Children (Re)Mixing and (Re)Making Language, Literacy, and Learning
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African American Males and the Motivation to Homeschool
Journal of African American Males in Education Spring 2014- Vol. 5 Issue 1 “I’m Keeping My Son Home”: African American Males and the Motivation to Homeschool Garvey Lundy Ama Mazama Montgomery County Community College Temple University Academic interest in homeschooling has increased over the last decade, as what was once perceived as a marginal development has turned into a significant and growing phenomenon. There has been, in recent years, a noticeable surge in African American involvement in the homeschooling movement as well. However, there continues to be a general paucity of research on the motivations of homeschooling African American parents. It is the purpose of this essay to explore how a deep concern for their sons undergirds African American parents’ decision to embrace homeschooling. In that respect, based on interviews of homeschooling parents from metropolitan areas of the Northeast and Midwest, homeschooling is portrayed as an ideal panacea to counter the many obstacles faced by African American males. It is said to (1) provide a safe space where healthy notions of African American masculinity can be constructed, (2) protect African American males from possible entanglement in the criminal justice system, and (3) serve as an effective means to teach and shield African American males from biased expectations of teachers, and society at large. Keywords: African American males; homeschooling; protectionist Homeschooling, the education of school-aged children at home rather than in public or private school settings (Basham, 2001), has experienced an increase in academic interest over the last decade, as what was once perceived as a marginal development has turned into a significant and growing phenomenon. -
Amicus Brief Filed in This Very Case, Inflexible Punishment for Speech Does Not Make Schools Safer
No. 20-255 IN THE Supreme Court of the United States MAHANOY AREA SCHOOL DISTRICT, Petitioner, v. B.L., A MINOR, BY AND THROUGH HER FATHER LAWRENCE LEVY AND HER MOTHER BETTY LOU LEVY, Respondents. On Writ of Certiorari to the United States Court of Appeals for the Third Circuit BRIEF OF SCHOOL DISCIPLINE PROFESSORS AS AMICI CURIAE IN SUPPORT OF RESPONDENTS GABRIEL ROTTMAN RICHARD W. MARK JENNIFER A. NELSON Counsel of Record IAN C. KALISH ANNE CHAMPION THE UNIVERSITY OF VIRGINIA LEE R. CRAIN SCHOOL OF LAW AMANDA L. LESAVAGE FIRST AMENDMENT CLINIC GIBSON, DUNN & CRUTCHER LLP 580 Massie Road 200 Park Avenue Charlottesville, VA 22903 New York, NY 10166 (434) 924-7354 (212) 351-3818 [email protected] Counsel for Amici Curiae i TABLE OF CONTENTS Page INTEREST OF AMICI CURIAE ................................ 1 INTRODUCTION AND SUMMARY OF ARGUMENT ......................................................... 1 ARGUMENT ............................................................... 5 I. Punitive Approaches To Bullying Are Ineffective And Harmful To Students. .......... 5 A. Punishment-Based Policies Do Not Alleviate Bullying or Harassment in Schools. ................................................. 5 B. Punishing Students For Speech Actively Harms Their Educational Experiences and Long-Term Prospects. ....................... 9 1. Zero-Tolerance Systems Adversely Affect Students’ Educational Experiences and Make Children More Likely to Struggle Long Term. ........ 10 2. Using Exclusionary Anti-Bullying Policies Disproportionately Harms Students -
GVHSA Code of Conduct
GVHSA Code of Conduct Greater Valdosta Homeschool Association is a non-denominational, Christ-centered support group for homeschoolers in the Valdosta area. Though non-denominational, we seek to govern our activities, relationships, classes and behaviors, and conversations in a manner that reflects the examples Christ and brings Him the most honor as outlined in the Holy Bible - 1 Corinthians 10:31; Revelation 4:11. In addition to that, we desire to honor the leadership and facility that we have been so graciously blessed to occupy. We are more than welcome to have all like-minded families seeking support and looking for opportunities to connect with other homeschoolers to be a part of this association. Parents, legal guardians, babysitters, and children who attend and participate in our group are expected to abide by the following GVHSA Code of Conduct. Membership in GVHSA is a privilege, not a right. Any group member not adhering to the set guidelines in the Code of Conduct may be asked to meet with the GVHSA board members. The board will determine the best course of action regarding the incidents that have occurred. This could result in the removal of the GVHSA membership and all the privileges that go with it. GVHSA will implement a 3-tiered response system and a Zero Tolerance Policy to all misconduct and offenses. The following regulations are in place for both guardians and children: First offense - Will result in a warning and a conference between the child(ren), the parent(s) or guardian(s) of the child(ren) and a board member(s). -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Zero Tolerance and Exclusionary School Discipline Policies Harm Students and Contribute to the Cradle to Prison Pipeline ® the Problem: Pushing Students out of School
ISSUE BRIEF November 2012 Zero Tolerance and Exclusionary School Discipline Policies Harm Students and Contribute to the Cradle to Prison Pipeline ® The Problem: Pushing Students Out of School ut-of-school suspensions and expulsions—discipl ine Opractices that exclude children from school—have increased dramatically in the United States since the 1970s. This increase is largely due to schools’ overre - liance on “zero tolerance” policies. The Dignity in Schools Campaign describes zero tolerance as “a school discipline policy or practice that results in an automatic disciplinary consequence such as in-school or out-of-school suspension, expulsion, or involuntary school transfer for any student who commits one or more listed offenses. A school discipline policy may be a zero tolerance policy even if administrators have some discretion to modify the consequence on a case-by-case basis.” 1 Zero tolerance policies impose automatic and harsh discipline for a wide range of student infractions, s s i L including non-violent disruptive behavior, truancy, e v e dress code violations, and insubordination. Even when t S © o school policies don’t impose automatic suspensions for t o h behavior, the culture of overzealous exclusion from P school that is fostered by the zero tolerance mindset school year involved weapons or drugs, while 64% of has created a situation in which children are being suspensions were for “disobedient or disruptive behavi or,” removed from school for increasingly minor behavior truancy, or “intimidation.” 3 These policies are a issues. An October 2011 report from the National Edu - problem for all children, regardless of background or cation Policy Center found that only 5% of suspensions home-life. -
Teenage Drinking and Driving
State of Illinois For more information, Illinois State Police or to request a safety ZERO TOLERANCE LAW presentation, you for Underage Drinking may send an email to the Teenage and Driving ISP Safety Zero Tolerance is a state law that went into effect on Education Unit at: Drinking and January 1, 1995, and provides for the suspension of driving privileges of any person under the age of 21 Safety_Education@isp. who drives after consuming alcohol. As the name Driving Zero Tolerance suggests, any trace of alcohol in a state.il.us young person’s system can result in a suspended or call 217/782-6637 driver’s license. Possession or Consumption You can also visit us on of Alcoholic Beverages the web at: It is illegal for any person under the age of 21 to www.state.il.us/safety/ consume or possess, whether opened or unopened, alcoholic beverages. Penalties include: eduprogs.cfm • Driving privileges suspended for 6 months for a first conviction. • Driving privileges suspended for 12 months for a second conviction. • A maximum $2,500 fine and up to one year in jail. Improper Use of Illinois Driver’s License or ID Card You could spend up to three years in prison, face fines of up to $25,000, and have your driver’s license suspended if you: • Allow another to use your driver’s license or ID Card. • Use someone else’s driver’s license or ID Card to represent yourself. Printed by the Authority of the State of Illinois ISP Central Printing Section • Knowingly possess a fictitious or unlawfully altered Illinois State Police driver’s license or ID Card. -
Policy on Zero Tolerance Issues Under the Factory Standard and the Agricultural Production Standard Fair Trade USA® Version 1.0.0
Version 1.0.0 Policy on Zero Tolerance Issues Under the Factory Standard and the Agricultural Production Standard Fair Trade USA® Version 1.0.0 Purpose This document outlines the areas of standards compliance which Fair Trade USA considers to be the most critical issues that when breached represent the greatest threat to producers, workers, and the mission we seek to achieve. It provides a list of criteria alongside situations that meet the severity level to issue a Zero Tolerance finding. Identification of one or more Zero Tolerance issues triggers additional diligence in the auditing and certification processes, to ensure the issue is fully understood and appropriate remediation measures are taken. Certificate Holders must take immediate corrective action to address all verified Zero Tolerance issues, as appropriate to the severity of the non-compliance. Procedures around the response and remediation to Zero Tolerance issues are outlined in separate documents. Zero Tolerance issues include Forced or Prison Labor, Child Labor, Freedom of Association, Harassment or Abuse, Safety, Premium Misuse, Traceability, Unauthorized Production, Access to Sites, and Integrity. Scope This policy applies to all approved Conformity Assessment Bodies (CABs) and to Fair Trade USA personnel working with supply chains under the Factory Standard for Apparel and Home Goods (Factory Standard) and the Agricultural Production Standard (APS). Related Documents • Fair Trade USA Agricultural Production Standard • Factory Standard for Apparel and Home Goods • Requirements for Certificate Scope Under the APS • Requirements for Certificate Scope Under the Factory Standard for Apparel and Home Goods • Remediation of Zero Tolerance Findings Under the Agricultural Production Standard • Remediation of Zero Tolerance Findings Under the Factory Standard for Apparel and Home Goods Policy on Zero Tolerance Issues Under the Factory Standard and the Agricultural Production Standard Page 1 of 6 July 2020 Version 1.0.0 1. -
Calle 13 Calle 13 Album Download Calle 13 Calle 13 Album Download
calle 13 calle 13 album download Calle 13 calle 13 album download. Artist: Calle 13 Album: Multi Viral Released: 2014 Style: Hip Hop. Format: MP3 320Kbps / FLAC. Tracklist: 01 – Eduardo Galeano 02 – Respira El Momento 03 – Un Buen Dia Para Morir 04 – El Aguante 05 – Ojos Color Sol 06 – Multi_Viral 07 – Cuando Los Pies Besan El Piso 08 – Adentro 09 – Interludio – John Leguizamo 10 – Los Idiotas 11 – Fuera De La Atmosfera Del Craneo 12 – Perseguidos 13 – Gato Que Avanza Perro Que Ladra 14 – Me Vieron Cruzar 15 – Asi De Grande Son Las Ideas. Calle 13. The debut release of Calle 13 in late 2005 offered a refreshing alternative to the mass of reggaeton concurrently overrunning popular Latin music. Comprised of vocalist Residente (born René Pérez) and producer Visitante (Eduardo Cabra), the duo isn't a standard reggaeton act. Make no mistake, though. To a degree their music is reggaeton -- that unmistakable rhythm is front and center, and Residente does rap over the beats as you might expect -- but there's much more to it than that. For one, the beats of Visitante are inventive, incorporating aspects of hip-hop and characteristics of electronica, and are a world apart from the industry-standard trademark of Luny Tunes and that production team's assembly line of bandwagon-jumping imitators. Secondly, the raps of Residente eschew reggaeton clichés, showcasing a healthy sense of humor and an almost clownish approach to sarcasm (à la Eminem) -- again, a world apart from the kingly bravado of most reggaeton vocalists, and the obligatory glimmers of misogyny and violence that accompany such streetwise swaggering. -
El Rap De Calle 13: El Discurso Político En Su Música Artículo Académico
UNIVERSIDAD SAN FRANCISCO DE QUITO USFQ Colegio de Ciencias Sociales y Humanidades El Rap de Calle 13: el Discurso Político en su Música Artículo Académico . Lilián Carolina Segovia Cabrera Relaciones Internacionales Trabajo de titulación presentado como requisito para la obtención del título de Licenciada en Relaciones Internacionales Quito, 15 de enero de 2016 2 UNIVERSIDAD SAN FRANCISCO DE QUITO USFQ COLEGIO DE CIENCIAS SOCIALES Y HUMANIDADES HOJA DE CALIFICACIÓN DE TRABAJO DE TITULACIÓN El Rap de Calle 13: el Discurso Político en su Música Lilián Segovia Calificación: Pablo Fernando Orellana Matute, Nombre del profesor, Título académico M.A. Firma del profesor Quito, 15 de enero de 2016 3 Derechos de Autor Por medio del presente documento certifico que he leído todas las Políticas y Manuales de la Universidad San Francisco de Quito USFQ, incluyendo la Política de Propiedad Intelectual USFQ, y estoy de acuerdo con su contenido, por lo que los derechos de propiedad intelectual del presente trabajo quedan sujetos a lo dispuesto en esas Políticas. Asimismo, autorizo a la USFQ para que realice la digitalización y publicación de este trabajo en el repositorio virtual, de conformidad a lo dispuesto en el Art. 144 de la Ley Orgánica de Educación Superior. Firma del estudiante: _______________________________________ Nombres y apellidos: Lilián Carolina Segovia Cabrera Código: 201510_00115021 Cédula de Identidad: 1719463323 Lugar y fecha: Quito, enero de 2016 4 El Rap de Calle 13: el Discurso Político en su Música Lilián Segovia Universidad San Francisco de Quito La música, como mecanismo de protesta social, ha sido utilizada en distintas épocas de la historia de la humanidad. -
Homeschooling, Freedom of Conscience, and the School As Republican Sanctuary
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilPapers Homeschooling, freedom of conscience, and the school as republican sanctuary: An analysis of arguments repre- senting polar conceptions of the secular state and reli- gious neutrality P. J. Oh Master’s Thesis in Educational Leadership Fall Term 2016 Department of Education University of Jyväskylä 2 ABSTRACT Oh, Paul. 2016. Homeschooling, freedom of conscience, and the school as re- publican sanctuary: An analysis of arguments representing polar conceptions of the secular state and religious neutrality. Master's Thesis in Educational Leadership. University of Jyväskylä. Department of Education. This paper examines how stances and understandings pertaining to whether home education is civically legitimate within liberal democratic contexts can depend on how one conceives normative roles of the secular state and the religious neutrality that is commonly associated with it. For the purposes of this paper, home education is understood as a manifestation of an educational phi- losophy ideologically based on a given conception of the good. Two polar conceptions of secularism, republican and liberal-pluralist, are ex- plored. Republican secularists declare that religious expressions do not belong in the public sphere and justify this exclusion by promoting religious neutrality as an end in itself. But liberal-pluralists claim that religious neutrality is only the means to ensure protection of freedom of conscience and religion, which are moral principles. Each conception is associated with its own stance on whether exemptions or accommodations on account of religious beliefs have special legal standing and thereby warranted. The indeterminate nature of religion and alleg- edly biased exclusion of secular beliefs, cited by some when denying religious exemptions, can be overcome by understanding all religious and conscientious beliefs as having equal standing as conceptions of the good. -
Online Games Gamble with Children's Data
Report on GameTech ONLINE GAMES GAMBLE WITH CHILDREN’S DATA Published by the Danish Society of Engineers’ Working Group on Ethics and Technology & DataEthics.eu Report on GameTech Contents 1. Background 4 1.1. Definition of gaming 5 1.2. Children’s rights, the GDPR and data ethics 5 1.3. Danish children and gaming 7 2. Digital games and use of data 8 2.1. Microtargeting 8 2.2. Business models 9 2.3. The ecosystem 10 2.3.1. Game development companies 10 2.3.2. The game engine 12 2.3.3. Gaming devices 13 2.3.4. Actors in advertising 14 2.4. Lack of transparency 14 3. Advertising and manipulation 15 3.1. Persuasive game design 15 3.2. Advertising 15 4. Three popular games 18 4.1 Gaming services disclaim responsibility 18 4.2. Fortnite 19 4.3. Subway Surfers 20 4.4. Candy Crush Saga 21 5. Conclusion and recommendations 22 5.1. Conclusion 22 5.1. Recommendations 23 5.2. Particularly for parents 24 Annex 1 25 Questions to the Danish Data Protection Agency 25 Endnotes 28 3 ”The way mobile games collect information about their users, and the details of what type of information they’re collecting, remains incredible opaque (…) The fact that it’s all so confusing is kind of the point, obviously. As a result, mobile games have escaped the level of scrutiny we’ve applied to social media companies, despite be- ing – as category – nearly equally popular and far more likely to be used by children”. Kaitlyn Tiffany, journalist covering technology and internet culture for Vox Magazine, May 2019 1. -
Any Honest Conversation About Youth Must Address the Challenges That
Any honest conversation about youth must address the challenges that young people and adult allies face when they work to engage children and youth throughout our communities. By their very existence, youth programs are made to respond to these challenges; ignoring them is not being honest about the purpose of youth programs. Racism, sexism, classism, homophobia… the list of challenges facing young people is enormous. However, one of the core challenges is a common experience that all people face early in their lives. That challenge is discrimination against children and youth. Discrimination occurs anytime one thing is chosen before something else. That is often a good thing – otherwise, why wouldn’t we all steal our food instead of growing it or buying it? We all discriminate everyday. However, discrimination often excludes people because of false bias or prejudice. Discrimination against children and youth is caused by the bias adults have for other adults that causes them to discriminate against young people. Bias for adults is called adultism. When something is based on adultism, it is called adultcentrism.While adultism is sometimes appropriate, adultcentrism is often inappropriate. Compulsory education can force students to disengage from the love of learning. Youth development programs can force youth to disconnect from adults. Almost every activity that is for young people is decided upon, developed, assessed and redeveloped without young people. That is adultcentrism. Language, programs, teaching styles, and all relationships between young people and adults are adultcentric. The most “youth-friendly” adults are often adultist, assuming that youth need them – which, while it may be true, is still centered on adult perspectives.