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At Home in the World: Bridging the Gap Between Internationalization and Multicultural Education
Global Learning for All: The Fourth in a Series of Working Papers on Internationalizing Higher Education in the United States At Home in the World: Bridging the Gap Between Internationalization and Multicultural Education by Christa L. Olson, Rhodri Evans, and Robert F. Shoenberg Funded by the Ford Foundation AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education Global Learning for All: The Fourth in a Series of Working Papers on Internationalizing Higher Education in the United States At Home in the World: Bridging the Gap Between Internationalization and Multicultural Education by Christa L. Olson, Rhodri Evans, and Robert F. Shoenberg Funded by the Ford Foundation AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education © June 2007 American Council on Education ACE and the American Council on Education are registered marks of the American Council on Education. American Council on Education One Dupont Circle NW Washington, DC 20036 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Additional copies of this publication are available for purchase at www.acenet.edu/bookstore for $20.00 per copy, plus shipping and handling. Copies also may be purchased by contacting: ACE Fulfillment Service Department 191 Washington, DC 20055-0191 Phone: (301) 632-6757 Fax: (301) 843-0159 www.acenet.edu When ordering, please specify Item #311578. Table of Contents Foreword .................................................. iii Executive Summary ........................................... v Introduction ................................................ vii Our Choice of Language . -
Translation: a Transcultural Activity
Translation: A transcultural activity Andrea Rossi the meaning of a source-language text through an “colere ”, which means to tend to the earth and Consultant in Medical Writing, equivalent target-language text”. 3 The Cambridge grow, or to cultivate and nurture. 8 Culture Communications, and Scientific Affairs, Nyon, definition is “something that is translated, or the encompasses the social behaviour and norms Switzerland process of translating something, from one found in human societies, as well as the know - language to another”. 4 Others define the same ledge, beliefs, arts, laws, customs, capabilities, and activity as “an act through which the content of a habits of the individuals in these groups. 9 The Correspondence to: text is transferred from the source language into intangible cultural heritage of each society Andrea Rossi the target language”, “a mental activity in which includes science, together with practices of R.te de St. Cergue, 6 the meaning of given linguistic discourse is political organisation and social institutions, 1260 Nyon rendered from one language to another”, or “the mythology, philosophy, and literature. 10 Humans Switzerland act of transferring the linguistic entities from one acquire culture through the processes of +41 793022845 language into their equivalents into another enculturation and socialisation, resulting in the [email protected] language”. 5 diversity of cultures across societies. In contrast to other languages, English When writing about health, translation of distinguishes between translating (a written text) scientific texts plays a special role aimed at public Abstract and interpreting (oral or signed communication education and prevention of diseases as well as Effective communication is the goal of any between users of different languages). -
Introduction Multicultural Education Means Different Things to Different
Introduction Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Similarly, educators who look at schooling from the vantage point of sociology, psychology, or economics will have differing views of the key concerns of schooling. Yet, these disparate analysts may agree on which issues are the most critical ones. Such differences over means coupled with widespread agreement on substance are naturally found in discussions of multicultural education. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. The field includes educational scholars, researchers, and practitioners from a wide variety of personal, professional, philosophical, political, and pedagogical backgrounds. Therefore, we should expect that they will use different points of reference in discussing ethnic diversity and cultural pluralism. Yet, when allowances are made for these differences, a consensus on the substantive components of multicultural education quickly emerges. Such agreement is evident in areas such as the key content dimensions, value priorities, the justification for multicultural education, and its expected outcomes. Only when these fundamentals are articulated do variations emerge. Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. -
Representations of Education in HBO's the Wire, Season 4
Teacher EducationJames Quarterly, Trier Spring 2010 Representations of Education in HBO’s The Wire, Season 4 By James Trier The Wire is a crime drama that aired for five seasons on the Home Box Of- fice (HBO) cable channel from 2002-2008. The entire series is set in Baltimore, Maryland, and as Kinder (2008) points out, “Each season The Wire shifts focus to a different segment of society: the drug wars, the docks, city politics, education, and the media” (p. 52). The series explores, in Lanahan’s (2008) words, an increasingly brutal and coarse society through the prism of Baltimore, whose postindustrial capitalism has decimated the working-class wage and sharply divided the haves and have-nots. The city’s bloated bureaucracies sustain the inequality. The absence of a decent public-school education or meaningful political reform leaves an unskilled underclass trapped between a rampant illegal drug economy and a vicious “war on drugs.” (p. 24) My main purpose in this article is to introduce season four of The Wire—the “education” season—to readers who have either never seen any of the series, or who have seen some of it but James Trier is an not season four. Specifically, I will attempt to show associate professor in the that season four holds great pedagogical potential for School of Education at academics in education.1 First, though, I will present the University of North examples of the critical acclaim that The Wire received Carolina at Chapel throughout its run, and I will introduce the backgrounds Hill, Chapel Hill, North of the creators and main writers of the series, David Carolina. -
Obituary 1967
OBITUARY INDEX 1967 You can search by clicking on the binoculars on the adobe toolbar or by Pressing Shift-Control-F Request Form LAST NAME FIRST NAME DATE PAGE # Abbate Barbara F. 6/6/1967 p.1 Abbott William W. 9/22/1967 p.30 Abel Dean 11/27/1967 p.24 Abel Francis E. 9/25/1967 p.24 Abel Francis E. 9/27/1967 p.10 Abel Frederick B. 11/11/1967 p.26 Abel John Hawk 12/7/1967 p.42 Abel John Hawk 12/11/1967 p.26 Abel William E. 7/10/1967 p.28 Abel William E. 7/12/1967 p.12 Aber George W. 3/14/1967 p.24 Abert Esther F. 7/26/1967 p.14 Abrams Laura R. Hoffman 8/14/1967 p.28 Abrams Laura R. Hoffman 8/17/1967 p.28 Abrams Pearl E. 10/19/1967 p.28 Abrams Pearl E. 10/20/1967 p.10 Achenbach Helen S. 11/6/1967 p.36 Achenbach Helen S. 11/8/1967 p.15 Ackerman Calvin 5/22/1967 p.34 Ackerman Calvin 5/25/1967 p.38 Ackerman Fritz 11/27/1967 p.24 Ackerman Harold 10/27/1967 p.26 Ackerman Harold 10/28/1967 p.26 Ackerman Hattie Mann 4/14/1967 p.21 Ackerman Hattie Mann 4/19/1967 p.14 Adamczyk Bennie 5/3/1967 p.14 Adamo Margaret M. 3/15/1967 p.15 Adamo Margaret M. 3/20/1967 p.28 Adams Anna 6/17/1967 p.22 Adams Anna 6/20/1967 p.17 Adams Harriet C. -
Bhagat Unfolds Multicultural Realities Through 2 States Arvind Jadhav, M.A
Bhagat Unfolds Multicultural Realities through 2 States Arvind Jadhav, M.A. (Eng.), NET, M.A. (Ling.), Ph.D. Scholar ==================================================================== Language in India www.languageinindia.com ISSN 1930-2940 Vol. 13:8 August 2013 ==================================================================== Abstract ‘Culture’ can be studied through literature and ‘literature’ can be well appreciated by cultural understanding, I propose. This paper focuses on the multiculturalism in fiction with reference to contemporary author Chetan Bhagat’s 2 States: The Story of My Marriage (Published in 2009). It deals with how multicultural ground realities affect ‘Generation-Y’1 greatly. Preliminaries and methodological considerations discuss the background, objective and the scope of the paper, then it clarifies the mono Vs. multiculturalism. Further, after Indian ‘unity in diversity’ sketch, it analyzes the fiction from cultural perspective and ends with the essence. 1. Preliminaries Language in India www.languageinindia.com ISSN 1930-2940 13:8 August 2013 Arvind Jadhav, M.A. (Eng.), NET, M.A. (Ling.), Ph.D. Scholar Bhagat Unfolds Multicultural Realities through 2 States 88 Let’s start with the concept of the ‘Culture’ first. The New Britannica Encyclopaedia (2007: 784) put forth ‘Culture’ as, ‘the integrated pattern of human knowledge, belief and behavior. Culture, thus defined, consists of language, ideas, beliefs, customs, taboos, codes, institutions, tools, techniques, works of art, rituals, ceremonies, and other related components’ This Encyclopaedia (2007: 784) also quotes a classic definition of ‘Culture’ by Burnett Taylor, in his ‘Primitive Culture’ (1871) as ‘culture includes all capabilities and habits acquired by a man as a member of society’ The part ‘… and other related components’ from the first definition and ‘all capabilities and habits acquired by a man as a member of society’ from the second definition include almost every smaller aspect of society and its integrated or recurrent pattern. -
T a Unacorrdda De Toros, Li.Ene Momen.To.S
LA PRIMERA AUTOPISTA IN TERNACIONAL DE ESPAÑA (A CCESO A MA DRID POR LA CARRETERA DE VALENCIA) ABIERTA AL TRAFICO UN AÑO ANTES DEL PLAZO PREVISTO Reflexiones ligeras antes de la gran' co rrida A fase i~e~alam~nleá.llle d()t a unacorrdda de toros, li.ene m om en.to.s de p.o"ItIVo mteres, aunqued~eUo,'i. no di.sfruteel público, lo que, Lgenéricamente, .se ha dado en llamar «Ia aficlón», So.D. Ios organiz.s;do. res, los empresarios, Ieaprotagorrístase interpretes d:e ese 'destajo previo, LQsq:ue tenell1Ósa ·nuestro cargo la función de regir los destinos de la Asociaoión de, La Prensa, tipo! couverrimoaen empreseríos taurinos una vez al año•.La entidad profesional r heriéric,a: de Ios periodiE.la$ .madzileños ha dado corrfdasdesd» casi inmedünamenle de'spuél>' de su funda ción, eu 1$95, Sólo hUho un paréntesis. - que no lo fue del todo--- con motivo de la guerra Civil. Lo s prufe-iouul"S ( )lit' nos haltúhalllo"', pa ra nu estra ven tu ru y '".a u rl ciad. e u la zona nac ional, :"t" II1iIllO'< (a p r ocupaci ón d e prepat ar la legada a J\ lad rid r lo mi smo q ue :'(: l' ltgi,', lllla Junta I i ruct iva para eucurgur se dCI znhiern» d e la Aso 'iac llill cuand o la cnpi lal lue ' 1; rcscntad u por las fu crzus na cro uu lc-, se hizo lo posib!e por 11 0 in te rru m p ir la trudic i ún y, upartu lItr o~ cs pecuieu los , se rlicron dos co rridus d e turos, unu ' 11 Zaruuozn )' ot ra 'm Hurgo:", Liberado i\la d r i(1. -
Parent Handbook 2020-2021
1 PERSONNEL/CLASS SCHEDULE 6 R3 Expectations 6 Philosophy 6 Student in Good Standing 8 Communication Between Home/School: Who to Call 9 Victor Junior High Faculty & Staff 10 Class Time Schedule 12 PROGRAM DESCRIPTIONS 13 Junior High Curriculum 13 Art 14 BOOST 14 English 14 Languages Other Than English 15 Health 15 Family & Consumer Science 16 Literacy Lab 16 Mathematics 16 Music 17 Physical Education 18 Science 18 Social Studies 19 Special Education 19 Technology Education 20 GUIDANCE/TESTING/PARENTING 21 Guidance/School Counseling 21 Testing 21 Parent/Teacher Conferences 21 School/Home Communication 21 Integrity Policy 22 Academic Honors 23 Awards Assembly 23 Breakfast with the Principal 23 Eligibility 23 Eligibility Guidelines 23 Homework 24 Promotional Policy 24 Report Cards 25 Study Habits 25 Study Halls 26 2 Textbooks 26 ACTIVITIES/CLUBS 26 Academic Challenge Bowl 26 Activity Nights 27 Art Club 28 Big Time Friends 28 Culinary Club 28 Fiddle Club 28 Field Band 28 French Club 28 Go Green Garden Team 28 GSA (Gay-Straight Alliance) 29 Jazz Club 29 Math Olympiad 29 Musical 29 Positive Connections Club (PCC) 29 Spanish Club 29 Student Council 29 Yearbook 30 Young Men’s Leadership 30 Young Women’s Leadership 30 Citizenship 30 Discipline Code 30 Activity Period 30 Attire 31 Backpacks 31 Electronic Devices 31 Code of Conduct 32 SERVICES 35 Cafeteria 35 Emergency Evacuation/Fire Drills 36 Library 36 Lockers 36 HEALTH SERVICES 37 School Health Office Staff 37 Confidentiality 37 Mandated Physical Exams 37 Registration for Sports 37 Mandatory -
Downloadable and Ready Crucial to Our Understanding of What It Is to Be Physiology and Biophysics, and Director of the for Re-Use in Ways the Original Human
www.EDUCATIONUPDATE.com AwardAward Volume IX, No. 12 • New York City • AUGUST 2004 Winner FOR PARENTS, EDUCATORS & STUDENTS White House photo by Joyce Naltchayan First Lady Laura Bush U.S. POSTAGE PAID U.S. POSTAGE VOORHEES, NJ Permit No.500 PRSRT STD. PRSRT LITERACY ADVOCATE 2 SPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ AUGUST 2004 Corporate Contributions to Education - Part I This Is The First In A Series On Corporate Contributions To Education, Interviewing Leaders Who Have Changed The Face Of Education In Our Nation DANIEL ROSE, CEO, ROSE ASSOCIATES FOCUSES ON HARLEM EDUCATIONAL ACTIVITIES FUND By JOAN BAUM, Ph.D. living in tough neighborhoods and wound up concentrating on “being effective at So what does a super-dynamic, impassioned, finding themselves in overcrowded the margin.” First HEAF took under its wing articulate humanitarian from a well known phil- classrooms. Of course, Rose is a real- the lowest-ranking public school in the city and anthropic family do when he becomes Chairman ist: He knows that the areas HEAF five years later moved it from having only 9 Emeritus, after having founded and funded a serves—Central Harlem, Washington percent of its students at grade level to 2/3rds. significant venture for educational reform? If Heights, the South Bronx—are rife Then HEAF turned its attention to a minority he’s Daniel Rose, of Rose Associates, Inc., he’s with conditions that all too easily school with 100 percent at or above grade level “bursting with pride” at having a distinguished breed negative peer pressure, poor but whose students were not successful in getting new team to whom he has passed the torch— self-esteem, and low aspirations and into the city’s premier public high schools. -
A Workable Concept for (Cross-)Cultural Psychology?
Unit 2 Theoretical and Methodological Issues Article 14 Subunit 1 Conceptual Issues in Psychology and Culture 9-1-2015 Is “Culture” a Workable Concept for (Cross- )Cultural Psychology? Ype Poortinga Tilburg University, [email protected] I would like to thank for comments and debate on a previous draft of this paper: Ron Fischer, Joop de Jong, and cross-cultural psychologists at Tilburg University in the Netherlands and at Victoria University in Wellington, New Zealand. For readers not convinced by the argument in this paper, I may note that several of these, mainly young, cross-cultural researchers insisted that culture should be seen as something real, like the three blind men who are touching parts of one and the same elephant (see footnote 5). This should bode well for the future of the concept of culture and for one prediction of this paper: that “culture” is unlikely to suffer any time soon the fate of ether or generatio spontanea. Recommended Citation Poortinga, Y. (2015). Is “Culture” a Workable Concept for (Cross-)Cultural Psychology?. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1139 This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP and ScholarWorks@GVSU. Copyright © 2015 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN 978-0-9845627-0-1 Is “Culture” a Workable Concept for (Cross-)Cultural Psychology? Abstract In this essay three points are addressed: First, despite repeated findings of limited cross-cultural variation for core areas of study, research in cross-cultural psychology continues to be directed mainly at finding differences in psychological functioning. -
Mapping Multicultural Education
Mapping Multicultural Education The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Levinson, Meira. 2010. Mapping Multicultural Education. In The Oxford Handbook of Philosophy of Education, ed. Harvey Siegel, 428-450. Oxford; New York: Oxford University Press. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:10860786 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Mapping Multicultural Education Meira Levinson Oxford Handbook of Philosophy of Education, ed. by Harvey Siegel.. Multicultural education is a conceptual mess. It stands in for people’s political aspirations, but has no independent meaning or value—despite its advocates’ pretences (and beliefs) to the contrary. This is not to say that the various meanings and values attached to multicultural education by its various proponents are themselves worthless; to the contrary, they are often both plausible and compelling. But these meanings and values neither derive from nor are clarified by the concept of “multicultural education” itself. Furthermore, “multicultural education” is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice; even in its most well-intentioned, assiduous, and effective implementation, it cannot simultaneously achieve all of the goals it is called upon to serve. Thus, I shall argue in this chapter, “multicultural education” has no independent identity or value beyond the various goals, practices, or content to which others attach it, and to know that an education is called “multicultural” is to know little if anything about its form, content, or aims. -
Spelling Instruction; *Teaching Methods
DOCUMENT RESUME ED 284 264 CS 210 709 AUTHOR Mazzio, Frank TITLE Spelling. English Language Arts Concept Paper Number 3. INSTITUTION Oregon State Dept. of Education, Salem. PUB DATE May 87 NOTE 9p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Cognitive Processes; Educational Research; Elementary Secondary Education; Instructional Effectiveness; Language Acquisition; Learning Strategies; *Skill Development; *Spelling Instruction; *Teaching Methods; *Theory Practice Relationship IDENTIFIERS Invented Spelling ABSTRACT Noting research suggesting that somethingmore than rote memorization is involved in the process of spelling, thispaper describes effective instructional strategies to help students improve their spelling abilities. Following an introductionon the memorization/cognition camps in spelling research, thepaper discusses current, but less effective, classroom practices, suchas studying lists of "demon" words, writing words several times, using inappropriate word lists, studying homonyms, and sentence dictation. The paper then examines research based practices, including invented spelling, and discusses four goals that focus on thepurposes of learning strategies to improve spelling. Next, thepaper presents eight effective instructional strategies: (1) using self-corrected tests and a study strategy, (2) using word lists, (3) relating spelling instruction to writing activities, (4) keeping formal spelling lessons to optimum length, (5) using typewriters and the "Imagetics" machine, (6) using games for spelling instruction, (7) using computers for spelling improvement, and (8) using standardized test formats. The paper concludes by noting that effective strategies for elementary schools students also work at the secondary level and provides a summary of major implications of spelling research.An annotated bibliography of works on the study and teaching of spelling is included.