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Cultural Practices of Literacy: a Case of Costa Rica Final Report for the Spencer Foundation1
Cultural Practices of Literacy: A Case of Costa Rica Final Report for the Spencer Foundation1 Victoria Purcell-Gates, Ph.D. Canada Research Chair – Early Childhood Literacy University of British Columbia Focus of Study In cooperation with officials from the Costa Rican Ministry of Public Education, I conducted a six-month ethnography in Costa Rica, from January 1, 2006 – June 30, 2006. One focus of the research was to explore factors that may account for many of the difficulties that are experienced by poor and marginalized children in the Costa Rican Schools, particularly those of Nicaraguan immigrants. This focus reflects the primary interest of education officials in Costa Rica. The second focus of the study was to come to deeper understandings of the relationships of young children’s community-based literacy practices and their ways of learning from early literacy instruction in school, one of the central goals of my larger project, Cultural Practices of Literacy Study (CPLS) (Purcell-Gates, in press). This latter I view as key to much –needed theorizing of social and cultural marginality as it relates to academic achievement. I focused exclusively on the early literacy learning of the children primarily because high rates of first-grade retention is considered to be a problem in the Costa Rican schools and because the success in first stages of learning to read and write determines the level of success at learning in other subjects and in the later grades. Theoretical Frame & Related Research This study of literacy in community reflects a theoretical frame of literacy as social and cultural practice (Street, 1984) that is patterned by social institutions, historical settings, values, beliefs, and power relationships (Au, 2002; Barton & Hamilton, 1998; Brandt, 2001; Fishman, 1988; Moje, 2000; Purcell-Gates, 1995, 1996; Scribner & Cole, 1981; Street 1995). -
Education in Costa Rica
Education in Costa Rica HIGHLIGHTS 2017 Costa Rica WHAT ARE REVIEWS OF NATIONAL POLICIES FOR a strong focus on improving learning outcomes; equity in EDUCATION? educational opportunity; the ability to collect and use data to inform policy; the effective use of funding to steer reform; OECD Education Policy Reviews provide tailored advice and the extent of multistakeholder engagement in policy to governments to develop policies that improve the skills design and implementation. of all members of society, and ensure that those skills are used effectively, to promote inclusive growth for better jobs Based on these tough benchmarks, the review both underlines and better lives. The OECD works with countries to identify the many strengths of Costa Rica’s education system and and understand the factors behind successful reform and provides recommendations on how to improve policies and provide direct support to them in designing, adopting and practices so that the country can advance towards OECD implementing reforms in education and skills policies. standards of education attainment and outcomes. These highlights summarise the main findings of the Review: WHY A REVIEW OF EDUCATION IN COSTA RICA? l Early childhood education: Higher priority should be given higher priority in public spending and policy, given the In 2015, the OECD opened discussions for the accession of vital role it can play in tackling disadvantage and poverty. Costa Rica to the OECD Convention. As part of this process, Costa Rica has undergone in-depth reviews in all the relevant l Basic education: The quality and equity of learning areas of the Organisation’s work including a comprehensive outcomes should become the centre point of policy and review of the education system, from early childhood practice. -
World Bank Document
PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE Report No.: AB169 CR EQUITY AND EFFICIENCY OF EDUCATION Project Name Public Disclosure Authorized Region LATIN AMERICA AND CARIBBEAN Sector General education sector (100%) Project ID P057857 Borrower(s) Government of Costa Rica Implementing Agency Ministry of Public Education Environment Category [ ] A [X] B [ ] C [ ] FI [ ] TBD (to be determined) Safeguard Classification [ ] S1 [X] S2 [ ] S3 [ ] SF [ ] TBD (to be determined) Date PID Prepared December 30, 2003 Date of Appraisal February 4, 2004 Authorization Date of Board Approval May 4, 2004 Public Disclosure Authorized 1. Country and Sector Background Key elements of Costa Rica Education Sector Strategy and Implementation Instruments. Costa Rica seeks to improve the quality, equity and efficiency of education at all levels. Specific sector goals include: (i) increasing early childhood care and education (ECCE) for ages 0-5; (ii) universalizing at least one year of preschool (for 6 year-old children); (iii) universalizing primary education completion with quality of learning; and (iii) expanding nationwide secondary education (both academic and vocational) with quality. These specific goals will be achieved with keen focus on equity—by targeting education services to traditionally underserved populations (including rural communities and ethnic minorities)—and with increased institutional efficiency and cost-effectiveness. While some goals are nationwide (ECCE and Public Disclosure Authorized Secondary Education), others focus on closing the gaps between regions and across income groups (preschool and finalization of quality primary education). The overarching policies of the Consejo Superior de Educación (CSE), the national body that defines education policies, orient these national educational aims: • Generating educational initiatives that increase equal access to pertinent, high quality opportunities for education and training, including universal access to preschool, increasing enrollment in secondary education, and improving quality at all levels. -
USED RIDE LIST January, 2015
Gina’s Cell: 615.504.9220 Leslie’s Cell 615.293.8931 Office: 615.370.9625 www.intermarkridegroup.com USED RIDE LIST January, 2015 Don’t see what you are looking for or have rides for sale? Give us a call or contact [email protected] Bumper Cars/Go-Karts Code Ride Name Year Description Price BC1313 Bumper Cars 2010 R&S Prodn., 4 inflatable cars w/trailer $28,000 BC1308 Bumper Cars Bertazzon, 8 cars, 40’ x 26’ floor $45,000 $35,000 BC1311 Bumper Cars Fun Attractions, TM, 35’x35’ inflatable track $30,000 $23,500 BC1309 Bumper Cars MEC Power, 8 cars, 34’x34’ floor $45,000 BC1300 Bumper Cars RDC, 6 cars, 32’x24’ floor $25,000 BC1305 Bumper Cars RDC, 6 cars $22,500 $19,000 BC1302 Bumper Cars 1976 SDC, PM, 20 cars $175,000 BC1316 Bumper Cars Majestic 2700 Scooter $199,000 BC1320 Bumper Cars 1990 Majestic Scooter $125,000 BC1319 Bumper Cars Majestic, 8 cars, floor pickup $52,500 BC1161 Bumper Cars 2003 Barbieri,21 cars $175,000 BC1322 Bumper Cars 2009 Visa, PM, 8 cars $80,000 BC1321 Go Karts Amusement Products, elec., 14 karts $39,500 BC1307 Go Karts 27 karts, 16 single seat, 11 double seat Call for pricing BC1314 Go Karts 2003 Formula K, 13 karts $15,600 BC1317 Go Karts 1990 Reverchon, 8 karts $145,000 BC1318 Go Karts Pacer/Amusement Products, 7 karts $16,500 Carousels CA1303 Carousel Allan Herschell, ground mt. $85,000 CA1307 Carousel 1964 Allan Herschell, 3 abreast $120,000 CA1289 Carousel 1950’s Arrow, new platforms $140,000 CA1290 Carousel 1990 Barrango, 32’ $165,000 CA1304 Carousel Bertazzon, PM, 4.7 mt. -
Website Listings
Small Business Pandemic Assistance Grant Program Email/Hand-Delivered Submissions SMALL BUSINESS PANDEMIC ASSISTANCE GRANT PROGRAM APPLICATION NO. BUSINESS NAME DBA / REGISTERED TRADEMARK APPLICATION PACKET STATUS PAG-0001 Pacific Healthy Living, LLC. Froots Andersen COMPLETE PROCESSED PAG-0002 Cam Properties, LLC Cam Properties, LLC INCOMPLETE INELIGIBLE PAG-0003 Jacqueline M. Sablan Flutter Beauty Boutique COMPLETE PROCESSED PAG-0004 Asiga Corporation COMPLETE PROCESSED PAG-0005 Michael C.Q. Wong Music by Wong COMPLETE PROCESSED PAG-0006 Yolanda Carrera, MDPC Dr. Yolanda M. Carrera COMPLETE PROCESSED PAG-0007 Zena G. Sablan Hale'Ta Productions COMPLETE PROCESSED PAG-0008 Pacific Froots LLC COMPLETE PROCESSED PAG-0009 Gourmet Guam, Inc. Gourmet Guam COMPLETE PROCESSED PAG-0010 Tiny Blessings Inc. Tiny Blessings Christian Childcare and Educational Center COMPLETE PROCESSED PAG-0011 George B. Castro Depo Resources COMPLETE PROCESSED PAG-0012 Jonathan T. and Michelle SN Deloso LLC Machalek Enterprise COMPLETE PROCESSED PAG-0013 Jonte P. De Leon and Lad B. De Leon Sup Shack Guam COMPLETE PROCESSED PAG-0014 Cherry Enterprises Inc Cherry Media Vision COMPLETE PROCESSED PAG-0015 South North F & B LLC Matua's Bar & Grill COMPLETE PROCESSED PAG-0016 Vanessa S. Acierto Enviro Pros COMPLETE PROCESSED PAG-0017 Ernesto P. Alfonso Jr. Blue Lotus Guam COMPLETE PROCESSED PAG-0018 Jesse McCarrel Cepeda Jesse McCarrel Cepeda COMPLETE PROCESSED PAG-0019 In the Kitchen, Inc. Kitchen Lingo COMPLETE PROCESSED PAG-0020 One Love Gud Vibes Charters LLC One Love Gud Vibes Charters COMPLETE PROCESSED PAG-0021 The Coconut Tree Company LLC COMPLETE PROCESSED PAG-0022 Rainy Days, Inc. Kadu COMPLETE PROCESSED PAG-0023 Smooth and Groove Production Smooth and Grove Production COMPLETE PROCESSED PAG-0024 Calvin Jr. -
University of California Santa Cruz Restoring Birds, Bats
UNIVERSITY OF CALIFORNIA SANTA CRUZ RESTORING BIRDS, BATS, AND DISPERSAL MUTUALISMS IN A TROPICAL AGRICULTURAL LANDSCAPE A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in ENVIRONMENTAL STUDIES by John Leighton Reid June 2013 The dissertation of John Leighton Reid is approved: __________________________________ Professor Karen Holl, chair __________________________________ Professor Gregory Gilbert __________________________________ Associate professor Flora Lu __________________________________ Rakan Zahawi, Ph.D. __________________________________ Professor emeritus Theodore Fleming _________________________________ Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by John Leighton Reid 2013 Contents 1. Introduction 1 2. Landscape context mediates avian habitat choice in tropical forest 8 restoration 3. Artificial bat roosts did not accelerate forest regeneration in abandoned 31 pastures in southern Costa Rica 4. Conservation psychology of bat killing in southern Costa Rica 61 5. Appendices 125 6. Supplementary Files 137 7. Bibliography 138 iii Illustrations 2.1 Local restoration treatments 11 2.2 Scaling of landscape effects 20 2.3 Compositional and functional attributes of bird communities predicted by 21 local restoration treatments and landscape-scale tree cover 3.1 Artificial bat roosts and experimental treatments 38 3.2 Glossophaga and Carollia bats resting in an artificial roost 48 3.3 Bat detections in artificial roosts during two years of monitoring -
Indigenous Peoples in Costa Rica and El Diquís Hydroelectric Project
The Department of International Environment and Development Studies (Noragric), is the international gateway for the Norwegian University of Life Sciences (UMB), which consists of eight departments, associated research institutions and the Norwegian College of Veterinary Medicine in Oslo. Established in 1986, Noragric’s contribution to international development lies in the interface between research, education (Bachelor, Master and PhD programmes) and assignments. The Noragric Master thesis is the final thesis submitted by the students in order to fulfill the requirements under the Noragric Master programme “Development Studies”, “International Environmental Studies” and other Masters programme. The findings in this thesis do not necessarily reflect the views of Noragric. Extracts from this publication may only be reproduced after prior consultation with the author and on the condition that the source is indicated. For rights of reproduction or translation contact Noragric. © Kari Vaage, August 2011 [email protected] Department of International Environment and Development (Noragric) P.O. Box 5003 N-1432 Ås Norway¨ Tel.: +47 64 96 52 00 Fax: +47 64 96 52 01 Internet: http://www.umb.no/noragric Declaration I, Kari Vaage, declare that this thesis is a result of my research investigations and findings. Sources of information other than my own have been acknowledged and reference list has been appended. This work has not been previously submitted to any other university for award of any type of academic degree. Signature………………………………..……………. Place & Date………………………………………… 2 Acknowledgements Finally, here it is. Along the journey I have travelled with this thesis I have spent time with so many wonderful people. My warmest thanks to Josè Carlos, his family and their organization Kus Kura, I admire the work you are doing very much and wish you all the best for the future. -
CLASSIC RIDES Animal Carousel Candy Carousel Carousel (Upper Drive) Carousel (Under Drive) Human Gyroscope Luxury Carousel Ocean Walk Tagada Disco
www.funridersindia.com Corporate Office Funriders Leisure & Amusement Pvt. Ltd. Bharati 39/76-B,1st Floor, Mahakavi G Road, Karikkamuri, Cochin-11, Kerala, India Phone : +91 484 4034443 E-mail : [email protected] [email protected] Enquiry : +91 9072020000 www.funridersindia.com brings the world of play Funriders Leisure & Amusement Pvt. Ltd. www.funridersindia.com Corporate Office Funriders Leisure & Amusement Pvt. Ltd. Bharati 39/76-B,1st Floor, Mahakavi G Road, Karikkamuri, Cochin-11, Kerala, India Phone : +91 484 4034443 E-mail : [email protected] [email protected] Enquiry : +91 9072020000 www.funridersindia.com brings the world of play Funriders Leisure & Amusement Pvt. Ltd. Kids Amusement Parks brings the world of play Index Certified ISO 9001 - 2008 Mission & Objectives 1 About Us Why Funriders ? 2 Funriders Leisure & Amusement Pvt. What We Do 3 Ltd., an ISO 9001-2008 certified Member IAAPI company and IAAPI member, started its magnificent voyage in 2010 with Outdoor Market 8 playground equipment under the brand name of BuildIndia. Over the years, we acquired the acclamation as the market leader in this sector by Pedal Go Karts Indoor Soft Play 15 providing various unparalleled designs and setting-up superior children's outdoor playground equipment in public & private parks, residential projects, schools, Soft Play Toys 23 clubs, NGOs, etc. This success has strengthened our perspective and has assisted us for rolling onto the Arcade Games 25 wider platforms of play and the concepts of Family Entertainment Centre (FEC) & Kids Amusement Parks. Funriders will act as the conglomerate company Amusement Rides 31 which will house BUILDINDIA as the forefront firm supplying outdoor playground equipment and the newly christened brands KAPS, which is a blend of Bumper Car 39 multifarious indoor playground equipment and RIDO to rule the streets with its sturdy pedal go-karts series. -
Language Choice Motivations in a Bribri Community in Costa Rica Janet Blackwood Andrews University
Andrews University Digital Commons @ Andrews University Faculty Publications English 5-2013 Language Choice Motivations in a Bribri Community in Costa Rica Janet Blackwood Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/english-pubs Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Blackwood, Janet, "Language Choice Motivations in a Bribri Community in Costa Rica" (2013). Faculty Publications. 2. https://digitalcommons.andrews.edu/english-pubs/2 This Article is brought to you for free and open access by the English at Digital Commons @ Andrews University. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Language Choice Motivations in a Bribri Community in Costa Rica Janet Blackwood Abstract A growing body of research has been undertaken in a variety of contexts worldwide to explore language preference and use as well as the attitudes and beliefs that may impact the maintenance and revitalization of endangered languages. There has also been considerable examination of the motivations that impact second language learning and the choices speakers make regarding second language learning and use. However this research has rarely extended to exploring the motivations influencing language choices in contexts where one of the languages is an endangered mother‐tongue language. Analyzing a portion of the data gathered from a larger study on language attitudes and practices, this study explores the language choices of members of an indigenous community in Costa Rica and the motivations that appear to influence those choices. An analysis is also made of the relationship between the language choice motivations that are present and current indigenous language revitalization efforts in the community. -
Country Brief Costa Rica
INSTITUTE COUNTRY BRIEF COSTA RICA Frida Andersson, Valeriya Mechkova and Staan I. Lindberg February 2016 Country Briefs THE VARIETIES OF DEMOCRACY INSTITUTE Please address comments and/or queries for information to: V-Dem Institute Department of Political Science University of Gothenburg Sprängkullsgatan 19, PO Box 711 SE 40530 Gothenburg Sweden E-mail: [email protected] V-Dem Working Papers are available in electronic format at www.v-dem.net. Copyright © 2016 University of Gothenburg, V-Dem Institute. All rights reserved. Country Brief Costa Rica About V-Dem Varieties of Democracy (V-Dem) is a new approach to conceptualizing and measuring democracy. V-Dem’s multidimensional and disaggregated approach acknowledges the complexity of the concept of democracy. The V-Dem project distinguishes among five high-level principles of democracy: electoral, liberal, participatory, deliberative, and egalitarian, which are disaggregated into lower-level components and specific indicators. Key features of V-Dem: Provides reliable data on five high-level principles and 22 lower-level components of democracy such as regular elections, judicial independence, direct democracy, and gender equality, consisting of more than 400 distinct and precise indicators; Covers all countries and dependent territories from 1900 to the present and provides an estimate of measurement reliability for each rating; Makes all ratings public, free of charge, through a user-friendly interface. With four Principal Investigators, two Project Coordinators, fifteen Project Managers, more than thirty Regional Managers, almost 200 Country Coordinators, several Assistant Researchers, and approximately 2,600 Country Experts, the V-Dem project is one of the largest-ever social science data collection projects with a database of over 15 million data points. -
Is a 501(C)3 Non-Profit Organization Committed to Providing International Learning Opportunities for US-Based Social Work Students
SWAP PARTICIPANT MANUAL GENERAL INFORMATION FOR PROGRAM PARTICIPANTS Social Work Abroad Program (SWAP) is a 501(c)3 non-profit organization committed to providing international learning opportunities for US-based social work students. www.socialworkabroad.org Table of Contents: About SWAP Page 2 Mission Statement Page 2 Organization and Structure of SWAP Placement/Service Learning Page 2 Selection Process Page 2 SWAP’s Professional Conduct and Performance Expectations Page 3 Participant Roles and Responsibilities Page 4 Knots and Bolts Page 6 What to Pack Page 9 Living with a Family Page 12 Costa Rica Projects Page 15 Background Information on Costa Rica Page 17 SWAP Re-entry Support Page 20 1 ABOUT SWAP Social Work Abroad Program SWAP is a 501 c 3 non-profit organization, is the vision of social workers who are committed to providing international learning opportunities for US-based social work students. Participants are able to practice and exchange ideas in an international setting which promotes compassion, cultural sensitivity, effective practice and competency. MISSION STATEMENT SWAP’s mission is to provide enriched, supported, intercultural internships for US social work students who transform both personally and professionally, through meaningful exchange. SWAP further seeks to enhance US social workers knowledge of international social work in order to foster global citizenship. Vision: Transforming social workers into global citizens. ORGANIZATION AND STRUCTURE OF SWAP PLACEMENT/SERVICE LEARNING The field placement/service learning is the heart of SWAP. The experience offered by SWAP is an opportunity for participants to integrate and apply theoretical knowledge and social work practice and intervention skills in an international setting under the supervision of SWAP Facilitators. -
Program of the 34Th Annual Meeting of the Society of Ethnobiology
Program of the 34th Annual Meeting of the Society of Ethnobiology Historical and Archaeological Perspecives in Ethnobiology May 4 - 7, 2011 Columbus, Ohio Welcome to the 34th Annual Meeting of the Society of Ethnobiology This meeting continues a long tradition in our Society. Since the first Society meeting in 1978 – when many of the world’s leading ethnobiologists came together to share ideas – the Society has been at the forefront of inter-disciplinary ethnobiological research. Equally important, since those first days, the Society has created and nurtured a worldwide ethnobiological community that has become the intellec- tual and emotional home for scholars world-wide. Our meetings are the forum for bringing this community together and our world-class journal is the venue for sharing our research more broadly. For my part, my deep commitment to the Society began as a student in 1984, at the 7th Annual meetings. At that time, I was fortunate to present the results of my Masters research (while referring to text on glossy erasable typing paper!) in Harriet Kuhnlein’s session on her inter-disciplinary and community-based “Nuxalk Food and Nutrition Project”. This project and indeed my opportunity to be involved in it (as a Masters student in Archaeology, of all things), exemplifies the potential of ethnobiology to make linkages. Looking at the society today, we see abundant linkages between academic disciplines, between academic and non-academic knowledge holders, and between advanced scholars and new researchers. This is what the Society of Ethnobiology is all about. In the past four years, your Board and many other Society volunteers have worked hard to promote the Society’s goals by focus- ing on these linkages.