This is for Chinese language and culture class. Please write 1 page reading resp

This is for Chinese language and culture class.
Please write 1 page reading responses. Please review the sample first before you write.
Instruction:
Please briefly summarize the main points in Kramsch Chpt 2 (Meaning as Sign) and your own comments or thoughts on them.
Reading assignments guideline:
For each book chapter and/or research paper, you are required to submit a written response. If there are multiple readings, choose one of them to comment on. The written response should outline the main points of the chapter/paper in one paragraph, provide an outline of the reading, and respond with a critique. For a sample response, please see the file titled Sample Reading Response.

You have to do two thing 1- discussion 2- journal entry For discussion- comment

You have to do two thing
1- discussion
2- journal entry
For discussion- comment on Huxley’s use of language – his delight in wordplay
For journal entry- responding to the following five questions:
In terms of the World State’s organization, how would you describe the society made up by the Alphas, Betas, Gammas, Deltas and Epsilons? It’s a society organized along the lines of. . . what?
Bokanovsky’s Process is something Huxley made up. Explain very briefly how it works and then consider: Is there a cell technology exiting today that could be described as similar?
Why go to the trouble of making it psychologically impossible for Deltas to like flowers? Explain, briefly.
What is the most important passage in Brave New World chapters 1-3? (You get to decide what counts as a “passage.” It might be something as small as a sentence or paragraph, or something that’s, say, 2-3 pages long.) Briefly explain what makes this the most important passage.
Briefly describe a personal experience you are reminded of by Brave New World chapters 1-3. (Let your thoughts run free; this could be anything, but it should be a specific thing.)
You will find the reading in the word file.
1 page discussion
2 page journal entry
(make sure you add the questions when you are doing journal)

Final Essay Directions In this class you must write a critical analysis paper. T

Final Essay Directions
In this class you must write a critical analysis paper. This paper must be your own original critical analysis of cultural artifact.
Sample Final Papers
Paper 1 Download Paper 1
Paper 2 Download Paper 2
Your paper must:
Be a minimum of 8 pages in length. They must be double-spaced and typed.
You cannot analyze an artifact that has been used, or will be used in class. If you write about something used in class, you will receive a “0” for the assignment.
Your paper must include a citation page in APA format. This page is NOT part of the 8 pages. If you do not have one, your paper will not be graded and you will receive a “0” for the assignment.
If you wish, feel free to write more than 8 pages. However, please limit your paper to no more than 15 pages.
You are required to provide at least 5 academic sources that supplement your analysis aside from your book.
You cannot use the following sources: “open source” sites (any site that allows the general public to add to the content) like Wikipedia. These sources are great starting points, but you need to cite the original sources.
Examples of appropriate sources include (but are not limited to):
• Entertainment Industry Magazines (e.g. Variety, TV Guide, etc.)
• Newspaper articles (e.g. The New York Times Magazine)
•Academic Journal Articles (e.g. Journal of Communication, Critical Studies in Mass Communication, etc.)
•Television Program Home Pages
• Media Reviews (The NYTimes, Common Sense Media, etc.)
• Your textbook
SUBMISSION:
You must submit your paper as a digital copy must be uploaded to iLearn by the deadline. See the course calendar.
PAPERS WILL NOT BE ACCEPTED FOR ANY REASON AFTER THIS TIME WITHOUT PRE-APPROVAL
PRESENTATION
In conjunction with your paper, you will do a brief (7-10 min) presentation on what you wrote about. This will take place virtually. Please review the directions called “Final Paper Presentation”.
At a minimum, your criticism papers must have the following elements:
I. A (separate) title page
It must have an original, creative title (not simply Criticism Paper # 1 or the name of the program being analyzed). The title is important because it predisposes your reader toward your subject; it functions like an advertisement for the paper to follow.
II. An Introduction
The introduction should include two to three introductory paragraphs that provide:
A rationale for doing the analysis that includes an explanation of why you decided to analyze this artifact and an explanation of the significance of the analysis—an indication about why this analysis is potentially worth the reader’s time to read and think about.
A thesis statement; that is, a declarative sentence in which you succinctly summarize the critical interpretation the rest of your analytical essay develops in detail. (It’s helpful to begin this statement with “The purpose of this paper is to demonstrate…” or “This paper seeks to look at what or how…)
II. A Body
The body of the paper must include the following:
Provide a (brief) synopsis of the artifact you are working with (this should only be 1/2 to 3/4 of a page in length);
A solid description of the critical approach and/or analytical concepts you used to examine the artifact and to explain some aspect of these texts including assumptions. This description should include definitions of key concepts and terms!
(Example: If you are using Cultural criticism, you need to define what gender, roles, etc. are.)
3-4 pages of analysis in which you do the following
Develop your thesis through explanatory paragraphs, each of which should begin with a topic sentence and a transition word or phrase linking it to the paragraph preceding it and to your paper’s thesis or main idea.
In these explanatory paragraphs you must use analytical concepts from your critical method (e.g., the semantic features of drama) to discuss concrete, specific characteristics of specific episodes: examples (of dialogue, scenes, character actions, etc.) from the series you watched and studied. You use these analytical paragraphs to develop and to support the interpretation stated in your thesis (this is what “proof” is in critical research).
IV. A conclusion.
The conclusion of the paper should do the following:
Restate (in slightly different words) your thesis or central critical interpretation.
Briefly discuss the main new insights your analysis discovered and explain the importance or usefulness these interpretive insights may have for your readers’ understanding of (1) this particular artifact, Other artifacts, Future analyses and (2) The relationship between your artifact and society.
V. Reference page(s).
The final pages of the paper are the reference pages. The references are put on a separate page after the paper’s conclusion. The citations on the reference page are listed alphabetically by the last name of the author. The sources of all ideas, words, and concept definitions or procedures that you gained from other people must be mentioned in the body of the paper, and the full citations (so readers can go find them easily) must be listed in the reference pages. In this class, you MUST put all references in correct APA or MLA style.
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Assignment: Learning about diversity and understanding your role as a culturally

Assignment:
Learning
about diversity and understanding your role as a culturally aware person is the
first step in preparing you to be culturally sensitive and responsible. You
will need to review the Glossary of Diversity, Equity, and Inclusion Terms for
this assignment. Thinking back over what you have learned in this module, write
a 1200-1500 APA style reflection essay addressing the following questions or
prompts regarding diversity and cultural awareness:
How will what you have learned so far change your
behavior and actions when you encounter people from other cultures?
Think about a group of people who are different from
you. How did the information you have read or viewed in this module
confirm or deny what you already understood was the truth about a group of
people?
Describe any blame and shame you might have experienced
or endured as a result of what you have learned.
What are your expectations, and what type of
accountability will come with this new knowledge?
What does diversity mean to you?
How is what you have learned in this module about
diversity and culture different from what you knew prior to the course?
Assignment Expectations
Length: 1200 – 1500 words; answers must thoroughly address the
questions in a clear, concise manner.
Structure: Include a title page and reference page in APA style. These
do not count towards the minimum word count for this assignment.
References: Use the appropriate APA style in-text citations and
references for all resources utilized to answer the questions. Include at least
three (3) scholarly sources to support your claims.
Format: Save your assignment as a Microsoft Word document (.doc or
.docx).

Hi, I submitted an article to a Scopus Indexed Journal. My article was sent back

Hi, I submitted an article to a Scopus Indexed Journal. My
article was sent back from the reviewers who have given their comments and recommendation
on the article. I will be upload the reviewers’ report and hopefully the writer
will work upon the recommendations and deliver the article on time. It is very
important to adhere to the instruction of both reviewers whereas the references
must follow the Seventeenth Edition of The Chicago Manual of Style.

Font – Times New Roman size 12 in the main text and times new Roman, size 10 in

Font – Times New Roman size 12 in the main text and times new Roman, size 10 in the footnotes .
– margins 2.5 cm each
– the text should be justified and 1.5 spaced.
-no space after the paragraph
-footnotes at the bottom of every page
– double side (duplex ) printing
– minimum 4 pages

Irish Drama and Comedy Essay The Beauty Queen Of Leenane Plays, Irish Short Fi

Irish Drama and Comedy Essay
The Beauty Queen Of Leenane Plays, Irish Short Film(s), and Waking Ned Devine
Irish Literature Fall 2021
You will have a revision opportunity on this essay if you complete your initial draft on time.
Essay Assignment Details:
Thesis driven – original, arguable assertion (v. an observation)
2-3 pages, most likely 4 paragraphs (intro, 2 body, conclusion)
Required: You must use at least 2 quotes / pieces of evidence from at least one of the plays.
Additional evidence may come from Waking Ned Devine and/or The Crush. You can also use song lyrics and videos from The Pogues or The Clash.
Here are some optional additions if you’d like to read and/or view more on your own. The short films are pretty grim, but I can direct you to one or both if you’re interested.
Six Shooter (a short, violently funny film by Martin McDonagh)
Noreen (a short film much like Six Shooter in content and style).
“The Lonesome West” (the third play in the trilogy)
Quotes blended and cited appropriately
Specific analysis of quotes
Assessed with the English Department Argument Rubric
Avoid using outside sources, especially without citations
You can use any of the work we’ve done in class as a source of inspiration.
Tips for Writing:
Introduction: Start with a hook or a general main idea statement. Then, introduce your specific idea, the play and/or movie, and the feature/pattern. Give an overview of the texts that you will include in the essay. Be sure the ideas in your introduction build up to your thesis. They should be directly related. State your thesis as an arguable assertion at the end of this paragraph. (Through the use of “x,” the drama suggests a vision of Ireland [or the world] in which…)
Body Paragraphs: Start with a strong topic sentence that identifies the main idea. Give some context for your evidence. Then blend your evidence into the paragraph and cite it. Make sure your evidence connects to the point you are making. Spend time in analysis of the quote instead of paraphrasing or summarizing. End with a powerful concluding sentence that ties your evidence back to the main point.
Conclusion: End on a strong note. While you should return to your thesis and points, avoid simply restating them. Think about the significance of the exploration of your topic and why it matters, or connect it to an aspect of your life or the world around you.
OPTION A: Consider the purpose of a feature / pattern in the Irish dramas we have studied and examine its impact on meaning in the text(s). A helpful question to consider is: how does the use of “x” convey a particular meaning or contribute to character, mood, or tone? It’s okay to consider a feature not on the chart such as the depiction of hypocritical priests or the violent killing of a parent, etc.
Thinking about the drama’s views on the following subjects may help:
Catholicism / the Catholic Church / priests
Identity
Morality, ethics, social codes
Violence / murder / gory detail
Death / life/ mortality
Dark humor
Family
Dreams
Setting / the land and impact on people
Truth
Justice
Authority and other institutions
These sentence starters might help as well:
By capturing the characters’ idiosyncratic rhythms of speech, McDonagh (or the filmmaker) depicts _________.
By placing characters in the bleak, nihilistic landscape of Leenane, McDonagh emphasizes __________.
The engagement of characters in naturalistic settings highlights ______________.
By capturing the characters’ frequent use of alcohol , the filmmaker depicts _________.
By placing characters in the tiny, isolated village of Tullymore, the filmmaker emphasizes __________.
OPTION B: Examine the influence of The Pogues and/or The Clash on the content and/or style and language of McDonagh’s plays. You might need to do a little research here – listening to more music, learning about the bands, etc. Where in the plays do you see or hear the influence of the band, and how does that influence contribute to meaning or purpose in the play?
OPTION C: Examine another influence on Irish drama and/or comedy. A few possibilities are the influence of American western films, the influence of America itself, the history between Ireland and England, etc. You might need to do some research for this option on your own.
OPTION D: Design a topic and prompt of your own and have it approved by me.

MEDIA PERFORMANCE ANALYSIS: SEMESTER LONG ASSIGNMENT THIS ASSIGNMENT SHOULD BE

MEDIA PERFORMANCE ANALYSIS: SEMESTER LONG ASSIGNMENT
THIS ASSIGNMENT SHOULD BE CONDUCTED ON THE KPIX-TV / CBS 5
Please make sure your name is at the top of every page of your paper. Double-space your paper and use 1 inch margins all around (it makes it easier to read).
The purpose of this assignment is for you (a member of the public) to review a station’s performance to determine whether it is living up to its licensing requirement TO SERVE THE PUBLIC’s INTEREST, CONVENIENCE or NECESSITY (PICON).
PART 2: RESEARCH YOUR STATION ONLINE FOR KPIX-TV / CBS 5
Find out what you can about your chosen broadcast station/organization. Specifically, focus on getting answers to the following questions. If the information isn’t there, just indicate that in your answer (but make a note to yourself that the station isn’t serving the public very well if it isn’t providing easy-to-access information):
Mission: What are the stated goals of the station? What do they stand for? What do they hope to achieve? Do they have a mission statement or slogan?
Economics: Who sponsors them? View (for television) or listen (for radio) to a few hours of programming on your chosen broadcast station. Identify at least 10 of the station’s advertisers/sponsors (i.e., watch/listen to the commercials). Provide a list of these sponsors. Who is their target market or target audience? How do these advertisers attempt to persuade the people they are targeting?
Ownership: Who owns the station/organization? Trace the ownership foodchain up to the corporation or conglomerate that owns the station.
Affiliations: Are they affiliated with other groups? If so, which ones? If you can judge a person by the company they keep, what do these affiliations tell you about the organization you have chosen to research?
Involvement: How can you participate with this station? List any actions this groups suggests you might take to become more involved with media.
PART 3: PROGRAMMING GRID FOR KPIX-TV / CBS 5
You will create/list of one day’s worth of programming (a program schedule grid/chart) for your broadcast station.
You must list ALL programs, the times they are scheduled, (24 hours of the day). Check online for existent programming grids or check your TV Guide.
You will write a brief (one sentence) description of each program.
You will identify the target audience for each program (who is the audience for this program?)
You will briefly evaluate (a few sentences) the positive or negative effects this program might have on culture (make sure to point out stereotypes that may be presented by the program.)
This can be done in any format you wish. Most people make a table.
Then answer this question: Do you think this station is doing a good job serving the public with the programming it is offering?

Short Essay CONTENT INPUT QUESTION: In the corn articles and videos, what sticks

Short Essay
CONTENT INPUT QUESTION:
In the corn articles and videos, what sticks out to you? What seems to be the most interesting idea from the information that caught your attention? Explain it to the reader. Why did it pique your interest?
What essay will need:
– In-Text Citations (APA Style)
– Works Cited (APA Style)
– 250+ words
– Discusses questions using references from the course or other academic sites

REQUIRED COURSE READINGS & OTHER INFORMATION
Dunbar-Ortiz, R. (2014). An Indigenous People’s History of the United States. Boston, MA: Beacon Press.
Haas, L. (2014). Saints and Citizens: Indigenous Histories of Colonial Missions and Mexican California. Berkley, CA: University of California Press.

I expect at least 8-10 pages for a “complete” answer, Times-Roman 12-point font,

I expect at least 8-10 pages for a “complete” answer, Times-Roman
12-point font, double spaced.
Reference page(s) do not count in page-length expectation
Choose one (1) of the following scenarios and address the questions asked. Assume that
you are working in either a clinic in the local are listed in the scenario as a new speechlanguage pathologist (or audiologist) or as a new teacher’s assistant (specializing in
speech disorders or hearing disorders) in a local school in the location listed in the
scenario. It is your choice to assume the position of SLP or teacher’s speech assistant.
In either case, you have been given a new client/student that you will meet, assess, and
for whom you will develop a treatment plan (if necessary). Note: It is not simply how
you will deal with the client himself/herself, but the entire situation (culturally and
linguistically, in the clinic/school home). Thus, you will indicate what you need to know
about the client’s background in order for your clinical/educational endeavors to be
successful, ethical, unbiased, legal and appropriate.
For the scenario that you choose, make sure to describe, in detail, the important
information (e.g., linguistic, cultural, socio-economic, familial factors in the case along
with expected age-appropriate speech and language development or other developmental
milestones that you have obtained about your client. You will also need to describe how
you obtained this information and from whom – and be able to evaluate it credibility.
If using standardized assessment tests, provide specific details about each assessment test
(e.g., how they were used, how you interpreted the results and how you modified them if
it was necessary). Be sure to provide a rationale for choosing the assessment
tools/approach that you used with your client. If you obtain a language sample,
describe how it was collected, analyzed and the results. Describe any health issues that
are of concern in this particular case. Also be specific about how you interacted with the
client and/or caregivers.
For the scenario that you choose, make sure to describe, in detail, the following
information about the case/client you have chosen (and describe how you obtained it and
from whom):
• Linguistic background
• Cultural background
• Socio-economic background
• Age-appropriate milestones (when appropriate)
• Health issues that might of concern that affect communication/development
• Family/home environment that might affect the client
• Any other important information
If it is necessary to interact with other healthcare or school professionals, be sure to
include information about who you need to collaborate with and how you plan to do this.
In this assignment, you are expected to “flesh out” the details of your client (provide
details about the client that will motivate your clinical decisions). You will be providing
details about the client that are not available in the scenario presented – consider this, in
part, a requirement that you develop a fictional client with detailed attributes. This is
similar to the Case Studies that you reviewed earlier in the semester.
You should also assume that you, as the clinician, are not in a situation in which you are
pressed for time (i.e., in that sense this scenario is idealized). If you choose a child who is
in school, identify whom you would include in an eventual ETR (Evaluation Team
Report) and IEP meetings (and what issues would be addressed … don’t try to create an
actual ETR or IEP). You are providing me with a detailed report about your client,
including assessment results, interpretation of the results, and proposed action to
address his/her problems.
The academic goal, here, is for you to demonstrate to me your working knowledge of
cultural and linguistic diversity and how to address it in a practical manner in a clinical or
classroom situation.
Kassare: A female child (Kassare, age 7;0) has been referred to you (you work in a
facility in Northwest OH). She was born in the South Sudan and was placed
into an orphanage (Cornerstone Children’s Home—CCH—in Nimule, South
Sudan). She was adopted by a couple living in Dayton, OH 2 years ago and
has been living in the US for about 18 months. When she was adopted, she
spoke little or no English (as English is the “educated” language in Sudan).
She spoke Mahdi as a native language (although she knows some Acholi).
Starting 6 months ago, Kassare has been attending a free kindergarten
operated by the local Catholic diocese. However, the sisters running the
program complain that she is not learning English quickly enough and that
even when she does use English, her pronunciation is very bad (and her hoarse
voice makes her sounds even more difficult to understand). She does not
interact with other children except when forced to during recess. Clearly,
there is a 2nd language acquisition challenge for her, which you should
address, but teachers have indicated there is more complications in both her
language use and her pragmatics and have recommended a complete language
assessment for her in addition to an articulation assessment. Outline your plan
of action for this evaluation (including questions you might ask, tests you’d
use, plan of care—if recommended, etc.). Also include the results of those
tests.
Isabella: According to the teacher, the child is difficult to understand. The ESL
coordinator has told the teacher that the child has limited English proficiency,
but her proficiency in her dialect of Spanish is equally suspect (you don’t
know whether or not one or both of her parent speak Haitian Creole, which is
spoken by a large number of people in the Dominican Republic). You know
only that she relocated from New York City (in the area of
Inwood/Washington Heights) to Whitehall OH (where she now lives and goes
to school) in January 2018. His family had immigrated (you don’t know
whether legally or illegally) from the Dominican Republic in 2017. She is 10
years old but is at least 1-2 grade levels behind her peers in every academic
subject. Her reading is particularly poor says her teachers; but Isabella’s
articulation often seems to be inaccurate. Her verbal IQ scores were very low,
but these were done in English only. Given her problems in both English and
Spanish (at least by reports from the teachers, you haven’t seen any reports
from an ESL teacher or from family members); she has been referred to you
for a complete articulation and language assessment. Family members have
never visited the school, nor have they responded to notes from Isabella’s
teachers. She does participate in the free school lunch program but seems to
be poorly dressed (especially in the winter months). She is the only child from
Dominican parents in the entire school currently. Her proficiency in school as
decreased as a function of the partial on-line education she has been receiving.
She will be interacting with her in-person.
Andriy: A male child (Andriy, age 7;6) was referred by the Head Start program at your
school (in Parma OH, in Cuyahoga County). Andriy was born premature (28
weeks gestation period) in Russia and his mother never returned to take him
home. You know that the father was an alcoholic who died 2 months before
his birth. He was put into an orphanage in St. Petersburg for his first 4½
years. He was adopted by a childless couple (in their 30s) in OH. He was
brought to your clinic (in northern OH out of desperation as the family simply
didn’t know what to do with him. His behavior is difficult to deal with (they
wouldn’t provide too many details to the clinic receptionist), but they
indicated that he does very poorly in school and has poor communication
skills. He does not meet eye gaze when he speaks to people, and his
interaction skills are not well developed and he is quite withdrawn (when he is
not acting out, which he does often in front of parents, teachers and other
students). The couple live near St. Sergius Russian Orthodox Church in
Parma, OH, but they are not Russian (and know very little Russian, only basic
vocabulary learned to communicate with their son). Last year his classes were
on-line (but the administration has not indicated his internet access), but they
are now in-person, but required to wear masks.
Jan: An older man (age 95) has been referred to you after suffering a stroke. He
was born in Poland and lived in the Wrocław area (which the Germans
renamed Breslau after the 1939 invasion – although following the war it was
renamed officially again as Wrocław) and served in the resistance supporting
the Russian army against the Germans in World War II (he eventually rose to
the rank of colonel). Jan has lived in the United States for more than 35 years
(his son brought him to the U.S. after his wife died). He has lived on a
relatively independent basis, and he has not been in a nursing home or
equivalent facility. He mainly interacted with family and the neighborhood
where he resided (he lived in Chicago near Archer and 50th in the “Little
Poland” area). Although he spoke no English when he came to the U.S. (he
spoke only Polish, Russian and German), he learned English, but evidently
spoke with a very strong “accent.” Following a traumatic brain injury that he
received in a personal injury (from a severe blow to the head but it is unclear
whether it was the result of an accident or an assault). He moved in with his
son who lives in Powell, OH (however, this was not a move that Jerzy wanted
to make). At this point, you do not know what he did (or worked at) in
Chicago and whether or not that contributed to his injury. Both his son and
his son’s wife were born in Poland and speak a variety of languages. His son
has a relatively strong Polish accent, but his son’s wife does not have as
strong an accent. He appears unable to understand you easily when you speak
to him in English (although he can quickly follow some one-step commands).
You are presently working in a clinic in Dublin OH. Complete a thorough
assessment of this man and include a description of what other health
assessments/ professionals may be required for appropriate assessment and/or
intervention.
Juanita: According to the teacher (in West Mound Elementary School in Columbus
OH), this female child (her parents are illegal immigrants from Mexico,
although her father holds a full-time landscaping job) is difficult to
understand. The ESL coordinator has told the teacher that the child has
limited English proficiency, but her proficiency in her dialect of Spanish is
equally suspect. The coordinator suspects that the native language spoken in
her home is not actually Spanish, but Nahuatl, an indigenous language spoken
by more than 1.4 million speakers in Mexico. You know only that last year
she and her family relocated from Chicago to Columbus OH in 2012
(according to The Columbus Dispatch, 7/10/2014, Franklin County had the
highest number of Mexican immigrants in the state of Ohio, although
Hamilton County has been increasing in terms of the number of Mexican
immigrants). Previously, her family had lived in the Pilsen neighborhood of
Chicago near Kedzie and 26th Street. She is 9 years old. Teachers have
indicated that she is having considerable performance difficulties in every
academic subject (especially reading). Given her problems in both English
and Spanish (at least by reports from the teachers, you haven’t seen any
reports from an ESL teacher or from family members), she has been referred
to you for a complete articulation and language assessment (and school
officials hope that you can assess her level of phonemic awareness). She has
not been spoken to nor tested in Nahuatl. Family members have never visited
the school, nor have they responded to notes from Juanita’s teachers. Outline
her background and your planned approach to her case and how you will
determine whether a speech/language problem is present in addition to the
consequences of language interference.
Jamelia: A female child (age 8) has been referred to you as part of a learning
assessment. Jamelia is from Jamaica and has been in this country for 6
months (living with her aunt who is also from Jamaica). You have been told
that her aunt’s standard English is not strong and speaks a Jamaican Creole or
Patois. Jamaican Creole is considered an “English-lexified Creole e.g.: a
mixture of English and a variety of West African languages. There are no
academic records available to you. She is having difficulty in her classroom.
The teacher reports that she is easily distracted and doesn’t appear to grasp the
concepts she teaches (she doesn’t appear to retain the information that the
teacher is providing). She is often inattentive in class and the teacher has
indicated that “her mind often wanders.” The teacher has tried classroom
interventions (“peer buddy”, workload reduction, individual attention, afterschool tutoring) but with no success. She is difficult to communicate with
(this is the opinion of the teacher and others familiar with Jamelia). She is a
quiet girl who gets along very well with the other students. When she’s asked
about the school she went to in Jamaica, she gets very quiet and withdrawn.
No one has been able to contact the aunt as yet to find out about her academic
or health history. You are working in a school system in the city of Sprindale
OH between Dayton and Cincinnati.
Chumana: Chumana (meaning “snake maiden”) is 8 years old girl who lives in Arizona.
Her mother referred the child to the clinic. She comes from a Hopi Indian
family, although she is currently living outside the reservation (you have not
been provided with information regarding why this is the case). The native
language of her parents and guardians is Third Mesa Hopi. The child
recently started in the American school system. (Your clinic is in a small town
outside the reservation and is associated with the University of Arizona.) The
Hopi Reservation in northeastern Arizona occupies parts of Navajo and
Coconino Counties. It encompasses approximately 1,542,306 acres, of which
911,000 acres are identified as the Hopi Partitioned Lands. Neighboring towns
include Flagstaff, Winslow, and Holbrook. The reservation consists of three
major mesas rising up to 7,200 feet, surrounded by low altitude deserts and
gullies. The land is most suitable for grazing with potential for agricultural
development. The child has limited English, little affect when interacting with
others, and cannot seem to concentrate on any task. She is thin but seems
active. However, her ability to communicate with her peers and with teachers
is very challenged. Her MLU (word and morpheme) is significantly shorter
(smaller) than her age peers and even her family members are concerned. Her
lexicon seems to be relatively limited and she makes many grammatical
mistakes, at least in English. Her English vowels are very poorly
differentiated which makes her difficult to understand. You do not know, at
this point, if or how well she interacts with other children at her school—you
need to determine this and it is part of your report.