...English Only Voter-Driven Initiatives English Only Voter-Driven Initiatives/Laws Christy Stewart Grand Canyon University: ESL-223N September 19, 2012 English Only Voter-Driven Initiatives/Laws There has been heavy debate over the best way to educate students whose first language is not English. Historically, past federal laws and court decisions protected the rights of non-English speaking children. One federal law established during the 1960s was the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act of 1968). This law provided legal guidelines and funding for transitional bilingual education programs. In the Lau v. Nichols, case, the Supreme Court ruled that school districts were required to take affirmative steps to protect the civil rights of limited-English-proficient students (Mora, 2009). Due to the increase of non-English speaking students in the schools, several states asked the voters to make policy decisions regarding the education of English language learners. Voters in California, Arizona and Massachusetts by large percentages voted to pass the anti-bilingual education initiatives. However, other states like Colorado and Oregon rejected the initiatives. California’s Proposition 227, Arizona’s Proposition 203 and Massachusetts’s 603 CMR 14.00, state that all English language learners be educated for one year through a sheltered (or structured) English immersion program. This program would...
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...2012 Mary Beth Nipp, Instructor English language learners have been the talk for many years. They are coming to America each and every day. Most of them speak different languages as Spanish, French, and some already speak English. It has been debated and voted on in five voter driven states. The states are Arizona, California, Colorado, Massachusetts, and Oregon. The voters have been asked to make decisions about the education of the English language learners (Mora, 2009). But only three states, California (1998), Massachusetts (2002), and Arizona (2000) passed the laws for English-only learners to be put in programs, and Colorado (2002) and Oregon (2008) rejected the initiatives of the ballot (Mora, 2009). The voters were in English only groups that were against having bilingual education for the students’ (Mora, 2009). The teachers were having a hard time in learning how to teach the English language learners. But in the 1960s, the federal and state governments have created new laws and policies that give the English language students’ the rights to a meaningful and equitable education (Mora, 2009). The government also provided funds and guidelines for a transitional bilingual education program for the English language learners to help them to become educated (Mora, 2009). In the Lau v. Nichols (1974), the courts decided to take affirmative steps to protect the civil rights of the English language learners in the school districts (Mora, 2009). Because the districts...
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...1/28/14 Mrs. Davis States voter-driven initiatives/laws relating to English language learner issues It has been a long debate and an important issue concerning English language learner from the school system to legislative forums, and there have been different policies and opinions for over forty years. Bilingual education is a method used to teach ELL students partly in their own language. The concept is that it will enhance their understanding of the curriculum and help them succeed in an English based classroom. The premise is that once the student is fairly competent in English they can progress in the classroom with their peers. Weather these programs are the best education method for ELL students this question has not been answered to address the issues concerning ELL students. The opponents of Bilingual Education believes that it is the ELL student right and need to make use of their native language to ease their transition into a English only education. The opponents also believe that the programs are hindering students’ ability to learn curriculum by keeping them in their native language too long. The Bilingual polices of today society are polices of the Bilingual Education Act of 1968 (Title VII). Congress passed the act as part of Civil Rights Title VI, which prohibits discrimination based on race, color, or natural origins in programs or activities in any program receiving federal finical assistant. The Bilingual Education Act requires that when needed schools...
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...challenges and opportunities to the American education. In this study, the writer will explore the arguments of both sides of the English-only issue, which started decades ago and is still very active today. Emphasis will be placed on the comparison and contrast of the positions presented by advocates and opponents of the English-only debate and will be supported with state’ voter-driven initiatives and laws relating to English language learners. English-Only Debate Paper In the eighteen century, education in the United States was provided in different languages: German, Dutch, French or Swedish. After World War I, when German was a proscribed language, the American population started to think about an education solely in English. However, until 1968, the language policies were left to the discretion of the school, church, city, or state. At this time, the federal government dictated how the non-English-speaking students should be taught, and therefore, started a very controversial debate in the public education sector (Porter, 1998). “In September 1995, Representative John T. Doolittle (R-Cal.) proposed an amendment to the U.S. Constitution that would establish English as the official language of the United States” (Answers.com, 2010). Comparing and Contrasting Both Sides of the English-Only Issue In the United States, the English-only debate has become more and more prevalent. The English-only movement advocates for an education provided in English as the official...
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...Feasibility Analysis: Chilean Subsidiary Matthew Dommer Cornerstone University Introduction GMS Inc. is a privately held manufacturer of premium outdoor apparel based in the United States. At present, corporate headquarters and the company’s sole 80,000 square foot manufacturing facility are located in Charleston, South Carolina due to shipping port access and the state’s right-to-work status. Raw fabrics are purchased from international vendors and US suppliers and include nylon/natural weaves, Gortex, manufactured high efficiency liners, and down fillers. GMS products are sold through upscale retail outlets generally specializing in performance outdoor apparel used in alpine skiing. Annual sales are at 100,000 units per year with gross revenue of $20,000,000. Total current employees are 100. GMS has developed plans for a new line of outer apparel utilizing a liner made from an Alpaca premium long fiber weave with a Gortex laminate. Alpaca was chosen for its superiority to wool and other natural fibers. It has higher durability, softness, water repellency, and broader thermal properties than wool. It is flexible at very cold temperatures, has inherent stretch for mobility, retains thermal properties when wet, and is hypoallergenic. It is therefore better suited to this intended purpose than most manufactured fibers. As a renewable resource and biodegradable product, alpaca fiber is consistent with GMS environmental policies and offers the opportunity to...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...HUMAN DEVELOPMENT REPORT 2004 Cultural Liberty in Today’s Diverse World Accommodating people’s growing demands for their inclusion in society, for respect of their ethnicity, religion, and language, takes more than democracy and equitable growth. Also needed are multicultural policies that recognize differences, champion diversity and promote cultural freedoms, so that all people can choose to speak their language, practice their religion, and participate in shaping their culture— so that all people can choose to be who they are. 65 108 166 55 34 82 3 14 91 51 40 138 29 62 6 99 161 134 114 66 128 72 33 56 175 173 130 141 4 105 169 167 43 94 73 136 144 168 45 163 48 52 30 32 Albania Algeria Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo Congo, Dem. Rep. of the Costa Rica Côte d'Ivoire Croatia Cuba Cyprus Czech Republic 17 154 95 98 100 120 103 109 156 36 170 81 13 16 122 155 97 19 131 24 93 121 160 172 104 153 115 23 38 7 127 111 101 10 22 21 79 9 90 78 148 28 44 110 135 50 80 Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea...
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...Breaking Down the Chain: A Guide to the soft drink industry aCknowleDgments this report was developed to provide a detailed understanding of how the soft drink industry works, outlining the steps involved in producing, distributing, and marketing soft drinks and exploring how the industry has responded to recent efforts to impose taxes on sugar-sweetened beverages in particular. the report was prepared by sierra services, inc., in collaboration with the supply Chain Management Center (sCMC) at rutgers university – newark and new Brunswick. the authors wish to thank kristen Condrat for her outstanding support in all phases of preparing this report, including literature review and identifying source documents, writing, data analysis, editing, and final review. special thanks also goes to susanne Viscarra, who provided copyediting services. Christine fry, Carrie spector, kim Arroyo Williamson, and Ayela Mujeeb of ChangeLab solutions prepared the report for publication. ChangeLab solutions would like to thank roberta friedman of the yale rudd Center for food Policy and obesity for expert review. for questions or comments regarding this report, please contact the supervising professors: Jerome D. Williams, PhD Prudential Chair in Business and research director – the Center for urban entrepreneurship & economic development (Cueed), rutgers Business school – newark and new Brunswick, Management and Global Business department 1 Washington Park – room 1040 newark, nJ 07102 Phone: 973-353-3682...
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...PUBLIC ADMINISTRATION AND GLOBALIZATION: ENHANCING PUBLIC-PRIVATE COLLABORATION IN PUBLIC SERVICE DELIVERY New Delhi, India 7 October 2003 In cooperation with the Eastern Regional Organization for Public Administration United Nations Division for Public Administration and Development Management Department of Economic and Social Affairs Public Administration and Globalization: Enhancing Public-Private Collaboration in Public Service Delivery New Delhi, India 7 October 2003 In cooperation with the Eastern Regional Organization for Public Administration United Nations New York The opinions expressed herein are the responsibilities of the authors and do not necessarily reflect the views of the United Nations nor the Eastern Regional Organization for Public Administration All rights reserved. Table of Contents Foreword Pro-Poor Policy Processes and Institutions: A Political Economic Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M. ADIL KHAN The Dilemma of Governance in Latin America . . . . . . . . . . . . . . . . . . . JOSE GPE. VARGAS HERNANDEZ Institutional Mechanisms for Monitoring International Commitments to Social Development: The Philippine Experience . . . . . . . . . . . . . . . MA. CONCEPCION P. ALFILER Globalization and Social Development: Capacity Building for Public-Private Collaboration for Public Service Delivery . . . . . . . . . . . . . AMARA PONGSAPICH Trade Liberalization and the Poor: A Framework for Poverty...
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... Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp Contributors Amy Averett Joan Buttram Deborah Donnelly Marilyn Fowler Catherine Jordan Margaret Myers Evangelina Orozco Lacy Wood National Center for Family and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723 Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: www.sedl.org E-mail: info@sedl.org Copyright © 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department of Education, or any other...
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...CHAPTER-BY-CHAPTER ANSWER KEY CHAPTER 1 ANSWERS FOR THE MULTIPLE CHOICE QUESTIONS 1. b The sociological perspective is an approach to understanding human behavior by placing it within its broader social context. (4) 2 . d Sociologists consider occupation, income, education, gender, age, and race as dimensions of social location.(4) 3. d All three statements reflect ways in which the social sciences are like the natural sciences. Both attempt to study and understand their subjects objectively; both attempt to undercover the relationships that create order in their respective worlds through controlled observation; and both are divided into many specialized fields. (5-7) 4. c Generalization is one of the goals of scientific inquiry. It involves going beyond individual cases by making statements that apply to broader groups or situations. (7) 5. b The Industrial Revolution, imperialism, and the development of the scientific method all contributed to the development of sociology. The fourth influence was the political revolutions in America and France — there was no political revolution in Britain at that time. (8-9) 6. d Positivism is the application of the scientific approach to the social world. (9) 7. d Of the four statements, the one that best reflects Herbert Spencer’s views on charity is “The poor are the weakest members of society and if society intervenes to help them, it is interrupting the natural process of social evolution.” While many contemporaries of Spencer’s were...
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...In a competitive era like we have today, it is essential to catch up with the latest trends in the society. With increasing emphasis on various competitive exams and your soft skills for grabbing all upcoming opportunity, English as a language is becoming all the more important. Everywhere we go, we face difficulties in getting a job, which is our aim, to survive in the society and lead a successful life. Speaking and writing correct and required English is one of them. Here we bring a book that will give a basic structure to all the aspirants to attempt descriptive English properly. We give a complete framework covering each and every topic of descriptive English paper. The book comprises techniques to attempt précis and essays, contains types of letters, sample letters & even model tests for your practice. This will provide the aspirants with basic knowledge of general rules of attempting English language descriptive paper, guiding them in learning English to an extent to which they attempt confident use of English. The book is aimed to provide you the content, sufficient enough, to attempt the descriptive English paper efficiently and may lead you to success in your examination. For this purpose all the current topics are being covered here. This book also intends to provide the competitors a conceptual base through the explanations of the questions asked. Any modification or error shall be entertained and we will try to incorporate it in our next issue. DESCRIPTIVE...
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...0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo Researcher: Annie Pickert Cover Designer: Studio Montage For related titles and support materials, visit our online catalog at www.pearsonhighered.com. Copyright © 2011, 2008, 2006, 2003, 2000, 1998, 1995 Pearson Education, Inc., publishing as Allyn & Bacon, 501 Boylston St., Suite 900, Boston, MA 02116. All rights reserved. No part of the material protected by this copyright notice may be...
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...CPMR Research Report 5 Changing Local Government A Review of the Local Government Modernisation Programme Richard Boyle, Peter C. Humphreys, Orla O’Donnell, Joanna O’Riordan, Virpi Timonen CPMR 1 CPMR Research Report 5 Changing Local Government A Review of the Local Government Modernisation Programme Richard Boyle Peter C. Humphreys Orla O’Donnell Joanna O’Riordan Virpi Timonen 2 First published in 2003 by the Institute of Public Administration 57-61 Lansdowne Road Dublin 4 Ireland in association with The Committee for Public Management Research www.ipa.ie © 2003 with the Institute of Public Administration. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system, without permission in writing from the publisher. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library. ISBN 1 902448 98 7 ISSN 1393-9424 Cover design by Butler Claffey, Dún Laoghaire Typeset by the Institute of Public Administration Printed by Future Print, Dublin 3 CONTENTS Executive Summary 7 Part 1: Chapter 1: 1.1 1.2 1.3 1.4 SETTING THE SCENE FOR THE STUDY Introduction Focus of report Study background and terms of reference Study approach and methodology Report structure 18 18 18 19 ...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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