What issues are part of the ethnic and minority studies?

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Read the play Water by the Spoonful. This play has a wide range of characters and experiences. Write a 700 word paper answering;

1.    What issues are part of the ethnic and minority studies?  

2.    What issues in the play represent concerns we’ve had in other plays?

 

You will find 2 parts attached for the play, read them and get familiar with the material.

 

There are also 4 other documents(2 page readings) attached that will need to be read in order to be able to answer the 2nd question.

LIT 363-450

Prof. Wells Furkan Senocak

 

A RAISIN IN THE SUN

A Raisin in the Sun is set somewhere between the present and World War II. It is in 1959 at Chicago’s Southside. It is morning, Travis and Ruth are sleeping on a make-down bed. As the alarm clock rings, Ruth storms out of her room, passes her sleeping son, Travis, and jiggles him a little. After she raises a dusty shade, the morning light flows in. Here is when she calls her son amidst yawns. Aged 30, her life seems to fall short of her expectations. On informing her young son that it is 7:30, he heads for the bathroom that is located out in the hall. The bathroom is shared by other families dwelling on the same floor.

Walter, Travis’ father wakes up some moments later after his wife, Ruth has called him for the fourth time. He has to wait for Travis to come back from the bathroom so that he can as well use it considering that Mr. Johnson takes the place. Walter lights up a cigarette, throws a compliment to his wife, then Travis comes back from the bathroom moments later. This is a brief description of the Younger family. The house is shared by four adults and one young child, Travis, Ruth’s son.

Through Walter, the theme of racism is well cultivated. We witness some degree of antagonism between him and his wife Ruth. This antagonism is heightened further when their conversation becomes more apparent about the impacts of racisms and how they have divided sexes. Walter increasingly lays a lot of blame on Ruth for crushing his dream even though we can comprehend Ruth’s caution. She does this owing to the prevailing pragmatism as well as the inadequate resources available in African American society which emerges to be a racist society. Ruth has a limited but yet an unwittingly contribution towards racism and its effects.

Ruth is not happy with Walter’s inquisitiveness towards Beneatha. She grows sad when he keeps on asking her the monotonous school and the cost of the career path she wants to follow, a doctor. Ruth instructs Walter to leave Beneatha alone. However, Walter is not silenced by this. He goes ahead to mock Beneatha’s concern for mama and ironically tells her to stop being that ambitious because she might end up being just like the other nurses or worse still, get married and shut her mouth. According to Walter, a woman like Beneatha doesn’t have to be a doctor.

Beneatha on the other hand extends the theme of racism. She asks Walter if he wants her to drop school. He answers that they have had so many sacrifices so it could be better if she did something for the family. Walter even pints out that it is due to Beneatha that Mama is not able to invest in liquor store. He himself to them as to be the most backward race of people in the world yet he belongs to the same race.

Beneatha has an ambition just like Walter. However, she maintains that her dream won’t be shattered. It is through Beneatha’s heated argument with Walter and Ruth that we get to know of the racism that prevails among other people out there. When mama seeks to know who she is going out with that night, she answers that she is going out with George Murchison who again she assumes to be shallow. Even though Ruth says that he is rich, Beneatha objects because she thinks Ruth doesn’t understand, more especially since she married her brother. She refers to Murchison to be the only individuals in the world who are more arrogant than all the wealthy colored people.

Observation Plan

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“According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities” (Wortham, 2012, p. 117).  Among the many types of observation discussed in Chapter 5, anecdotal records, running records, time sampling, and event sampling are widely used in schools and centers across the nation.  For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child.  Here is what you are asked to do:

 

  1. Choose either anecdotal or running records.  Describe the record type and explain its characteristics.  Discuss whether you will be observing social/emotional development, physical development, cognitive development, or language development (choose one), and what the purposes are for assessing that domain.
  2. Next, choose either time sampling or event sampling.  Describe the sampling method and tell what its characteristics are. Discuss whether you will be observing social/emotional development, physical development, cognitive development or language development (choose one that is a different domain from above) and what the purposes are for assessing that domain.

 

Attached is an example of the anecdotal and running record as well as the time and event sampling.

 

Here is a video to assist you with this discussion this, all about the observation process:

 

 

The Center for Early Childhood Education [EarlyChildhooldVideos]. (2013, January 30). Observing young children [Video file]. Retrieved from http://www.youtube.com/watch?v=t1Xtr3RKjGc

 

Hardman, M.L., Drew, C.J., & Egan, M.W. (2011). Human exceptionality: School, community, and family. (10th edition). Boston, MA: Houghton Mifflin Company.

 

Kostelnik, J., Rupiper, M., Soderman, A., & Whiren, A. (2014). Developmentally appropriate curriculum in action. Upper Saddle River, NJ: Pearson Education.

 

Morrison, G. (2009). Early childhood education today. Upper Saddle River, NJ: Pearson.

 

Wortham, S.C. (2012). Assessment in early childhood education. (6th edition) Upper Saddle River, NJ: Pearson (Required Text)

 

Research Social Media

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WRI 102

Spring 2016

 

Research Proposal Assignment Sheet

 

Overview

Coming after the Annotated Bibliography, our next assignment deals with a brief but equally important form of academic writing: the proposal. You will develop the paper you propose here as your Synthesis #2. For a number of reasons, the Proposal is an assignment you want to master for our class and beyond.

 

In upper level classes, you may write proposals for long projects and essays. You will also use proposals in formulating business plans and almost any group project that involves producing documents or other deliverables. Proposals are also embedded in the writing process itself in the Invention stage of discovering an idea. Finally, a proposal is often the first step in taking action to get something done or secured in many industries, grant, or government office as well as a variety of other areas of work. Proposals, and proposal writing, count a great deal. Our Proposal assignment will take a general approach and provide you with the basics to build on in your later courses.

 

The Assignment

For our assignment, I want you to write a proposal on a topic that interests you and is new to you. I do not want you writing about a topic you have written about before in any course. I want to give you maximum freedom to let your mind roam here, but also need to limit the range to a topic that is in some way related to the four chapters from our text: “Business and Economy”, “Media and Popular Culture”, “Health and Medicine”, and Science and Technology”. Choose a topic from the themes explored in our text that has something to do with two (or more) of our readings.

 

Assignment Specifics

Your Proposal should be between 2-3 pages long and lay out a specific plan you have for developing a 10-page paper with 7-10 sources: your Synthesis #2.

 

Your Proposal will have four distinct parts: Introduction, Discussion, and Conclusion. Please use these subheadings in your Proposal. You may use first or third person in the Proposal. I suggest you use first person and stay with this perspective the entire time.

 

Your Introduction should layout the topic area and your interest and what motivated or sparked your interest.

 

The Discussion (or body) section should discuss what you think you may find out or what areas you are eager to learn about in your writing. At some point in this section, discuss the two sources that somehow figured into your proposal and interest. Perhaps the articles left you with a question or need for further information?

 

The Methodology section should list your method of pursuing your topic, step by step. What will you do first, and why? Will you begin writing or researching or a little of both? Be concrete here. Do not leave the reader guessing. What sorts of writing process will you follow? How many drafts will you probably make? When and where will you do research? (Be as specific as saying, “I will write 2 pages of freewriting to think of ideas to research along with a 10 item list.”) Remember now, you are proposing to do a longer, 7-10 page essay about this topic, so try to propose a realistic approach and method here.

 

The Conclusion: All good writing includes effective conclusions. Wrap up your proposal by doing just that; point back to the most important ideas, restate or remind the reader as to what they are, and conclude.

 

Grading Criteria

One nice thing about the Proposal is that it is fairly short at 2-3 pages. The tough thing, though, is it almost has to be perfect in terms of sentence structure and grammar and mechanics due to this short length. Proposals don’t take long to read, so your reader will be picky and easily remember any sentence fragments or grammar mistakes. Proofreading and Finalizing are very important!

 

Rubric

This is a 10 point paper with the following point values:

· 4 points for the main idea and critical thinking in the proposal in general

· 1 points for developing each section (Introduction, Discussion, Methodology, Conclusion)

· 2 points for sentence structure, grammar and mechanics

 

Nuts and Bolts

Typed, double-space, 1″ margins. Please use Standard Written English!

Between 2-3 pages in length.

Argument analysis using the two links: Online Community College Proposal and Community College Budget Proposal Response

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Prompt: Write an “academic argument” (Ch. 17) in which you make a claim about the effectiveness of the rhetorical devices (Pathos, Ethos and Logos) used in the  “Community College Budget Proposal Response” to the “establishment of a fully online college.” Include a description of the “Kairos” or rhetorical situation (24-25) that lead to the response, and the organization (FACCC (Links to an external site.)Links to an external site.) that wrote the response letter. Quote and cite (MLA format) specific examples from the letter and Ch. 1-4 as support (Ch. 22).

Optional reading: the original budget proposal (Links to an external site.)Links to an external site. to which FACCC is responding.

Requirements:

  • Argument analysis using the two links: Online Community College Proposal and Community College Budget Proposal Response
  • Minimum 2 quotes from response letter (MLA in-text cited)
  • Minimum 1 quote from proposal
  • Minimum 1 quote from any chapter from 1-4 (MLA in-text cited)
  • MLA Works Cited List
    • Length: 3-4 pages
    • 12 point font, 1 inch margins, double-spaced
    • Title (unique–e.g. not “Essay 1”)
    • Name on document (not just file name)
      • Format for file name: First initial, last name, Literacy Narrative (e.g. PGallagher Literacy Narrative)
      • Note: Do not share a google doc with me–download and attach as instructed

        Faculty Association of California Community Colleges | 1823 11th Street, Sacramento, CA 95811 916.447.8555 | Fax 916.447.0726 | Info@faccc.org | www.FACCC.org | @FACCC

         

         

        January 26, 2018

         

        Hon. Phil Ting, Chair

        Assembly Budget Committee

        State Capitol Room 6026

        Sacramento, CA 95814

         

        Re: Community College Budget Proposal

        6870-101-0001

         

        Dear Assemblymember Ting:

         

        On behalf of the Faculty Association of California Community Colleges (FACCC), I want to

        express our appreciation to you for your leadership in crafting the community college budget.

        We are also grateful to Governor Brown for his vision and commitment to stabilizing the state’s

        finances and for his demonstrated support of our institutions. FACCC would particularly like to

        commend the Governor for supporting the 10.93 percent community college share of the

        Proposition 98 split in the 2018-19 proposal. Adherence to the statutory split allows both

        community colleges and K-12 to appropriately plan for the coming year while also removing

        competition for resources between the two segments.

         

        FACCC has taken the following positions on the specifics of the Governor’s January Budget

        proposal:

         

        2.51% COLA; $60 million for growth

         

        Response: FACCC supports and appreciates both.

         

        $46 million to fund the California College Promise as contained in AB 19 [(Santiago) of 2017]

         

        Response: While FACCC supports a state buy-down of student fees, it does not agree with the

        provision in AB 19 that restricts these funds to colleges that participate in Guided Pathways. This

        is inconsistent with the Guided Pathways legislation which provides discretion to local academic

        senates on whether to adopt this program.

         

        Similarly, FACCC notes that elements of student financial aid were historically funded outside

        of Proposition 98. We request the Legislature consider other programmatic improvements for

        community colleges with the $46 million, like increasing full-time faculty or part-time faculty

        equity, office hours, or health benefits, and fund AB 19 from non-98 sources.

         

         

        Faculty Association of California Community Colleges | 1823 11th Street, Sacramento, CA 95811 916.447.8555 | Fax 916.447.0726 | Info@faccc.org | www.FACCC.org | @FACCC

         

        Hon. Phil Ting

        Community College Budget

        Page Two

         

        $120 million ($20 million ongoing; $100 million one-time) to establish a fully online

        community college

         

        Response: While FACCC fully endorses the goal of expanding educational access to working

        adults who are traditionally older than our full-time students, it respectfully opposes this proposal

        and would redirect all or part of these funds to the Online Education Institute.

         

        Despite the agreed upon goal of serving working adults age 25-34 (with the possibility of

        expanding the target to age 65) who have attained a high school diploma and possibly some

        college, but no college degree, there is no evidence from the Governor’s proposal that the

        intended population in California has been contacted through such mechanisms as surveys or

        focus groups to warrant the development of a new, fully online college. For the substantial sums

        proposed, it is inappropriate to draw a conclusion exclusively from a limited number of out-of-

        state studies.

         

        This concern extends not just to the need for a new college, but also to whether the target

        population has sufficient access to technology. While smart phones offer evidence of

        connectivity, they do not necessarily serve as the best mechanism for distance education.

         

        Moreover, FACCC believes this separate online college will compete with existing institutions.

        Even under the Governor’s proposed funding formula, a diversion of student enrollment to the

        online college could drain resources from our 114 colleges.

         

        Paradoxically, in the effort to foster educational inclusion to a new group of students—many of

        whom are undoubtedly struggling to keep pace with ever-changing technology—we would, in

        fact, be segregating them from the larger body of campus offerings. FACCC believes that

        distance education through online courses is an appropriate strategy that stands together with

        hybrid and in-class instruction. A fully online college that exists outside of our established

        institutions limits the student understanding and potential of what higher education has to offer.

         

        If the state’s emphasis is on student success as defined by completion, this online proposal is not

        the way to go. San Jose State University’s experiment with Massive Open Online Courses found

        the success rates lower than traditional courses with those most able to benefit outside the target

        underrepresented audience. In moving forward with this discussion, we should not only consider

        the experience of San Jose State University, but also how critical support services, like DSPS

        and EOPS could participate. Without serious attention to whether student success is a priority for

        this college, we are liable to develop a model that falls far short of its goal.

         

        Public support for California Community Colleges has been overwhelmingly positive, largely

        because they are instruments of local government which contribute to community identity. By

        definition, a state-run program outside the realm of local control detracts from that local identity

        and could confuse the public on the purpose of the institutions.

         

         

         

         

        Faculty Association of California Community Colleges | 1823 11th Street, Sacramento, CA 95811 916.447.8555 | Fax 916.447.0726 | Info@faccc.org | www.FACCC.org | @FACCC

         

        Hon. Phil Ting

        Community College Budget

        Page Three

         

        FACCC also opposes any diminution of minimum qualifications for the faculty, and would

        oppose a “meet and confer” process for working conditions.

         

        The Legislature should redirect all or part of this money to the successful Online Education

        Institute and use these additional resources to prioritize lifelong learning for those age 25-65. In

        this era of maximizing spending efficiencies, FACCC believes this would be far more effective

        than developing a new college whose start-up expenses, including accreditation, would be

        extremely high, and whose ongoing costs would likely detract from our existing colleges.

         

        $175 million for transition costs to a new funding formula

         

        While FACCC recognizes the limitations of the current formula, it is mindful that any change not

        solely based on student enrollment is liable to result in per-student differences between districts.

        The inevitable result of this disparity would be a call for the lower revenue districts to equalize

        with their higher revenue counterparts, leading back to the current dynamic.

         

        Nonetheless, FACCC believes that a blended formula based on incentives is worth evaluating

        provided the correct incentives are chosen. Without strict adherence to the percentage division of

        50/25/25, FACCC would recommend a division based on the following:

         

        A) At least 50% based on enrollment as this is the best and most equitable barometer upon which to build a funding model;

        B) Half the remaining percentage devoted to education of lower income and underrepresented students based on a blended formula of: 1) Promise Grant and Pell

        Grants; 2) Enrollment of foster youth, welfare-to-work, active military and military

        veterans, and regional unemployment rate; 3) Participation in DSPS,

        EOPS/CARE/NextUp, CalWORKs and other statewide support programs.

        C) Final percentage devoted to recognized practices that contribute to student success. This would be a blended formula of a district’s progress toward: 1) 75/25 full- to part-time

        faculty ratio; 2) Part-time faculty equity (including office hours and health benefits); 3)

        Academic counselor to student ratios.

         

        From this formula, the Chancellor’s Office could measure such outcomes as attainment of

        degrees and certificates on a regular interval and propose research-based adjustments as needed.

         

        Categorical Programs

         

        FACCC opposes a wholesale decategorization of programs, but understands the need to examine

        the track record of categoricals through the policy process. Many of the categorical programs in

        student services and part-time faculty were created to fill a need that was not sufficiently

        addressed at the local level. Support services like EOPS have stood the test of time because they

        have demonstrated accountability and deserve state resources for their record of success.

         

         

         

         

        Faculty Association of California Community Colleges | 1823 11th Street, Sacramento, CA 95811 916.447.8555 | Fax 916.447.0726 | Info@faccc.org | www.FACCC.org | @FACCC

         

        Hon. Phil Ting

        Community College Budget

        Page Four

         

        The part-time faculty categoricals continue to serve a need, but have been so underfunded as to

        hamper their effectiveness. Decategorization of those programs does not cure the problems of

        insufficient compensation, office hours, or health benefits. Newer categoricals, like the Student

        Success and Support Program, deserve higher levels of scrutiny specifically because they have

        not withstood the test of time and may be subject to corrective adjustments where appropriate.

         

        Capital Outlay

         

        FACCC strongly supported Proposition 51 on the November 2016 ballot which promised voters

        $2 billion infrastructure investment in our community colleges. While the proposed budget funds

        five new and 15 ongoing capital projects, there are still more shovel-ready projects which can

        benefit from this money. A delay in construction will likely result in increased costs and

        diminished voter confidence in future bond financing.

         

        FACCC would also like to draw your attention to the compelling priorities that are missing from

        the 2018-19 budget proposal:

         

        Funds to increase the ratio of full-time faculty. FACCC is grateful for the 2015-16

        augmentation of $62.3 million for this purpose and urges a second installment to make further

        progress toward the 75% goal of credit classroom instruction taught by full-time faculty

        [Education Code Section 87482.6(a)]. Although our students are asked to give a full-time effort

        toward their studies, they are denied access to full-time faculty. The latest published figures

        show only 56.4% of credit instruction is currently taught by full-timers.

         

        This is also noted in an accreditation standard for community colleges which reads:

         

        III.A.7. The institution maintains a sufficient number of qualified faculty, which includes full time

        faculty and may include part time and adjunct faculty, to assure the fulfillment of faculty

        responsibilities essential to the quality of educational programs and services to achieve

        institutional mission and purposes.

        Support for part-time faculty through pay equity, and health benefits, and office hours.

        Although the community college system is dependent upon part-time faculty labor, it is

        unwilling to recognize or compensate them for their contribution. While FACCC appreciates the

        increase to the Part-Time Faculty Office Hours program in the current year budget, the fund is

        still woefully deficient. It is time for the state to recognize the value that the over 40,000 part-

        time faculty professionals bring to the California Community Colleges by fully funding all three

        of these programs.

         

        Like assessment, placement, and orientation, access to full-time faculty and professionalization

        of part-time faculty compensated office hours, health benefits, and pay equity should be

        considered functions of student success. Students at all colleges should expect to interact with

        full-time faculty and fully supported part-time faculty. This requires both attention and resources

        from the state.

         

         

        Faculty Association of California Community Colleges | 1823 11th Street, Sacramento, CA 95811 916.447.8555 | Fax 916.447.0726 | Info@faccc.org | www.FACCC.org | @FACCC

         

        Hon. Phil Ting

        Community College Budget

        Page Five

         

        Professional development. With increasing advancements in the disciplines offered at our

        institutions, and with the new wave of faculty hiring, it is time to reconsider the limitation of

        professional development for specific purposes and allow it to be locally determined for

        individual faculty needs. Building a world-class institution of higher education means allowing

        faculty to connect with their peers in professional conferences to advance their subject matter

        expertise and ability to perform their jobs. This should be a standardized part of the budget upon

        which our faculty can depend.

         

        Student services (EOPS, DSPS, CalWORKs) and mental health. FACCC is grateful for the

        restoration of all these programs and urges consideration of programmatic expansion where

        appropriate. Mental health services are also a priority for the faculty, and consideration should be

        given to supplementing the $4.5 million one-time funds in the current budget.

         

        Student Services (NextUp). The expansion of the NextUp program for foster youth has caused a

        statewide deficiency of $5 million, which should be addressed in the 2018-19 budget.

        Veterans Centers. As a cosponsor and founding member of the coalition sponsoring the annual

        Veterans Summit, FACCC encourages additional resources for active military and military

        veteran students.

         

        FACCC is once again grateful to you for your consideration of our positions and to the Governor

        for his support of community colleges. Please do not hesitate to contact me with any questions.

         

        Sincerely,

        Jonathan Lightman, CAE

        Executive Director

        cc: Hon. Kevin McCarty, Assembly Budget Subcommittee No. 2 Chair

        Hon. Jay Obernolte, Assembly Budget Committee Vice Chair

        Assembly Budget Subcommittee No. 2 on Education Finance

        Lark Park, Office of Governor Brown

        Mark Martin, Assembly Budget Committee Consultant

        Katie Sperla, Republican Consultant

        Mónica Henestroza, Office of Speaker Rendon

        Christian Osmena, Vice Chancellor, California Community Colleges

        Maritza Urquiza, Department of Finance

        Edgar Cabral, Legislative Analyst’s Office

        Lizette Navarette, Community College League of California

        Julie Bruno, President, Academic Senate for California Community Colleges

        Courtney Cooper, President, Student Senate for California Community Colleges