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
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consensus on those measures. This article uses an alternative method—discourse analysis—to observe what actually occurs in terms of communication practices in intercultural decision-making meetings, specifically those involving U.S.-born native English speakers and participants from East Asian countries. Previous discourse studies in this area suggest that differences in communication practices may be attributed to power differentials or language competence. Our findings suggest that the conversation style
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Standardized Survey Tools for Assessment in Archives and Special Collections Yakel, E., & Tibbo, H. (2010). Standardized survey tools for assessment in archives and special collections. Performance Measurement and Metrics, 11(2), 211-222. Retrieved March 11, 2013, from the Emerald database. Abstract: User-based evaluation in archives and special collections is in its fancy, and this paper aims to discuss the conceptualization, development, and testing of Archival Metrics Toolkits. The development
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How Language Abilities and Deficiencies Impact Language Development 1 Claytonia L. Butler Grand Canyon University ECH- 515 October 9, 2013 How Language Abilities and Deficiencies Impact Language Development 2 While searching for information on the topic, I found that language abilities and deficiencies does have a major impact in literacy development. Especially in children from birth to third grade
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Running head: JOHN CRAIG’S COACHING PLAN My Coaching Plan John D. Craig II Waldorf College JOHN CRAIG’S COACHING PLAN A Reflection On Me During an army career that spanned 30 years, five continents and, 5 conflicts, I had the opportunity to coach and mentor some of the bravest young men I have will ever have the honor of knowing. Some were brand new privates right out of boot camp, and some were fresh lieutenants straight out of college. Either way, they had no real idea what the army
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of Chủ Tếu is portrayed for a Mua Rồi Nước performance in the scene Avoid Stealing Antique Objects” Word Count: 1009 words Contents | | Title Page | Page 1 | Contents | Page 2 | Subject Essay | Page 3-5 | Bibliography | Page 6 | Critique of Sources | Page 7-12 | Mua Rồi Nước literally translates to “water puppet dance”. The origins of traditional water puppetry are contested; the earliest reference to Water Puppetry in Vietnam was found at two inscriptions at the Long Doi Son
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Evaluation and Critique 7 Personal Application 8 Conclusion 10 Bibliography Sources 11 Introduction Samuel Dickey Gordon was born in Philadelphia, Pennsylvania on August 12, 1859. With only a public school education and no scholarly background, he worked at the YMCA for 2 years then moved to their Ohio state office as secretary for 9 years. He became an influential speaker and prolific
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LIBERTY UNIVERSITY THEOLOGICAL CRITIQUE: FOUR VIEWS ON HELL A THEOLOGICAL CRITIQUE SUBMITTED TO DR. ROBERT WETMORE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE COURSE THEO 530 LIBERTY BAPTIST THEOLOGICAL SEMINARY BY PETER J. FILIPIAK SUNDAY, SEPTEMBER 25, 2011 TABLE OF CONTENTS INTRODUCTION...................................................................................................1 SUMMARY...................
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TELSA Inventory Summary Page * * Record your score for each of the 10 domains of the TELSA Inventory as listed below. Be sure to carefully read the instructions about how to calculate your score for each domain. Submit this to the instructor by the end of Module 1. * * The TELSA Inventory Domains Mean Score * * 1. Lead Analysis, Design, and Development of Instruction __194_______ * * 2. Lead
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This course is designed to help students develop effective written implementation plans for new business ventures. It deals with the critical decisions and actions that entrepreneurs must make in both planning and executing new ventures. Prerequisites: None. Corequisites: None. Other Requirements: Graduate Standing. Primary Learning Outcomes Global Goal. To identify and manage the activity sequences in executing plans for new ventures. Instructional Objectives. Primary learning
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