus, where careful review of the mucosa revealed no foreign bodies and no obstructions. The distal esophagus did, however, show a very small fish bone, which was removed without any complications. The endoscope was advanced into the stomach, where partially digested food was noted. The endoscope was then removed. The patient tolerated the procedure well, and his post-procedure vital signs are stable.
Recommendations:
1. Clear liquids for 24 hours.
2. Follow-up with me in the office in the morning.

RADIOLOGY REPORTS
Date: 7/8
Procedure Performed:
Soft-tissue neck. There is a curvilinear density in the region of the base of the tongue that could conceivably represent a small bone. The airway is intact throughout. No other abnormalities are visible.
ENDOSCOPY ORDERS
Date: 7/8
Admit to Endoscopy Department.
Obtain consent for procedure, signed and witnessed.
Start IV of 55 cc D5W or NS TO KVO or heparin lock.
Preoperative Medications: Versed 3 mg IVP, Demerol 50 mg IVP, apply pulse oximeter.

Submitting Your Project

Put your project in a Word 97-2003 document.

What role does Stella play in the conflict between Blanche DuBois and Stanley Kowalsky?

What role does Stella play in the conflict between Blanche DuBois and Stanley Kowalsky? What, for example, is the significance of the scene in which Blanche tries to convince Stella to leave Stanley? What is the full significance of Stella’s line, in scene 11, that she couldn’t believe Blanche’s story "and go on living with Stanley"?
The only source required is the Play "A Streetcar named Desire" by Tennessee Williams ( thi play is available also as movie with Marlon Brando)

Please only US writers,

How do language, culture, and history shape the way we think, feel, and view the world?

This is the essay question:

How do language, culture, and history shape the way we think, feel, and view the world? What do you believe about human nature? ( i.e. do you consider humans to be basically good or evil?). How are your attitudes toward "others" influenced by this belief?

These are some side notes from previous chapters that can be included in the essay:

-Who else" does not seem to fit the perceived or unofficial definition of an American?
* First-hand experience to understand the subtleties of any culture
* Apprehension, loneliness or lack of confidence are common feelings when experiencing another culture
* Cultural differences often seem threatening
* What is logical and important in one culture may seem irrational and unimportant to an outsider
* People tend to describe another’s cultural differences rather than their similarities
* All cultures have internal variations
* Cultural awareness varies among individuals
* Stereotyping or over-generalizing may be inevitable among those who lack frequent contact with another culture.

Relate and cite to Ronald Takaki, A Different Mirror: A History of Mutlicultural America