PEMD-94-15 Vietnamese Amerasian Resettlement I I B-247548
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Transformative Effects of Immigration Law: Immigrants’ Personal and Social Metamorphoses Through Regularization1
Transformative Effects of Immigration Law: Immigrants’ Personal and Social Metamorphoses through Regularization1 Cecilia Menjívar Sarah M. Lakhani University of Kansas University of California, Berkeley This article examines the enduring alterations in behaviors, practices, and self-image that immigrants’ evolving knowledge of and partici- pation in the legalization process facilitate. Relying on close to 200 interviews with immigrants from several national origin groups in Los Angeles and Phoenix, the authors identify transformations that indi- viduals enact in their intimate and in their civic lives as they come in contact with U.S. immigration law en route to and as a result of reg- ularization. Findings illustrate the power of the state to control indi- viduals’ activities and mind-sets in ways that are not explicitly formal or bureaucratic. The barriers the state creates, which push immigrants to the legal margins, together with anti-immigrant hostility, create con- ditions under which immigrants are likely to undertake transformative, lasting changes in their lives. These transformations reify notions of the deserving immigrant vis-à-vis the law, alter the legalization pro- cess for the immigrant population at large, and, ultimately, shape in- tegration dynamics. INTRODUCTION Recent scholarship has highlighted the effects of immigration law, through the legal statuses it creates, on various aspects of immigrants’ lives. Researchers 1 We would like to thank Sebástien Chauvin, Jaeeun Kim, Walter Nicholls, and Michele Waslin, as well as the AJS reviewers, for their insightful comments. We would also like to thank the audience members who commented during presentations to the Gould School of Law at the University of Southern California, the Department of Sociology at UCLA, the © 2016 by The University of Chicago. -
Evolution and Impact of English Language Policy in Taiwan
University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-2-2021 Evolution and Impact of English Language Policy in Taiwan Kaitlin Ashleigh Rigby University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Rigby, Kaitlin Ashleigh, "Evolution and Impact of English Language Policy in Taiwan" (2021). Honors Theses. 1732. https://egrove.olemiss.edu/hon_thesis/1732 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. EVOLUTION AND IMPACT OF ENGLISH LANGUAGE POLICY IN TAIWAN By Kaitlin Ashleigh Rigby A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford, MS May 2021 Approved By ______________________________ Advisor: Dr. Cheng-Fu Chen ______________________________ Reader: Dr. Zhini Zeng ______________________________ Reader: Dr. Joshua Howard i © 2021 Kaitlin Ashleigh Rigby ALL RIGHTS RESERVED ii ABSTRACT This thesis takes a look at how English language policy (ELP) in Taiwan has changed over time and how it has affected the education system. This thesis also investigates the different attitudes directed toward ELP, some areas of concern, and problems that have occurred as a result of Taiwan’s approach toward ELP. Understanding why Taiwan supports the English language as much as it does while also considering its approach to implementing policy will provide insight on how Taiwan believes that the ELP is a necessary part of globalization. -
Brief Introduction to Technology Education in Taiwan
Preface Technology Education at both elementary and secondary schools levels has become an important means to develop citizens' technological literacy for all worldwide. In Taiwan, Living Technology is also necessary to be energetically offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction is to present the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field. We would like to acknowledge the support of funds for facilitating academic performances from the National Taiwan Normal University. Also, thanks to hardworking authors and editors. All of them are essential to the publication of this brief introduction. Lung-Sheng Steven Lee (Professor & Dean) July 2004 1 The National Status The Overview of Technology Education in Taiwan The Technology Education in Kindergartens, Elementary Schools, and Junior High Schools Technology Education at the Senior High School Level Technology Teacher Education Professional Associations and Events of Technology Education Examples of Schools The Affiliated Kindergarten of National Taiwan Normal University Taipei Municipal Jianan Elementary School Taichung Municipal Li Ming Elementary School Taipei Municipal Renai Junior High School Taipei Municipal Jinhua Junior High School The Affiliated Senior -
6Th GRADE REQUIRED COURSES
2012-2013 COURSE DIRECTORY Core 6 class as well as independent consultation with students. Text: The Reader’s Choice, Course 1 Glencoe/McGraw Hill 6 Mathematics Basic operations involving integers, fractions, and decimals are used to evaluate expressions, solve equations, and calculate ratios, percent, probability, area, and volume. Additional topics include geometry, data analysis, problem solving, and other practical applications of mathematics in daily life. 6 Text: Math, Course 1 McDougal Little Social Studies From the earliest known people through the fall of Rome, students examine how early people of the Eastern Hemisphere have contributed to our lives. Students learn about the geography, history, 6 culture, and economy of these regions through exercises from the text as well as projects, map work, discussion, and presentations. 6th GRADE REQUIRED COURSES Text: History Alive! The Ancient World The sixth grade core program includes Language Arts, Teachers’ Curriculum Institute Reading, Social Studies, and Mathematics in four class periods daily. Science, PE/Music, and Elective courses SCIENCE round out the seven period day. Intensive instruction in the use of reference materials and technology is provided by Sixth grade Science students develop an the Piedmont Middle School teacher librarians for all Core understanding of the living and non-living factors 6 and science classes throughout the year. of the earth. They investigate the ecosystems of the Northern California watershed and San Francisco Estuary using the scientific method. CORE 6 The standards-based studies focus on geology, Language Arts ecology, and adaptations with an emphasis on Writing is the main focus of the 6th grade Language Arts inquiry skills. -
Kindergarten-Sixth Grade Parent-Student Handbook
CALVARY ROAD CHRISTIAN SCHOOL Kindergarten-Sixth Grade Parent-Student And whatever you do, do it heartily, as to the Lord Handbook and not to men, knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ. -Colossians 3:23-24 2018-2019 Table of Contents TABLE OF CONTENTS ........................................................................................................................................................... 1 1. ADMISSIONS ................................................................................................................................................................ 1 A. FAMILY QUALIFICATIONS ................................................................................................................................................. 1 B. AGE ........................................................................................................................................................................... 1 C. ENTRANCE TESTING ....................................................................................................................................................... 1 D. ACADEMIC RECORDS ...................................................................................................................................................... 1 E. ACCEPTANCE OF STUDENTS WITH SPECIAL NEEDS .................................................................................................................. 1 F. ACCEPTANCE OF CHILDREN DIAGNOSED WITH ADHD/ADD -
Sahithi's Speech
Acceptance Speech by Sahithi Vuppula (AIS-Kuwait) 2013 Stanley Haas/Luke Hansen Student Award Winner Good morning to all the respected teachers and the delegates of NESA. My name is Sahithi Vuppula, and I am an eighth grade student from the American International School of Kuwait. I am Canadian of Indian origin. To Begin with, I would like to humbly thank my parents, my Brother Saketh, my teachers, especially Ms. Lyndsey Cox, my sixth grade teacher, and Ms. Kit Whitney, my Middle School Counselor, who both offered support and encouragement. And NESA for granting me the opportunity to stand Before you all and speak. When I was a child, I grew up in Canada, where I was presented with the basic needs of life. I would often help my mother solicit donations for organizations such as The Heart and Stroke Foundation of Canada, and the Canadian DiaBetes Association. But I had no real idea what community service truly meant. As a young child I was under the impression that the world was a small and sheltered place, where everyone was as well off as I was, and that everyone had the same opportunities that I was presented with. It wasn’t until my first trip to India that I realized that my notion of how small and perfect the world was completely changed. I saw children worked hard and were not presented with the same opportunities I was presented with. A desire soon grew to try and help the people I saw. I asked my father what I could do to make a difference, and he told me that good things come in small packages, and that any heartfelt service to people, no matter how small the contriBution, could help make the world a Better place, one step at a time. -
A Survey of Practices and Beliefs of Fifth and Sixth
An Overall Evaluation of Elementary English Education in Taiwan Over eighty countries in the world have English as their most important foreign language due, in part, to the globalization of world economies, the effects of technology, and especially because it has become the universal language of the internet. The teaching of English at elementary school levels has also been strongly recommended by many educators according to the result of a worldwide survey (Brewster, Ellis, Girard, 2000). In Taiwan, the Ministry of Education (MOE) declared a new policy of beginning the teaching of English in the fifth grade in the fall semester of 2001 to replace the previous policy of introducing English in the seventh grade. The teaching of English in Taiwan has taken a dramatic step toward preparing students to better communicate in the global society. A thorough evaluation of this new Elementary English Education (EEE) program is the next crucial step after its implementation and is the purpose of this study. Researching the beliefs and practices of present day fifth- and sixth-grade elementary school English teachers in Taiwan provided the data which reflects current realities. In 1974, Girard gave a detailed report of several European early foreign language learning projects. He indicated some conditions and issues involved in implementing early foreign language learning programs which are similar to the results of this study. In assessing those perceptions, it revealed areas of strengths and weaknesses in the current Taiwanese EEE. Only if educators in Taiwan have an understanding of the current system and conditions will they be able to assess the effectiveness of the present model. -
Sixth Grade :: ABB Scope & Sequence School 2016 Preschool-Grade 12
Sixth Grade Language Arts: Reading 6c 6c Of America II Sixth graders will enjoy reading exciting selections about animals of all kinds, patriots from Of America’s past, and Christians in foreign lands. This delightful collection of stories and poems mericaFourth Edition A features several well-known authors and introduces students to a variety of interesting characters. 6b 6b Students will read a biographical novel and a Christian fiction novel and use them when writing language Second Edition book reports. Two speed and comprehension readers contain challenging and interesting selections. H Sixth graders will develop a wider range of comprehension skills by answering comprehension questions ´/h!#i¨ abeka.com 15720103 based on stated facts, implications, and general reasoning. 6 6 Literary Value Materials Evaluation ´/gg#k¨ • 146 authors, including well-known writers • Readers (3) containing: • Weekly oral reading grade 15717103 Speed & Comprehension Reader Fourth Edition abeka.com such as Louisa May Alcott, Benjamin Frank- • Short stories (102), poems (67), plays (3) • Weekly vocabulary and lin, Nathaniel Hawthorne, Rudyard Kipling, • Scripture selections (5) comprehension quizzes (34) Lucy Maud Montgomery, and Mark Twain • Christian fiction and biographical novels (1 each) • Speed and comprehension • Themes including brotherhood, friendship, • Speed and comprehension readers (2): quizzes (73) for timed silent abeka.com ´/hD#k¨ 15723603 generosity, honor, ingenuity, leadership, reading exercises and stories • Reading Comprehension -
The Amerasian Paradox
Online Conference on Multidisciplinary Social Sciences – 29-31 March 2012 Australian International Cultural & Educational Institute NOTE TO CONFERENCE ORGANIZERS: Paper Submitted 27 Feb 2012 along with Power Point Presentation and Biographies with Photographs of Dr. P.C. Kutschera and Professor Jose Maria G. Pelayo III The Amerasian Paradox P.C. Kutschera, Ph.D. 1 and Jose Maria G. Pelayo III, MASD 2 ABSTRACT Multiple anecdotal accounts and a thin body of extant empirical research on an estimated 250,000 multiple generation, mixed-heritage military Amerasians in the Philippines, and Pan Amerasians residing in other East and Southeast Asian societies, indicates substantial past and present stigmatization and discrimination – particularly Amerasians of African descent. However, a certain segment of Filipino Amerasians, females with pronounced Caucasian features, comprise a paradoxical exception. The abandoned progeny of U.S. servicemen, corporate military contractor and government male workers who occupied permanent bases for nearly a century, Africans and to a lesser extent, Anglo Amerasians, are targets of intense name-calling, verbal harassment and occasional physical violence beginning at an early age. This often transforms into a lifetime of socioeconomic marginalization and cultural isolation. Typically, Amerasians are ridiculed because of differential skin color, facial features and the stereotypical assumption that the majority were children of sex laborers and transient soldier fathers who had forsaken them. However, there is incipient research and anecdotal accounts bolstered by this five participant, purposive sample, multiple-case “pilot” study that young adult female Anglos may have not only eluded the stigmatized fate of the majority of Filipino Amerasians, African or Anglo, but in some cases actually benefitted socioeconomically and psychologically. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Pluralistic Realities and Tenuous Paradigms: Critical Examinations of Race and "Normativity" in Japanese/American Multiethnic and Multiracial History Permalink https://escholarship.org/uc/item/4j3997h8 Author Ong, James Man Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Pluralistic Realities and Tenuous Paradigms: Critical Examinations of Race and “Normativity” in Japanese/American Multiethnic and Multiracial History A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Asian American Studies by James Man Ong 2014 © Copyright by James Man Ong 2014 ABSTRACT OF THIS THESIS Pluralistic Realities and Tenuous Paradigms: Critical Examinations of Race and “Normativity” in Japanese/American Multiethnic and Multiracial History By James Man Ong Master of Arts in Asian American Studies University of California, Los Angeles, 2014 Professor Lane Ryo Hirabayashi, Chair In both the US and Japan in recent decades, multiethnicity has become an increasingly significant phenomenon for Japanese/Americans. Though relative minorities in the past, mixed individuals have become an emerging demographic as successive generations of individuals of Japanese and non-Japanese ancestry have transgressed social barriers, ethnic racial boundaries and national divides, blending diverse ancestries and cultures into unique syntheses. While individuals -
Upper School Curriculum Guide 2020-2021
P ERS R O O NA IG L R IZ E IC D M L E E D A A R C N A I N G I N T E S R P N I A H T S I R O E N N A T L R IS A M P Upper School Curriculum Guide 2020-2021 TABLE OF CONTENTS MISSION 1 VISION 1 VALUES 1 INCLUSION STATEMENT 2 PORTRAIT OF A LÉMAN LEARNER 3 LÉMAN ACADEMIC PLAN 4 MIDDLE SCHOOL PROGRAM 5 HIGH SCHOOL PROGRAM 6 PERSONALIZED LEARNING PLANS 7 THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 7 HIGH SCHOOL GRADUATION REQUIREMENTS 13 LANGUAGE POLICY 17 STUDENT SUPPORT SERVICES 18 THE LEARNING SUPPORT PROGRAM 18 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM 19 TECHNOLOGY, LIBRARY, AND INFORMATION CONNECTIONS 22 STANDARDIZED TESTING 23 EXTRACURRICULAR ACTIVITIES, CLUBS, AND ATHLETICS 27 COURSE DESCRIPTIONS & REQUIREMENTS 33 WORLD LANGUAGE DEPARTMENT COURSES 39 SOCIAL STUDIES 51 SCIENCE 56 MATHEMATICS 64 FINE ARTS 68 PHYSICAL EDUCATION AND HEALTH 78 TECHNOLOGY AND COMPUTER SCIENCE 82 ADVISORY PROGRAM 84 0 MISSION Léman Manhattan is an International Baccalaureate World School that delivers an academically rigorous program and sets high expectations for students from early childhood through 12th grade. Serving our local neighborhoods and a diverse international community, we prepare students with the knowledge, confidence and fluency they need to engage in a rapidly changing world. Léman challenges students’ intellect and inspires their creativity. We encourage them to think critically and work collaboratively. Celebrating each student’s individuality, we foster the skills they need to grow in mind, body and spirit. -
Preschool Thru Sixth Grade Application
Preschool through Sixth Grade 2021-2022 School Year We appreciate your interest in enrolling your child at Agape Christian Academy. The school offers a curriculum that integrates the Word of God throughout your child’s learning experience. Please follow the instructions below for completing this step of the application process. Complete a separate application for each child. After we have received and reviewed your application, we will contact you to schedule a meeting and any appropriate assessments for your child. Instructions: 1. Read and sign the Foundational Beliefs and Statement of Faith. 2. Review the Tuition Schedule. 3. Complete the Application for Admission and the Parent Questionnaire form. 4. Provide an application fee as specified in the Tuition and Fees Schedule. Make checks payable to: Agape Christian Academy. The application fee is $60 per student if paid by May 31st. The application fee is $75 per student if paid after May 31st. 5. Return the completed application, signed Foundational Beliefs and Statement of Faith to the school by: Mailing to: Agape Christian Academy Emailing to: 14220 Claridon Troy Road OR [email protected] Burton, Ohio 44021 Thank you for your interest in Agape Christian Academy. If you have questions, please do not hesitate to contact Susan Gifford, Academy President at 440.834.8022 or e-mail her at [email protected] . For School Office Use Only: Date Received: _____/ _____/ _____ Application Fee Received: _____/ _____/ _____ Start Date: _____/ _____/ _____ Notes: Agape Christian Academy Application for Admission The following information is needed for confidential school records. Please print; draw a line through or write “none” in the spaces that do not pertain to you so we will know that answers were not omitted – thank you.