Author: chris

Chapter 5 From book Second Language Acquisition/ An Introductory Course By Susan Gass & Larry Selinker (third edition) ( i do not have a choice to upload it here )
5.5 Revised perspectives on the role of native language
5.5.5 Predictability / selectivity
The answer should include the following order:
1- Give a definition to the terminology
2- Identify the studies mentioned, researchers, the year, the sample, instrument and results or conclusion
3- Write your opinion relating to behaviorist and cognitive, mentalist, theories

Sharpening Language—Opening the Imagination

Comparisons—Metaphors and Similes

Read pages 27-31 from Kevin Clark’s handbook The Mind’s Eye, attached to the handout you received in class. We’ll talk more about metaphors and similes next week. See Lisa Coffman’s example of a list poem on page 30. Marge Piercy’s “The Secretary Chant” uses metaphors effectively in a list-type way.

Assignment, choose either option below

Also, post a poem (it can be this one) for the next workshop 4/8. Same groups as last time.

List poem with similes:

List poems give you practice in creating strong imagery while you also become attuned to the demands of rhythm. Write a list poem that uses similes. You may want to begin with one of the following phrases: “My grandfather’s face looks like . . .” or “My mother’s skin feels like. . .” or “The clock in my head rings like. . .” Keep repeating the phrase and altering the end of each line. After four or five lines, vary the rhythm and pattern slightly to avoid boring your reader. Try to build to some kind of unpredictable resolution.

List poem with metaphors:

You can also write a list poem that uses metaphors rather than similes. Metaphors usually render a more immediate sensation than similes, and similes generally render a more reflective or considered sensation than metaphors. Both are extremely important tools in poetry. In order to try a list poem using metaphors, you might begin with something like this: “My grandfather’s face is a side of cooked beef. . .” or “My love is a four-headed rose. . .” Again keep repeating the phrase that begins the line and then eventually vary the rhythm and structure slightly. If you can try to change the nature or intensity of the comparisons as you move toward the end of the poem. Such change might correlate to a change in understanding.

The Secretary Chant, Marge Piercy, 1973

My hips are a desk,
From my ears hang
chains of paper clips.
Rubber bands form my hair.
My breasts are quills of
mimeograph ink.
My feet bear casters,
Buzz. Click.
My head is a badly organized file.
My head is a switchboard
where crossed lines crackle.
Press my fingers
and in my eyes appear
credit and debit.
Zing. Tinkle.
My navel is a reject button.
From my mouth issue canceled reams.
Swollen, heavy, rectangular
I am about to be delivered
of a baby
Xerox machine.
File me under W
because I wonce
was
a woman.

This subject is the “Integrated Marketing Communication”. Our group selects the “Kate Spade” for the report. The outline and our group’s idea for the report will be uploaded. My parts for this project are #4. IMC Plan – I. Flow Chart/ Activity Schedule AND ALSO need to give few ideas for #5. Plan Assessment And Evaluation – how will you determine whether all or parts of your plan will work?
Please more focus on #4. For #4, the writing should be include,
• The year will be divided into 3 quarters. This Quarter 3 plan contains Valentine, summer, and Christmas seasons. (Feb, June/July, December)
• Basically in the fashion industry, they launch their new season line in spring, summer, and winter. So, those three seasons that we are going to focus on will be effective time period to reach our objective.
• We are mainly going to focus on three media activities; magazines, social medias, and Branded Content (Integration of the brand into the script of the show).
• Magazines, and social medias will execute monthly execution
– Magazine >> On Feb, June, July, Dec – we will going to present our new season model pictorial in front of page (more focused marketing), and for the remaining months, even presenting model pictorial in the front page, we will going to present our products to celebrities so they can wear those can catch from paparazzi or drama. We will going to use GQ and Esquire for the male magazine and Elle and Vogue for the female + implication?)
• Social media (Using, Facebook, instagram, twitter…etc – post fashion trend or Kate Spade new around 3 times a week + implication)
• For the last plan Branded Content, we will going to select the most popular TV drama or show during the period when we are launching a new season products (Feb, June, July, Dec) and present our products while they are acting. (+Implication)

One easy way to determine information ownership is to think of CRUD—create, read, update, and delete. If you cannot only read but also create, update, and/or delete information, then in some way you own that information because you are responsible for its quality.

Here again, let’s consider your school as an example and focus on your personal and transcript information. That information includes your student ID, name, address, phone number, GPA, declared major, declared minor (if you have one), and courses completed (your transcript).

Part 1: Identify Create, Update, and Delete Privileges
For each piece of information, first identify who has create, update, and delete privileges. Include any individuals or departments that have these sorts of information privileges. There may be several. If so, who is ultimately responsible for your personal and transcript information? Second, identify all the groups of people at your school who can only view (read) your information.

Part 2: Develop a CRUD Matrix
Develop a CRUD matrix that outlines the relationships among the pieces of information and user privileges (example: http://ocean.otr.usm.edu/~w300778/is-doctor/pubpdf/sc2008.pdf).

Part 3: Write a Detail Document
Write a detail document about the various business rules that define how the scenario described in Part 1 works with respect to information ownership and their relationships. Identify the appropriate relationships among the information, and define the minimum and maximum privileges associated with each relationship.

Departmental Learning Goals: Knowledge and Application of Psychology
The purpose of this writing assignment is to assess your knowledge of learning concepts and your ability to apply that knowledge to situations in life in the context of the Six Principles of Scientific Thinking outlined in the previous writing assignment. Learning concepts are covered in Chapter 6 of the Lilienfeld text.
General Instructions
This assignment should be between 3-5 pages in total. You should have an introductory and a concluding paragraph. Use APA style in the text and in the reference section (bibliography) to cite your 3 sources (the textbook and two additional sources). Use 12pt Times New Roman font, Double spaced, 1 inch margins. Each General Psychology instructor determines their own specific grading policies, consult with your instructor if you have grading questions. Papers shorter than 3 pages or longer than 5 may result in loss of points. This paper is not a full research report, so you do not need an abstract, cover-page, Materials and Methods section, results or discussion sections.
Here is a link to a guide for APA style when citing references from various types of sources:
http://www.ucdenver.edu/academics/colleges/CLAS/Centers/writing/resources/Documents/Resources/APA%20Citation.pdf
Specific instructions
1) Describe and contrast (in your own words, not the textbook’s) classical and operant conditioning.
2) Classical Conditioning: Discuss and explain how classical conditioning is already found in both of the topics (claims) you wrote about in writing assignment 1 earlier this semester. Briefly (one to two paragraphs) describe how you could apply classical conditioning to alter behavior in each of the topics. Briefly outline a hypothetical study you could perform to measure the effect of your classical conditioning manipulation (two to three paragraphs for each claim). State how your study would use one of the scientific principles.
3) Operant Conditioning: Discuss and explain how operant conditioning is already found in both of the topics (claims) you wrote about in writing assignment 1 earlier this semester. Briefly (one to two paragraphs) describe how you could apply operant conditioning to alter behavior in each of the topics. Briefly outline a hypothetical study you could perform to measure the effect of your operant conditioning manipulation (two to three paragraphs for each claim). State how your study would use one of the scientific principles.

4) For both of the claims, you must cite your source. The sources must be cited both in the text of your paper and in the reference section (bibliography) using APA format.

Application Papers
Topic: Research electronic health record functionality standards or certification. Write a paper describing how you would incorporate your findings into the EHR selection and decision-making process. Sources include the HL7 EHR Functional Model, ONC certification criteria and other organizations offering EHR certification.

Abstract
Health Information Exchange (HIE) provides to doctors, nurses, pharmacist, health care providers and patients to securely access and share patient’s medical information via electronically by saving time and improving quality, safety of the information and also cost of the patient (health hit. 2014).
The North Carolina Health Information Exchange (NC HIE) is working together with the Community Care of North Carolina in order to provide to all providers and physicians’ with a better access to health care data, electronic and medical record exchange; the health information technology for economic and clinical health (HITECH) Act, and the American Recovery and Restoration Act (ARRA) of 2009 laid the foundation for NC HIE, then in 2010 the Governor made the NC HIE the statewide health information exchange after the development of a statewide HIE plan by the broad pool of North Carolina healthcare stakeholders that would govern the finance, the legal, and the technical principles of the NC HIE’s organizational framework; the NC HIE is improving since 2010 and this include working with the Community Care of North Carolina, Inc. (CCNC) getting involved with NC DHHS and others vendors over the state and nationwide (Community Care of North Carolina.2015).
North Carolina Health Information Exchange (NC HIE) that works with North Carolina state health information exchange offers a secure electronic system in order for providers to share patient information, this system offers to providers the access of medical record, the analysis of the patient’s health information and the exchange as well; this system is also a time saver, reduce the use of paper work, and this can also improve the care coordination in order to provide a better care for patients. The NC HIE is a non-profit organization it was founded on 2010 and established four workgroups: clinical and technical operations, governance, finance, legal and political these groups govern the activities of the NC HIE today. The NC HIE will be part of the nationwide Ehealth exchange; the Ehealth exchange participants have to follow a common set of standards, specifications, policies and also “trust” agreement, he Data and Reciprocal Support Agreement (DURSA), to access data only for permitted purposes under HIPAA. The Ehealth exchange is nationwide health information exchange that works with federal agencies and also non-federal organizations, it supports the sharing of C-32 documents (Continuity of care documents or “CCDs”) for the treatments, the care and coordination and transition of care. Some components that are not support at the moment by the ehealth exchange are: provider (hospital/physician/staff) directory, patient cross-reference manager), patient ID insurance/MPI/EMPI/Assigning authority, central record locator services, document registry/ repository, communications hub or bus infrastructure, and clinical data repository (CDR) (North Carolina Health Information Exchnage.about NC HIE.2015).
The core of the HIE services: HIE Connectivity Fabric offer important elements that give the diverse and many sources of health information to get connected in a common patient and provider context; these important elements of the service offers the ability to easy connect the patient’s records and information between many enterprises, the data normalization from different sources as well as the enforcement of the privacy policies and the consumer consent declaration; this way using the important elements the HIE connectivity Fabric will permit to the healthcare organizations the exchange of information through a common messaging architecture with participating systems; the technologies and specifications supported included: CCD,HL7 and web services. Finally the NC HIE knows and understands the many ways of health information exchange and that have to follow the NC HIE privacy and Security Policies, and also to follow the technology and capabilities of all the participants, NC HIE supports multiple integration profiles on the continuum from a federated profile to a tightly integrated profile (North Carolina Health Information Exchange.core HIE services.2015).

Pick one of the FCC’s program regulations that we studied from March 26 to April 2 and write a 1000 word essay on that regulation. Does it address a real problem in the first place? Assuming there is a problem, how well does this regulation address it? In your judgment, are there better ways to treat this issue? This essay should include information from at least five reliable, vetted, outside sources. Cite your sources throughout the body of your papers, and include a works cited page at the end. Mar. 31. The rise and fall of FCC programming oversight. The FCC’s various forays into the regulation of broadcast programming in the public interest. Apr. 2. Access to the media and some miscellaneous regulation. Promoting a balanced presentation of controversial issues of public importance; local access to cable television systems; hoaxes, distortions, payola; noncommercial broadcasting

Choose any short passage in the second half (LAST SECTIONS), of Leslie Marmon Silko’s Ceremony and offer an interpretation of that passage using either structuralist or deconstructive criticism.

If you choose to offer a structuralist reading, you might focus on how your chosen passage fits into Northrup Frye’s theory of myth, for instance, or Genette’s ideas about narrative. If you choose to offer a deconstructive reading, you might analyze the text’s ideological implications by examining binary opposites such as “white” and “Indian,” for example, or “sane” and “mentally ill.” How does the deconstruction of such binaries undermine ideological assumptions?

Part Two (Please respond in FIRST PERSON, from YOUR PERSPECTIVE, YOUR OPINION REGARDING THE CLASSMATES RESPONSE. DO NOT USE “THE WRITER……..” THAT IS NOT FIRST PERSON): Respond to the below classmates’ posts & discuss how their theoretical approach compares with your own. What insight into the novel do their approaches reveal, and what (if any) interpretive blind spots do you detect in their (or your own) reading?

Response #1

I wish to discuss the theory of structuralism with the book Ceremony by Marmon Silko. The passage I wish to discuss is starts with “ The scalp Ceremony lay to rest the Japanese souls” and ends with “ defending the land they already love.” ( Silko, 169) I would like to use the part of structuralism that speaks about structural anthropology which “”seeks the underlying common denominators, the structures, that link all human beings regardless of the differences among the surface phenomena of the cultures to which they belong. “(Tyson 215) I think this is a fitting theory to discuss with this passage as well as the idea of semiotics. The passage is about a scene that describes Japanese soldiers being laid to rest . This anthropology theory brings out the idea of a myth in a story having my themes ( a unit of a myth). A hero killing a monster or a villain is an example of a mythemes. In this case, the my themes in this paragraph starts from the sentence “ It was everything they had seen” to “ defending the land they had already lost.”( Siko,169) The my themes here is not an ordinary my themes. It reminds me of the hero having to walk through the moment of hardship where they must decide to either keep fighting for their cause or to turn around and stop chasing after their goal.” A symbol is a sign in which the relationship between signifier and signified is neither natural nor necessary but arbitrary, that is, decided on by the conventions of a community or by the agreement of some group.”
(Tyson 218) A symbol in this passage is the white shell beads that are left on a grave, and a man walking by picks it up. He places the beads on a stick, and then he placed them on a tree. This in turn haunts him for the rest of his life. The beads act as a placement for reminding him of the lives that had fallen for a cause, or the men he killed. In this scene it described death as a haunting experience especially when we realize how terrifying World War Two was.

Response #2
For this assignment I choose a structuralist, Northrup Frye, and his theory of myth, a continuing and developing story of the realism in the mythos of winter (Tyson 221).
“They will take this world from ocean to ocean
They will turn on each other
They will destroy each other
Up here
In these hills
They will find the rocks,
rocks with veins of green and yellow and black.
They will lay the final pattern with these rocks
They will lay it across the world
And explode everything (Silko 137).”
This passage conjures up the familiar stories I have, as an active Christian, for dust to dust in burial prayers and services as well as the final book of the Holy Bible, Revelations. The dark evil and witchery that destroys the world as we know it, yet with the power of God we know all things are possible and the greatest of this is love.

A general outline for an argumentative paragraph might be:
I.General point of support for thesis A.More specific explanation of general poin
B.Evidence (example, authority’s statement, study, analogy, statistics, numbers) to
support reasoning
C.Explanation of what evidence means and how it specifically supports your thesis
D.Transistion
E.Evidence (example, authority’s statement, study, analogy, statistics, numbers) to
support reasoning
F.Explanation of what evidence means and how it specifically supports your thesis
A.Conclusion