1.     Full Title: Benefits of Multilingualism in Education

Author(s): Okal, Benard Odoyo

Publication Date: 2014

Publication Type (journal, report, etc.): journal

Publisher (journal name or publishing organization): Universal Journal of  Educational Research

Number of pages: 7

Is it peer reviewed? No, it’s not.

Is it available in full text? Yes, it is.

Key Words/Descriptors (provide a minimum of three): Educational Benefits, Surveys and Intercultural Communication.

ISSN or ISBN: ISSN-2332-3205

The link to the full text of the article: https://eric.ed.gov/?q=benefits+of+multilingualism&ft=on&id=EJ1053855

First paragraph: Brief summary of the article

Second paragraph: Critique and analysis of the article

Third paragraph: Implication of the paragraph/relevance to your topic

Need to read this article from the Internet and write one-two pages, which includes 3 paragraphs.

Discuss the woman’s role as a femme fatale in “La Belle Dame Sans Merci:” is she evil, or is the knight self-deluded? Does this poem express a fear or resentment of women? Why or why not? Provide examples to back up your points.

1. In our textbook, read Chapter 2: Writing for Your Readers, pages 15 – 37.

2. Write a 500 to 600-word memo to me in response to Exercises 3 and 4 on page 35.

   Note: The two figures referred to in the exercises are on pages 36 and 37. Don’t revise either of the figures; simply answer the questions posed in the two exercises, drawing on information from Chapter 2 and citing it correctly. You may use MLA, APA, Chicago, or IEEE style—pick one, but don’t mix styles.

3. Keep the following in mind as you write your memo (noting that most of what applies to memos also applies to emails):

   1. Format your memo correctly.

      •   If you don’t know how to format a memo, look ahead to Chapter 7 or use one of the memo templates in MS Word, but beware: some of the templates are poorly designed, e.g., the typeface is too small or the margins are too large and fully justified.

      •   Single space your memo and insert an extra space in between paragraphs and sections. Memos and other workplace documents should not look like essay manuscripts.

      •   Write a clear and concise subject line, i.e., easy to understand and not too long.

   2. Organize your memo effectively for the intended reader (in this case, me).

      •   Make sure your memo has a clear beginning, middle, and ending. It should not be a single paragraph. After the To, From, etc., begin the memo with a purpose statement, i.e., tell the reader why you are writing. In a short memo (a page or less), a one-sentence purpose statement is all you need, but in a longer memo, the purpose statement might be a paragraph that also briefly overviews the main topics addressed in the memo and in the same order they are addressed.

      •   Make sure each paragraph addresses only one topic, not multiple topics. In most cases, the exercise instructions strongly imply the topics that need to be addressed. In real life, we often must extrapolate relevant topics from the situation at hand.

      •   Begin each paragraph with a topic sentence, because busy readers should be able to see what the paragraph is about without reading the entire paragraph. They often prefer to skim first and read details later.

      •   End your memo with a closing sentence or two appropriate to the context, e.g., connect the memo’s content to the purpose stated in the opening, request a response, offer to answer questions, etc. Memos shouldn’t end like letters with a “Sincerely yours” or “Respectfully” followed by a signature (although most emails do).

   3. Use lists where appropriate.

      •   Don’t use a paragraph format to list more than two items. If you need to list three or more items, provide an introduction to the list, and then format the list vertically with bullets or numbers. If the order of items in the list matters or if readers might need to refer back to a specific item, then use numbers; if not, then use bullets.

      •   Items in a list must have parallel grammatical structure. Parallelism is addressed somewhat in Chapter 4, and it means that all items in a list must have the same grammatical structure. For example, not this: “At summer camp last year, I went swimming, boating, and rode a horse.” But this: “At summer camp last year, I went swimming, boating, and horseback riding” (all items are gerund phrases). Or this: “At summer camp last year, I swam in the lake, sailed a boat, and rode a horse” (all items are past-tense verb phrases).

d. Proofread and edit your memo carefully. Don’t rely solely on the computer spelling and grammar checkers because they are frequently wrong.

Note: For this and all future assignments, I strongly urge you to download “Grammar Girl’s Editing Checklist” from the Course Documents page in Bb. It addresses some of the most common errors and how to avoid them. Examples of each error are also provided.

1. Save your memo as a MS Word file using the correct file name, e.g., JaneDoeWeek2.docx.

2. Upload your file by to the Week 2 link in the Assignments & Exams page of Bb by the due date and time.

   

As I evaluate your assignment, I will ask myself the following questions:

•   Have you followed the instructions in this assignment sheet, in the two assigned exercises in the textbook, and in the syllabus?

•   Does your response to the assignment show clear evidence that you have read and understood Chapter 2 and that you studied the two CDC fact sheets carefully (Figures 2-1 and 2-2)?

•   Does your response conform to the criteria listed in the “Grades” section of the syllabus? 

It was the first day of graded speeches in Public Speaking 101. Scott, the football team captain and a 4.0 student, was nearing the end of his speech on the use of steroids in high school athletics. He efficiently reviewed his main points and concluded his speech with a poignant story about a teenager who died because he wanted to play football as best as he possibly could, even if that meant taking drugs to do so.

            “…Jason Robinson died in pursuit of excellence. There is no need for other youngsters to follow in his footsteps to an early grave.”

            His words ended on a quiet note and his classmates tentatively began to applaud before breaking out into a loud ovation. Breathing a sigh of relief, Scott gathered his note cards from the podium and began walking back to his desk in the third row of the classroom. His classmates were obviously impressed.

            “Way to go, man! Where’d you learn to talk like that?”

“Geez, I’m glad I don’t have to go next.”

“Was that a true story or did you just make it all up?”

I asked the students to write down their comments on Scott’s presentation while I finished writing my own evaluation. A couple of minutes passed and students began talking among themselves. I checked my sign-up sheet to see who would be delivering the next speech. It was Lisa. My heart went out to the timid girl sitting two seats away from me. Lisa had registered for my section of Public Speaking 101 last semester, but had dropped it before she had to make any oral presentations in the class. I knew she was nervous-probably more so than any of the other students. As she dropped her stack of 4X6 note cards and busily tried to reorganize them, a niggling little voice spoke in my mind, “Maybe you should have touched base with her last week to see if she was ready for the assignment.” And then the voice of reason and practicality spoke up, “You don’t have time to spoon feed every scared student.”

            “OK, Lisa. You’re up next,” I said in what I hoped was an encouraging tone of voice.

            A petite, blonde girl wearing wire-rimmed glasses and clasping note cards, stood, took a few audible gulps of air, and walked toward the front of the classroom. Twenty-seven pairs of eyes looked in her direction. Lisa cleared her throat and placed the note cards on t he podium as the class had been instructed to do. Her hands immediately grabbed onto the edge of the podium in a white-knuckled, death grip. A flush slowly inched its way from her chest to her throat. As he cheeks turned a blotchy, fire-engine red, she cleared her throat again and began to talk in a faltering, timid voice.

            “My speech is on…why children who commit violent crimes..should be tried as adults in the court system,” she stumbled. “There are three reasons why children who commit violent crimes should have to face adult penalties for their actions…”

            Lisa got off to a rough start. “How many times had I told the class not to introduce a speech with ‘my speech in on” or “today I want to talk about’,” I asked myself. “Where was the clever attention getter no speech should be without?”

            She continued, “The first reason why children who commit violent crimes should be tried as adults is because…” Lisa fumbled through her preview. As she arranged her note cards, one fell off the podium and slid under a nearby desk. No one else seemed to notice-except Lisa. She appeared to freeze in time as she apparently wondered whether to retrieve the card or try to continue without it. Her eyes looked scared and wild, like an animal caught by surprise in care headlights on a dark road. …Several seconds passed before Lisa decided what to do… As she stepped out from behind the podium, she bumped into it, and the rest of the cards fluttered to the floor. That mishap was the proverbial last straw. With a dumbstruck expression on her face, Lisa abandoned her search for the lost note card, turned, and ran out of the room. Tears of frustration and embarrassment already stained her blotchy cheeks. The classroom was uncomfortably quiet except for the haunting sound of Lisa’s footsteps running down the hallway. With a sinking feeling in my stomach, I looked away from the empty doorway and faced twenty-

seven pairs of eyes looking at me.

answer all Questions:

1.             What might have caused Lisa to feel/react the way she did? if you were Lisa, what would you want to happen next? What would you want the class to do?

2.             Pretend you were one of her classmates. How would you have felt?

3.             What was the instructor’s reaction? How could s/he have prevented Lisa from “falling apart?”

4.             What could Lisa have done to prevent reacting the way she did?

5.             What advice can you give Lisa to help her prepare for the next speech assignment?

6.             How can the instructor/students show support for Lisa when she returns to class?

I’m studying for my Excel class and need an explanation.

Open your Healthcare Budget Request workbook (this is the excel workbook) that you created in the previous Assignment, and navigate to the “A6 Financial Statement Analysis” worksheet.

From the analysis, I will Create a brief (1- to 2-page) description of your analyses.

• Describe the results of each statement analysis. What do the results of each analysis mean?
• What does your complete financial statement analysis suggest about the financial health of the organization?
• If using your current organization’s data, does your analysis help describe any observed organizational behaviors or actions? Explain.
• What assumptions have you made in your analyses?
• What implications do these analyses have for your proposed healthcare product or service?