Category: Other

Use the reading/information on the slides provided by CT DEEP at https://portal.ct.gov/-/media/deep/geology/long-island-sound/long-island-sound-poster–rev_2023.pdf for the questions below.
1. Explain how the Appalachian mountains formed?
2. Summarize the process of the formation of Long Island and Long Island Sound
3. How have glaciers played a role in shaping Connecticut’s landscape?
4. Do some additional research. Geologists have divided Connecticut into 4 major “terranes.” What are they? What are their characteristics? Where is each located? How was each formed?
Use the reading/information from the article on the CT River Valley at https://www.earthmagazine.org/article/travels-geology-exploring-connecticuts-ancient-rift-valley/. Then answer the following questions.
1. How was the CT River Valley formed? How is its formation related to the opening of the Atlantic Ocean?
2. Explain how the ancient rocks in the CT River Valley preserved evidence of dinosaur activity in the region.

Construct the literature review section utilizing the outline. Begin with the literature search strategy and utilizing the supporting literature to build on the literature review section. Create sub headings for each topic and use the checklist to stay in order with the section.

This week, explore the role of language in cultural and ethnic diversity. Identify terms or phrases that were “acceptable” when you were younger, but are now considered insensitive or offensive. Are these changes for the better? Provide specific examples and explain. Next, explain how language and labels impact perceptions about different groups.

I have shared the guideline document and you’ll also see yellow highlight more of my notes please write in low level English words no high level words and no chatgpt AND NO COPY PASTE

For this assignment, you are asked to submit a professional one-page resume tailored to this job. Imagine you are applying for the job advertisement that you have found. Make sure to tailor your resume to the position. Write the resume based on the job description. Include your most relevant experiences and skills. Use the keywords or phrases from the job description to create the bulleted accomplishment statements and keywords in your skills and experiences.

How to Tailor Your Resume
To tailor your resume, you must show how your skills and experiences match the requirements in the job posting.
You should:
Read the job description and determine keywords and phrases.
Notice what’s mentioned multiple times or seems to be emphasized.
Speak to those items and keywords with your skills and experiences.
Be intentional about what you include (most relevant experiences and skills).
Limit your resume to one page, unless you have 5-10 years of experience or your industry of interest requires a longer version.
Do not use templates or distracting formatting. Resume templates typically include columns, text boxes and other advanced formatting tools that are problematic for modifying. Applicant tracking systems are unable to read special characters and other content that are in boxes, or contain shading, lines, or borders. Too much bold, italics, and underlining is distracting and visually unappealing to the person who will review your resume
Do not add keywords in every possible place. It is great to use the keywords, but do so honestly and logically. If you do not have a particular experience, it’s okay to leave that keyword off your resume. If you do have the relevant experience, use the keyword 1-3 times.

Expectations:
You must include all required sections: Contact information, education, experience, and skills.
You must save your resume as a PDF.
Your resume should be one page.
Use font size between 10.5 – 11 pt., margins between 0.5-1 inch.
References and images should not be on the resume.
Bullet pointed statements should be 1-2 lines in length and focus on impact or result. Statements should use present tense verbiage for present positions and past tense for past positions, written in first-person, and without pronouns.
A resume is a marketing tool and a first impression about the candidate (you). The primary purpose is to help you stand out and land an interview. A resume provides a potential employer with your academic achievements, experiences, skills, certifications, projects, and more. It should be concise and easy-to-read document, as most employers will initially spend less than 10 seconds reviewing the resume to determine a potential fit for the position.
Resume sections should be tailored to the position for which you are applying. However, there are some required and various optional sections that should be included on your resume. Employers look for specific content on a resume, therefore, the required sections help to quickly identify your experience, skills, and abilities.

READ AND ANSWER QUESTION
Student Name:
Class: EAL 400
Date: Month day, year
Module 2: Assignment: Language Orientations
Purpose
Graphic organizers are a great tool to use when teaching English language learners (ELLs). Graphic organizers are used in a number of ways. Graphic organizers divide complex tasks into manageable parts. The “It Says, I Say, So” graphic organizer helps students organize, visualize and make inferences from a text. This graphic organizer can be modified to meet the needs of students in different grade levels. As you complete the chart below, think about how you could use the chart in your classroom.
Example
Question
It Says
I Say
And So
Read the Question
Find textual evidence that helps you answer the question.
Think about what you know about the information
Combine what the text says with what you know to come up with an answer.
Assignment Directions
For this assignment, you are asked to complete an “It Says, I Say, So” graphic organizer about Language Orientation.
Begin by reading the following text: Hult, F., M. & Hornberger, N., H. (2016). Revisiting Orientations in Language Planning: Problem, Right, and Resource as an Analytical Heuristic. Bilingual Review/Revista Bilingüe. 33(3), 30-49. https://repository.upenn.edu/server/api/core/bitstreams/554320a6-8a32-4130-a769-ff6c6b682ea9/content
Complete the chart by reading the question in the first column
Add textual evidence about each question in the second column
Make personal connections about what you think or include what you already know in the third column
Finally, synthesize the information in the last column.
Question
The text says
I Say (personal connection)
So (in summary)
How do you think the three fundamental orientations discussed in the text (language as problem, language as right, and language as resource) can inform your approach to teaching ELLs in your classroom?
In the context of ELLs, how might the “language as problem” orientation impact their educational experiences? What challenges could arise if this perspective is dominant in educational policies?
The “language as right” orientation focuses on compensatory legal mechanisms to address linguistic inequities. How can we ensure that ELLs’ language rights are being respected and supported in the classroom?
Considering the “language as resource” orientation, how can you leverage the linguistic diversity present in your classroom to enhance learning experiences for all students, both ELLs and native English speakers?
How can you promote the idea that linguistic diversity is an asset in your classroom, especially if your students come from various language backgrounds?
If you encounter or have encountered any challenges or resistance when advocating for linguistic rights and resources for your ELLs, how would you address (or have addressed) such challenges and resistance?
i attached the reading

Review the video Link

In this assignment you are taking your content outline and filling in your annotation analysis section by section. It will look fragmented at this point as this process is the beginning of your rough draft. You should note the sequence of the points you are conveying to your reader and keep the flow of material free of redundancy. Make sure you are keeping your source citations connected to the material you are using. Once you have completed synthesizing your annotated information provide the references at the end in apa format. I AM NOT LOOKING FOR A FINISHED PAPER HERE. I will provide feedback for you to incorporate into your finished paper. Remember this course is about learning the research paper process.

focusing on analysis the question number 4. What are the measurable outcomes of diversity in terms of financial performance, employee satisfaction, and customer satisfaction?
• This question seeks to identify and quantify the tangible outcomes of diversity, including financial performance, employee satisfaction, and customer satisfaction, providing a clear picture of the benefits of DEI initiatives.

Project #1: Ideology of Law – Compare two cases/laws
OVERVIEW:
For this project, compare and contrast two specific legal and/or criminal cases which, through their contrast, reveals fundamental differences, contradictions, or insidious consistencies between two laws, or how differences of application of the same law reveals implicit values. The aim is to discover, uncover, and “deconstruct” the ideologies latent in our laws or application of laws. Examine these cases for what they suggest about particular subjectivities of race, class, gender orientation, sexual orientation, ethnicity, religion, nationality, relation to capitalism, etc.
Discuss the ways these cases – when put side-by-side — demonstrate unequal valuation of certain subject positions (or that objects are more important than certain subjects) or propose a narrow view of what counts as a particular subject (for example, woman=wife). These cases should be relatively contemporary, meaning in the last 30 years
EXAMPLE SUMMARY:
For example, I might compare and contrast George Zimmerman’s lack of conviction for murder of Trayvon Martin under Florida’s Stand Your Ground law vs. Marissa Alexander’s 20 year prison sentence for attempted murder (she fired warning shots towards her abusive husband) in the same state, at relatively the same time, to discuss the implicit messages about who (what kinds of subjects) is allowed to be “reasonably afraid for their lives” from who? These cases side-by-side suggest white-seeming men can be reasonably afraid for their lives with regards to an unarmed black teenager, but women, in this case a black woman, cannot “reasonably” be afraid for her life regarding an abusive spouse or domestic violence situation.
ASSIGNMENT DETAILS:
There are two parts: an informal in-class presentation and a write-up about your cases:
Write up:
is due in Canvas (TurnItIn) Oct 10, by EOD (11:59 pm). You may follow the format below answering questions directly – no formal essay is required. Use complete sentences where appropriate and general citations where needed.
Presentation OCTOBER 8 – 10 – in class
In class, you will give a short and generally informal presentation to the class regarding your cases and your findings (2-5 minutes).
You may use PowerPoint to present visually compelling information or key facts from cases but should be limited in number and content (like 2 slides total)
If there are at least some pairs and groups, we can complete all of these during class time. If we run out of time, I may ask some of the solo presenters to post a video as an alternative.
Write-up Format:
Topic of Analysis: Overall law/issue/topic such as sentencing discrepancies, definition of certain crimes, etc. Such as “Comparing laws about drug use” or “comparing sentences around property crime,” or “who is tried as an adult/considered an adult vs. a child”
Ex. In this case I am interested in the “Stand your Ground” Law in Florida, especially as it isn’t applied to everyone equally.
Description of two cases/case study: Describe the details of the two cases/case studies (who, what, when, where, outcomes of trials, etc). Even for high profile cases, assume your reader has no prior knowledge of the case. You can put these side by side or one after the other.
Ex. Here I would give the who, what, when, outcomes, etc around the two separate cases using “Stand your ground” law in florida – George Zimmerman’s non-guilty verdict in the murder of Trayvon Martin, and Marissa Alexander’s 20-year sentence for firing a gun towards her abusive husband. I would briefly describe the details of each case and what the outcomes were.
Claim: What element/subject position should we notice is being valued differently here? (and how do you know that? i.e. explain what aspects of the case or what differences/similarities lead you to believe that race or gender or economics, etc were relevant factors here)
Ex. In this particular situation I would look at both race and gender. There are implicit messages about who (what kinds of subjects) is allowed to be “reasonably afraid for their lives” from who? These cases side-by-side suggest white men can be reasonably afraid for their lives with regards to an unarmed black teenager, but women, in this case a black woman, cannot “reasonably” be afraid for her life regarding an abusive spouse or domestic violence situation.
What is your overall conclusion from comparing the two cases? (essentially, what is your thesis or overall take away here?)
Ex. The Stand your Ground law has implicit racial and gendered biases underlying the principle, i.e. that Women cannot stand their ground, and black teenagers are inherently scary to white-passing people and thus fair game.
Format:
I’m very loose about citations, I want the exploration part to be the most fun. That said, do let us know generally when using quotes or other specifics where you are getting your info, and beware of websites that are clearly ideologically driven as your sole source of information,
In-speech citation is fine. For example, “According to a New York Times article, blah blah blah.”
EVALUATION:
This Write-up and presentation is graded based on the completeness and quality of the argument. I am particularly looking for your ability to:
Choose appropriate, interesting, and/or compelling cases / laws to illustrate the ideas
Make an interesting claim or argument about your cases that is relevant to the course concepts
Choose sufficient and clear examples from your cases to support your claims
Convey the message in writing and oral presentation in a clear, efficient, and effective way.

Analysis paper: Essay about Korean Peninsula citing evidence from article “ Brief History of Korea” and article “ In order to live: a North Korean girl’s journey to freedom by Yeonmi Park”
Guiding Questions : The following questions are intended to help you, but you are not limited to responding to them: What theme /topic / or issue will you analyze ? What is your argument , and where do you stand on the issue ? IT MUST BE CLEARLY STATED IN ONE SENTENCE WITHIN THE INTRODUCTION What examples in the readings and movies prove your argument ? HAVE AT LEAST 3 and develop them , each in a different paragraph