...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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...Doris Calvo Dr. Simpson-Warner EN-111 24 November 2010 Males in Elementary School When I was younger, I did not notice or question that there were not that many male teachers in elementary school. I did not think too much of it. But as I considered a career in teaching, I wondered why our education classes had more females than males, if not completely without a male student wanting to teach in the elementary level. My own ideas and questions began to bother me: were men just scared of teaching such a young group of students? Did men think that they were too good to teach in elementary? What was their reason for not wanting to teach at elementary level? Were women just better candidates to teach at this level? I knew that there had to be specific reasons why the populations of men in elementary school have been and continue to be low. In fact, I had to think about my own biases as to why men were not teaching in elementary. When I started this research paper and read the various articles about why men choose not to teach, I found that more often than not, it was because of other people thinking that men were not the best candidates for teaching in elementary than men simply choosing not to work. Society’s ideas about men teaching in elementary, then, are the big reasons why men are not teaching in elementary school. Society’s thinking that male teachers are not real men, parents’ suspicion of male teachers, and society insistence to men that secondary school is a more...
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...readily available” (EHow Contributor, 2011). To clarify, a math fact is basic base-10 calculation of single digit numbers. Examples of basic math facts include addition and multiplication problems such as 1 + 1, 4 + 5, 3 x 5 and their opposites, 2 – 1, 9 – 4, 15/5(Marques, 2010 and Yermish, 2011). Typically, these facts are memorized at grade levels deemed appropriate to a student’s readiness – usually second or third grade for addition and subtraction and fourth grade for multiplication and division. If a child can say the answer to a math fact problem within a couple of seconds, this is considered mastery of the fact (Marques, 2010). Automaticity – the point at which something is automatic- is the goal when referring to math facts. Students are expected to be able to recall facts without spending time thinking about them, counting on their fingers, using manipulatives, etc (Yermish, 2011). . In order to become a fluent reader, a person must memorize the sounds that letters make and the sounds that those letters make when combined with other letters. Knowing math facts, combinations of numbers, is just as critical to becoming fluent in math. Numbers facts are to math as the alphabet is to reading, without them a person cannot fully succeed. (Yermish, 2011 and Marquez, 2010). A “known” fact is one that is “answered automatically and correctly without counting” (Greenwald, 2011). In order for a child to achieve academically, the child must master basic facts. A child's progress...
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...Policy Research on Access to Quality Basic Education For Muslim Learners The views, statements, and opinions contained in this report are of the author's alone and are not intended as USAID recommendations, conclusions or statements of USAID policy. Table of Contents List of Tables………………………………………………………………. Page i List of Illustrations…………………………………………………………. ii Acknowledgements………………………………………………………… iii Abbreviations and Acronyms ………………………………………...…… iv Glossary …………………………………………………………………… vi Executive Summary .……………………………………………………… vii Chapter 1. Introduction A. B. C. D. E. F. G. Background and Rationale…………………………………….. Objectives of the Study………………………………………… Sample Selection and Data Collection………………………… Research Design……………………………………………….. Data Analysis and Procedure………………………………….. Scope and Limitations of the Study …………………………… Significance of the Study ……………………………………… 1 9 10 11 12 14 14 Chapter 2. Trends in Access Policies from 1987 to 2007 A. National Laws Governing Access to Basic Education………… …………………………………………... B. Non-legislated Policies on Access to Basic Education……………………………………………………… C. Access Policies of the Philippine Department of Education…. D. Implications of Philippine Access Policies to Muslim Learners in Basic Education …………………………….…… 15 23 26 36 Chapter 3. Key Findings on Access Barriers to Quality Basic Education for Muslim Learners A. Access Barriers to Quality Basic...
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...LESSON 1 1. Which of the instructional materials enumerated in this lesson do you often use? Are there categories you have not tried? Why? Materials often used: A. Printed and Duplicated Materials I do use a lot of printed materials in teaching my pupils. I do find that my pupils do better when we are making use of the board but I do need an evidence to show how the pupil is doing to their parent or guardian and that is by means of printed materials. B. Non-Projected Display Materials I handle kids with different needs; one for example is that I have pupils with Autism. Those who are on the spectrum learn best with visual materials that is why the center that I’m in has a lot of instructional materials to choose from. C. Cine and Video Materials Most of the cases we have in the center are children with communication problem, from speech to language disorder. The use of videos is a good help in exercising their communication. With the catchy tune and the colorful or even funny images it’s with, it surely helps maintain my pupil’s attention. D. Computer-mediated Materials I do make use of the different computer program. I am thankful that there are lot of computer programs that I can download for free, from application to help mu pupils learn facial expression, to learning colors, shapes and alphabets to learning good attitudes. Materials that I haven’t tried: A. Still Projected Display Materials Most of the kids that I’m handling are afraid...
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...Germany Culture Paper Michelle Hicks EDF 2085 Professor Blaine November 14, 2012 History The most important facts that can be found about Germany are connected to wars. The World Wars were a disaster for Germany. It led to the divide of Germany. One of the major theme of German history, according to William Spencer (1994) is division. This seems to be a common occurrence but doesn’t represent a departure from German history. Spencer noted that Germany has had difficulty during its 2000 year history in becoming a nation-state and maintaining that form, even with the development of a strong ethnic and national identity. The Holy Roman Empire and the Austro-Hungarian Empire have been apart of Germany. Germany in its early history resisted being taken over by the Roman Empire. In 1871, a separate German Empire was created but not until Bismarck. The German state remained even after losing in World War I. Germany became two separate entities after World War II including the representation of the opposite hegemonies which was directed by the United States and the Soviet Union. (Germany then and now, 1994) Politics Germany started out as tribes but now has the third largest economy in the world and the largest in Europe. The country went through several rulers or ruling parties. Germany has become a federal, parliamentary, representative...
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...places of the world. But learning English as one's second language and mastering it thoroughly is a distinguished achievement. By mastering, I mean that one is able to read, write and communicate unambiguously and effectively. In this case, only a few has accomplished due to many problems such as unavailability of native-English instructors in a country, a totally different language structure used at home and a limited amount of time studying English. The main reason why theFilipinos are employed abroad is their ability to speak and understand Englishand so when all countries in the world struggle to learn English (Rama 2000) We ,Filipinosshould not unlearn it. English is a global language and in the worlds of former Education Secretary Richardo Gloria (Castro, 1994) “mastering it willbe beneficial to all our students for they can then compete internationally.” Moreover, Roces (1999) emphasized that the Department of Education should prepare its pupils for the Information Revolution and that “isolatingthem linguistically from the world’s chief language of information...
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...Gabrielle Anderson Mrs. Marchbanks LAL102-25 4 December 2014 Moberly Adolescents Would Benefit by Starting School Later Morning after morning I find myself fighting the same battle, getting my son out of bed. Many times, I think he is awake and walk away only to come back and find he is snuggled back under is covers sleeping soundly. This doesn’t typically make for a good morning for either of us. In my own rush to get ready and out the door to work, my frustration builds. It is very difficult to hide frustration at times. He picks up on the stress and is put on the defensive while he is in his own rush to get ready and out the door. My frustration always came from a very practical standpoint. This young man is 18 years old, why can he not wake up to the six alarms he has set? He used to do such a good job at getting himself up, what happened? I would compare him to myself as a teenager. I didn’t have anyone to make sure I got out of bed and to school on time, I was responsible for myself. I knew it wasn’t right to compare two people, everybody is different. I then started thinking about the situations. What things in his life are different than mine at the time? There are many, but one that really stood out. I started school at 8:30 a.m. His school starts an hour earlier. I only did a little research at the time, and it showed that teenagers, in general, require more sleep. I also talked to a few of my son’s friends and their parents. Krista Carden, a senior...
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...audience with which you work or expect to work. Before I made the decision to switch careers from corporate America to education, I spent time as a substitute teacher in grades k through twelve. This was an invaluable experience that provided me with the insider’s advantage of the pros and cons of working in every classroom setting from accelerated to special needs, and small group learning to larger class sizes. I have found that I work well in every class room setting. As a substitute teacher, I was one of the most highly requested in my district. Even my superintendent recognized my work and accomplishments in maintaining classroom management and curriculum in the absence of the teacher and regardless of the length of time of the absence. After a year of “subbing”, I was able to identify that high school grade nine through twelve was the age group that I had the greatest success working with. As I mentioned, I was successful at all ages and grades, however, I was able to overcome challenges and barriers that many other high school teacher had difficulty or inability to overcome. Another indicator was listening to the way that teachers speak of their students. Naturally, elementary school teachers cannot cay enough positive things about their students. It is easier to be forgiving with younger children because you understand and expect them to need redirection and reinforcement. As opposed to older students who teachers expect to have achieved a certain level of learning and behavioral...
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...can influence and take your classroom in a direction that teachers and students alike do not want to go. Preventing, recognizing, and redirecting negative behaviors can keep the class running smoothly. Through research, talking with teachers, and my own personal experience as a substitute teacher, I have identified what I feel to be 10 common negative influences in the classroom. When a teacher is able to identify negative behaviors quickly, they can redirect and stop the behavior before it becomes a serious problem. Inattentiveness is a negative behavior that every teacher has experienced at one time or another, myself included. Inattentiveness can take many different forms, such as sleeping, daydreaming, and idleness (Sun & Shek, 2012). While inattentiveness usually does not affect others learning, it is still a negative influence in the classroom. If one student is able to get away with, the rest believe they may as well. One way to avoid inattentiveness is to keep students engaged. Kounin’s approach to classroom management would work in this instance. Kounin’s approach outlines that keeping students engaged by presenting lessons that draw a student’s interest and keep students accountable by asking questions (Charles & Senter, 2011). If students know they are going to be called on, they are more likely to pay attention. If the problem is not enough sleep, that is a situation that should be discussed with parents. In my experience, when I suspect the issue...
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...Impact of Societal Social Institutions on People These embody all the ideas and beliefs of members of the society about how they think their lives should be organized. Dominant ideas and beliefs are those usually of the ruling class or the rich and powerful and tend to be the ones people find legitimate. Minority and weaker beliefs are also apart of the social institution but are not felt to be legitimate by the majority of the society and so may be suppressed and alienated. These ideas are normally in competition with one another for supremacy. So how can ideas be the building block of an entire society. Each institution becomes tangible through social organizations. So religious beliefs of the Christian are made tangible through the church. The ideas and beliefs forming the institution become concrete in the society through social organisations which reflect how these ideas are held. In each institution there are values (ideas on how something should be ranked in society), norms (yardsticks and standards that have evolved on how we should act), statuses (assigned positions or locations), and roles (expectations of behaviour). They are then the fundamental building blocks of society and vary over time and are based on the ideals which the people of the society have on accomplishing the tasks of living together collectively The Family Nancie Solien defines the family as "group of people bound by that complex set of relationships known as kinship ties“. It is the basic unit within...
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...quantitative, thus are less easily adaptable to a good scale. A unit of competency might be a task, a role, a function or a learning module. Academic Performance is often measured more by ear than today. Although education is not the only road to success in the working world, much effort is made to identify, evaluate and encourage the progress of students in school. Learning Competencies like increasing reading and writing vocabulary through wide like reading and word study, using appropriate comprehension strategies and effective before during, and after reading, using listening skills and using complete sentences, correct word order in sentences, these learning competencies that the students will develop. If a child fails to acquire these skills, his/her academic performance suffers. If a child is frustrated with his/her academic performance, chances are he/she drops out of school and eventually reverts to illiteracy BACKGROUND OF THE STUDY This study will be concluded at Paiisa Elementary School Grade V pupils in Paiisa Tiaong Quezon, S.Y 2011-2012. Most of the students enrolled in Paiisa come from nearly in Barangay. This school is clean and conductive learning. The residents of the town are to be engaged in many different activities and livelihood. But when their children reach the grounds of the school, they are very concerned and focused. They...
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...helping me learn what I needed for math when I came home with a very low grade in math. With her help and an hour or so every night spent studying math, I managed to help get my grade higher. It wasn’t the best grade, certainly not an A, but it was still good enough that they did not try to hold me back because of it. I went on summer break that year, already not looking forward to the next school year. Towards the end of the summer, after much thinking and weighing the pros and cons, I finally came to the conclusion that I wanted to be homeschooled. I told my mother only a few days after I came to my decision, worried that she might turn me down and make me go. When I told her about wanting to be homeschooled she first let me know that I should have told her earlier, as I had only two to three weeks before school started. However, she didn’t turn me down and instead told me to give her all of the reasons that I wanted to be homeschooled, to ensure that they were good reasons and I wasn’t simply getting the back-to-school jitters. I wrote her a list of all...
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...The Real Ebonics Debate What Should Teachers Do? By Lisa Delpit The "Ebonics Debate" has created much more heat than light for most of the country. For teachers trying to determine what implications there might be for classroom practice, enlightenment has been a completely non-existent commodity. I have been asked often enough recently, "What do you think about Ebonics? Are you for it or against it?" My answer must be neither. I can be neither for Ebonics or against Ebonics any more than I can be for or against air. It exists. It is the language spoken by many of our African-American children. It is the language they heard as their mothers nursed them and changed their diapers and played peek-a-boo with them. It is the language through which they first encountered love, nurturance and joy. On the other hand, most teachers of those African-American children who have been least well-served by educational systems believe that their students' life chances will be further hampered if they do not learn Standard English. In the stratified society in which we live, they are absolutely correct. While having access to the politically mandated language form will not, by any means, guarantee economic success (witness the growing numbers of unemployed African Americans holding doctorates), not having access will almost certainly guarantee failure. So what must teachers do? Should they spend their time relentlessly "correcting" their Ebonics-speaking children's language so that it might...
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...The Florida State University DigiNole Commons Electronic Theses, Treatises and Dissertations The Graduate School 2-5-2009 The Social Impact of Corporate Social Responsibility: A Case Study Brooke Ellen Forester Florida State University Follow this and additional works at: http://diginole.lib.fsu.edu/etd Recommended Citation Forester, Brooke Ellen, "The Social Impact of Corporate Social Responsibility: A Case Study" (2009). Electronic Theses, Treatises and Dissertations. Paper 4418. This Dissertation - Open Access is brought to you for free and open access by the The Graduate School at DigiNole Commons. It has been accepted for inclusion in Electronic Theses, Treatises and Dissertations by an authorized administrator of DigiNole Commons. For more information, please contact lib-ir@fsu.edu. FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION THE SOCIAL IMPACT OF CORPORATE SOCIAL RESPONSIBILITY: A CASE STUDY By BROOKE E. FORESTER A Dissertation submitted to the Department of Sport Management, Recreation Management, and Physical Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2009 i The members of the Committee approved the Dissertation of Brooke Ellen Forester defended on February 5, 2009. ________________________ Michael Mondello Professor Co-Directing Dissertation ________________________ R. Aubrey Kent Professor Co-Directing Dissertation ________________________ Robert Brymer Outside Committee...
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