of student-submitted IB world literature essays.
A forum for discussion of social and scientific responsibilities toward the environment in a rational and interdisciplinary manner, the certificate is awarded to undergraduate students who successfully complete at least 18 hours of undergraduate course work, including at least 7 credit hours in core courses (one 3 or 4–hour course in Ecology, one 3–hour course in Ethics, and one 1–hour course in Environmental Ethics), 7 or 8 hours in approved elective courses, and 3 hours for an approved research paper in Environmental Ethics.
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Majors take a wide variety of courses; participate in the verbal worlds of other times and places; draw on a full range of linguistic tools, historical knowledge, and interpretive experience; and enhance appreciation for expressive possibility through a sophisticated and practical grasp of the central role that language plays in the preservation of human institutions. Faculty bring their own research into effective practice making for a dynamic experience. A portfolio reflects and synthesizes all coursework and student teaching.
This course is aligned with the Oregon State Standards for Language Arts. The course is designed and taught for the Early Intermediate English Language Learner. Through the use of a variety of strategies and curriculum design, students have access to the same content as Literature and Composition 9 & 10. The combination of language, content, learning objectives, and the creation of comprehensible input, improves student understanding and proficiency in Language Arts skills. Access and support for learning will be provided by both Language Arts and ESL departments.
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Although women were still not on the same level of power as men in America, when women began to actually make social and political advancements in the early 20th century, their newfound liberty exceeded the independence that women of Old World cultures received and this if evident in the book Breadgivers Anna Yezierska....
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This model implies that the reader is in an interactive relationshipwith the text and that for the reader to gain meaning from thetext, he must be able to predict and anticipate meaning. (Hughes,1986).
Whenthe whole language approach is used to teach reading to LEP childrenand adults, some adjustments need to be made. Although there aremany cultural differences among native English speaking learners,they share many common beliefs and values. LEP learners oftendo not share these beliefs and values and this may contributeto their making inappropriate predictions and inferences. Thisis especially the case if the texts are not reflective of theircultural experiences (Carrel! and Eisterhold, 1983). Hudelson(1984) states that "reading comprehension in a second language,as in the first, is influenced by the background knowledge andthe cultural framework that the reader brings to the text"(p.226).
Theimportance of culturally relevant materials for teaching Englishreading to LEP learners cannot be over- emphasized. Research showsthat LEP readers recall more from stories about their own culturalbackground than those of a culture foreign to them (Hudelson,1984). Hudelson (1984) refers to two studies of ESL readers (Johnson,1981, 1982), which conclude that the current practice of simplifyingvocabulary and syntax "were less important factors in ESLreaders' comprehension of a text than the cultural contents ofthe passage being read" (p. 227).
From the research evidence presented earlier,it appears that the whole language approach is particularly well-suitedto LEP learners because it "takes into account the wholelearner and builds on his or her total array of skills and abilities"(Hamayan and Pfleger, 1987, p.4).
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AP Environmental Science is a one year advanced science course that studies the environment viewed through an interdisciplinary lens. Students will use scientific principles to analyze a variety of environmental issues and examine possible solutions. In this examination, students will explore the political, social, and moral implications of human activities with respect to the environment. Topics range from human population growth to global warming. This course is open to all students who are interested in learning more about the natural world. Skills and concepts can be applied to careers that involve natural resources, ecotourism, environmental law, wildlife management and related fields.
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Goodman, Goodman, and Flores (1979) studied the effects ofsymbolic representation of print on preschool children's awarenessof literacy. They concluded that young children in literate societiesbecome aware of printed signs in their environment and relatethem to their own immediate world. For example, they learn fromTV advertisements how to identify print related to their favoritetoys, cereals, and restaurants. Similar types of environmentalstimuli are also present in literate communities where limitedEnglish proficient (or, in the case of young children, non-Englishproficient) children live. In many of these neighborhoods, publicsigns might be in both English and the home language of the LEPchildren; such signs can provide young children with initial literacyexposure in both English and their home language.
However, not all school-age children are exposed to print in theirnative languages. Many of the world's languages lack a writtenform. For example, Hmong and Mien (spoken in Southeast Asia),Mam and Cakchiquel (spoken in Central America), Haitian-Creole(spoken in Haiti), and Sranan (spoken in South America), do nothave traditionally written forms. People who speak these languagestend to come from rural communities where, traditionally, fewpeople learn to read and write, and they learn to do so only inlanguages spoken outside their communities. Although adults fromsuch nonliterate communities will have limited exposure to print;their children, if they come to the United States at an earlyage, will be exposed to written English (but not necessarily towr itten forms of their native languages). Children in the UnitedStates who come from homes where writing and reading are not usual(because the home language is not a written language) often facea serious disadvantage in becoming literate in English. Such childrenwill often not have developed "knowledge of literacy"before entering school and will have a poorly developed "awarenessof literacy."