...| Stanford University Please join us Wednesday, September 30th for the Stanford Center on Philanthropy and Civil Society's PHILANTHROPY INNOVATION SUMMIT. Come be inspired by information and insights that can only be learned at this event. You will leave with new and actionable ideas and skills to help you as you think about your philanthropy moving forward in topic areas including: - Seeding Innovation in Philanthropy - Nexus of Design Thinking and Strategic Philanthropy - Philanthropreneurship - Philanthropic Investment for Scientific Advancement Your time will be divided between intimate “deep dive” sessions, panel discussions and armchair interviews, as well as visionary speakers and an inspiring dinner keynote to close the program - all hosted on Stanford's beautiful campus. There will be ample time for peer-to-peer discussion and networking during breaks and over meals and cocktails. Read on for a list of our incredible lineup of speakers. CLICK HERE or visit pacscenter.stanford.edu/innovationsummit to RSVP using the word impact CONTACT INFORMATION Karen Lindblom, Associate Director of Stanford PACS | klindblom@stanford.edu | (650) 724-2654 HOST COMMITTEE Simone Coxe, Roberta & Steve Denning, Nanci Bakar Fredkin, John Goldman, Kathleen & Ted Janus, Laura Lauder and Xin Liu STANFORD PACS ADVISORY BOARD Laura Arrillaga-Andreessen, Darren Bechtel, Jim Breyer, Jean Case, Somesh Dash, Susan Ford Dorsey, Laura Fisher, Elizabeth Holmes, Burt McMurtry...
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... When I started my investigation about bilingual education I never thought the debate about it would be as controversial and passionate as it is. But considering the numbers of English Language Learners (ELLs) in the U.S. public school, approximately 5.5 million, which represent about 11% of total number of students, and the percentage of drop outs, about 30% of ELLs, it is understandable that public opinion puts some pressure on the U.S. public school system to adopt the most efficient and adequate system for this growing minority group. The number of ELLs abandoning school has remained high for a long period of time generating serious doubts about the functionality and effectiveness of bilingual education and other programs. Two have been the main reasons attributed for this desertion from classes: the low socioeconomic level of ELLs and language differences. In this context, dual language, one modality of bilingual education, is showing to be able to make students excel in their academic performance and revert negative statistics Currently, in the United States there are two major approaches about how to teach English to those children whose primary language is different from English. The first approach is by immersing them in English only classes. This program was first implemented in California with proposition 227 in 1998 and continued to other states like Arizona and Massachusetts where bilingual education was considered ineffective. The argument...
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...Them Die, and Emilo Gutierrez, “My Bilingualism,” I will be supporting both articles, with statements about children being left at school because they are bilingual, and why languages should not die. Why we should preserve the languages dying, and the benefits in learning two languages. In Kenyan Malik’s article, he says, “There are 6000 languages in the world today, and that by the year 3000, there will be 600. He says languages die because people die. Malik, also states, that each nation speaks in the manner it thinks. For instance, if we live in France, the common language is French. If we lived in China the common language spoken, is Chinese, if we lived in Japan, the common language spoken is Japanese. And in my theory, opinion, if we do no preserve the language, there will be less for bilingual teachers and bilingual schools. Here is a false dilemma, fallacies Malik uses. Malik, says, “A language spoken by one person, or a few hundred, is not a language at all.” It is a private conceit, like a child’s secret code. This author is basis. The whole point of a language is to enable communication. Languages, can be saved, through books, and the internet. In Maliks article, he quotes, from Enoch Powell and he says, “Languages preservers may be acting on the best of intentions, but they are treading on dangerous ground, and they ...
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...4025/5025 – Dr. Jennifer Lucko One of the questions that educators and policy makers have been trying to agree upon for decades is “What is the best way to teach English Language Learners (ELLs)?” This is particularly true today as the numbers of students with limited English proficiency (LEP) are increasing; about 37.4 percent of the state’s public school enrollment. ELLs face a great challenge: They must learn academic curriculum and a new language simultaneously. Some argue that it is too much to expect ELLS to learn academic content and a second language, when they have not gained literacy in their first language. Others contend ELLs students fall too far behind academically in transitional bilingual programs, and they need to learn English quickly enough and fluently enough in order to participate in academic courses in mathematics, reading/language arts, social studies, and science). In the late 1990s, bilingual education came under attack for failing to do an adequate job of developing English proficiency in ELLs in an effective and timely manner. In 1998, California voters passed Proposition 227, making it so that English language learners were to be taught “overwhelmingly in English” and would spend at least one year in Sheltered English Immersion (SEI) learning both English language development (ELD) and content instruction utilizing “specially designed academic instruction in English” (SDAIE). The goal was for Limited English Proficient (LEP) students...
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...is the language of instruction in schools (Reyes, 2011) because politics and pedagogy are difficult to separate emotionally. Language is more than just a set of words. Language and cognitive development are inseparable (Collier & Thomas, 2009) and teachers of ELLs must be cognizant about language usage when teaching. For example many schools are studying second language acquisition (SLA) theory and research to provide them with an answer to instructional practices and pedagogy that will better meet the academic needs...
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...The materials used in a dual program need to consist of bilingual books of many genres and a variety of types of materials such as concrete, visual, audiovisual, art, and technology. One of the biggest problems with bilingual education is the absence of books in the first and second language. Most schools on average have one book in Spanish per Spanish-speaking child in schools with bilingual programs. When you provide books in ELL students primary languages, you demonstrate that your students first languages are valued. Teachers can use bilingual books for oral and written language development in English by asking students to talk and write about the books. Students can also use the books to advance development in their first language, or as an asset when they are reading in English. Activities will include interactive materials that make abstract concepts clear and concrete. By using some concrete materials, students can further recognize academic concepts. Bronowski (1974) stated that the hand drives the subsequent evolution of the brain, and that the hand is the cutting edge of the mind. Worksheets don’t bring skills and concepts to life, students...
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...Sefora Guillen Prof. Seif C.A.R 2 March 27, 2012 Response to “Why Bilinguals are Smarter” Researchers have discovered people who are bilingual are smarter. The profound effect of bilingualism improves cognitive skills not related to language and helps prevent against dementia in old age. Bilingualism was considered an interference that hindered a child’s academic and intellectual development. The interference happens because the brain activates both languages so they obstruct each other. However, this interference is in fact a blessing in disguise because it actually forces the brain to resolve internal conflicts which gives the mind a workout that strengthens its cognitive muscles. Some instances were bilinguals surpass monolinguals in intelligence are at solving certain types of mental puzzles. The article explains a 2004 study conducted by psychologists Ellen Bialystok and Michelle Martin-Rhee were “bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins. In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing...
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...Bilingual language is beneficial for the child’s first language and English development “Language constitutes us, it gives us meaning and allows us to make meaning, and it develops and abolishes spaces.” (Benjamin, 2002). Critiques of bilingual education continually claim that children can only learn one language at a time after which they are taught a second language (Krashen, 2000). They assert that bilingual education cause confusion among children and limit their intelligence capabilities; they argue that real bilinguals cannot combine their language. Advocates of bilingual education present arguments on its benefits, they suggest that, for many children the process of being literate and studying a new language simultaneously is overwhelming and that the bilingual process assist them to develop their native language first which results to a smooth transition to English. The main aim of the bilingual program was to promote the prominent language to issue instructions and at the same time enhance the development of the second language. Some define it in aspects of its capability to enhance cognitive and effective development while others view that it should focus on cultural enrichment and linguistic development. However, in some bilingual programs, instructions are issued through the use of the second language especially in cases where the first language erodes over time. (Baez, 2002) As the child proficiency in English increases he or she loses grasp of the native language...
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...Running Head: Overcoming Language Barriers in NC Pre-K Classrooms How to Overcome Language Barriers in NC Pre-K Classrooms FCS 711- Research and Inquiry in Family and Consumer Science Dr. Rosa Purcell Meisha Conrad April 28, 2014 Introduction Being a teacher at a Head Start/ Early Head Start program I have experienced the language barriers between teachers and students from different ethnic groups. I can say it is not easy when you and your students cannot communicate. Dealing with the situation makes you question yourself and how you can fix the language barriers in your own classroom and also the school. What can teachers do to overcome the language barrier in our classrooms with our Latino children? What are some activities, lessons, games, and etc., that we can do to make a connection and also help them learn? There are many ways I think we can put a stop to the language barriers in school. We may not be able to completely fix the problem but there are ways and things we can do to make our Latino children and parents feel welcome and comfortable when they walk into the schools. Communication is an important part of teaching because the children have to be able to understand the message that the teacher is trying to convey. Children also have to be able to communicate with each other. There are a number of factors in the classroom and many...
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...Dual Diversity Paper 1 Dual Diversity Paper BSHS/422 Cultural Diversity and Special Population Dual Diversity Paper 2 Minority Disabled Veteran population are the Veterans that have been identified by their ethnic background. These Veterans are men and women that are African Americans, Asian American/Pacific Islander, Hispanic, Native American/ Alaska Native and Native Hawaiian. The United States census bureau facts and statistics regarding United States Veterans, in 2008 reported that there were 2.3 million African American Veteran s, 1.1 million were Hispanic, 276,000 Asian; 160,000 American Indian or Alaska Native; 27, 000 were native Hawaiian or other Pacific Islander. It has been predicted by the Department of Veteran Affairs that it is expected to see 25 percent of the living Veteran population will be minorities by the year 2021. The Veterans Administration has been experiencing an increase of disability claims since the fiscal year of 2011. In 2011, 1 million Disability Compensation and Pension benefits that Veterans were already receiving benefits. There are both physical disabilities and mental health disabilities that affect the United States...
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...It was in middle school when I realize that the program I was in divided me from others. Progressing through elementary school, I knew who was going to be in my class and my teacher. I felt a sense of distinction in school when the kids from other classes did not hang out with me, distinction from how the subjects taught to me were different from those taught to them. The reason why my classes were different? I was in the dual immersion program. Being in the program is important to me because of how it molded me into the person I am today; a person who appreciates their two cultures. The dual immersion program exposed me to a culture that was already embezzled in my roots, for that I am thankful for it. My elementary school celebrated...
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...ESL Program Analysis Aretha Austin Grand Canyon University EED-544 Prescriptive Reading and Assessment January17, 2011 Introduction Research in educational and literature setting points out that English language learners (ELLs) are learners who have limited proficiency in the English language. They are learners that have been identified as a subgroup of people that is growing fast. Throughout the United States, school districts educate over 10 million English language learners that not only differ in language but behaviourism and culture as well. Studies indicate that the learners speak numerous languages; Spanish is the language spoken by more than 65% of the (ELLs). As these numbers continue to increase, many school systems are encountering pressure and challenges that are forcing them to incorporate programs ad or modify lesson plans in order to educate the English language learners. Over the past two years, in the state of Alabama, more than twenty thousand English language learners K-12 grade have made significant progress in academic; with a 72% graduation rate. The Top Five Languages represented by ELs in Alabama’s K-12 Program are 18115 Spanish, 526 Korean, 456 Vietnamese, 429 Arabic, and 309 Chinese. The six K-12 schools in the Russell County School District/my local school, offers about 25 ELLs education in English as a Second Language, in addition, assistance in reading, math and writing. The county also offers after school tutoring in basic skills...
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...1 ECED 330 Final Refection Generations upon generation of groups and cultures have been formed in many parts of the U.S. for more then over the last two hundred years. Until the last 30 to 40 years has the educational system started to validate anything beyond the English language inside of the classroom. According to Australian Government Department of Education the balance between culture, language and learning are a key for all three to function together. “A professional stance that understands language as a social practice requires students to engage in tasks in which they create and interpret meaning, and in which they communicate their own personal meanings and develop personal connections with the new language” (pg.17 A.G.D.E). Having a strong foundation in the educational system focused on culture and language will produce positive results. The educational system for many years beg to differ that cultural and language do not need to be enforce inside the classroom, well at least that was until the last few decades. (P. Tabors) In 1996 the NAEYC finally made a recommendation that linguistic, followed with culture diversity was of importance in the classrooms across America. Our country does not stand above all others in education but not because we don’t put the effort into our educational system. It’s because we are the melting pot for every race and creed and our boarders never close to immigration. I believe that is what makes are country unique and special. No...
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...Yuliana Liveris Dr. Ana Close English 102 F 04/29/2014 Enlarging Two Languages for the Education in Chicago’s School Having bilingual education in nursery school across Illinois is a valuable practice for children because it is important to acquire two languages with eloquence. Bilingualism is often related to immigration, and this element has developed particular views of approaches to bilingual education in the Chicagoland area. The most important is the distension of the young non-Native English speakers in the early learning. When the children are 3-5 years old going to preschool, Chicago public school places them into bilingual classes because they are identified as dual language learning. By using different theories from the sociological perspective, the set of interrelation of social and pedagogical purposes can be understand from the bilingual classes of preschool in Chicago. First, functionalist perspective emphasizes the interconnection between the different parts that are involved in bilingual education, and how they work together to produce a negative or positive influence. Second, the home culture as the standard focuses its viewpoint by criticizing the value of foreign culture by using the home culture inside the bilingual language and its benefits. Finally, conflict perspective focuses how society presents itself by using power and conflict over the resources and rules of the bilingual classes. Therefore, the sociology perspective can explain the increased...
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...photovoltaic panels, reflectors, lenses or other optical devices. 2.3.1 Single axis horizontal tracking: In the single axis horizontal tracking the axis of rotation of the tracker is horizontal with respect to ground. It rotates the module 180 degree. 2.3.2 Single axis vertical tracking: In the single axis vertical tracking the axis of rotation of the tracker is vertical with respect to ground. It rotates the module 180 degree 2.3.3 Dual axis tracking: The Dual axis trackers have two degrees of rotation freedom that act as axes of rotation. These axes are normal to one another. One axis is fixed with respect to the ground can be considered a primary axis. The...
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