...Literacy Skills in Children from Low-Income Families In American society, education is considered by many to be an equalizing force for people from all walks of life. It allows the nation’s best and brightest to distinguish themselves from their peers through intellectual merit - at least in theory. Unfortunately, the reality of the situation does not live up to the ideal, especially for children from low income families. Children who are already growing up with the disadvantages of poverty are further hindered by underfunded and ineffectual primary schooling, setting them even further behind middle and upper class children. Before beginning a discussion of the factors or strategies contributing to early literacy, it is important to first establish that there is in fact a discrepancy between low-income children and their more affluent peers in the first place. A review of the research literature is required to lay certain inaccurate stereotypes to rest, such as the notion that poor children are simply lazier students, and do not face additional difficulties with the acquisition of literacy skills. A comprehensive empirical study by Babuder et al (2014) explores the relationship between poverty and reading skills in children, with the results being unanimously negative. The study goes beyond assessing the reading skills of the children, and measures the basic phonological and semantic skills needed for reading comprehension. The results suggest that poor children exhibit major...
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...INT J LANG COMMUN DISORD, NOVEMBER–DECEMBER VOL. 2011, 46, NO. 6, 657–664 Research Report Communication skills in a population of primary school-aged children raised in an area of pronounced social disadvantage James Law†‡, Kirsty McBean‡ and Robert Rush‡ †School of Education, Communication & Language Sciences, Newcastle University, Newcastle, UK ‡Centre for Integrated Healthcare Research, Queen Margaret University, Edinburgh, UK (Received 10 December 2009; accepted 1 February 2011) Abstract Background: Previous studies have highlighted the level of communication difficulty experienced by children from socially disadvantaged backgrounds, but the pattern of difficulties remains unclear. Aims: The study asks whether the performance of a community sample of children from one of the most socially disadvantaged neighbourhoods in Scotland is best characterized by a general delay in all areas of development, by difficulties across the more formal structural aspects of language or in phonological skills. Methods & Procedures: The study included 138 monolingual English-speaking children: 63 (45.7%) boys and 75 (54.3%) girls aged between 5 and 12 years. All children were assessed blind to educational attainment in the school. Outcomes & Results: Nearly 40% of children had delayed language development with 10% having severe difficulties. The children presented with an uneven profile with much lower structural language scores than reading, general communication skills or non-verbal...
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...in the agency. While the outline is presented in this format for ease of reading and brevity, a more narrative format is recommended to serve as the actual agency wellness plan. Additionally in some sections, such as Program Objectives and Program Content, the outline provides suggested objectives or program content for agencies to consider. In these sections, agency wellness planners may need to delete or add language to reflect agency-specific objectives and content. If you have any questions about the outline or developing your wellness plan, please contact: I. Program Purpose This voluntary program of formal and informal activities is designed to improve the health and well-being of all employees and reduce or eliminate health issues affecting employee health and work productivity. II. Program Objectives A. Primary Goal 1. The Employee Wellness Program will strive to increase the well-being and productivity of all employees by enhancing all aspects of health. The program seeks to increase awareness of positive health behaviors, to motivate employees to voluntarily adopt healthier behaviors, and to provide opportunities and a supportive environment to foster positive lifestyle changes. B. Measurable Outcome/Impact Objectives for FY C. Employee Wellness Program Objectives for FY 1. By the end of FY , % of employees returning surveys will report they are aware that a wellness program is available at . 2. By the end of FY , % of...
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...09/09/2013 Assignment 1 1. What do you think of traditional Hmong birth practices (pp. 3-5)? Compare them to the techniques used when Lia was born (p. 7). How do Hmong and American birth practices differ? I find the traditional birth practices peculiar and very unsafe. The conceiving of a child should be done in a sterile environment by professionals, so that the risks of negative effects like infections, wounds, etc. is minimized. Nevertheless I think the tradition, that the placenta is buried by the father, so that the soul can return to it’s first jacket, in order to continue it’s after death journey, is a wonderful way of believing what comes after death. Professional doctors handled Lia’s birth the American way, with her mother lying on a metal table with sterile drapes and no anaesthetics. This is a big difference to the Hmon customs, where Foua would have squatted on the dirty floor and pulled the baby out by herself, while trying not to touch the floor and not waking her other kids, until the new-born starts to cry. Another difference is that the Hmong bury the baby’s placenta and the Americans incinerate it. After birth a soul calling ceremony officially in order to confirm the quality of Lia’s name and pleasing the soul to reside in Lia’s body to protect her from illness and evil spirits. 2. Over many centuries the Hmong fought against a number of different peoples who claimed sovereignty over their lands; they were also forced to emigrate from China. How...
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...Homeless Youth: Research, Intervention, and Policy by Karen Spuriel Coleman- MBA Abstract Homelessness among youth in the U.S. is disturbingly common, with an estimated annual prevalence of at least 5 percent for those ages 12 to 17. Although homeless youth appear throughout the nation, they are most visible in major cities. Rigorous research on this special population is sparse, making it difficult to capture an accurate and complete picture. Despite its limitations, recent research describes homeless youth as a large and diverse group. Many homeless youth have multiple overlapping problems including medical, substance abuse, and emotional and mental problems. Literature suggests that comprehensive and tailored services are needed that address both the immediate and long-term needs of homeless youth. Where appropriate, services should include assistance with meeting basic needs as perceived by youth as a gateway to other needed services. In addition to serving those already homeless, interventions are needed to prevent homelessness among at-risk youth. Lessons for Practitioners, Policy Makers, and Researchers • As used here, the term “homeless youth” focuses on minors who have experienced literal homelessness on their own—i.e., who have spent at least one night either in a shelter or "on the streets" without adult supervision. On occasion, where warranted by the research being discussed, the term is also used to describe homeless young adults up to age 24. • Homelessness...
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...Mews, Ground Floor, House Vincent, 10 Brodie Road, Wynberg 7800, South Africa www.ijr.org.za © 2009 Institute for Justice and Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history teaching • Funding education • Resurgence of liberal principles • Key proposals and teaching suggestions 29 30 30 CHAPTER 5: Teaching...
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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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...Grant Writing FOR DUMmIES 3RD ‰ EDITION by Dr. Beverly A. Browning, MPA, DBA Grant Writing For Dummies® 3rd Edition , Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2009 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. Requests to the Publisher for permission should e addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201)748-6008, or online at http:// www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/ or its affiliates in the United States and other countries, and...
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...land dispossession, enforced labour incorporation, periodic massacre, and suppression of their culture inflicted on the San constitute genocide. While developments through the 18th century have been reasonably thoroughly documented, our knowledge of the 19th century is patchy because little research has been done on this period. RESEARCH TOPIC: MONIQUE CLASSEN CLSMON002 The ‘Christianization’ process of the London Missionary Society in 19th century South Africa: A case study of Bethelsdorp and Thornberg Contents PLAGIARISM DECLARATION 2 ABSTRACT 3 INTRODUCTION 4 THE LONDON MISSIONARY SOCIETY 7 Driving Ideologies Behind An Archetype of Civility and Modernity 9 THE ‘CHRISTIANIZATION’ STATIONS 11 The Institute of Bethelsdorp for the Khoekhoe 11 Thornberg Mission Station for the Heathen San 17 THE GROUNDWORK 21 CONCLUSION 26 BIBLIOGRAPHY 28 LIST OF ILLUSTRATIONS 1. Village of Bethelsdorp (from John Philip: Researchers in South Africa, London 1828) 2. Church and Mission House at Bethelsdorp (from a watercolor by John Campbell, 1819.) By courtesy of Africana Museum, Johannesburg 3. Map: Nineteenth-Century Mission Stations to Bushmen (from Tricksters and Trancers, 1999) 4. Erasmus Smith (from Christianity in South Africa: A Political, Social, and Cultural History, 1997) PLAGIARISM DECLARATION ------------------------------------------------- ------------------------------------------------- PLAGIARISM DECLARATION ...
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...crompton greaves limitedWipo Limited | MANAGERIAL ACCOUNTING | ASSIGNMENT 03 | | SUBMITTED BY PRIYAL CHOWKHANI R1301038 PGDM 2013-15 1. Vision/Mission statement of the Company’s Promoters and their management philosophy. Vision Statement Vision statements help to describe the organization's purpose. Vision statements also include the organization values. Vision statements give direction for employee behavior and helps provide inspiration. Strategic plans may require a marketing strategy, which could include the vision statement to also help inspire consumers to work with the organization. Vision of Crompton Greaves Limited- To become a Leading Appliances brand by offering technically superior products & services and qualitative after sale service thus enhancing the quality of life of every consumer, through an engaged team. Mission Statement Leaders should emphasize the current mission statement to employees, which clarifies the purpose and primary, measurable objectives...
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...A NARRATIVE REPORT ON OFF-CAMPUS STUDENT TEACHING IN SAN JOSE EAST CENTRAL SCHOOL SAN JOSE CITY, NUEVA ECIJA JOY E. ACOSTA BACHELOR OF ELEMENTARY EDUCATION (Content Courses) College of Education CENTRAL LUZON STATE UNIVERSITY Science City of Muñoz, Nueva Ecija April 2013 APPROVAL SHEET This NARRATIVE REPORT ON OFF - CAMPUS STUDENT TEACHING IN SAN JOSE EAST CENTRAL SCHOOL, SAN JOSE CITY, NUEVA ECIJA, SECOND SEMESTER S.Y. 2012-2013 prepared and submitted by JOY E. ACOSTA, in partial fulfillment of the requirements for the degree of Bachelor in Elementary Education in hereby approved. JHUNDHELL H. PARUÑGAO Chairman, Dept. of Elem. Ed. Accepted in partial fulfillment of the requirements for the degree of Bachelor of Elementary Education. JAYPEE S. DEGUZMAN ROSE ANN POSADAS PT Supervisor PT Supervisor FLORANTE P. IBARRA, Ed. D. PT Supervisor/ Over-all PT Coordinator RHODORA I. DELA ROSA, Ph, D. Dean, College of Education Acknowledgment Words are not enough to convey my numerous thanks and expressions of gratitude and appreciation to the important people who generously extended their support and encouragement in pursuit of this narrative documentation and action research toward...
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...Chapter 12. & YOUTH INFORMATION and COMMUNICATION TECHNOLOGIES(ICT) The definitions and ideas applied to information and communication technologies and the modern media culture are examined in the beginning of this chapter. The characterizations of media culture are then explored from the perspective of young people, and the links between youth and ICT are investigated. The dominant cultural logic with regard to ICT is outlined, and different forms of the digital divide are presented. Some global aspects of ICT use among youth are reviewed, using both primary and secondary sources. New forms of youth socialization brought about by the emergence of ICT are examined, and the chapter concludes with a set of recommendations. INTRODUCTION Young people today live in a world characterized by dramatic cultural, economic, social and educational differences; individual circumstances depend largely on where a person is born and raised. More than 800 million adults (two-thirds of them women) still lack basic literacy skills; at the other end of the spectrum, the use of information and communication technologies (ICT) is skyrocketing. Notwithstanding the immense diversity in living environments, an unprecedented and unifying global media culture has developed that challenges and often surpasses such traditional forms of socialization as family and school. This complex cultural situation—in which young people are struggling to find direction in their lives or simply to survive, to improve...
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...arrows where direction of influence is uncertain Spheres of influence outside of family is assumed Lack of information regarding the interconnection between the two families of origin Lack of information regarding relationship between April and biological father: assumed none PYC 4808 Assignment 03 Student 3350-133-5 August 2013 Figure: Authors own Case Study: Bird Family Pg3 3. Perspectives:a. Perspective of each family member: Mavis Bird: Mavis Bird grew up in what appears to have been an unstable home. Mavis has two older siblings that wereremoved from the family home and placed in foster care. It would appear that they were not kept in contact. Mavis’s younger broth er was also diagnosed as schizophrenic which would have added to the chaotic homeenvironment.After her parent divorce, when she was five, Mavis’ mother did not get custody of the children. It is unclearwhether...
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...Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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...27 4 Structuring drama in schools 32 4.1 Level descriptions for drama 33 5 Policy, facilities, resources 41 5.1 Useful points for schools managers and subject leaders to consider 41 5.2 What does a good school policy for drama look like? 42 5.3 What do good facilities and resources in drama look like? 44 6 Conclusion 46 Appendix 1 Drama and the early learning goals within 48 the Foundation Stage Appendix 2 The National Curriculum for England – English 50 Appendix 3 Drama within the Primary Strategy 54 Appendix 4 Drama and the Key Stage 3 National Strategy 58 Appendix 5 Inclusive education 60 Appendix 6 Ofsted’s guidance on inspecting drama 11–16 62 Appendix 7 Ofsted’s guidance on inspecting post-16 drama 65 and theatre studies Appendix 8 National initiatives in the arts that impact on drama 67 in schools...
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