Name: Shayma Altattan

Name: Shayma Altattan Assignment 7

(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

 Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

 Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

 Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

Website: http://www.mongoliatourism.gov.mn/

1 Name: Shayma Altattan Assignment 7 http://www.welcomenepal.com/

 The websites are not always located in the country in which they are registered, i.e. Nepal and Mongolia websites. This shows that Internet-based business is flexible and convenient. Reasons why Nepal site is located in Orlando is that Nepal is a poor country, so there is no easy internet access. Also, professional people might not be available.

 Compare connections:

Connection in the CSUN lab IP address: 130.166.109.205 Connection speed: very fast. Based on Lunar Pages Test Results (last 10 days) Test Type Avg Speed Tests Run Text 1333 K 2,975 Shuttle 973 K 2,732 Shuttle + Text 1704 K 6,756 F-16 Jets 1465 K 1,502 Blue Angels 2239 K 1,510

Currently I’m at Hyatt hotel in West Hollywood: IP address: 208.54.15.121 Connection speed: 1827 k based on Lunar Pages server, using T-mobile wireless connection (hotspot). It is pretty fast but I don’t think it is faster than the one at CSUN.

2 Name: Shayma Altattan Assignment 7

 I’m providing a sample AUP from Boston University: http://www.bu.edu/computing/policies/ethics.html

POLICY ON COMPUTING ETHICS

Thousands of users share the computing facilities at Boston University. These facilities must be used responsibly by everyone, since misuse by even a few individuals has the potential to disrupt University business or the work of others. You are therefore required to exercise responsible, ethical behavior when using the University's computing facilities. This includes, but is not limited to, the following:

1. You must use only those computer resources which you have been authorized to use by the University. The unauthorized use of computer resources, as well as the providing of false or misleading information for the purpose of obtaining access to computing facilities, is prohibited and may be regarded as a criminal act and treated accordingly by the University. You must not use University computing facilities to gain unauthorized access to computing facilities of other institutions, organizations, or individuals.

2. You may not authorize anyone to use your computer accounts for any reason. You are responsible for all use of your accounts. You must take all reasonable precautions, including password maintenance and file protection measures, to prevent use of your account by unauthorized persons. You must not, for example, share your password with anyone else, and you should change your password regularly.

3. You must use the University's computer resources only for the University-related purposes for which they were authorized. As with all University equipment, use of the computer facilities, including the Campus Network, for private or commercial purposes is prohibited, except as expressly authorized. You must not use the University's computer resources for any unlawful purpose, such as the installation or distribution of fraudulently or illegally obtained software. Use of external networks connected to the University's networks must comply with the policies of acceptable use promulgated by the organizations responsible for those networks.

4. You must not access, alter, copy, move or remove information, proprietary software or other files (including programs, members of subroutine libraries, data, and electronic mail) without prior authorization from the appropriate University data trustee, security officer, or other responsible party. You must not copy, distribute, display, or disclose third-party proprietary software without prior authorization from the licensor. Proprietary software must not be installed on systems not properly licensed for its use.

5. You must not use any computing facility irresponsibly or in a way that might needlessly interfere with the work of others. This includes transmitting or making accessible offensive, annoying, or harassing material, or materials such as chain letters, unauthorized mass mailings, or unsolicited advertising; intentionally, recklessly, or negligently damaging any system, material, or information not belonging to you; intentionally intercepting electronic communications or otherwise violating the privacy of information not belonging to or intended for you; intentionally misusing system resources or making it possible for others to do so; or loading software or data from untrustworthy sources, such as freeware, onto administrative systems.

6. You are encouraged to report any violation of these guidelines by another individual and any information relating to a flaw in or bypass of computing facility security to Information Technology, University Information Systems, or the Office of Internal Audit.

The unauthorized or improper use of Boston University's computer facilities, including the failure to comply with the above guidelines, constitutes a violation of University policy and will subject the violator to disciplinary and/or legal action by the University, and, in some cases, criminal prosecution. In addition, the University may require restitution for any use of service which is in violation of these guidelines. Any questions about this policy or of the applicability of this policy to a particular situation should be referred to Information Technology, University Information Systems, or the Office of Internal Audit.

3 Name: Shayma Altattan Assignment 7 How filters work?

It controlls what content is permitted to a user. It is used to restrict material delivered over the web. These softwares and programs determine what content will be available on a machine or network. Filters make web surfing safer for children and they come in two categories: software that can be loaded onto the computer, and programs that can be activated through the internet provider, which will filter web sites. The filtering mechanism on these programs works by scanning sites and blocking those that contain specific words, blocking sites that are found to contain sexually explicit, violent or hateful material, and limiting a child's search to a predefined set of sites or to sites that meet certain criteria.

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

 Develop a written profile of your school and students. Your profile should include the following:  School distinctives : Study your school website and discuss school history, distictives and goals.  Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)  Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.  School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

American School of Kuwait (ASK):

 About A.S.K. as copied from http://www.ask.edu.kw/Home/home.htm : The American School of Kuwait was founded in 1964. It is a privately owned, independent coeducational day school which offers a general academic curriculum for students of all nationalities. The school year is comprised of two semesters extending from September through mid-December and from January through mid-June. It is primarily designed to serve the needs of children in Kuwait's community who aspire to American higher education. Committed to excellence in all aspects of a student's education and development, the American School of Kuwait is dedicated to the preparation of students for active membership in a global society.

The school operates with the approval of the State of Kuwait and is associated with the U.S. State Department through the Office of Overseas Schools. Accredited by the Middle States Association of Colleges and Schools and is formally recognized by the Kuwait Ministry of Education, which has equalized the school's diploma with Kuwait's general secondary certificate.

4 Name: Shayma Altattan Assignment 7  Geography: The photo shows ASK which is located in Hawalli, a commercial city where most of the population is non-Kuwaiti. SKA is surrounded by banks, commercial plazas, headquarters, and Gulf University of Science and Technology (GUST).

 Socioeconomic status: Since ASK is a private and an expensive school, students come from high-class and middle-class families, highly educated families or foreign families that are funded by different sectors.

5 Name: Shayma Altattan Assignment 7  School performance: I could not find test scores and change in the test scores anywhere, but ASK is a well- known private school in Kuwait that students coming out of it are independent, think critically and master the English language skills which are some of the school’s objectives. http://www.ask.edu.kw/About%20Us/strategic%20plan.htm

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

 Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

 Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

 To the student: A freshman at CSUN who just came from Kuwait is planning to change her current major, Radiology, to Linguistics/TESL. She realizes that Radiology is not the right field for her, and that she will have plenty of choices and job opportunities with Linguistics and TESL. She comes from a middle-class family and she has a full government scholarship. “ Linguists make valuable contributions to practical fields such as K-12 teaching, second and foreign language teaching, language planning, translation, computer science, forensic linguistics, and language disorders” (Department of Linguistics). The reason why I recommend California State University Northridge is that it offers TESL as a minor with Linguistics. The TESL prepares students to teach English to speakers of other language when linguistics helps new teachers to better understand classroom experience when acquiring a language and how language acquisition takes place. University of Southern California has interesting and different minors with Linguistics, i.e. philosophy, psychology, East Asian languages and cultures, and Arabic and Middle East studies; however, it does not have this combination of Linguistics and TESL in 4 year program.

 To the parents: Annually, Kuwait government sends 120 students for undergraduate degree, and it will start to send 1000 students next year. This scholarship covers all school expenses and it includes a monthly allowance of $1800 and a roundtrip ticket every year. Parents should know that this amount of money cannot be enough for a student in south California and they have to provide a car and extra salary for the living expenses. A way to save money is through the National Bank of Kuwait – College Education Account: http://nbk.com/NBK/Personal+Banking/Accounts/College+Education+Account/College+ Education+Account.htm

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

 Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

I go to LINGUIST List which is a free resource, run by linguistics professors and graduate students. I would like to attend a conference of Computational Linguistics by Elena Kozerenko: Intelligent Linguistic Technologies 2008. The International Workshop on Intelligent Linguistic Technologies will be held as part of the Conference of Machine Learning, Models, Technologies, and Applications 2008. It will in be in Las Vegas, Nevada from 14-Jun-2008 to 17-Jun-2008.

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

 Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources. Resource: http://my.risenetwork.org/home.aspx

(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

 Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

 Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

 Audio: English standard vs. vernaculars: This is a 12 minute audio of a lesson about English varieties, how they may differ and what makes a variety a standard or just variety of a language. This topic is so interesting and it would be a nice listening lesson to stimulate critical thinking, acquire new vocabulary, and listen to a native speaker. I can generate a set of question based on this lesson, or I can make it a topic of the day as a start up for communication tasks.

 Video: Modal Verbs and Auxiliary Verbs. English Grammar

The Adverb, and How Adverbs Are Used

These videos are positively rated in youtube.com and they are helpful lessons to refresh knowledge of English grammar and there are so many videos of such lessons. In the class I will be teaching, there will be lab hours and I can create lesson plans asking the students to listen to these 5-minute lessons, then I can dstribute excersices of the lessons. So the videos would be the actual lesson in which students can reply or rewind parts of the lessons when they need to. They are so many of these quick lessons to refresh grammaical rules for ESL students.

(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

 Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

 Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

 Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

 Provide links to other relevant documents or resources you have developed.

I have developed the following unit plan:

I. Unit Theme:  Slave literary works as a resource for historical study.  12 grade level/ESL freshman college preparation.  Three weeks period. II. Objectives:

 CA Standards:  3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.  3.3. Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both.  3.5. Analyze recognized works of American literature representing a variety of genres and traditions: c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.  3.7 Analyze recognized works of world literature from a variety of authors:

b. Relate literary works and authors to the major themes and issues of their era.

 3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor). (Political approach)

 Teacher’s Goals:

 Students will gain experience in working with the slave works as a resource for historical study.  Students will explore themes of self-actualization and spiritual freedom within the slave works.  Students will explore the connections among the various works studied and other parts of life.  Students will explore literary themes related to human experience. III. Reading List:

 "An Introduction to the Slave Narrative" by William L. Andrews: It is an essay, which explains the purpose of the slave narrative as to enlighten white readers about both the realities of slavery as an institution and the humanity of black people as individuals deserving of full human rights. The essay touches upon the popularity of the narratives before the Civil War and also notes specific characteristic traits of the slave narrative.

 Narrative of William W. Brown, An American Slave by William W. Brown: This slave narrative/autobiography describes his experiences as a slave in St. Louis, Missouri, including his work for Mr. Walker, a slave trader, and his attempt to escape with his mother. Besides describing his own experiences, Brown includes a series of essays, songs, and poems written either by Brown himself or by others. Through this narrative, students will examine it as a work of literature, investigating the impressive styles that Brown uses to shape his experiences into a story.

 Narrative of the Life of Frederick Douglass by Frederick Douglass: In this slave narrative/autobiography, Douglass recounts with details his life of slavery and his determination to be mentally and physically free and it emphasizes the cruelty of slave owners. This narrative is universally regarded as the finest example of the slave narrative tradition and as classics of American autobiography.

 Incidents in the Life of a Slave Girl by Harriet Jacobs: This slave narrative is the most widely read female slave narrative. In recounting her life experiences before she was freed, Jacobs offered her contemporary readers a startlingly realistic image of the sexual abuse while she was a slave. By confronting directly the cruel realities that plagued black women in the nineteenth century, Jacobs's work occupies a significant place in American literary tradition.

 “The Wife of His Youth” by Charles W. Chestnut: A short story that puffed up slavery and it developed a realistic story. The story emphasized intergroup relations based on the color line rather than developing the interior lives of its characters.

 “He Is Not Hers” by Frances Harper: A poem suggests the dramatic story of a slave auction where a son is separated from his mother and sold. The poem is an example of an emotional piece on consequences of the slave system. It is also motivating that she lets us see the pain and terror of slavery. This poem does a great job of getting inside the mind of a slave.

 “No More America” by Phyllis Wheatley: It is a part of a poem that is called “To The Right Honorable William”. She is getting into liberation theme in this poem, which is very important to the African-Americans. There are lots of metaphors and descriptions of slavery; that is, description of how masters were taking children from mothers’ breasts.

IV. Literature Lesson:

 Narrative of William W. Brown, An American Slave by William W. Brown.  Three to four class periods.  Students will be assigned to read chapters before class to be discussed during the class.

Connect:

 Introduce students to Brown's narrative by providing a brief profile of his career, referring to the "About William Wells Brown" page of the Documenting the American South website (See section V)  Pre-reading: As students read the Narrative of the Life of William W. Brown, have them regard it first as an eyewitness report on the historic realities of slavery.  Have students summarize the information Brown provides about slavery and facts they already knew. Also discuss facts they found surprising.  Discuss if any vocabulary words need to be defined.

Construct:

 What incidents does Brown offer as characteristic of the slave's life? How does he describe the slave's duties? What does he tell us about the slave's family and friends?  Much of Brown's narrative describes the harsh treatment of slaves by their masters. Have students find incidents in which the relationship between slave and slaveholder

11 Name: Shayma Altattan Assignment 7 is more complex, showing an aspect of understanding on both sides. How do these hints of relationships between slave and master reflect on those incidents, which exhibit the slaveholder's cruelty?  Have students focus on evidence of resistance to slavery in the narrative. Call attention to the story of the slave Randall that closes Brown's first chapter (pages 16- 19), and to incidents in which Brown himself offers resistance, such as his snowball battle with a group of white boys (Chapter 3, page 28) and his repeated attempts to escape (Chapter 2, page 21; Chapter 7, pages 65-68; and Chapter 10, pages 89-93). How do these incidents add to our understanding of slave life?  How do these literary touches reflect on Brown's claim that his story is true? Explore the idea that the emotions they express can be true.

Create:

 One purpose of the slave narrative is to dispel the prejudiced belief that African Americans are not equal to whites in intellect or ability, not fully deserving of freedom and human rights. How did Brown's narrative, which combines artistry, argument, authenticity, and the autobiography of a self-created individual, challenge the prejudices of its white readers?

 Rubric: 1. Well-developed introduction engages the reader and creates interest. Contains detailed background information. Thesis clearly states a significant and compelling position. 2. Conclusion effectively wraps up and goes beyond restating the thesis. 3. Writing is smooth and skillful. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. 4. Punctuation, spelling, and capitalization are correct.

Third-party lesson plans

The author Dayna Durbin Gleaves URL http://www.learnnc.org/lp/pages/two-perspectives-slavery

The author Meghan Mcglinn URL http://www.learnnc.org/lessons/mmcglinn912004135

The author National Endowment for the Humanities

13 Name: Shayma Altattan Assignment 7 URL http://www.learnnc.org/lessons/EDSITEment3262003031

Five relevant external internet resources

1. http://www.edhelper.com/ This website is dedicated to providing teachers assistance for educational resources of math, reading comprehension, lesson plans, working sheets and themes. It also contains links to other sites. Clicking on Language Arts under The Table of Contents, we would find work sheets for different grammar exercises. I find this site very helpful for teacher who would teach students of 8th grade and under.

2. http://guweb2.gonzaga.edu/faculty/campbell/enl311/slave.htm In this website, I found definitions of slave narrative, further readings of slave narrative, general information such as purpose, influence etc. and lots of examples of slave narrative in Internet text. This would be an interesting site for those people who want to read more of slave narrative stories and more information about them; that is, it links the user to different websites.

3. http://xroads.virginia.edu/~HYPER/JACOBS/hjhome.htm This site is interesting because I found other sorts of documentary materials that students and teachers seek out to gain a complete picture of Incidents in the Life of a Slave Girl by Harriet Jacobs other than the text. There are descriptive images of slavery, her master and the places she stayed in. There are timeline of events as an outline to better understand events; also, Resources Index for students and teachers that is located in the Site Index and much more.

4. http://www.teach-nology.com/

14 Name: Shayma Altattan Assignment 7 This website is a host of resources, rubrics, and links for teachers. It contains lesson plans and teaching resources for every subject. But the most interesting thing about this site is teaching ideas link, which has pieces of advice in many aspects such as icebreakers, grading, classroom management, questioning techniques, reading, writing and more.

5. http://falcon.jmu.edu/~ramseyil/afroonline.htm The website presents African American Writers. It brings together resources for teachers and students in which they search by author. There are also resources for older students via the sub-link http://falcon.jmu.edu/~ramseyil/yalit.htm for further resources on Black Americans.

Links to other relevant documents or resources you have developed

1. http://www.si.umich.edu/CHICO/Harlem/ This website teaches a lot about the Harlem Renaissance. Excellent site. Shows the impact of the renaissance on the world of sports, arts, business, dance, literate, politics, and community. The site also contains excellent suggestions for using the site in the classroom through For Teachers link.

2. http://www.pbs.org/newshour/forum/february98/harlem_2-20.html This website answers important questions about the Harlem Renaissance such as, Why did the Harlem Renaissance use exotic, sensual images to celebrate African-American culture and why was Harlem Renaissance art so optimistic in tone?

3. http://www.calliope.org/ren/ Calliope's "Harlem Renaissance" has useful links for teachers and students. There are links to the outstanding artists, musicians and writers of the great movement in twentieth-century America.