Reply 1 and 2 ,150 words each one by 07/10/2021

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Reply 1

In clinical research, statistically significant study outcomes are frequently regarded as clinically significant. Clinical significance represents the study’s influence on clinical practice, whereas statistical significance demonstrates the study’s trustworthiness. According to Ranganathan et. al, (2015), the “clinical significance” of a finding in clinical practice is determined by its consequences for current practice, with treatment effect size being one of the most significant variables driving treatment decisions. Statistical significance is heavily influenced by the sample size of a study; with large sample sizes, even minor treatment effects (which are clinically insignificant) can appear statistically significant; as a result, the reader must carefully consider whether this “significance” is clinically meaningful. Overall survival was compared in 569 patients with advanced pancreatic cancer who were randomly assigned to receive erlotinib with gemcitabine vs gemcitabine alone, according to a research published in the Journal of Clinical Oncology. The erlotinib plus gemcitabine arm had a “significantly” longer median survival (6.24 months vs. 5.91 months, P = 0.038). The P = 0.038 indicates that there is only a 3.8 percent probability that the observed difference between the groups happened by chance (less than the conventional cut-off of 5%), making it statistically significant. In this case, the “treatment effect” or difference in median survival between 6.24 and 5.91 months – a mere 10 days, which most oncologists would agree is a clinically irrelevant “improvement” in outcomes, especially when considering the added toxicity and costs associated with the combination – is the clinical relevance of this “positive” study.

Statistical significance must always be established before clinical significance can be assessed in evidence-based research. Clinical significance, on the other hand, is generally a subjective assessment that cannot be determined by a single experience test. By ensuring that the result is statistically significant, I may leverage clinical significance to support good results in my project outcome. This is because the vast majority of statistically significant discoveries have therapeutic implications.

Reference

Ranganathan, P., Pramesh, C. S., & Buyse, M. (2015). Common pitfalls in statistical analysis: Clinical versus statistical significance. Perspectives in clinical research, 6(3), 169–170. https://doi.org/10.4103/2229-3485.159943
Reply 2

t Sapio 1 postsRe: Topic 8 DQ 2

To successfully implement evidence-based practice, it is important to understand and interpret research. In this regard, it is important to understand the difference between statistical significance and clinical significance. Statistical significance refers to when a relationship between variable is accurate and not random or caused by luck. It is used to determine the reliability of findings. In this regard, statistical significance as a parameter in evidence-based practice shows the extent or the likelihood that finding from research is true and does not occur by a chance (Heavey, 2015).

Clinical significance is essentially a subjective interpretation of research findings as meaningful for patient under care, and therefore likely to influence the behaviour of healthcare provider (Heavey, 2015). A clinically significant result occurs when medical experts believe that the finding is considerable enough to be medically crucial and hence be applied as a guide in provision of care to patients.

In evidence-based research practice, statistical significance must always be determined before determination of clinical significance. However, clinical significance is usually a subjective evaluation and cannot be established by a single experiential test. I can use clinical significance to support positive outcomes in my project outcome by ensuring that the result is statistically significant. This is because majority of statistically significant findings normally have clinical significance.

References

Heavey, E.(2015). Differentiating statistical significance and clinical significance. American Nurse Today, 10(5): 26-28. Retrieved from https://www.brockport.edu/daily_eagle/doc/2015-04/item_8038_7659.pdf

Research assignment due in 24 hours

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Research Project Annotated Outline

[WLO: 4] [CLOs: 1, 3, 4]

Prior to beginning work on this assignment, review all prior reading assignments from the Leedy and Ormrod text as needed.

It is now time to begin putting it all together for your culminating Research Proposal Project. You will be using some or all of these resources (if sources are approved by your instructor) in your final Research Proposal Project. If you have any questions as to what your annotated outline should contain, reach out to your instructor, and see this Example of an Annotated Outline (Links to an external site.).

Create a detailed, annotated outline (full sentences, complete thoughts) of your final project for review by your Instructor. Provide a summary of any challenges that you have encountered and successes in your journey to the midway completion of your Research Proposal Project. Your instructor will provide feedback based on your submission to assist with your Research Proposal Project. As part of your grade for this assignment, you will be required to submit this outline to Grammarly and provide a screenshot of the results as part of your submission.

Refer to the Week 3 Checklist: Evaluating an Early Draft of a Research Proposal download, and complete questions 1 through 7 to self-evaluate these areas to ensure that they are incorporating what is needed so far into your work for the Final Proposal Project.

Before you submit your written assignment, you are encouraged to review Grammarly: A Free Proofreading Tool (Links to an external site.). You will need to set up a Grammarly account (if you have not already done so) and use Grammarly to check for grammar and punctuation errors. Carefully review all issues identified by Grammarly and edit your work as needed.

In your paper,

  • Describe the research problem.
  • Draft potential solution for inclusion in a future proposal.
  • Illustrate the progression of the proposal through use of an annotated outline.
  • Evaluate relevant scholarly research,
    • Incorporate the scholarly research into the proposal outline.
  • Provide evidence in the form of a screenshot that Grammarly was utilized to check for writing errors.
  • List references of scholarly literature in APA format (7th ed.).

The Research Project Annotated Outline and Checklist

Essay on Block chain implementation in Military or education

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Write an essay of at least 500 words discussing discussing how a blockchain implementation would improve data security in a military, education, or other context. 

Do not copy without providing proper attribution. This paper will be evaluated through SafeAssign. 

Write in essay format not in outline, bulleted, numbered or other list format.  

Use the five paragraph format. Each paragraph must have at least five sentences. Include 3 quotes with quotation marks and cited in-line and in a list of references. Include an interesting meaninful title.

Include at least one quote from each of 3 different articles.    Place the words you copied (do not alter or paraphrase the words) in quotation marks and cite in-line (as all work copied from another should be handled). The quotes should be full sentences (no more, less) and should be incorporated in your discussion (they do not replace your discussion) to illustrate or emphasize your ideas.

Cite your sources in a clickable reference list at the end. Do not copy without providing proper attribution (quotation marks and in-line citations).

It is important that you use your own words, that you cite your sources, that you comply with the instructions regarding length of your submission Do not use spinbot or other word replacement software. Proof read your work or have it edited. Find something interesting and/or relevant to your work to write about.  

Systems Approach to Health Care HA425M4

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This competency assessment assesses the following Outcome(s): 

HA425-4: Given local, state, and national policies, create a new systems approach for a healthcare facility that meets patients’ needs, priorities, and expectations. 

GEL-8.02: Apply Critical Thinking to use principles of sound reasoning. 

PC-4.1: Assess the value of multiculturalism and diversity in a global environment. 

Minority, marginalized and vulnerable populations have been known to face more challenges accessing quality healthcare. In this Assignment, you will explore how a systems approach to coordinating care can help meet the needs of these populations. 

Create a PowerPoint presentation with at least eight (8) slides of content that you can use to inform your organization about the challenges faced by underserved populations in the community.

  • Choose a minority, marginalized, or vulnerable population.
  • Describe at least two challenges they face with accessing and moving through the healthcare system (uninsured, underinsured, low literacy, language barrier, etc.).
  • Discuss how a systems approach to proper care coordination would positively impact the challenges you identified.
  • Describe how this approach will meet the patients’ needs, priorities, and expectations.
  • How can raising the standard of care for underserved populations affect the health care system as a whole?

 

Minimum Submission Requirements 

  • Proper notification of any resubmission, repurposing, or reworking of prior work per the Purdue Global Student Coursework Resubmission, Repurposing, and Reworking Policy Resource.
  • Your submission is composed in a Microsoft Word document.
  • To meet the objective requirements, your response is at least 500 words in length.
  • Your submission includes specific examples of concepts, topics, definitions, and other elements to demonstrate mastery of the objective.
  • Your submission includes a highly developed viewpoint and purpose.
  • Your response is in Standard English and demonstrates superior organization.
  • Your communication is highly ordered, logical and unified, as well as original and insightful.
  • Your submission displays exceptional content, organization, style, and mechanics.
  • A separate page at the end of your response contains a list of references.
  • Include both in-text and reference list citations where appropriate and reference all sources used following proper APA citation style.
  • Please review the APA formatting and citation style in Academic Tools – Academic Writer.

If the work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision. If the work submitted does not meet the minimum submission requirements by the end of the term, you will receive a failing score. 

Plagiarism 

Plagiarism is an act of academic dishonesty. It violates the University’s Code of Student Conduct, and the offense is subject to disciplinary action. You are expected to be the sole author of your work. Use of another person’s work or ideas must be accompanied by specific citations and references. Whether the action is intentional or not, it still constitutes plagiarism. 

For more information on plagiarism and the University’s Code of Student Conduct, refer to the current University Catalog.

Competency Assessment Rubric

Individual Success Plan (ISP)

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Individual Success Plan (ISP)

 

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

Eurocentrism and Life Span Development :Social Work

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Assignment: Eurocentrism and Life Span Development Theories

Doctoral students often ask, “How do I decide what theory to use in my dissertation or DSW capstone study?” Sometimes, researchers select their theory based on the study population. For example, if a researcher is studying middle-age adults, it may make sense to use a life span development theory. Or perhaps the researcher is studying characteristics inherent to a particular stage of life; then it may also make sense to use a life span development theory.

Before you choose a theory to apply to your study population, consider whether the theoretical concepts or constructs reflect a Western perspective and are insensitive to the needs of the target population. Some scholars, for example, have questioned whether theories developed by theorists who hold White European or Anglo-American cultural perspectives respect the values from other cultures that may be more collectivist.

As you read the articles for this Assignment, pay particular attention to how Griffin, Mroczek, and Wesbecher critique the life span theories.

To prepare:

  • Review the following articles from the Learning Resources:
    • “Living happily despite having an illness: Perceptions of healthy aging among Korean American, Vietnamese American, and Latino older adults” by Nguyen, Lee, Sorkin, and Gibbs.
    • “Personality Development Across the Lifespan: Theory, Research, and Application” by Griffin, Mroczek, and Wesbecher.
  • Using your potential doctoral capstone topic as a guide, identify a specific topic with which you can incorporate Levinson’s theory on midlife development or Neugarten’s theory on aging and one of the three diverse populations (Asian immigrants, Latino immigrants, or Native Americans). For example, if your topic is domestic violence, a specific topic that incorporates the above elements might be domestic violence among Latino immigrant elders.
By Day 7

Submit a 2- to 3-page analysis that addresses the following:

  • Identify your topic and its connection to a diverse population group.
  • In 2–3 sentences, briefly summarize the assumptions of the life span development theory you selected.
  • Describe the cultural values and belief systems of the group you chose, using literature to ground your claims.
  • Analyze the extent to which the assumptions of Levinson’s theory or Neugarten’s theory are culturally relevant to the group you selected.
  • Relative to the topic and population, describe one social work practice recommendation from each of the micro, meso, and macro levels when working with the population in relation to your topic or problem.
    • Remember that the social work practice recommendations need to be informed by the life span theory you selected.
  • Evaluate how the life span theory you selected is consistent with social work ethics.

Be sure to:

  • Use literature to support your claims.
  • Use APA formatting and style, including double-spacing.

Elevator Speech

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        Week 4 – Assignment 2       

      

Elevator Speech
 

 An elevator speech is an excellent way to convey your skills while  networking and seeking employment. Typically, an elevator speech is a  one-minute summary of who you are, why you are qualified, and what you  have to offer the organization or industry. A brief sales pitch will  ensure that you are prepared to discuss your career goals whenever the  opportunity presents itself. Some examples of where you could use your  elevator speech are at a networking event, during a job interview, or in  a social setting.
 

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Managing and leading in business no plagiarism

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Competency

In this project, you will demonstrate your mastery of the following competency:

  • Identify yourself as a leader and follower to be effective as an individual and team contributor

Overview

Many well-known leaders wrote and continue to write in journals, reflecting on their actions and decisions in their leadership roles. These reflections allow leaders to revisit their choices and learn how to improve their actions and decisions to become more effective leaders in the future.

Directions

Write a reflective paper describing your leadership style and skills. Reflect on what you have learned throughout the course, and think about how you can use this knowledge to further your career. Use the results of your self-assessments, leadership map, and other course materials to guide your reflection. Begin your reflection with a single statement that concisely summarizes your leadership style and approach. The statement should be one that you could later share on LinkedIn or your resume. You could also use it to guide your professional development.

Specifically, you must address the following rubric criteria:

  1. Leadership Approach:
    1. Leadership Skills: Describe your primary leadership skills and describe how these skills will help you effectively lead a team. Additionally, describe skills or attributes you would like to develop and improve upon in order to become a better leader.
    2. Leading and Following: Explain the importance of being able to both lead and follow when working as part of a team, along with how well you are able to lead and follow on a team while in a leadership role.
    3. Leadership Style: Describe your personal leadership style and explain how you intend to use that style when working with a diverse, dynamic team.

What to Submit

To complete this project, you must submit the following:

Your submission should be a 1- to 2-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins.

I need a discussion for week 8 and a response to 2 Classmate for my Class Leading by change by putting people first es for my Recruit, Develop, Assess, Reward and Retain Class

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Telling It Like It Is

A challenge that leaders often face during change initiatives such as mergers, acquisitions, or restructuring is balancing the desire for open communication with protecting confidential information that cannot be broadly shared. Share your insights on the two questions below based on the course materials, as well as your own professional experience: 

  • How do you lead others to embrace and support change when rumors are flying and there is a potential for job losses or other negative outcomes?
  • Role Model Management is a theme that has surfaced several times in our course. It is a foundation of Jack’s canon of leadership. What can we, as change leaders, leverage from this principle to build trust during times of disruptive change?

Post your initial response by Wednesday, midnight of your time zone, and reply to at  least 2 of your classmates’ initial posts by Sunday, midnight of your time zone.​ 

1st response

 

Professor and everyone,

This would be how to help employees embrace change:

  • With every change, explain the “why” – value transparency
  • use employee feedback as springboard for change
  • use your emotional intelligence
  • mold your company culture by rewarding acceptance
  • connect employees with a deeper sense of purpose – don’t make it all about the bottom line
  • overcome resistance to change by emphasizing what will remain unchanged

As a leader we need to analyze a plan that will help our employees through all situations that may occur. 

  • Hire the right people. 
  • Get to know each other virtually.
  • Set clear goals and objectives. 
  • Embrace transparency. 
  • Keep the lines of communication open. 
  • Offer thoughtful feedback. 
  • Give trust from the get-go.

These are a few ideas that could possibly help the employees embrace the change. 

2nd response

 

Hello classmates and Professor!  I hope all are doing well.

Q1) How do you lead others to embrace and support change when rumors are flying and there is a potential for job losses or other negative outcomes?

A1) We actually had to deal with something like this when my fiancées business first started up.  People at truck stops were telling our drivers that our company will not last long and that they need to find a new company to work for because no one heard of us and we will not get loads.  When drivers told me this, I literally told the drivers, they have nothing to worry about.  It is like any other industry out there, people are going to talk because they have not heard of us and we are new trying to make a name for ourselves.  That would be like you owning a A&W Root Beer and Arby’s pops up right next to us, everyone says the same thing.  It happens in all types of industries.  We have proved to people we are not going anywhere and here we are six years strong and running.  Our company is now sitting at 975 customers and growing daily. 

Q2) Role Model Management is a theme that has surfaced several times in our course.  It is a foundation of Jack’s canon of leadership.  What can we, as change leaders, leverage from this principle to build trust during times of disruptive change?

A2) Whether it is indoor, outdoor, on the field or off the field, we have to use the 7c’s of Trust all of the time.  We have to use: 1) Character, 2) Capability, 3) Commitment, 4) Capacity, 5) Connection, 6) Commonality, and 7) Consistency.  Without using these, we will never be able to show or gain trust from anyone, no matter what the situation is.  When it comes to disruptive change, we have to be able to tackle issues big or small, we have to find solutions, make a plan of attack and then we have to deliver the results.  Being a leader, we have to always think two steps ahead of everyone else, not just our teammates. 

References:

1) Week 8 lecture Notes

2) Lessons to learn [Interview with E. Johnson]. (n.d.). In Lessons to learn. Green Bay, WI.

ENGLISH (MLA STYLE)

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English as a Global Language

Around the world, the English language is being used for communication among people who come from various language backgrounds—in fact, a majority of English users today grew up speaking other languages. As a result of these language contacts, the English language itself is changing its shape. While some people resist change, there is not much any individual—or a group of people—can do to reverse the trend. In fact, no one owns the language. Yet, people have various views about what English is or should be. 

One way to understand different perspectives on an issue is to conduct a rhetorical analysis of texts–spoken or written. Rhetorical analysis is a way of analyzing what the text can tell us not only about the subject and argument strategies but also about the interrelationship among the writer, the audience, the genre and arguments as well as the cultural values of the writer and of the knowledge community. 

For this writing project, write a rhetorical analysis essay (a kind of critical analysis essay) that examines an argument about English as a global language. Start by identifying a text that presents an argument about global English. The text can be of any genre—including newspaper editorial, opinion sections of newspapers or magazines, blogs, websites, advertisements, signs, posters, and so on. (Keep in mind that analyzing short texts could require more effort in interpreting and explaining the text and its context.) 

Once you have identified the text for analysis, explore the text and its context by considering the following questions: What is the writer’s purpose in writing the text? What kind of situation is the text responding to? Who is the writer? How does the writer establish his or her credibility? What is the writer’s attitude toward the subject? How do you know? Who is the primary audience? Who is the secondary audience? What is the major argument and how is it being built? What are some of the supporting arguments? What other arguments or perspectives are represented? What is the genre and what are some of the characteristic features that are expected? What are the characteristics that are actually found in the text? Is the text effective in communicating the main point to the audience? What can you say about the values and assumptions that are shared by members of the knowledge community? 

In addition to analyzing the text itself, you may also find it useful to find out about the medium in which the text was presented. Explore these and other related questions thoroughly to generate ideas for your writing. 

Learning Objectives

In this project, you will learn to

  • Analyze persuasive texts by examining the rhetorical context, argument strategies and textual features
  • Understand how to analyze the rhetorical features of various types of texts and images
  • Understand various perspectives on the global spread of the English language
  • Examine how arguments can be developed and presented to accomplish a rhetorical purpose
  • Write a critical analysis essay using the framework of rhetorical analysis

Audience

The audience for this project will be students and scholars of rhetoric who are interested in learning more about how texts are used to create meaning and to persuade the audience. It will be especially appealing to readers who are interested in understanding the changes that are happening to the English language as a result of the global spread of the language. Keep in mind that some of the readers may not have read the text being analyzed–you need to describe the text and its context as well as its relevant parts for them before analyzing the details. Consider submitting your rhetorical analysis essay to Young Scholars in Writing, a journal dedicated to publishing undergraduate student research in writing and rhetoric. http://cas.umkc.edu/english/publications/youngscholarsinwriting/guidelines.asp (Links to an external site.)

Genre: Rhetorical Analysis

A rhetorical analysis essay (a kind of critical analysis essay) analyzes how a text accomplishes its purpose by examining its purpose, writer’s identity construction, audience characteristics and needs, and the use of argument strategies and evidence in the larger context of the writing situation and of the cultural values and assumptions of the knowledge community. 

A rhetorical analysis essay often begins by introducing the text being analyzed and the context in which it was presented. The introduction also presents–explicitly or implicitly–the focus of the analysis or the main argument based on the analysis, which is usually about the effectiveness of the text in accomplishing its rhetorical goal or particular ways in which those goals are accomplished or not accomplished. 

Typically, the main part of the essay presents an overview of the text and its context, followed by the analysis of various rhetorical features that are relevant to your main argument presented at the beginning. The analysis may be organized by different rhetorical features, by the order of the original text, or by particular effects and how they are created, among other possibilities. 

The essay usually closes by returning to your main argument and by discussing its significance to the reader of your analysis. What are the readers to take away from your argument? How would you like them to understand the text you are analyzing and the subject being discussed in the text? What are the implications of your analysis in understanding or responding to the text being analyzed, or in constructing similar texts in the future? 

Genre Examples

Berns, Margie, Jeanelle Barrett, Chak Chan, Yoshiki Chikuma, Patricia Friedrich, Olga-Maria Hadjidimos, Jill Harney, Kristi Hislope, David Johnson, Suzanne Kimball, Yvonne Low, Tracey McHenry, Vivienne Palaiologos, Marnie Petray, Rebecca Shapiro and Ana Ramirez Shook. “Review Essay: (Re)experiencing Hegemony: The Linguistic Imperialism of Robert Phillipson.” International Journal of Applied Linguistics 8.2 (1998): 271-282. Print.

Clark, Roy Peter. “Why It Worked: A Rhetorical Analysis of Obama’s Speech on Race.” Poynter. 1 Apr. 2008. Web. 24 Jul. 2012. <http://www.poynter.org/how-tos/newsgathering-storytelling/writing-tools/88009/why-it-worked-a-rhetorical-analysis-of-obamas-speech-on-race/ (Links to an external site.)>

Dickinson, Greg. “Joe’s Rhetoric: Finding Authenticity at Starbucks.” Rhetoric Society Quarterly 32.4 (2002): 5-27. Print. 

Ho, Ngan. “Ninja Assassin Rhetorical Analysis.” Pretty Asian. 1 Apr. 2011. Web. 27 Jul. 2012. <http://nganho.wordpress.com/2011/04/01/ninja-assassin-rhetorical-analysis/ (Links to an external site.)>

Lawansiri, Pokpong. “Analysis: Thailand Needs to Move Beyond Human Rights Rhetoric.” asiancorrespondent.com. Siam Voices, 7 Mar. 2011. Web. 27 Jul. 2012. <http://asiancorrespondent.com/49702/thailand-needs-to-move-beyond-its-human-rights-rhetoric (Links to an external site.)>

Readings

Graddol, David. English Next: Why Global English May Mean the End of ‘English as a Foreign Language’. London: British Council, 2006. PDF file. <http://www.britishcouncil.org/learning-research-english-next.pdf>

Berns, Margie, Jeanelle Barrett, Chak Chan, Yoshiki Chikuma, Patricia Friedrich, Olga-Maria Hadjidimos, Jill Harney, Kristi Hislope, David Johnson, Suzanne Kimball, Yvonne Low, Tracey McHenry, Vivienne Palaiologos, Marnie Petray, Rebecca Shapiro and Ana Ramirez Shook. “Review Essay: (Re)experiencing Hegemony: The Linguistic Imperialism of Robert Phillipson.” International Journal of Applied Linguistics 8.2 (1998): 271-282. Print.

Phillipson, Robert. “Linguistics Imperialism Re-Visited–or Re-Invented: A Rejoinder to a Review Essay.” International Journal of Applied Linguistics 9.1 (1999): 135-137. Print.

Berns, Margie, Jeanelle Barrett, Chak Chan, Yoshiki Chikuma, Patricia Friedrich, Olga-Maria Hadjidimos, Jill Harney, Kristi Hislope, David Johnson, Suzanne Kimball, Yvonne Low, Tracey McHenry, Vivienne Palaiologos, Marnie Petray, Rebecca Shapiro and Ana Ramirez Shook. “Hegemonic Discourse Revisited.” International Journal of Applied Linguistics 9.1 (1999): 138-141. Print.

Berns, Margie, Jeanelle Barrett, Chak Chan, Yoshiki Chikuma, Patricia Friedrich, Olga-Maria Hadjidimos, Jill Harney, Kristi Hislope, David Johnson, Suzanne Kimball, Yvonne Low, Tracey McHenry, Vivienne Palaiologos, Marnie Petray, Rebecca Shapiro and Ana Ramirez Shook. “A Closing Word.” International Journal of Applied Linguistics 9.1 (1999): 142. Print.

Phillipson, Robert. “A Closing Word.” International Journal of Applied Linguistics 9.1 (1999): 142. Print.

Wallraff, Barbara. “What Global Language?” The Atlantic Monthly Digital Edition, Nov. 2000. Web. 24 Jul. 2012. <http://www.theatlantic.com/past/docs/issues/2000/11/wallraff.htm>