DOCSLIB.ORG

Educating Juveniles in Adult Jails: a Program Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Educating Juveniles in Adult Jails: a Program Guide EDUCATING JUVENILES IN ADULT JAILS: A PROGRAM GUIDE Written and Prepared for O ce of Superintendent of Public Instruction by Katherine A. Carlson, Ph.D., Senior Associate Michelle M. Maike, MA, Director July 2010 EDUCATING JUVENILES IN ADULT JAILS: A PROGRAM GUIDE Written and Prepared for O ce of Superintendent of Public Instruction by Katherine A. Carlson, Ph.D., Senior Associate Michelle M. Maike, MA, Director July 2010 ACKNOWLEDGEMENTS Funding from a US Department of Education, Title 1, Part D Neglected-Delinquent youth grant supported the development of this Guide. Kathleen Sande, O ce of Superintendent of Public Instruction (OSPI), Institutional Education Title 1, Part D Program Manager, contributed her expertise to the format and content of the Guide, and assisted us towards making this a more useful document. Puget Sound Educational Service District (PSESD) administered the project under the able leadership of Dr. John Mick Moore, Assistant to the Superintendent for Interagency Relations. He and Kim Beeson, Prevention Center Director, and Jill Patnode, Prevention Center Program Manager, acted as the PSESD leadership team and provided regular support and feedback throughout the development and writing of the guide. An Executive Steering Committee formed expressly for this project discussed the scope and focus of plans for the guide and contributed reviews of draft materials. Steering Committee members Eric Konishi (Tacoma Public Schools), Judy Roberts (Kent School District), and Karen Pohio (King County Correctional Facility) provided invaluable insights on education programs in jails; Dawn Larsen (Washington Association of Sheri s and Police Chiefs) helped with data; Rue Palmer (Tacoma School District) and Pat Kelly (Pierce County Jail) assisted with the understanding of institutional and administrative needs; other helpful Steering Committee members included Don Felder (Casey Family Programs), Michelle Luna-Green (Pierce County Prosecutor’s O ce) and Miguel Villahermosa (Tacoma Public Schools). John Bresko, data management program supervisor and Pamela McPartland, compliance resolution coordinator (both OSPI Special Education) also reviewed and provided comments on the rst draft. Special thanks to the following agencies and individuals for providing insight and knowledge about their existing programs: Je rey Phenicie, special education specialist (Virginia Department of Education), Sheila Hight, jail education coordinator (Piedmont Regional Jail/Prince Edward Public Schools), Dana Taylor, jail education coordinator (Hanover County Public Schools), Judy K. O’Brien, coordinator, Special Education Program (Western Virginia Regional Jail), Robert F. Dembia, administrative coordinator for Incarcerated Education Programs Adolescents and Adult and Teresa A. McCarthy, Special Education/ELA Teacher, Incarcerated Youth Program (Eastern Su olk BOCES), and Signe Nelson, program coordinator, Incarcerated Education (Syracuse City School District). Dave Rust and Jerry Cunning (Chehalis School District), provided particular help with educational o erings at the Green Hill School (Washington State Juvenile Rehabilitation Administration). Additional appreciation goes to the many individuals in state o ces and other pubic and private organizations and institutions, administrators and o cers in several county jails, and educators and administrators in the state’s juvenile detention and adult corrections facilities who graciously spent their time to inform us about their work and to provide information and referrals to other resources. We bene tted from their knowledge and experience and hope they will bene t in turn from the guide. i EDUCATING JUVENILES IN ADULT JAILS: A PROGRAM GUIDE EDUCATING JUVENILES IN ADULT JAILS: A PROGRAM GUIDE ii TABLE OF CONTENTS For Fward . ....................................................................................................................................................................................................................... PART I: Background/Signi cance Introduction ...................................................................................................................................................................................3 Chapter 1: Background/Context Use of Adult Jails to Hold Juvenile O enders ..............................................................................................................4 Adult Jails and Juvenile Detention Centers ...................................................................................................................5 Number and Characteristics of Youth Involved ..........................................................................................................6 Relevant State and Federal Laws and Regulations ...................................................................................................7 Chapter 2: The Signi cance of Education for Jailed Juveniles Public and Policy Supports Public and Policy Supports ...................................................................................................................................................12 Improved Outcomes .................................................................................................................................................................12 Developmental Maturity ........................................................................................................................................................13 Multiple Problem Behaviors .................................................................................................................................................14 PART II: Guidelines for E ective Programs Chapter 3: Guidelines for Implementing Education in Jails Program Planning .......................................................................................................................................................................17 Roles and Responsibilities .....................................................................................................................................................18 Teacher Characteristics ............................................................................................................................................................21 Administrative Supports .........................................................................................................................................................23 Chapter 4: Working within the Jail Setting Safety and Security .....................................................................................................................................................................27 Environmental Considerations ...........................................................................................................................................30 Special Considerations: Small Jails and Small Populations ...............................................................................32 iii EDUCATING JUVENILES IN ADULT JAILS: A PROGRAM GUIDE Chapter 5: Elements of E ective Programs Promotion and Dissemination of Program Information .....................................................................................34 Intake Assessment and Educational Plan.....................................................................................................................35 Instructional Strategies ............................................................................................................................................................38 Instructional Content................................................................................................................................................................39 Assessment of Student Progress .......................................................................................................................................40 Other School-Related Services ...........................................................................................................................................41 Transition Planning ....................................................................................................................................................................43 Additional Resources Checklist for Implementing an Education Program ..............................................................................................47 Historical Summary: Transfer of Juveniles to Adult Courts ...............................................................................49 Useful Websites ............................................................................................................................................................................50 Glossary of Terms ........................................................................................................................................................................51 References .......................................................................................................................................................................................54 Appendices Appendix A: Final Bill Report 2SSB 6702 ......................................................................................................................59 Appendix B: Sample Interagency Agreement .........................................................................................................61 Appendix C1: Monthly
Load more

Recommended publications
  • The Literature of Kita Morio DISSERTATION Presented In
    Insignificance Given Meaning: The Literature of Kita Morio DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Masako Inamoto Graduate Program in East Asian Languages and Literatures The Ohio State University 2010 Dissertation Committee: Professor Richard Edgar Torrance Professor Naomi Fukumori Professor Shelley Fenno Quinn Copyright by Masako Inamoto 2010 Abstract Kita Morio (1927-), also known as his literary persona Dokutoru Manbô, is one of the most popular and prolific postwar writers in Japan. He is also one of the few Japanese writers who have simultaneously and successfully produced humorous, comical fiction and essays as well as serious literary works. He has worked in a variety of genres. For example, The House of Nire (Nireke no hitobito), his most prominent work, is a long family saga informed by history and Dr. Manbô at Sea (Dokutoru Manbô kôkaiki) is a humorous travelogue. He has also produced in other genres such as children‟s stories and science fiction. This study provides an introduction to Kita Morio‟s fiction and essays, in particular, his versatile writing styles. Also, through the examination of Kita‟s representative works in each genre, the study examines some overarching traits in his writing. For this reason, I have approached his large body of works by according a chapter to each genre. Chapter one provides a biographical overview of Kita Morio‟s life up to the present. The chapter also gives a brief biographical sketch of Kita‟s father, Saitô Mokichi (1882-1953), who is one of the most prominent tanka poets in modern times.
    [Show full text]
  • " Why Won't You Just Read It?": Comic Books and Community in the 1950S
    DOCUMENT RESUME ED 387 852 CS 509 070 AUTHOR Adler-Kassner, Linda TITLE "Why Won't You Just Read It?": Comic Books and Community in the 1950s. PUB DATE Aug 95 NOTE 35p.; Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (78th, Washington, DC, August 9-12, 1995). Comic book story appended may not reproduce well. PUB TYPE Historical Materials (060) Speeches/Conference Papers (150) EDRS PRICE MFOI/PCO2 Plus Postage. DESCRIPTORS *Audience Response; Case Studies; *Childhood Interests; *Comics (Publications); Communication Research; *Cultural Context; Media Research; *Popular Culture; *Reading Material Selection; Recreational Reading IDENTIFIERS Communication Context; Cultural Studies; Discourse Communities; *E C Comics; Historical Background; Parental Dominance ABSTRACT A study explored the debate over comic books and children in the 1950s, addressing the communication role of comic books in forming a new community of comic book fans during that period. Using E.C. (Educational Comics) comic books as a case study, the conventions of the comic books, correspondence between producers and consumers, and articles by anti-comic book critics were examined to analyze how the comics contributed to what critics perceived as a new community of children and youth distinct from the dominant community to which they belonged. The comic book "crusade" was one manifestation of the anxiety felt by many adults over the communications revolution of the 1950s. Reader response theory was used to study the comic books' reception by fans and critics alike--the theory insists that readers bring meaning to text, and that the audience is central to understanding.
    [Show full text]
  • Le of the Sturgeon Wmoh Aut09 8/12/09 9:34 AM Page Ii ^>
    WMoH aut09 S,/l/Q9 1:07 PM Page i ^> ktk* CONSIN \\ 0 r M WL IBi' • iVSiL-^ iii Isfr,:,, -^> t*'k^ •'%«^- ^Jiw 'ir:^A. ^ View froin the Water Northern .Wisconsin's Wet Boa ses She Taught Him ^fj. ajrVX^th Bis Eyes"^ ?^OK EXCERPT "" ' le of the Sturgeon WMoH aut09 8/12/09 9:34 AM Page ii ^> I^MiCa^sKlthe,CinlWcn FASCINATED BY THE CIVIL WAR? tw\l WiVi- l^t^aU^ ffwy Whether you are a Civil War buff, or just interested in learning more about this monumental event in t^^^^Jfif jfWi ii^ii^aa^:^ our nation's history, the Wisconsin Historical Society can help. With our vast collections and incredible ^^^^•i programs and services, you'll find countless ways to m>-?^;^P explore the Civil War or whatever topic interests you. 1 '^J:*--*^^^^* • See the Civil War Loyalty flag at the Wisconsin ^^ Historical Museum's Odd Wisconsin exhibit Curd WaXy Wiikl/ru(,aX- WcUt- H<Mi<, • Discover one of the nation's largest collections of photographs, newspapers, and hand-written letters and diaries from the Civil War era at the Society's library and archives • Be part of the action at Wade House's 19th Annual Civil War Weekend, September 26-27 • Purchase a book on the topic from the Wisconsin Historical Society Press at wisconsinhistory.org/ whspress • Explore our digital collection "Turning Points in Wisconsin History" at wisconsinhistory.org/ turningpoints • Find properties of Civil War-era significance ^""^l^^'MdaU f">^*taA^ in the National Register Database at wisconsinhistory.org/hp/register wisconsinhistory.org What fascinates you? .
    [Show full text]
  • In Re Cook and the Franklin Proceeding: New Door, Same Dilapidated House
    Loyola of Los Angeles Law Review Volume 53 Number 2 California Supreme Court Issue Article 2 Winter 2-1-2020 In re Cook and the Franklin Proceeding: New Door, Same Dilapidated House Christopher Hawthorne Loyola Law School, Los Angeles Marisa Sacks Loyola Law School, Los Angeles Follow this and additional works at: https://digitalcommons.lmu.edu/llr Part of the Criminal Law Commons, Criminal Procedure Commons, Juvenile Law Commons, Law Enforcement and Corrections Commons, and the State and Local Government Law Commons Recommended Citation Christopher Hawthorne & Marisa Sacks, In re Cook and the Franklin Proceeding: New Door, Same Dilapidated House, 53 Loy. L.A. L. Rev. 373 (2020). This Article is brought to you for free and open access by the Law Reviews at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Loyola of Los Angeles Law Review by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. (7) 53.2_HAWTHORNE (DO NOT DELETE) 6/2/2020 5:02 PM IN RE COOK AND THE FRANKLIN PROCEEDING: NEW DOOR, SAME DILAPIDATED HOUSE Christopher Hawthorne* & Marisa Sacks** The California Supreme Court’s decision in In re Cook was supposed to bring about a sea change in the way trial courts conduct Franklin mitigation hearings for youthful offenders. In fact, while Cook changed the procedure for initiating a post-conviction Franklin proceeding, little else has changed, including the lack of agreement among attorneys concerning best practices in these proceedings, and a less than less-than-enthusiastic response from the criminal defense bar.
    [Show full text]
  • 1943 Pacific
    Thuong Mai Week-End Bạn có thể scan mã QR trên để truy cập CUOÁI TUAÀN 1943 trang báo điện tử của chúng tôi. May 22, 2021 Khách hàng cũng có thể xem quảng cáo 10515 Harwin Dr., Suite 100-120, Houston, TX 77036 (goùc Harwin Dr. @ Corporate Dr.) rao vặt của mình ngay trực tuyến tại Tel: 713-777-4900 * 713-777-8438 * 713-777-VIET * 713-777-2012 * Fax.: 713-777-4848 www.thevietnampost.com Website: thevietnampost.com * E-mail: [email protected] Chuùng toâi chuyeân ñaûm traùch moïi dòch vuï BAÛO HIEÅM: XE HÔI - NHAØ CÖÛA - NHAÂN THOÏ THÖÔNG MAÏI - IRA - MUTUAL FUNDS SHAWN XUAÂN NGUYEÃN, LUTCF 10039 Bissonnet, Suite 226 Houston, TX 77036 (713)988-0752 HARRY DAO INSURANCE BAÛO HIEÅM TOÁT, GIAÙ CAÛ NHEÏ NHAØNG XE - NHAØ - THÖÔNG MAÏI NHAÂN THOÏ - SÖÙC KHOÛE INCOME TAX, GIAÁY TÔØ XE, GIAÛI TICKET, DI TRUÙ, HOÄ CHIEÁU ÑOÄC THAÂN COÂNG HAØM BILL OF SALE 281-933-8300 8300 W. SAM HOUSTON PKWY S. #122 HOUSTON, TX 77072 KHU CHÔÏ VIEÄT HOA [email protected] Member of WWW.FARMERSAGENT.COM/HDAO Presidents Council Ñaïi Dieän Nhieàu Haõng BAÛO HIEÅM Noåi Tieáng Nhaát Hoa Kyø John Milton Nguyeãn xin goïi ngay ñeå coù giaù toát nhaát chöa töøng coù cho baûo hieåm: * xe * nhaø * luït* thöông maïi * söùc khoeû * nhaân thoï Coù Giaù Thaät Toát Cho: Tieäm AÊn, Vaên Phoøng, Hair, Nail Salon, Shopping Center, Tieäm Giaët UÛi, v.v. CHÆ VAØI PHUÙT ÑIEÄN THOAÏI Agency Director MAØ TIEÁT KIEÄM THAÄT NHIEÀU TIEÀN CHO QUÙI VÒ. (281)495-3493 11738 Wilcrest Dr.,Houston, TX 77099 20 naêm kinh nghieäm, treân 10 nhaân vieân phuïc vuï quyù vò Trung Taâm Dòch Vuï KHAI THUEÁ & KEÁ TOAÙN * Khai thueá lôïi töùc caù nhaân, cô sôû thöông maïi.
    [Show full text]
  • Youth Club Manual © Rajiv Gandhi National Institute of Youth Development, Sriperumbudur © Nehru Yuva Kendra Sangathan, New Delhi
    Nehru Yuva Kendra Rajiv Gandhi National Institute Sangathan of Youth Development New Delhi Sriperumbudur Youth Club Manual © Rajiv Gandhi National Institute of Youth Development, Sriperumbudur © Nehru Yuva Kendra Sangathan, New Delhi ISBN : 978-93-81572-16-0 No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owners. Edited by Dr. A. Radhakrishnan Nair, Faculty Head, RGNIYD Designed by Ram’s Creative Chamber, Chennai - 600 085 Published by Rajiv Gandhi National Institute of Youth Development Ministry of Youth Affairs and Sports, Government of India Sriperumbudur – 602105. Tamil Nadu Youth Club Manual iii Participants in the Consultation meeting to review the Youth Club Manual Sl. No. Name and Designation Sl. No. Name and Designation 1 Shri. P. Michael Vetha Siromony, IAS, 2 Dr. C.S. Pran Director, RGNIYD Director (Programme), NYKS Sriperumbudur, Tamil Nadu New Delhi 3 Dr. A. Radhakrishnan Nair 4 Shri. Jaipal Singh Negi Faculty Head, RGNIYD Zonal Director, NYKS Sriperumbudur, Tamil Nadu Hyderabad, Andhra Pradesh 5 Shri. Arun Kumar Saraogi 6 Shri. S. Satheese Zonal Director, NYKS Zonal Director (i/c) , NYKS Bhopal, Madhya Pradesh Trivandrum, Kerala 7 Dr. Arjun Kumar Verma 8 Shri. M.P. Sharma Asst. Director, NYKS Asst. Director (Programme), NYKS New Delhi New Delhi 9 Shri. Ansuman Prasad Das 10 Shri. Bandi Jacob Prasanna District Youth Coordinator, NYK District Youth Coordinator, NYK Bhubaneswar, Odisha Guntur District, Andhra Pradesh 11 Shri. Brahm Dev Gupta 12 Shri. Yumnam Laksman Singh District Youth Coordinator, NYK District Youth Coordinator, NYK Pilibhit District,Uttar Pradesh Manipur 13 Shri.
    [Show full text]
  • Zimbabwe April 2002
    Zimbabwe Country Report October 2003 Country Information and Policy Unit Immigration and Nationality Directorate Home Office, United Kingdom Zimbabwe October 2003 CONTENTS 1 Scope of the Document 1.1 - 1.4 2 Geography 2.1 - 2.3 3 Economy 3.1 4 History 4.1 - 4.175 Independence 1980 4.1 - 4.5 Matabeleland Insurgency 1983-87 4.6 - 4.9 Elections 1995 & 1996 4.10 - 4.11 Movement for Democratic Change (MDC) 4.12 - 4.13 Parliamentary Elections, June 2000 4.14 - 4.23 - Background 4.14 - 4.16 - Election Violence & Farm Occupations 4.17 - 4.18 - Election Results 4.19 - 4.23 - Post-election Violence 2000 4.24 - 4.27 - By election results in 2000 4.28 - 4.29 - Marondera West 4.28 - Bikita West 4.29 - Legal challenges to election results in 2000 4.30 Incidents in 2001 4.31 - 4.58 - Bulawayo local elections, September 2001 4.48 - 4.52 - By elections in 2001 4.53 - 4.55 - Bindura 4.53 - Makoni West 4.54 - Chikomba 4.55 - Legal Challenges to election results in 2001 4.56 - 4.58 Incidents in 2002 4.59 - 4.94 - Presidential Election, March 2002 4.59 - 4.68 - Background 4.69 - 4.81 - Election Result 4.69 - 4.72 - Rural elections September 2002 4.73 - 4.81 - By election results in 2002 4.82 - 4.89 - Hurungwe West 4.90 - 4.93 - Insiza 4.90 - Kuwadzana 4.91 - Highfield 4.92 - Legal challenges to election results in 2002 4.93 Incidents in 2003 4.94 - Mass Action 18-19 March 2003 4.95 - 4.112 - ZCTU strike 23-25 April 4.113 - 4.129 - MDC Mass Action 2-6 June 4.130 - 4.147 - Mayoral and Urban Council elections 30-31 August 4.148 - 4.164 - Mayor of Harare 4.165
    [Show full text]
  • Newbold Graduation, 1974 Report by A
    BRITISH ADVENT N =SS =NE Church Paper of the British Union Conference of Seventh-Day Adventists This issue includes ENCOUNTER Volume 79 • Number 11 • May 31, 1974 Newbold Graduation, 1974 Report by A. J. Woodfield, M.A., Ph.D.(Lond.) F the twenty-one students who Beardsell, now serving as Youth Leader young Christians, and for the times we finished their course and graduated for the British Union, that the class have laughed together. Dr. Harry O at Newbold on May 6th, no fewer chose him to talk to them at the open- Leonard, like Brother Pearson another than ten come from the British Union ing of the graduation services on Friday Londoner, head of the History Depart- Conference. But there is need for still evening. "It was like coming home," ment, gently chaffed his open Sabbath more, for the field can scarcely wait for confessed Pastor Beardsell, and it cer- school class at their spiritual masochism. them to finish. Already two have taken tainly looked like happy old times to "We wallow in being Laodiceans," he up their work, Brethren William have him in the pulpit again in the said; and there may well be much truth Beamish, and Peter Sayers, and to them homely intimacy of a college Friday in the charge. "But there is encourage- may be added Brother Melvyn Trevena, night. It was good to hear his quiet ment to be had in that we don't need a New Zealander of Cornish descent. wisdom once more: "The Master calls to remain Laodicean and that Christ Norma Wiltshire of Rye is joining the in a thousand ways, but you can answer sent a warm, tenderhearted message of gallant little force of Bible Instructors only in one way, the way best suited concern to Laodiceans." in September.
    [Show full text]
  • Studio Dragon(253450.KQ)
    Studio Dragon (253450.KQ) Re-rating is on the way Although Covid-19 effects have reduced Studio Dragon’s room for top-line Company Comment │Oct 12, 2020 growth via diversification of its programming platforms, we draw attention to stronger margins amid intensified competition among global OTTs. The stiffer ※ Refer to page 2 for competition is to boost production studios’ bargaining power and spur expansion ESG index/event tables of the global content market. We maintain Studio Dragon as our sector top pick. Buy (maintain) TP (12-mth) W110,000 (maintain) Pay attention to strengthening bargaining power and widening margins CP (20/10/08) W85,000 Sector Media/entertainment We maintain a Buy rating on Studio Dragon, continuing to suggest it as our Kospi/Kosdaq 2,391.96 / 871.62 sector top pick in respect of: 1) its increased bargaining power; and 2) intact Market cap (common) US$2,074.5mn expectations towards re-rating in response to global content market expansion. Outstanding shares (common) 28.1mn We view the firm’s recent sale of global broadcasting rights for Jirisan to iQIYI 52W high (’20/07/08) W92,500 as evidencing the emergence of OTT operators in possession of both abundant low (’19/10/10) W65,000 funding power to counter Netflix and a willingness to secure content in Asia. Average trading value (60D) US$18.3mn Accordingly, content producers are set to enjoy increased bargaining power. Dividend yield (2020E) 0.00% Meanwhile, with the company currently in talks with both Apple and HBO Max Foreign ownership 9.2% regarding global market original productions, we see opportunities for further Major Shareholders expansion into the global content market.
    [Show full text]
  • The Practices of Positive Youth Development Teachers in a Youth Correctional Setting
    University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2011 Rebuilding Character: The Practices of Positive Youth Development Teachers in a Youth Correctional Setting Edward Anthony Cope University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Cope, Edward Anthony, "Rebuilding Character: The Practices of Positive Youth Development Teachers in a Youth Correctional Setting" (2011). Electronic Theses and Dissertations. 792. https://digitalcommons.du.edu/etd/792 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. REBUILDING CHARACTER: THE PRACTICES OF POSITIVE YOUTH DEVELOPMENT TEACHERS IN A CORRECTIONAL SETTING __________ A Dissertation Presented to the Faculty of the Morgridge College of Education University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy __________ by Edward A. Cope March, 2011 Advisor: P. Bruce Uhrmacher, Ph.D. ©Copyright by Edward A. Cope 2011 All Rights Reserved Author: Edward A. Cope Title: REBUILDING CHARACTER: THE PRACTICES OF POSITIVE YOUTH DEVELOPMENT TEACHERS IN A CORRECTIONAL SETTING Advisor: P. Bruce Uhrmacher, Ph.D. Degree Date: March 2011 Abstract There is a worldwide call for alternatives to current systems focused on restorative justice. The United States currently has a process but no plan in implementing effective programs for rehabilitating youth offenders.
    [Show full text]
  • Dear Parent, Is Your Child a Reluctant Reader…?
    Dear Parent, Reading for pleasure is possibly the single-most important activity your child can do to improve achievement in school. Research has shown that reading helps cognitive development; a recent study by the Institute of Education revealed that students who read at home do ‘significantly better’ across the curriculum – including 9.9% better in maths – than students who don’t read. Linked to this is the fact that reading is the best way to improve vocabulary, essential for success in every subject. Reading also has social and emotional benefits. It increases self-esteem and studies show that students who read are more empathetic. Growing up is not always easy - reading can help young people explore complex problems from the safe fictional world of a book. Is your child a reluctant reader…? The problem, of course, is convincing young people of the importance and joy of reading. As the parent of three children, I understand how difficult this can be in a world of electronic distractions. Here are some tactics that may help: • Find books with a connection to something they love. If they are football fans, look for footie fiction for teens – try Booked by Kwame Alexander; Football School Star Players by Bellos; or Dan Freedman or Tom Palmer’s books. If they like military/action/war, then try the Dog Tag series by CA London or Andy McNab’s teen books. If they like to watch Youtubers, try Zoella’s book club and if they are into gaming, try fast-paced chapter books or ‘choose your own adventure’ stories.
    [Show full text]
  • Two Russian Reformers, Ivan Turgenev, Leo Tolstoy
    CORNELL UNIVERSITY LIBRARY Cornell University Library PG 3435.L79 „Two Russian reformers 3 1924 027 512 726 Cornell University Library The original of tliis book is in tlie Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924027512726 TWO RUSSIAN REFORMERS TWO RUSSIAN REFORMERS IVAN TURGENEV LEO TOLSTOY BY J. A. T. LLOYD STANLEY PAUL & GO. 1 CLIFFORD'S INN, LONDON CONTENTS PAGE IVAN TURGENEV ^ ' • LEO TOLSTOY . • . 219 1 ILLUSTRATIONS IVAN TURGENEV Fronttspicce PAGE AVENUE AT SPASSKOE 5 A TYPICAL ISBA lOI SPORT IN THE STEPPES 1 35 TURGENEV IN OLD AGE 1 69 COUNT LEO TOLSTOY 235 TOLSTOY'S WORKROOM 269 TOLSTOY AT WORK 3O3 " My one desire for my tomb is that they shall engrave upon it what my book has accomplished for the emancipation of the serfs." Ivan Turgenev. TURGENEV " CHAPTER I CHILDHOOD is only too often a bondage which is never explained; but the child- hood of genius, a martyrdom though it may be, not infrequently finds eventual ex- pression. This interpretation, however, of the vague years with their formless misgivings and regrets, their unreasoned revolts, their gasps of antipathy and thankfulness—all this is usually toned down delicately in a mirage of memory in which resentment escapes in a half-whimsical sigh or a smile of forgiving irony. But in some very rare instances the dreams of early youth penetrate into the world of art without any such softening process of memory. One of these exceptional cases is the childhood of Ivan Tur- genev.
    [Show full text]