...Lies My Teacher Told Me is a courageous piece of nonfiction written by James W. Loewen, sociologist and author. Loewen grew up in Decatur, Illinois to a librarian and teacher for a mother, and a medical director for a father. Starting off as a National Merit Scholar from MacArthur igh School, he went on to obtain a doctorate degree in sociology at Harvard University. Loewen has taught at a historically black college in Mississippi and also at the University of Vermont where he taught about race relations for 20 years. Before writing, Lies My Teacher Told Me, Loewen co-wrote Mississippi: Conflict and Change, a United States history textbook. He fought for its right for use in public schools, and won with a radical victory. James Loewen, only then went on to write Lies My Teacher Told Me, with the intention of letting...
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...Chantell Bernhardt Children’s Literature April 15 2013 Dr. Ketrick There’s a Boy in the Girls’ Bathroom Summary Plot The book that I was assigned to read was “There’s a boy in the Girls’ Bathroom by Louis Sachar. The book was about a boy named Bradley Chalkers. Bradley is a lonely and troubled fifth grade student with a lot of behavior problems. No one at his school likes him but the schools counselor Carla, and a new boy in his class named Jeff Fishkin. The two boys become friends, but don’t get along that well. Bradley almost always tells lies and bullies his entire class. Jeff on the other hand is the complete opposite. Bradley also performs very badly in his studies. He does not complete homework and lies to his mother constantly telling her that he gets A+’s on all of his papers, when in reality he gets F-‘s all the time. As a result to his actions, he gets held back a year. In the book he does not appear to have a happy house life either. His father bullies him and sister teases him. With the exception of his mother, Bradley’s family is largely unsupportive and does little to attempt to consider matters from Bradley’s perspective. This all changes once Carla Davis counsels his school. Carla changes Bradley’s life, but has to leave the school due to the school board and parents. When this happens Bradley becomes very upset and threatens to revert back to his bad behavior. In the end Bradley starts to come to terms with Carla’s departure. He writes her a goodbye letter...
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...Chapter 2 Childhood Years in Calamba Rizal's childhood was the happiest period of his life. Calamba, the hero's hometown, belonged to the Dominican Order. A few kilometers south of Calamba lies mount Makiling. East of the town is Laguna de Bay. Rizal was a student in the Ateneo de Manila in 1876 when he was 15 years old. When he was fifteen, he wrote the poem entitled In Memory of My Town (Un Recuerdo A Mi Pueblo) Rizal was sickly, underweight, undersized, and frail as a child. He had his own nipa cottage where he played in the day, built by his father. He had an aya (nurse maid) who has a kind old woman and who took care of him and his health. He began birdwatching at the age of 3, observing the culiauan, the maya, the maria capra, the martin, and the pipit. He recited the Angelus prayer daily. Of all his sisters, Jose loved little Concepcion best. She was only a year younger than him, and fell ill and died at the age of 3. The death of his sister was Jose's first grief. Jose and his father went on a pilgrimage to Antipolo on June 6, 1868 so that they could fulfill his mother's vow, which she made when Jose was born. Teodora could not join them on this pilgrimage because she had given birth to Jose's sister Trinidad. After the pilgrimage, Jose went with his father to Manila where they visited his sister Saturnina, who was then a boarding student at La Concordia College in Santa Ana. On "The Story of the Moth," Rizal thought that the creature's death was justified...
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...Crow Case 2 Signs and Symptoms of the Insecurely Attached: the birth of a Giraffe Case 3 Continuous Lies: the Peanut Butter Boy Case 4 Curiosity and the Setting of Fires: Burn, Baby, Burn Case 5 Avoidant Attachment: Run for Your Life Case 6 Attachment and Security: a Death Row Tale Case 7 Brain Development and A ffect Regulation: Classroom Back Stabbing Case 8 Parenting at Night: “2 x 10” Tale Case 9 Disorganized Attachment: Confusion in the Kitchen Case 10 Eating Problems: the First Supper Case 11 Regulating Stimulation: Disneyland, Here We Come Case 12 Executive Function Deficits: the Paper Clip and Fire Tale Case 13 Inhibitory Control of Responses: Jelly, Jelly, All Over the Wall Case 14 It is All about Survival: Gang Pressure and destruction Case 15 Working Memory Deficits: the TV Thief Case 16 Ado lescent Brain Development: the Cell Phone Caper Case 17 Adolescent Identity and Escape Behavior: a Fantasy from the Wild, Wild West Case 18 Resilience and Temperament: No Free Drugs Case 19 Reasoning and Affect Regulation: the Orphan Card Case 20 Families Evolve Slowly: How Many Babies? Case 21 Changing the Meaning of a Stimulus: the “Dorky” shoes boy Case 22 Displacing the Rage: Slipping into Psychosis Case 23 Distract Yourself with Other Things: Playing with Mud Case 24 Paranoid Belief Systems: the Tree Monitor Case 25 Hyperactivation: “You Love Me, Don’t You, Mom?” Case 26 Emotional Regulation through Religion — Jail House Conversion Case 27...
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...writing and critical thinking Scientific-based research (SBR) supports the use of mini-research activities to increase student achievement © ProQuest LLC – May be reproduced for Educational Purposes September 2007 TABLE OF CONTENTS Topic Section Selected LM_Net Librarian Comments about Positive Strategies for Preventing Plagiarism Strategies for Creating Low Probability of Plagiarism Research Activities—Doug Johnson Bloom‘s Taxonomy of Higher-Order Thinking Skills (HOTS) and Mini-Research ProQuest Mini-Research Strategies Correlated to HOTS -- (Bloom‘s Taxonomy) Mini-Research Formal Model—Integrate Technology and Prevent Plagiarism Mini-Research Draft Summary Model Integrates Technology Methods and Skills Mini-Research Informal Model—Integrate Technology and Prevent Plagiarism Flexible Rubrics Model for Teacher Evaluation of Mini-Research Reports APPENDIX ProQuest Mini-Research Process vs. Traditional Research Renewed Emphasis on the Importance of Writing and Mini-Research Activities Scientific-based Research (SBR), Mini-Research and Student Achievement Comparing eLibrary, Google, and Print Library Benefits for Student Research Implications of the Pew and NWHS Studies of Student Internet Use 21 22 23 25 26 Page 2 6 9 10 12 15 17 20 1 Selected LM_Net Listserv Quotes on Positive Strategies for Preventing Plagiarism The following quotes were selected from responses to the issue of plagiarism on the...
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...HOW DOES A MUSIC PROGRAM AFFECT THE READING FLUENCY OF SECOND GRADE ESL STUDENTS? by Candace Rose Cooper A Thesis submitted in partial fulfillment of the requirements for the Master of Arts degree in English as a Second Language Hamline University St. Paul, Minnesota April, 2011 Committee: Ann Mabbott-Primary Advisor Cynthia Lundgren-Secondary Advisor Kristin Weidlein-Peer Reader To my aunt, Mary Lou Merdan, Ph.D., who dedicated her career to reading literacy through the education of children and teachers. ii TABLE OF CONTENTS Chapter One: Introduction……………………………………………………………….1 Folk Songs………………………………………………………………………...1 Background of the Research………………………………………………………3 Benefits of Music Education……………………………………………………...4 Conclusion………………………………………………………………………...5 Chapter Two: Literature Review…………………………………………………………7 Music, Motivation, Language, and Reading Fluency……………………………..7 Music and Language…………………………………………………………..…..8 Music and Motivation……………………………………………………………10 Oral Language……………………………………………………………………15 Reading Fluency…………………………………………………………………17 Strategies for Enhancing Reading Fluency………………………………………21 Fluency and ELLs…………………………………………………...…………...24 Fluency Assessment……………………………………………………………...25 Conclusion……………………………………………………………………….29 Chapter Three: Methodology…………………………………………….……………...31 Participants and Research Design………………………………………………..31 Research Paradigm…………………………………………….………………....31 Setting………………………….………………………………………………...32 iii Participants………………………………………………………………………...
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...did to me. When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities.” (Douglass 43). His mistress at long last turned out to be significantly more rough in her resistance than her husband. She felt compelled to surpass her spouse’s expectations. Nothing appeared to make her more furious than to see Douglass with a daily paper. She assumed that here lay the peril. She would rush at Douglass with a face made all up of fierceness, and grab the daily paper, in a way that completely uncovered her trepidation. She soon realized that "education and slavery" were not companionable. Additionally, Douglass also acknowledges the plight of the poor Irish children in Baltimore. He...
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... Supervisor： Prof. Gan Chengying Major：English Student Number：20065805 School of Foreign Languages and Cultures Southwest University of Science and Technology June, 2010 [pic] 本科生毕业论文 从文化角度分析英语语用失误 罗情 指导教师：甘成英 专业名称：英语语言文学 学 号：20065805 西南科技大学外国语学院 2010年6月 Acknowledgement I want to express my heartfelt thanks to my supervisor professor Gan Chengying, who accompanied me through all the processes of choosing the topic, selecting useful materials and finally finishing my draft. Without her help, this research paper can not be achieved. Also I want to extend many thanks to my teacher Tu Chao who gave me a lot of precious tips on how to achieve standard language in paper as well as how to avoid mistakes in delivering information. Apart from my teachers I still own much gratitude to my fellow friends. You helped me rectify grammatical mistakes that appeared in my paper and gave me a lot of encouragement in finishing this paper. Abstract According to the current situation of English teaching, the cultivation of the students’ cultural understanding is not paid so much attention to as the basic English knowledge teaching. Due to this fact, many foreign language students nowadays have a good command of grammar, a large vocabulary, but they often fail to communicate well with native speakers with what they have learned...
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...Abanador Problem : Factors Affecting Reading Comprehension of Students Solutions: A. Interactive 1. Story Retelling 2. Story Grammar Training 3. Question-Answer 4. Reading Tutorial 5. Recitation B. Self-Enrichment 1. Inferring 2. Synthesizing 3. Summarization 4. Paraphrasing Strategy 5. Repeated Readings C. Assessment 1. Giving exam 2. Giving assignments 3. Book report 4. Impromptu Speech 5. Story Mapping INTERACTIVE Story Retelling Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form. Children begin learning the basics of retelling in kindergarten where teachers start to informally assess the students' overall understanding of a story. Retelling is a useful assessment tool throughout school because it can measure simple to advanced comprehension, as well as help the students improve their listening and speaking skills. Instructions 1. Review retelling strategy. Model it again for those who may struggle. Read a short story aloud to the class, then summarize the important details in the correct sequence. Write each summarizing statement on chart paper. Number the statements so students understand how to retell in the order that events happened. 2. Choose an instructional level text, like a short story from a reading book or a chapter from a novel, that is leveled for the grade you teach...
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...How to Improve Higher Education Dr. Muhammad Saleem* Abstract: This brief presentation consists of two parts. In part – I attempt has been made to diagnose the ailment and identify the causes that pushed us to the back – benches of human civilization and virtually wiped us out of the intellectual map of the world. In Part – II we have ventured to suggest some remedial measures following which we may be able to leap forward and reclaim our lost glory and respectable place in the comity of nations. Of late, we ran into one of the most disturbing and distressing report concerning the state of education and research in the Muslim world visà-vis the Judao-Christian world. For instance, it was reported that the Jewish population around the world is almost 14 million. With this numerical strength, they have been able to produce thus far 163 Nobel Laureates.1 The Muslims, on the other hand, are more than one billion in population and have produced only eight Noble prize winners so far2. This contrast became further embarrassing when it was read in conjunction with another survey report wherein it was underscored that the Muslims were terribly lagging behind in the field of knowledge and education from the rest of the world both in quantitative and qualitative terms. It was reported that there were nearly 500 universities in the entire Muslim world3 and they too were hardly any better than ordinary colleges as they weren’t engaged in any research work or the generation of a new knowledge...
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...SPM ENGLISH LANGUAGE 1119 SMART MODULE 2 2011 [pic] SPM ENGLISH LANGUAGE 1119 SMART MODULE 2 2011 Patron En. Mansor bin Lat Director of Kedah Education Department Advisor Tn. Hj. Asmee bin Haji Tajuddin Head of the Academic Sector Coordinator Pn. Hjh. Zaliha bt Ahmad The Principal Assistant Director (English Language) Committee Members Pn. Wan Aisyah bt Haris (Assistant District Language Officer for Language, Kota Setar) Pn. Hjh. Fadzillah bt Selamat (Assistant District Language Officer for Languages, Kubang Pasu) En. Yong Kooi Hin (Assistant District Language Officer for Languages, Baling Sik) En. Nordin bin Mohd. Noor (Assistant District Language Officer for Languages, Padang Terap) En. Azmi bin Othman (Assistant District Language Officer for Languages, Kuala Muda Yan) En. Nagaiah Velu (Assistant District Language Officer for Languages, Langkawi) En. Md. Zahir bin Husin (Assistant District Language Officer for Languages, Kulim Bandar Baharu) Pn. Nadia Normala Vimala bt Abdullah (Assistant District Language Officer for Languages, Pendang) Cik Farha bt Sobry (Assistant District Language Officer for English (Secondary), Kuala Muda Yan En. Oslan bin Yum (Assistant District Language Officer for English (Secondary), Kubang Pasu Panel of Smart Module 2 2011 (SPM 1119) 1. Pn. Farah Ikhmar bt Jafri (SMK Sik) 2. En. Lim Swee Teong (SMK Simpang Kuala) ...
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...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
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...THE STORY OF MY LIFE By Helen Keller With Her Letters (1887-1901) And Supplementary Account of Her Education, Including Passages from the Reports and Letters of her Teacher, Anne Mansfield Sullivan, By John Albert Macy Special Edition CONTAINING ADDITIONAL CHAPTERS BY HELEN KELLER To ALEXANDER GRAHAM BELL Who has taught the deaf to speak and enabled the listening ear to hear speech from the Atlantic to the Rockies, I dedicate this Story of My Life. CONTENTS Editor's Preface I. THE STORY OF MY LIFE CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII II. LETTERS(1887-1901) INTRODUCTION III: A SUPPLEMENTARY ACCOUNT OF HELEN KELLER'S LIFE AND EDUCATION CHAPTER I. The Writing of the Book CHAPTER II. PERSONALITY CHAPTER III. EDUCATION CHAPTER IV. SPEECH CHAPTER V. LITERARY STYLE Editor's Preface This book is in three parts. The first two, Miss Keller's story and the extracts from her letters, form a complete account of her life as far as she can give it. Much of her education she cannot explain herself, and since a knowledge of that is necessary to an understanding of what she has written, it was thought best to supplement her autobiography with the reports and letters of her teacher, Miss Anne Mansfield Sullivan. The addition...
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...TERMS AND ABBREVIATIONS ABSTRACT CHAPTER 1: BACKGROUND TO THE STUDY 1.1 Introduction 1.2 Background to the study 1.3 Aim of study CHAPTER 2: METHODOLOGY 2.1 Grounded theory 2.2 Data collection 2.2.1 Sampling 2.2.2 Participants 2.2.3 Methods 2.2.4 Ethical considerations and access 2.3 Data analysis 2.3.1 Rigour and trustworthiness 2.4 Chapter summary CHAPTER 3: CATEGORY ONE: THE CURRENT DILEMMAS 3.1 Existing problems 3.2 More fail theory than practice 3.3 Differing agendas 3.4 Chapter summary CHAPTER 4: CATEGORY TWO: THE PROCESS OF MANAGING A FAILED CLINICAL ASSESSMENT 4.1 Identifying the weak student 4.2 Developing a plan of action 4.3 The decision to fail 4.4 After the deed is done 4.5 Chapter summary CHAPTER 5: CATEGORY THREE: FAILING TO FAIL 5.1 Leaving it too late 5.2 Personal consequences 5.3 Facing personal challenges 5.4 Experience and confidence 5.5 Chapter summary PAGE 1 2 3 4 6 6 6 10 11 11 12 12 13 14 14 16 16 19 20 20 23 24 26 28 28 32 36 41 45 47 47 52 55 60 62 1 CHAPTER 6: CATEGORY FOUR: DOING ENOUGH TO PASS 6.1 Not bad enough to fail 6.2 Giving the benefit of the doubt 6.3 Consequences of failing to fail 6.4 Chapter summary CHAPTER 7: CONCLUSION AND RECOMMENDATIONS 7.1 Conclusion 7.2 Recommendations for mentorship preparation 7.3 Recommendations for nurse education programmes 7.4 Recommendations for future...
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...2 14 April 2015 The Devil [and I] Wears Prada It is every girl’s dream to graduate college, move to the big city, and risk everything in order to fulfill their dream. In fields such as writing, publishing, and editing, one must be willing to start from the bottom in order to claw their way to the top. One must take any job available to them that will potentially create powerful connections to help pursue their goals. Andrea Sachs is no exception. Fresh out of college, she acquires a job in New York City that every person trying to break in to the fashion industry would die to have: junior personal assistant to the editor in chief of Runway magazine, Miranda Priestly. Ironically enough, Miranda is anything but “priest”-ly. She takes advantage of Andrea, forcing her to complete humiliating, impossible tasks for her. To make matters worse, Andrea does not exactly fit the image of someone working at Runway magazine in terms of her mentality and her physical appearance. Awkward, a size six (practically obese in her line of work), and at the bottom of the corporate food chain, she is less than thrilled to be put into this position. However, she keeps her goal in mind, and this encourages her to put on a happy face as she absorbs the torment she receives from her colleagues. Outside of the office, Andrea lives with her boyfriend. The stress of Andrea (Andy)’s job takes its toll on their relationship, and it eventually breaks under the weight. The story...
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