Journal #8:

In Diary 25, this freedom Writer explains a portion of what life is like for someone living with a chronic illness. Through all of the complications of the illness, this student wants nothing more than to return to school and Ms. Grunwell’s class. Write to explain why returning to the routine is so important to this student? How do you do with routines?

Read pages 64-76

Vocabulary #5

Perish

Potential

Propaganda

Restitution

Stereotype

Stigma

Journal #8:

Many people are judged for different reasons. One Writer describes a time where he suffered discrimination because of the way he was dressed. Think about how other people react to your own appearance. Describe a time when you or someone you know was treated differently from others because of what they were wearing.

Quiz #3:

1. How does Ms. G. use The Diary of Anne Frank as a teaching tool? What lesson do the students learn from this book? What did you learn from reading this section? Provide good details and enough information to make your answer strong.
2. What obstacles has Ms. Grunwell faced as a teacher in the year and a half she has been teaching these students? Provide at least 3 and elaborate by giving examples.

Vocabulary #6

Belittle

Blatant

Circumstances

Contemplate

Discrimination

Entourage

Facade

Read pages 77-94

Violence chart: Add at least three more events to this chart, include the name of person, event and impact.

Journal #9:

How did Ms. G. and her students manage to get Zlata to their school? Explain what they did and why it was important.

Read pages 95-107

Quiz #4

1. Zlata spent some time with Ms. G’s students. How did this go and explain how she changed many students thinking.
2. What did the students do for Zlata’s country?
3. Junior year is about to start and what good news to the students get?
4. How will this impact their lives? Provide at least three examples of why this is a positive thing for the students.

Vocabulary #7

Harassed

Hereditary

Humane

Perpetuating

Persecuted

Regulate

Read pages 108-123

Journal #10:

One student in Diary #55 feels “No one really understood what I was feeling. They were so caught up in what they thought about me that they didn’t really care.” Reflect on a time when you felt misunderstood. Write to explain why others did not understand you. What did you or could you do to help them have a better picture of who you were?

Read Pages 123-136

Violence chart: Add at least three more events to this chart, include the name of person, event and impact.

Journal #11:

Define Self-reliant- How does this word get used throughout this section? Give examples of when students feel they were self-reliant or not.

Journal #12:

In Diary 60, the young man offers John Tu a ride to his car. How does this turn out for him? What does he learn about this man and how does it change his thinking?

Read 137-154

Journal #13:

Ms. G. gave a new assignment of creating journals of their own life events. Give at least 2 examples of how the editing of these journal entries changed the lives of the person doing the editing? How does it help to know others have suffered like you? Explain.

Violence chart: Add at least three more events to this chart, include the name of person, event and impact.

Read pages 155-175

Journal #14:

What field trip did the students take? How did this impact them overall? Provide details from some of the diary entries.

Read pages 176-191

Quiz #5:

1. In junior year what are three important events that helped change lives of Ms. G’s students?
2. Name one outside source that influenced the students lives and tell why.
3. Why is staying together as a group so critical to most of the students? Explain why you think it is important and helpful to their success.
4. What is your opinion so far of Ms. G? Explain.

Vocabulary #8

Accolades

Advocate

Alienate

Alleged

Animosity

Apprehensive

Read pages 192-220

Journal #15:

This Freedom Writer shares her plans to become the first Latina Secretary of Education. Think about all that need to be done in the world. What “first” would you like to claim for yourself? How can you set yourself on the course to succeed in this goal?

Read pages 220-233

Violence chart: Add at least three more events to this chart, include the name of person, event and impact.

Journal #16

What is the reason some students will go to New York? Explain what happens and give some details of the trip.

Read pages 234-253

Journal #17:

What are Ms. G’s. plans for senior year for her students. Why do you think this is an important topic, especially for these students? Explain.

Read pages 254-277

Journal #18:

Why is being published a big deal? How do you think this will help them in the future? Explain how you would feel if you got something published.

Create a coat of arms. There is a template included in the packet. Be sure to make this nice and add color and pictures to your final piece.

Final Test:

Short answers: Answer the following questions in complete sentences and provide good details.

1. Using your violence chart, describe the different types of violence that the Freedom Writers encounter during their lives. How has their environment and life circumstances affected who they are?
2. In their freshman year, Erin Grunwell spends a good deal of time discussing tolerance, choosing selections about gang violence, portraying the Montagues and the Capulets as “OG’s” in Romeo and Juliet, and bringing real life situations like the Oklahoma City Bombing and Proposition 187 into the classroom. She even takes the students to the Museum of Tolerance. How does the sequence of events in the course lead students to make a “toast of change”?
3. Think of some of the issues these teens face in their everyday life. Choose 3 of the issues and explain how they impacted the lives of the characters. How did they overcome these issues to make their life positive in the end? Give some details.
4. The Freedom Writer explains the importance of the quotation “history repeats itself.”Think of the tools and experiences the Freedom Writers have gained. Describe whether or not they have the resources to break the cycles of which they are a part. Think of a cycle you are a part of. What will it take for you to break that cycle?
5. Choose 3 characters that have played a part in this story. Describe who they are, what their issues are and how they managed to change their life with the influence of Ms. Grunwell.

Essay: Read the essay handout and do 2 essays not one. Choose two topics that you can relate to and write a 5 paragraph essay for each topic.

please follow the rules

Submit a 1 page, single-spaced typed response in MEMO format to the following. Failure to use your own words will result in an F(and possible university-level punishment).Refer to your sources in APA or MLA format.

________________________________________________________________________

This is an extensive assignment. Get started ASAP. Do the following, in order.

1. Go to the U.S. Dept of Commerce’s Census Bureau web site at www.census.gov. Explore the site and discuss the various types of data you are able to get from this site. Refer to the various dichotomies of data and research you have been taught in class (for example, secondary vs. primary).Using examples, explain how companies might use this dataas useful information in their marketing strategy. (10 points)
2. Go to http://www.nielsen.com/content/corporate/us/en.html, and EXPLORE the site. Answer the following questions – relating to U.S. data.

Explore and read through the relevant links in the “Solutions” section, and explain IN YOUR OWN WORDS, how Nielsen can help companies in the design and implementation of segmentation, pricing, productand promotionstactics. (15 points)

Note: Make sure to follow proper memo format and use professional, grammatically-correct language in your writing. (points off for non-compliance)

The company I chose is Amazon using Interviews from the Research Methods Chart

In a single Word document, submit:

• Page 1 is the beginning stage of your research plan/proposal, and includes:
  • Your research question(s) or hypotheses.
  • The method(s) of research you will conduct, using the Research Methods Chart.
  • Identification of specific data you will collect, whether the data is qualitative or quantitative, and likely variables.
• Pages 2-3 contain the literature review (this should be a minimum of 1-2 pages, allowing for a thorough, yet concise review of resources)
  • Use credible resources, including information from the company’s website and other company documents (when available), as well as articles, eBooks, industry reports, and other relevant sources.
• 1 cover page can be used for both portions of the assignment.
• Reference list for all sources used.
  • The cover page and reference list are not included in the page count!

THESE ARE TWO DIFFERENT questions so please read carefully and make sure your respond correctly and of course no plagiarism at all.

EACH question must be answer separate and do not mix other work with it please.

SEE THE attachment below to answer these questions and please look at the requirement carefully before you want to help

Question 1

Compare and contrast King Arthur to Sir Lancelot in a micro-essay of at least 250 words. What are the differences in their character and personal qualities that make them different and yet alike at the same time?

Question 2

The “Second Shepherd’s Play is a mystery (mystere) play that was part of a cycle of Catholic liturgical dramas in medieval England and France that were designed to both entertain and provide biblical instruction to their audiences. Often these plays were performed as part of religious festivals and holidays.

Argue in an essay of 250 words how you believe the play combines entertaining aspects with biblical teaching. In-text cite at least two lines or passages of dialog from the play to support the credibility of your critical claims.

Be sure to provide a full citation for the book you are reviewing at the top of your review: Author, Title (Place, Date). Also be sure to put your name on your paper. All book reviews require the following elements: a discussion of the topic of the book, a presentation of the book’s thesis (or lack of a thesis if this is the case), a discussion of the historiographical context* in which the book is presented, a discussion of the organization/structure of the book, i. e. number of chapters, sections, the main arguments of the individual chapters, whether it is has a bibliography, whether it has an index, whether there is a scholarly apparatus of foot notes or end notes, a discussion of the sources used by the scholar, and finally an assessment of the success of the work in terms of argument, presentation, and style, including an assessment of the likely audience for this work. In discussing the sources, it is important to address the question of how the author uses particularly types of sources to answer particular kinds of questions.

*The historiographical context of a book is the overall discussion of this topic by previous scholars. It is almost never the case that an author is the first one to address a historical question. In almost every case, the historian is responding to what other earlier scholars have written about the topic. In some cases the historian whose work you are reading disagrees with previous scholarly views. In some cases, the historian whose work you are reading thinks that previous scholars have missed a valuable issue, and seeks to address this issue in his or her own study. Whatever the case may be, your task is to inform the reader regarding your author’s discussion of previous scholarly treatments of the issue, and the ways in which your author intends to challenge or augment previous work on the topic. In fairness to the readers of the review, who depend on the review for a decision about whether the book is worth reading or even purchasing, the reviewer must strive to provide an impartial presentation of the author’s intent in the subject matter and thesis. Once these have been presented, it is then the reviewers obligation to state his or her opinion about whether the book succeeded in discussing the subject matter in a compelling manner and whether the author made his or her case with regard to the thesis. Similarly, it is the reviewers task to examine carefully both the scholarly works and the sources employed by the author to see if there are significant gaps, e. g. no scholarship in German, no citations to Latin texts but only to English translations.