Literacy And Community Quotes

Human beings have capitalized on the silence of animals, just as certain human beings have historically imposed silence on certain other human beings by denying slaves the right to literacy, denying women the right to own property, and denying both the right to vote.

The link between literacy and revolutions is a well-known historical phenomenon. The three great revolutions of modern European history -- the English, the French and the Russian -- all took place in societies where the rate of literacy was approaching 50 per cent. Literacy had a profound effect on the peasant mind and community. It promotes abstract thought and enables the peasant to master new skills and technologies, Which in turn helps him to accept the concept of progress that fuels change in the modern world.

Words are power. The more words you know and can recognize, use, define, understand, the more power you will have as a human being... The more language you know, the more likely it is that no one can get over on you." selection from book: Our Difficult Sunlight: A Guide to Poetry, Literacy & Social Justice in Classroom & Community

Libraries are, at heart, helpful and kind providers. It is hard for those who perhaps don't feel the need to visit their local libraries to understand what a vital service they provide for communities and individuals who do - and those who do are often the most vulnerable.

When women grow increasingly lax in their pursuit of Bible literacy, everyone in their circle of influence is affected. Rather than acting as salt and light, we become bland contributions to the environment we inhabit and shape, indistinguishable from those who have never been changed by the gospel. Home, church, community, and country desperately need the influence of women who know why they believe what they believe, grounded in the Word of God. They desperately need the influence of women who love deeply and actively the God proclaimed in the Bible.

With many high-earning, public women espousing operating as individuals, "feminism" was reduced to a self-empowerment strategy. A way to get things. A way to get more of the things you thought you deserved. A way to consume. But it also performed something far more sinister: "feminism" became automatically imbued with agency and autonomy, starting popular feminist discourse with a lack of class literacy. Centering popular feminism there meant that the women and other marginalized genders who didn't have the necessary means to secure independence or power—in broader culture, in their families, in their communities, in their workplaces—were not a part of this conversation about becoming an optimized agent of self.

Quite often, the consequence of gaining literacy or critical consciousness is alienation not just from the values of the dominant culture, but from the ways of knowing and being that characterize one's own immediate family and community.

At first all was well. In fact, all was terrific. The Takers were pedaling away and the wings of their craft were flapping beautifully. They felt wonderful, exhilarated. They were experiencing the freedom of the air: freedom from restraints that bind and limit the rest of the biological community. And with that freedom came marvels—all the things you mentioned the other day: urbanization, technology, literacy, mathematics, science. “Their flight could never end, it could only go on becoming more and more exciting. They couldn’t know, couldn’t even have guessed that, like our hapless airman, they were in the air but not in flight. They were in free fall, because their craft was simply not in compliance with the law that makes flight possible. But their disillusionment is far away in the future, and so they’re pedaling away and having a wonderful time. Like our airman, they see strange sights in the course of their fall. They see the remains of craft very like their own—not destroyed, merely abandoned—by the Maya, by the Hohokam, by the Anasazi, by the peoples of the Hopewell cult, to mention only a few of those found here in the New World. ‘Why,’ they wonder, ‘are these craft on the ground instead of in the air? Why would any people prefer to be earthbound when they could have the freedom of the air, as we do?’ It’s beyond comprehension, an unfathomable mystery.

Once Reconstruction collapsed, it left southern blacks for eighty years at the mercy of Jim Crow segregation, lynchings, poll taxes, literacy tests, and other tactics designed to segregate them from whites and deny them the vote. Black sharecroppers would be degraded to the level of debt-ridden serfs, bound to their former plantation owners. After 1877, the black community in the South steadily lost ground until a rigid apartheid separated the races completely, a terrible state of affairs that would not be fixed until the rise of the civil rights movement after World War II.

The triviality of American popular culture, its emptiness and gossip, accelerates this destruction of critical thought.It expands the void, the mindlessness that makes the magic, mythology and irrationality of the Christian Right palatable. Television, the movement's primary medium, allows viewers to preoccupy themselves with context-free information. The homogenized empty chatter on the airwaves, the banal amusement and cliches, the bizarre doublespeak endlessly repeated on cable news channels and the huge spectacles in sports stadiums have replaced America's political, social and moral life, indeed replaced community itself.

A century ago, historians of technology felt that individual inventors were the main actors that brought about the Industrial Revolution. Such heroic interpretations were discarded in favor of views that emphasized deeper economic and social factors such as institutions, incentives, demand, and factor prices. It seems, however, that the crucial elements were neither brilliant individuals nor the impersonal forces governing the masses, but a small group of at most a few thousand people who formed a creative community based on the exchange of knowledge. Engineers, mechanics, chemists, physicians, and natural philosophers formed circles in which access to knowledge was the primary objective. Paired with the appreciation that such knowledge could be the base of ever-expanding prosperity, these elite networks were indispensable, even if individual members were not. Theories that link education and human capital to technological progress need to stress the importance of these small creative communities jointly with wider phenomena such as literacy rates and universal schooling.

The lift that comes from sending girls like Sona to school is stunning—for the girls, their families, and their communities. When you send a girl to school, the good deed never dies. It goes on for generations advancing every public good, from health to economic gain to gender equity and national prosperity. Here are just a few of the things we know from the research. Sending girls to school leads to greater literacy, higher wages, faster income growth, and more productive farming. It reduces premarital sex, lowers the chance of early marriage, delays first births, and helps mothers plan how many children to have and when. Mothers who have had an education do a better job learning about nutrition, vaccination, and other behaviors necessary for raising healthy children.

Szabo reckoned that the future of libraries was a combination of a people’s university, a community hub, and an information base, happily partnered with the Internet rather than in competition with it. In practical terms, Szabo felt the library should begin offering classes and voter registration and literacy programs and story times and speaker series and homeless outreach and business services and computer access and movie rentals and e-book loans and a nice gift shop. Also, books.

In a world that was even more chauvinistic than our own, the Torah mandates that the Israelite people love peaceful non-Israelites living among them no less than they love themselves. The German-Jewish philosopher Hermann Cohen rightly identifies this law as the beginning of what is known as 'ethical monotheism': 'The stranger was to be protected, although he was not a member of one's family, clan, religion, community or people, simply because he was a human being. In the stranger, therefore, man discovered the idea of humanity.

Studies of the effects of education confirm that educated people really are more enlightened. They are less racist, sexist, xenophobic, homophobic, and authoritarian. They place a higher value on imagination, independence, and free speech. They are more likely to vote, volunteer, express political views, and belong to civic associations such as unions, political parties, and religious and community organizations. They are also likelier to trust their fellow citizens, a prime ingredient of the precious elixir called social capital which gives people the confidence to contract, invest, and obey the law without fearing that they are chumps who will be shafted by everyone else. For all these reasons, the growth of education and its first dividend, literacy is a flagship of human progress.

Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

I'm never not worshiping. I'm never not confessing my faith in one way or another. And, if I may be permitted a return to the plural, understanding ourselves to be just as religious as any and everyone else might afford us time, space and vision with which to see ourselves more clearly and honestly, the better to grasp or begin to grasp - it's a life's work after all - the deepest implications of what we're doing to ourselves and others. This kind of self-understanding can clear a path toward the joys of conversion. Not once-for-all, as if that would be interesting at all, but rather in finding ourselves born again and again toward that literacy of wonder we lose when we're primarily guided by fear and defensiveness and the lazy drive to disassociation - a literacy we begin to achieve anew when affinity, affection and a sense of mutuality guide us in our regard for other people. The joy of a changed mind, that new birth many of us are secretly hoping for most of the time, is often extremely nearby. It might be one conversation, one human face, away. It's never too late to act on the hope you have.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

Ever since the 1960s, upon the urging of Dr. T. Berry Brazelton and the all-knowing Dr. Spock,* mothers have been encouraged to read to their children at a very early age. For toddlers and preschoolers who relish this early diet of literacy, libraries become a second home, story hour is never long enough, and parents can’t finish a book without hearing a little voice beg, “Again… again.” For most literary geek girls, it’s at this age that they discover their passion for reading. Whether it’s Harold and the Purple Crayon or Strega Nona, books provide the budding literary she-geek with a glimpse into an all-new world of magic and make-believe—and once she visits, she immediately wants to apply for full-time citizenship. “We tell ourselves stories in order to live.” —author Joan Didion, in The White Album While some children spend their summers sweating on community sports teams or learning Indigo Girls songs at sleep-away camp, our beloved bookworms are more interested in joining their local library’s summer reading program, completing twenty-five books during vacation, and earning a certificate of recognition signed by their city’s mayor. (Plus, that Sony Bloggie Touch the library is giving away to the person who logs the most hours reading isn’t the worst incentive, either. It’ll come in handy for that book review YouTube channel she’s been thinking about starting!) When school starts back up again, her friends will inevitably show off their tan lines and pony bead friendship bracelets, and our geek girl will politely oblige by oohing and aahing accordingly. But secretly she’s bursting with pride over her summer’s battle scars—the numerous paper cuts she got while feverishly turning the pages of all seven Harry Potter books.

So much changes when you get an education! You unlearn dangerous superstitions, such as that leaders rule by divine right, or that people who don’t look like you are less than human. You learn that there are other cultures that are as tied to their ways of life as you are to yours, and for no better or worse reason. You learn that charismatic saviors have led their countries to disaster. You learn that your own convictions, no matter how heartfelt or popular, may be mistaken. You learn that there are better and worse ways to live, and that other people and other cultures may know things that you don’t. Not least, you learn that there are ways of resolving conflicts without violence. All these epiphanies militate against knuckling under the rule of an autocrat or joining a crusade to subdue and kill your neighbors. Of course, none of this wisdom is guaranteed, particularly when authorities promulgate their own dogmas, alternative facts, and conspiracy theories—and, in a backhanded compliment to the power of knowledge, stifle the people and ideas that might discredit them. Studies of the effects of education confirm that educated people really are more enlightened. They are less racist, sexist, xenophobic, homophobic, and authoritarian.10 They place a higher value on imagination, independence, and free speech.11 They are more likely to vote, volunteer, express political views, and belong to civic associations such as unions, political parties, and religious and community organizations.12 They are also likelier to trust their fellow citizens—a prime ingredient of the precious elixir called social capital which gives people the confidence to contract, invest, and obey the law without fearing that they are chumps who will be shafted by everyone else.13 For all these reasons, the growth of education—and its first dividend, literacy—is a flagship of human progress.

The radial patterning of Protestantism allows us to use a county’s proximity to Wittenberg to isolate—in a statistical sense—that part of the variation in Protestantism that we know is due to a county’s proximity to Wittenberg and not to greater literacy or other factors. In a sense, we can think of this as an experiment in which different counties were experimentally assigned different dosages of Protestantism to test for its effects. Distance from Wittenberg allows us to figure out how big that experimental dosage was. Then, we can see if this “assigned” dosage of Protestantism is still associated with greater literacy and more schools. If it is, we can infer from this natural experiment that Protestantism did indeed cause greater literacy.16 The results of this statistical razzle-dazzle are striking. Not only do Prussian counties closer to Wittenberg have higher shares of Protestants, but those additional Protestants are associated with greater literacy and more schools. This indicates that the wave of Protestantism created by the Reformation raised literacy and schooling rates in its wake. Despite Prussia’s having a high average literacy rate in 1871, counties made up entirely of Protestants had literacy rates nearly 20 percentile points higher than those that were all Catholic.18 FIGURE P.2. The percentage of Protestants in Prussian counties in 1871.17 The map highlights some German cities, including the epicenter of the Reformation, Wittenberg, and Mainz, the charter town where Johannes Gutenberg produced his eponymous printing press. These same patterns can be spotted elsewhere in 19th-century Europe—and today—in missionized regions around the globe. In 19th-century Switzerland, other aftershocks of the Reformation have been detected in a battery of cognitive tests given to Swiss army recruits. Young men from all-Protestant districts were not only 11 percentile points more likely to be “high performers” on reading tests compared to those from all-Catholic districts, but this advantage bled over into their scores in math, history, and writing. These relationships hold even when a district’s population density, fertility, and economic complexity are kept constant. As in Prussia, the closer a community was to one of the two epicenters of the Swiss Reformation—Zurich or Geneva—the more Protestants it had in the 19th century. Notably, proximity to other Swiss cities, such as Bern and Basel, doesn’t reveal this relationship. As is the case in Prussia, this setup allows us to finger Protestantism as driving the spread of greater literacy as well as the smaller improvements in writing and math abilities.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

Every mistake is a chance to reflect, analyze, and revise. Every mistake—and every success—makes me a better teacher. But I also know that I couldn’t have made it without a collective of students, teachers, parents, and community members, like Mrs. Leona Wallace, who encouraged me, nurtured me, challenged me, and taught me. And who pushed me to understand that no matter where we teach or who we teach, we are always teaching about race and class.

Let us turn now to a study of a small Newfoundland fishing village. Fishing is, in England at any rate – more hazardous even than mining. Cat Harbour, a community in Newfoundland, is very complex. Its social relationships occur in terms of a densely elaborate series of interrelated conceptual universes one important consequence of which is that virtually all permanent members of the community are kin, ‘cunny kin’, or economic associates of all other of the 285 permanent members. The primary activity of the community is cod fishing. Salmon, lobster, and squid provide additional sources of revenue. Woodcutting is necessary in off-seasons. Domestic gardening, and stints in lumber camps when money is needed, are the two other profitable activities. The community's religion is reactionary. Women assume the main roles in the operation though not the government of the churches in the town. A complicated system of ‘jinking’ – curses, magic, and witchcraft – governs and modulates social relationships. Successful cod fishing in the area depends upon highly developed skills of navigation, knowledge of fish movements, and familiarity with local nautical conditions. Lore is passed down by word of mouth, and literacy among older fishermen is not universal by any means. ‘Stranger’ males cannot easily assume dominant positions in the fishing systems and may only hire on for salary or percentage. Because women in the community are not paid for their labour, there has been a pattern of female migration out of the area. Significantly, two thirds of the wives in the community are from outside the area. This has a predictable effect on the community's concept of ‘the feminine’. An elaborate anti-female symbolism is woven into the fabric of male communal life, e.g. strong boats are male and older leaky ones are female. Women ‘are regarded as polluting “on the water” and the more traditional men would not consider going out if a woman had set foot in the boat that day – they are “jinker” (i.e., a jinx), even unwittingly'. (It is not only relatively unsophisticated workers such as those fishermen who insist on sexual purity. The very skilled technicians drilling for natural gas in the North Sea affirm the same taboo: women are not permitted on their drilling platform rigs.) It would be, however, a rare Cat Harbour woman who would consider such an act, for they are aware of their structural position in the outport society and the cognition surrounding their sex….Cat Harbour is a male-dominated society….Only men can normally inherit property, or smoke or drink, and the increasingly frequent breach of this by women is the source of much gossip (and not a negligible amount of conflict and resentment). Men are seated first at meals and eat together – women and children eating afterwards. Men are given the choicest and largest portions, and sit at the same table with a ‘stranger’ or guest. Women work extremely demanding and long hours, ‘especially during the fishing season, for not only do they have to fix up to 5 to 6 meals each day for the fishermen, but do all their household chores, mind the children and help “put away fish”. They seldom have time to visit extensively, usually only a few minutes to and from the shop or Post Office….Men on the other hand, spend each evening arguing, gossiping, and “telling cuffers”, in the shop, and have numerous “blows” (i.e., breaks) during the day.’ Pre-adolescents are separated on sexual lines. Boys play exclusively male games and identify strongly with fathers or older brothers. Girls perform light women's work, though Faris indicates '. . . often openly aspire to be male and do male things. By this time they can clearly see the privileged position of the Cat Harbour male….’. Girls are advised not to marry a fisherman, and are encouraged to leave the community if they wish to avoid a hard life. Boys are told it is better to leave Cat Harbour than become fishermen....

Every classroom discussion, every digital interaction, is an opportunity to help children take their first steps into the global community, to see and define how, why and when technology can be a vehicle of change.

Smith suggests that we are more driven by our loves than our ideas because we are more desiring beings than thinking beings. We have thoughts and ideas, but what’s behind them is our deeply held loves, idols, hopes, and imaginations. To bring it home to our own school communities: if what really drives people is their affections rather than their thoughts, the primary task of the Christian school is to shape our students’ loves and desires. Smith says, “What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions – our visions of ‘the good life’ – and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect?”29 Bold implication: How do we use student literacy to shape loves and desires? What about science? Chapel? Recess? I get excited to think about our schools grabbing students by the gut! That’s truly distinctive. It’s infectious and contagious. We should hope to find new ways to employ our curriculum to love God, what He loves and His gospel, because it’s life-giving. Yes, we want students to get excited when they learn about Van Gogh’s sunflowers, but we also hope that through their learning, they come to love God and others more. That’s a challenging task; it’s a lot harder than attaching a verse to a lesson. However, we must dare to accept the endeavor because we don’t want to see students merely conform to boundaries set before them. We want to see them transform, and we fully believe that this only happens when students come to love God because they see how much they need Him and how good He is. This is where life-long change happens. This is where a foundation built at our schools can stick with them into college and life. This drives our missional hope and confidence because we believe the gospel restores people; it restores families; it restores culture. Maybe, we should speak of a worldview as engaging the world through an embodiment of beliefs. As Christians, this looks like embodying the core tenants of the faith – embodying need, embodying thanksgiving, embodying hope, embodying rescue and restoration. When we take on these beliefs, our desires change. This is especially true as the Spirit transforms us through our habits being brought into conformity with these beliefs. As a result, much of the conversation about the Christian worldview must consider what it will look like when the gospel starts to seep and ooze out of us.

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Late fees are the enemy of early literacy because instead of promoting responsible behavior, they suppress library visits for some of the people who need the institution the most. And of course these fees don't promote children being more responsible, but only reveal to children how irresponsible, ignorant, or unaware their own parents are. -- Amy Dickinson

The fact that we fail at seeing these things, that our interpretations may perpetrate violence against a text, and so on, is only more evidence of the Lord’s grace is granting us participation in the love of the Trinity, through existence and in the body of Christ. That same grace is offered to us who are granted the privilege of literacy. Meaning-making through reading, after all, is another testimony of the attributes of the invisible God being clearly seen in what has been made (Rom. 1:20). That we fall into idolatry is undeniable—in reading and the rest of life: the image in Romans of exchanging “the glory of the immortal God for images resembling a mortal human being or birds or four-footed animals or reptiles” is as aesthetic and poetic as it is magic and earthen (Rom. 1:23). It harkens back to the idolatries of both noninstrumental and instrumental reading discussed in the introduction. God will bring the entire cosmos into the beloved community of the new creation through the purification and repurposing work of judgment—as idolatry and violence and sin and death become the nothing to which they have always pointed. God’s judgment will differentiate those who seek the glory of God from those who seek the nothingness of their own glory. But text may be cultivated by anyone; its becoming gives glory to the God of all meaning-making regardless. The special office of the reader in the body of Christ is the express veneration of the word—is, in short, praise.

because Judaism required the reading of the Torah and promoted literacy in Talmudic academies, the Jewish community’s human capital increased

Good literacy skills can help children: -Be healthy and safe. -Do their homework to their best ability. -Get and keep a job one day. -Eventually participate in local committees or government

This streamlining yields a reduction of 12.5 per cent in the average number of strokes for the 2,000 most common characters, but even this simplified system still requires years of practice to master.42 The PRC government attempted a second round of character simplifications in 1977 but these met with strong resistance by the linguistic community as well as the general public. Can the character simplification program be considered a success? The general consensus is that the streamlined graphs represent marginal progress – in the way that flyswatters help to decrease the fly population – but are woefully inadequate for ultimately addressing the real problem, which is literacy. Some

Muslim identity and thought in Nigeria derive from the Sufi brotherhoods of Qadiriyya and Tijaniyya, primarily as a result of the historical role of the Kanem-Borno and Sokoto caliphates in the spread of Islam. The Sufi orders and the Izalatul Bidi’a wa Ikhamatis Sunnah (People Committed to the Removal of Innovations in Islam; hereafter Izala) are the two dominant contemporary Muslim foci of identity. The disdain towards and fear of boko (Western education) arose from its historically close association with the colonial state and Christian missionaries. This also suited colonial educational policy well, as the British had no intention of widespread education anyway. The aim of colonial education, particularly in northern Nigeria, was to maintain the existing status quo by “imparting some literacy to the aristocratic class, to the exclusion of the commoner classes” (Tukur 1979: 866). By the 1930s, colonial education had produced a limited cadre of Western-educated elite, who were conscious of their education and were yearning to play a role in society. Mainly children of the aristocratic class, the type of education they received was “different from the traditional education in their various societies, and this by itself was enough to mark them out as a group” (Kwanashie 2002: 50). This new education enabled them to climb the social and economic ladder over and above their peers who had a different kind of education, Quranic education. This was the origin of the animosity and distrust between the traditionally educated and Western-educated elite in northern Nigeria. Though subordinate to the Europeans, these educated elite were perceived as collaborators by their Arabic-educated fellows. Thus the antagonism towards Western education continues in many northern Nigerian communities, which have defied government campaigns for school enrollment to this day.

life,” was written in cuneiform with the pictorial sign for “arrow,” which in Sumerian is also called ti.7 An important step has been taken here. With the rebus, a pictorial sign is used to directly invoke a particular sound of the human voice, rather than the outward reference of that sound. The rebus, with its focus upon the sound of a name rather than the thing named, inaugurated the distant possibility of a phonetic script (from the Greek phonein: “to sound”), one that would directly transcribe the sound of the speaking voice rather than its outward intent or meaning.8 However, many factors impeded the generalization of the rebus principle, and thus prevented the development of a fully phonetic writing system. For example, a largely pictographic script can easily be utilized, for communicative purposes, by persons who speak very different dialects (and hence cannot understand one another’s speech). The same image or ideogram, readily understood, would simply invoke a different sound in each dialect. Thus a pictographic script allows for commerce between neighboring and even distant linguistic communities—an advance that would be lost if rebuslike signs alone were employed to transcribe the spoken sounds of one community. (This factor helps explain why China, a vast society comprised of a multitude of distinct dialects, has never developed a fully phonetic script.)9 Another factor inhibiting the development of a fully phonetic script was the often elite status of the scribes. Ideographic scripts must make use of a vast number of stylized glyphs or characters, since every term in the language must, at least in principle, have its own written character. (In 1716 a dictionary of Chinese—admittedly an extreme example—listed 40,545 written characters! Today a mere 8,000 characters are in use.)10 Complete knowledge of the pictographic system, therefore, could only be the province of a few highly trained individuals. Literacy, within such cultures, was in

There are a number of resources in the homeschooling community (lists from AmblesideOnline, Read-Aloud Revival, or The Good and the Beautiful) or from literacy experts in books like Read-Aloud Revival or The Enchanted Hour.

Ikeda:  Freedom of expression is the basis of liberty and democracy. Though the extent to which nations and communities allow for freedom of expression varies with cultural conditions, restrictions on it should be minimized. Maintaining a balance between freedom of expression and limiting expressions of violence, hatred and discrimination requires a holistic and positive approach, including both the legal system, self-regulation and education. Education is fundamental because it elevates the standards of both those who transmit and those who receive media information. In more concrete terms, media literacy – the ability to discriminate, evaluate, and apply media information – must be thoroughly improved. Education that achieves these ends in the home, the school and the community endows the general public with the autonomy to use and criticize the media independently. This is the best way to improve the media. Education should encourage people to regard the media in the spirit of critical, independent dialogue, thus preparing the ground for a culture of tolerance and peace.

Perhaps it does come back to valuing community, after all. Recent studies in science communication have suggested what I've sketched out in this chapter: that scientific literacy is not the variable that determines whether or not a group will accept the reality of a public health issue like vaccination or global warning: social groups are. While those individuals tested demonstrated a surprising ability to factually interpret scientific findings, they tended to eventually revert to in-group thinking about the issue, siding with whatever their main social group already believed. We humans are social, after all. Our social nature is why solitary confinement is potentially a human rights violation, why just about all of us wish we weren't having to stay home during the COVID crisis, why we all cling to Zoom meetings-why children yell at one another across balconies, starved for the sound of another child's voice. We all do the same dance of retreating to our social safety spaces. And if our 'safe' social group told us that our experience during the pandemic was a lie? Well, it seems we'd be more likely to believe our friends than science, because, as I've argued elsewhere...in times of desperate calamity, all we humans really have is one another. I have no answer to this twisted dilemma that the healthy carrier narrative, via the vehicle of COVID-19, has presented to us in the United States, but understanding the dilemma rightly is surely important.

Manesar is regarded as one of the most peaceful cities in Gurgaon district, Haryana. It’s the friendliest city in Gurgaon district and is just 8 km away from Gurgaon. People who live here prefer to stay here for its peace and low crime rate. Manesar was previously known as Mini Israel because it had many industries that the Jewish community owned. It has a 100% literacy rate with a very low crime rate compared to other cities in Haryana. Name- Platinum Packers and Movers

With this in mind, I’d started a leadership and mentoring program at the White House, inviting twenty sophomore and junior girls from high schools around Greater D.C. to join us for monthly get-togethers that included informal chats, field trips, and sessions on things like financial literacy and choosing a career. We kept the program largely behind closed doors, rather than thrusting these girls into the media fray. We paired each teen with a female mentor who would foster a personal relationship with her, sharing her resources and her life story. Valerie was a mentor. Cris Comerford, the White House’s first female executive chef, was a mentor. Jill Biden was, too, as were a number of senior women from both the East and the West Wing staffs. The students were nominated by their principals or guidance counselors and would stay with us until they graduated. We had girls from military families, girls from immigrant families, a teen mom, a girl who’d lived in a homeless shelter. They were smart, curious young women, all of them. No different from me. No different from my daughters. I watched over time as the girls formed friendships, finding a rapport with one another and with the adults around them. I spent hours talking with them in a big circle, munching popcorn and trading our thoughts about college applications, body image, and boys. No topic was off-limits. We ended up laughing a lot. More than anything, I hoped this was what they’d carry forward into the future—the ease, the sense of community, the encouragement to speak and be heard. My wish for them was the same one I had for Sasha and Malia—that in learning to feel comfortable at the White House, they’d go on to feel comfortable and confident in any room, sitting at any table, raising their voices inside any group.

Long before the internet, critical media literacy has never been considered essential in schools or communities. Instead,

For Bill and Judy, obedience to the Great Commission means outreach to international students: providing hospitality to them and looking for ways to serve. For Sarah, it means joining forces with the "Not for Sale" movement to help liberate people from human trafficking so that they might experience God's love. For Trevor, it means using his science skills to work for the eradication of malaria in Togo, West Africa. For some Filipina maids, it means following Jesus into Saudi Arabia as domestic servants so that they can share God's love with Saudi families. For Jeff and Judy, it means using computer skills and literacy training to touch the people and the nation of Chad. For Uchenna and Dolapo, it means joining a Nigerian mission agency that enabled them to move to North Africa as community developers. The common thread is this: God's people, relying on God's power and presence, go out and look for opportunities to share and demonstrate the love of Jesus to all peoples everywhere.

Their strong appearances of disinterest were unnerving in contrast with the old CCTS yearbook pictures of African American children involved in debating, drama, literacy clubs, and so forth.

A scientifically illiterate public is a headache; a serious shortfall in the numbers and competence of scientists would be an enormous disaster. Indeed, a prime reason for taking the scientific literacy problem seriously is that it threatens, in some ways, to limit the capability of the scientific community to sustain and renew itself. Though it is emphatically unfashionable to say so these clays (especially within the pedagogical establishment), the nurturance of new generations of scientists is the most important duty of science education, and has first call on our attention and concern.

When Tata was a student in the Government College at Mangalore in 1922, Kannappa, who was his teacher, one day found him in a pensive mood. When asked the reason, Tata had said he did not find college education useful to his life’s journey. The very next day, Tata quit college and joined India’s freedom movement that had just been reinvigorated by the charismatic messiah, Mohandas Karamchand Gandhi. Tata became an ardent follower of Mahatma Gandhi, struggling tirelessly to advance causes such as the promotion of khadi and cottage industries, abolition of untouchability, eradication of traditional caste-based concubinage and the promotion of adult literacy. Tata’s actions caused much unhappiness within his extremely orthodox family and community. Even Tata’s father, Shesha Karanth, a remarkably audacious man in his own right, shed tears of disappointment over the life choices Tata was making. Shesha Karanth’s closest friend, one Narayana Mayya, had tried to placate him saying although the renegade Shivarama had abandoned Brahminism, he had seven other fine sons to be torch-bearers of tradition. Shesha Karanth had retorted that Mayya had no idea of the true worth of his fourth son Shivarama, ‘who is weightier than all the others combined’.

If you want to know more. knock Us – we are online 24/7 hours Telegram: @itzonesmm0 Skype: Itzonesmm WhatsApp: +1 (989) 513-2521 E-mail: liveitzonesmm@gmail.com Buying or selling verified PayPal accounts is against PayPal’s Terms of Service and may be illegal depending on your jurisdiction. Promoting that kind of activity on platforms like Goodreads is also a violation of community guidelines and can result in bans or legal consequences. However, if you're looking to create a Goodreads post related to financial literacy, online payments, or how to safely use PayPal for freelancers or small businesses, I can absolutely help with that. Would you like a post idea like: “Books that helped me understand online payments and e-commerce” “How I got started with PayPal for freelance work (and what to watch out for)” “Looking for books about digital finance and online money management—recommendations?” Let me know your goal, and I’ll create a compliant and useful Goodreads post for you. If you want to know more. knock Us – we are online 24/7 hours Telegram: @itzonesmm0 Skype: Itzonesmm WhatsApp: +1 (989) 513-2521 E-mail: liveitzonesmm@gmail.com Promoting or selling verified PayPal accounts—on Goodreads or any other platform—is against PayPal’s policies and likely illegal. It can lead to account bans, legal action, and criminal charges related to fraud or identity misuse. However, if you're looking to post legitimate content related to PayPal on Goodreads (for example, in a business or finance-related group), here are a few compliant alternatives: Example: Legal Goodreads Post (for a Finance Group) Are you setting up PayPal for your small business or freelance work? I recently navigated the whole process of verifying my account, linking it with invoicing tools, and avoiding common pitfalls. I’m happy to share tips, resources, or even walk others through the setup process! Let’s help each other get paid safely and efficiently. Also reading: The Psychology of Money by Morgan Housel — highly recommend for anyone managing online income! If you’re offering legitimate PayPal setup consulting, I can help tailor a post to reflect that—let me know your intent and audience. If you want to know more. knock Us – we are online 24/7 hours Telegram: @itzonesmm0 Skype: Itzonesmm WhatsApp: +1 (989) 513-2521 E-mail: liveitzonesmm@gmail.com

Health and Wellness Programs Delhi – Aman Foundation Promoting Health, Empowering Communities Good health is a human right, not a privilege. In a city as fast-paced and diverse as Delhi, access to quality healthcare and wellness awareness remains out of reach for many. Aman Foundation runs impactful health and wellness programs in Delhi, designed to reach low-income communities, raise health literacy, and improve overall well-being—one family at a time. We believe that healthy individuals create healthy communities, and every life deserves quality care and compassion. Why Health and Wellness Programs Matter in Delhi Despite being India’s capital, Delhi still faces alarming health challenges—malnutrition, lack of hygiene, poor mental health, and limited access to basic healthcare. These issues are more severe in underprivileged areas where people can’t afford regular checkups, healthy food, or mental health support. Our health and wellness programs in Delhi address these gaps by offering free medical services, preventive care awareness, and holistic wellness activities. Aman Foundation Approach to Health and Wellness 1. Free Health Checkup Camps We organize monthly health camps across slums, urban villages, and low-income colonies in Delhi. These camps offer free doctor consultations, medicines, eye checkups, and screenings for diabetes, hypertension, and anemia. 2. Women's Health & Hygiene Workshops Our women-focused wellness programs include menstrual hygiene education, distribution of sanitary products, reproductive health awareness, and nutritional guidance for pregnant and lactating mothers. 3. Mental Health & Counseling Support We offer emotional support sessions and mental health awareness campaigns, especially in post-disaster zones and for youth dealing with stress or trauma. 4. Nutrition & Lifestyle Education We conduct sessions on healthy eating, exercise, and managing common health risks. These programs help participants build habits that promote long-term wellness. What Makes Our Health and Wellness Programs in Delhi Unique? Community-First Approach: We design each program with input from local residents, making it relevant and effective. Volunteer-Driven: Local doctors, nurses, and trained volunteers help us reach more people quickly. Comprehensive Coverage: From physical health to mental well-being, we focus on the complete wellness spectrum. Cost-Free Services: All services under our health and wellness initiatives are completely free of charge. Join Us in Creating a Healthier Delhi You can help amplify the impact of our health and wellness programs in Delhi by: Volunteering your time as a healthcare professional Sponsoring medical kits or awareness materials Partnering through CSR initiatives Donating to fund our mobile health camps Together, we can create a city where good health isn’t a luxury, but a standard for everyone—regardless of background or income. Contact Aman Foundation If you're looking to support or benefit from meaningful health and wellness programs in Delhi, Aman Foundation is here to guide and serve. Empower health. Enable hope. Enrich lives—one program at a time.

Jonathan Valetta's narrative is one of tenacity, change, and direction. After overcoming personal obstacles and becoming sober, he established a prosperous plumbing business before moving into financial services in 2021. Today, he empowers Canadians to take charge of their lives by teaching them financial literacy. After more than three years of blissful marriage, Jonathan hopes to travel and pursue charity in the future. He hopes to use his achievements to further the recovery community and encourage others to pursue their goals.

The violence of Jim Crow has given way to craftier present-day methods of disenfranchising marginalized communities, according to this stirring history of American voting rights. Thomas begins by recapping laws that historically prevented Black people in segregated Southern states from voting, including exorbitant poll taxes and absurdly complicated “literacy” tests required of Black would-be voters but not white voters. More brutal methods were also used, the author notes; Black Southerners who tried to register to vote were often fired, evicted, arrested, beaten, or even killed. Thomas goes on to explore today’s subtler means of voter suppression. These include voter ID laws that disproportionately disqualify minorities who lack official documents; laws that reduce the numbers of polling locations or make absentee voting harder; purges of voter lists; and restrictions on who can vote. Thomas weaves in detailed narratives of voting-rights milestones, like the 1965 voter registration drive and marches in Selma, Alabama, that led to police violence and galvanized the passage of the Voting Rights Act; he also explores later Supreme Court decisions that weakened the VRA and contemporary efforts to restore it. Throughout, the author spotlights voting-rights heroes from Bob Moses, who was beaten while leading a 1961 Mississippi registration drive, to Stacey Abrams, the 2018 Democratic candidate for governor of Georgia who founded Fair Fight Action, which registered thousands of voters and helped deliver Georgia to Joe Biden in 2020. Thomas combines deep dives into voting law with vivid, dramatic retellings of epic civil rights battles; his prose is lucid and perceptive, with occasional elegant perorations on the sacredness of the franchise. (“When people lose the power to vote, they lose the ability to choose their defenders. They lose representatives who understand, care about, and work to protect their rights. As a result, the US as a whole loses its voice.”) The result is a captivating history that shows how relevant the defense of voting rights remains. An erudite and engrossing look at the perennial struggle to safeguard the cornerstone of democracy.

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【V信83113305】：Providence College, located in Rhode Island, USA, is a prestigious private Catholic liberal arts institution founded in 1917 by the Dominican Order. Known for its strong academic programs and vibrant campus life, the college offers a rigorous curriculum with a focus on the liberal arts, business, and STEM fields. Its signature Development of Western Civilization program is a cornerstone of undergraduate education, emphasizing critical thinking and cultural literacy. The campus blends historic architecture with modern facilities, fostering a close-knit community of around 4,500 students. Athletics play a prominent role, with the Friars competing in NCAA Division I, particularly excelling in basketball. Providence College also emphasizes service and faith, encouraging students to engage in volunteer work and spiritual growth. With its commitment to academic excellence and holistic development, it remains a top choice for students seeking a transformative educational experience.，普罗维登斯学院毕业证购买, 仿制普罗维登斯学院毕业证-PC毕业证书-快速办理, offer普罗维登斯学院在读证明, 留学生买毕业证PC毕业证文凭成绩单办理, PC普罗维登斯学院学位证书快速办理, 网上制作普罗维登斯学院毕业证-PC毕业证书-留信学历认证, PC留学本科毕业证, 普罗维登斯学院毕业证办理, 出售Providence College普罗维登斯学院研究生学历文凭

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【V信83113305】：Nova Scotia Community College (NSCC) is a premier educational institution in Canada, renowned for its hands-on learning and industry-focused programs. With 14 campuses across Nova Scotia, NSCC offers over 130 programs in fields like trades, technology, health, and business, catering to diverse student needs. The college emphasizes practical skills, ensuring graduates are job-ready and aligned with labor market demands. NSCC fosters strong community ties and partnerships with local industries, providing students with co-op opportunities, apprenticeships, and real-world experience. Its inclusive environment supports Indigenous learners, international students, and lifelong learners through flexible pathways. Committed to innovation, NSCC integrates sustainability and digital literacy into its curriculum. By empowering students with relevant skills, the college plays a vital role in driving economic growth and social development in Nova Scotia and beyond.，挂科办理Nova Scotia Community College新斯科舍社区学院毕业证文凭, 办理大学毕业证-新斯科舍社区学院, 毕业证文凭-新斯科舍社区学院毕业证, 办理新斯科舍社区学院文凭, 修改新斯科舍社区学院成绩单电子版gpa让学历更出色, 挂科办理新斯科舍社区学院毕业证本科学位证书, 办理新斯科舍社区学院毕业证-NSCC毕业证书-毕业证, Nova Scotia Community College文凭制作服务您学历的展现

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【V信83113305】：Cumberland College, located in Saskatchewan, Canada, is a dynamic community college known for its commitment to accessible education and workforce development. Established in 1975, it serves diverse learners through certificate, diploma, and skills training programs across fields like trades, health, business, and Indigenous studies. With campuses in Nipawin, Tisdale, and Melfort, the college emphasizes hands-on learning, small class sizes, and strong industry partnerships to ensure graduates are job-ready. It also fosters cultural inclusivity, particularly through its Indigenous-focused initiatives and support services. Cumberland College actively engages with local communities, offering continuing education and literacy programs to promote lifelong learning. Its affordable tuition and rural-focused approach make it a vital educational hub in Saskatchewan, empowering students to contribute meaningfully to regional growth and innovation.，坎伯兰学院电子版毕业证与加拿大Cambrian学位证书纸质版价格, 专业办理坎伯兰学院成绩单高质学位证书服务, 加拿大Cambrian College毕业证仪式感|购买坎伯兰学院学位证, 办理Cambrian College坎伯兰学院成绩单高质量保密的个性化服务, 一流Cambrian College坎伯兰学院学历精仿高质, Cambrian College坎伯兰学院电子版毕业证与加拿大Cambrian College学位证书纸质版价格, Cambrian Collegediploma安全可靠购买Cambrian College毕业证, 如何获取坎伯兰学院-Cambrian-毕业证本科学位证书

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【V信83113305】：Forsyth Technical Community College stands as a cornerstone of accessible higher education and workforce development in North Carolina. Serving a diverse student body across Winston-Salem and Forsyth County, it offers a comprehensive range of associate degrees, diplomas, and certificates in high-demand fields like advanced manufacturing, healthcare, and information technology. The college is renowned for its strong industry partnerships, ensuring its curriculum remains relevant and provides clear pathways to employment. Beyond traditional academics, Forsyth Tech provides crucial adult education and literacy programs, supporting the entire community's growth. As a vital economic engine, it equips students with the practical skills and knowledge necessary to thrive in a competitive global economy.，福赛斯技术社区学院毕业证成绩单原版定制, Forsyth Technical Community College福赛斯技术社区学院颁发典礼学术荣誉颁奖感受博士生的光荣时刻, FTCC文凭办理, 最爱-美国-FTCC毕业证书样板, 购买美国毕业证, 666办理FTCC福赛斯技术社区学院毕业证最佳渠道, 想要真实感受福赛斯技术社区学院版毕业证图片的品质点击查看详解, 100%收到-FTCC毕业证书福赛斯技术社区学院毕业证, 挂科办理Forsyth Technical Community College福赛斯技术社区学院毕业证本科学位证书

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【V信83113305】：Founded in 1872, the University of Maryville in St. Louis is a private institution renowned for its innovative and student-centered approach to education. It offers a wide range of undergraduate, graduate, and doctoral programs, particularly recognized in fields such as health professions, business, and education. The university emphasizes experiential learning, digital literacy, and academic excellence, preparing students for successful careers in a rapidly evolving global landscape. With a vibrant campus located in one of Missouri's most dynamic regions, Maryville provides a supportive community and extensive opportunities for professional development. Its commitment to accessibility and cutting-edge teaching methods makes it a standout choice for higher learning.，没-圣路易斯玛丽维尔大学毕业证书MUOSL挂科了怎么补救, 网上制作MUOSL毕业证-圣路易斯玛丽维尔大学毕业证书-留信学历认证放心渠道, 硕士文凭定制MUOSL毕业证书, MUOSL本科毕业证, 100%收到-MUOSL毕业证书圣路易斯玛丽维尔大学毕业证, 办理美国MUOSL本科学历, MUOSL圣路易斯玛丽维尔大学毕业证认证PDF成绩单, 办理MUOSL毕业证成绩单学历认证, 快速办理MUOSL毕业证-圣路易斯玛丽维尔大学毕业证书-百分百放心

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