Literacy Development Quotes

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.

No government has the right to decide on the truth of scientific principles, nor to prescribe in any way the character of the questions investigated. Neither may a government determine the aesthetic value of artistic creations, nor limit the forms of literacy or artistic expression. Nor should it pronounce on the validity of economic, historic, religious, or philosophical doctrines. Instead it has a duty to its citizens to maintain the freedom, to let those citizens contribute to the further adventure and the development of the human race.

There is a difference between agreement and understanding: When discussing complex social and institutional dynamics such as racism, consider whether "I don't agree" may actually mean "I don't understand.

Countries with a high percentage of nonbelievers are among the freest, most stable, best-educated, and healthiest nations on earth. When nations are ranked according to a human-development index, which measures such factors as life expectancy, literacy rates, and educational attainment, the five highest-ranked countries -- Norway, Sweden, Australia, Canada, and the Netherlands -- all have high degrees of nonbelief. Of the fifty countires at the bottom of the index, all are intensly religious. The nations with the highest homicide rates tend to be more religious; those with the greatest levels of gender equality are the least religious. These associations say nothing about whether atheism leads to positive social indicators or the other way around. But the idea that atheists are somehow less moral, honest, or trustworthy have been disproven by study after study.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

There is massive evidence that self-selected reading, or reading what you want to read, is responsible for most of our literacy development. Readers have better reading ability, know more vocabulary, write better, spell better, and have better control of complex grammatical constructions. In fact, it is impossible to develop high levels of literacy without being a dedicated reader, and dedicated readers rarely have serious problems in reading and writing.

We have a deep interest in denying the forms of oppression which benefit us.

If you are in a position where you can reach people, then use your platform to stand up for a cause. HINT: social media is a platform.

In regard to propaganda the early advocates of universal literacy and a free press envisaged only two possibilities: the propaganda might be true, or the propaganda might be false. They did not foresee what in fact has happened, above all in our Western capitalist democracies - the development of a vast mass communications industry, concerned in the main neither with the true nor the false, but with the unreal, the more or less totally irrelevant. In a word, they failed to take into account man's almost infinite appetite for distractions. In the past most people never got a chance of fully satisfying this appetite. They might long for distractions, but the distractions were not provided. Christmas came but once a year, feasts were "solemn and rare," there were few readers and very little to read, and the nearest approach to a neighborhood movie theater was the parish church, where the performances though frequent, were somewhat monotonous. For conditions even remotely comparable to those now prevailing we must return to imperial Rome, where the populace was kept in good humor by frequent, gratuitous doses of many kinds of entertainment - from poetical dramas to gladiatorial fights, from recitations of Virgil to all-out boxing, from concerts to military reviews and public executions. But even in Rome there was nothing like the non-stop distractions now provided by newspapers and magazines, by radio, television and the cinema. In "Brave New World" non-stop distractions of the most fascinating nature are deliberately used as instruments of policy, for the purpose of preventing people from paying too much attention to the realities of the social and political situation. The other world of religion is different from the other world of entertainment; but they resemble one another in being most decidedly "not of this world." Both are distractions and, if lived in too continuously, both can become, in Marx's phrase "the opium of the people" and so a threat to freedom. Only the vigilant can maintain their liberties, and only those who are constantly and intelligently on the spot can hope to govern themselves effectively by democratic procedures. A society, most of whose members spend a great part of their time, not on the spot, not here and now and in their calculable future, but somewhere else, in the irrelevant other worlds of sport and soap opera, of mythology and metaphysical fantasy, will find it hard to resist the encroachments of those would manipulate and control it.

Racism is a complex and interconnected system that adapts to challenges over time. Colorblind ideology was a very effective adaptation to the challenges of the Civil Rights Era. Colorblind ideology allows society to deny the reality of racism in the face of its persistence, while making it more difficult to challenge than when it was openly espoused.

The most effective reading teachers are teachers who read. According to Morrison, Jacobs, and Swinyard (1999), “Perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school” (p. 81).

Putting our effort into protecting rather than expanding our current worldview prevents our intellectual and emotional growth.

We see race as what people of color have (or are.) If people of color are not present, race is not present. Further, if people of color are not present, not only is race absent, so is that terrible thing: racism. Ironically, this positions racism as something people of color have and bring to whites, rather than a system which whites control and impose on people of color.

Because it benefits us not to do so, we have a very limited understanding of racism.

Those who read only books that only entertain them have no significant advantage over those who can but do not read.

If, as a white person, I conceptualize racism as a binary and I see myself on the "not racist" side, what further action is required of me? No action is required at all, because I am not a racist. Therefore racism is not my problem; it doesn't concern me and there is nothing further I need to do. This guarantees that, as a member of the dominant group, I will not build my skills in thinking critically about racism or use my position to challenge racial inequality.

Because whites are not socialized to see ourselves collectively, we don't see our group's history as relevant. Therefore, we expect people of color to trust us as soon as they meet us. We don't see ourselves as having to earn that trust.

What happened to the classics?" you may ask. "Don't you believe in reading great literature to children?" Nothing happened to the classics-but something happened to children: their imaginations went to sleep in front of the television set twenty-five years ago. Reading a classic to a child whose imagination is in a state of retarded development will not foster a love of literature in that child.

With the development of the printing press, not only could text be mass-produced quickly, it could also be mass-produced quickly and incorrectly.

I long for a civilization to develop a level of science literacy, so that we can become better shepherds of our future on this planet.

We don't have to be aware of racism in order for it to exist.

Norway, Iceland, Australia, Canada, Sweden, Switzerland, Belgium, Japan, the Netherlands, Denmark, and the United Kingdom are among the least religious societies on [E]arth. According to the United Nations' Human Development Report (2005) they are also the healthiest, as indicated by life expectancy, adult literacy, per capita income, educational attainment, gender equality, homicide rate, and infant mortality. Insofar as there is a crime problem in Western Europe, it is largely the product of immigration. Seventy percent of the inmates of France's jails, for instance, are Muslim. The Muslims of Western Europe are generally not atheists. Conversely, the fifty nations now ranked lowest in terms of the United Nations' [H]uman [D]evelopment [I]ndex are unwaveringly religious. Other analyses paint the same picture: the United States is unique among wealthy democracies in its level of religious adherence; it is also uniquely beleaguered by high rates of homicide, abortion, teen pregnancy, sexually transmitted disease, and infant mortality. The same comparison holds true within the United States itself: Southern and Midwestern states, characterized by the highest levels of religious literalism, are especially plagued by the above indicators of societal dysfunction, while the comparatively secular states of the Northeast conform to European norms.

It has taken me many years of intensive study and practice to be able to recognize and articulate how I am shaped by being white, and this in itself is an example of whiteness (while there are exceptions, most people of color do not find it anywhere near as difficult to articulate how race shapes their lives.)

Denying that race matters is irrational in the face of segregation and all of the other forms of obvious racial inequity in society. It is even more irrational to believe that it is whites who are at the receiving end of discrimination. Maintaining this denial of reality takes tremendous emotional and psychic energy.

Emotional literacy is a prerequisite for empathy and psychological resilience.

When the phonograms and rules of English are taught in a systematic manner through solid, multimodality teaching methods which develop visual muscle memory, prevent reversals, and address the needs of all types of learners, we will be on our way to solving the literacy crisis for all its current victims and preventing it in future generations.

Narratives of racial exceptionality obscure the reality of ongoing institutional white control while reinforcing ideologies of individualism and meritocracy. They also do whites a disservice by obscuring the white allies behind the scenes who worked hard and long to open the field. These allies could serve as much-needed role models for other whites.

Many working men in our culture can barely read or write. Imagine if time away from work could be spent in exciting literacy programs for poor and working-class men. Imagine a wage offered for this work of self-development. When patriarchy no longer rules the day, it will be possible for men to view themselves holistically, to see work as part of life, not their whole existence.

With the insight that genuine literacy involves “reading the word and the world,” renowned educator Paulo Freire helped open the door to a broader understanding of the term, one that moves from a strict decoding and reproducing of language into issues of economics, health, and sustainable development

What is needed, now, is a new view, to reassess and reform the concept of God. It is the experience of going beyond the norm to achieve insight as to how life events are connected on a “higher” level. We now have an idea of how the process happens in the brain and, importantly, how to develop this innate potential in today’s world. This knowledge could be the first small step toward finding the common ground for us to stand on to work toward a new spiritual literacy.

Not having a group consciousness, whites often respond defensively when grouped with other whites, resenting what they see as unfair generalizations. Individualism prevents us from seeing ourselves as responsible for or accountable to other whites as members of a shared racial group that collectively benefits from racial inequality.

In regard to propaganda the early advocates of universal literacy and a free press envisaged only two possibilities: the propaganda might be true, or it might be false. They did not foresee what in fact has happened, above all in our Western capitalist democracies—the development of a vast mass communications industry, concerned in the main neither with the true nor the false, but with the unreal, the more or less totally irrelevant. In a word, they failed to take into account man’s almost infinite appetite for distractions.

If you read great literature every day, you will uplift your spirit, soul and self.

The world of books, the greatest possessions.

Radical economic transformation is not a quality you demand from the government, radical economic transformation is a quality you demand from yourself

You will never appreciate the value of financial literacy until the price of ignorance overwhelms you

The best trust you can ever give to your children is financial literacy

The clichés in political denunciations in many low-technology, developing cultures—enemy of the people, capitalist war-mongers —that strike high literates as mindless are residual formulary essentials of oral thought processes.

In regard to propaganda the early advocates of universal literacy and a free press envisaged only two possibilities: the propaganda might be true, or it might be false. They did not foresee what in fact has happened, above all in our Western capitalist democracies—the development of a vast mass communications industry, concerned in the main neither with the true nor the false, but with the unreal, the more or less totally irrelevant. In a word, they failed to take into account man's almost infinite appetite for distractions.

One problem with most current governments is that they prioritize economic growth (as mismeasured by GDP per capita) over citizens’ happiness, quality of life, efficiency of trait display, and breadth and depth of social networks. The latter outcomes are not actually any harder to measure than GDP per capita. For example, the UN Human Development Index (HDI) measures overall quality of life fairly well by taking into account life expectancy, literacy, and educational attainment; this index puts Iceland, Norway, Australia, and Canada at the top, and the Democratic Republic of the Congo at the bottom.

In spite of this newly developed media literacy, however, I’ve also noticed that it is now an increasingly sexualized ideal that younger and younger girls are beginning to feel they must live up to. The notorious Calvin Klein ad campaigns eroticized sixteen-year-olds when I was a teenager, then eroticized fourteen-year-old models in the early nineties, then twelve-year-olds in the late nineties. GUESS Jeans ads now pose what look like nine-year-olds in provocative settings. And the latest fashions for seven- and eightyear- olds re-create the outfits of pop stars who dress like sex workers. Is this progress? I doubt it.

When speaking of initiation, I mean engaging in practices that establish an exchange between conscious reflection and the unconscious material, and developing a form of analogical language: the acquisition of a poetic literacy. I believe this literacy of the imagination arises from a creative dialogue with the unconscious and involves recurring motifs or symbols that transform with time and seduce the initiate. And of course as conscious thought is not independent of the world, similarly the unconscious draws its ancient forms from all things around us in the this secret dialogue. New forms arise out of chaos. As the alchemists proclaimed, there can be no generation without decay.

The early advocates of universal literacy and a free press…did not foresee…the development of a vast mass communications industry, concerned in the main neither with the true nor the false, but with the unreal….In a word, they failed to take into account man’s almost infinite appetite for distractions.” —ALDOUS HUXLEY, Brave New World Revisited (1958)

Learning is the accomplice of inquiry. Prudence is the accomplice of caution. Reason is the accomplice of ingenuity. Insight is the accomplice of understanding. Wisdom is the accomplice of discipline. Tenacity is the accomplice of improvement. Innovation is the accomplice of growth. Intuition is the accomplice of opportunity. Acclaim is the accomplice of excellence. Loyalty is the accomplice of trust. Wealth is the accomplice of luxury. Power is the accomplice of influence. Literacy is the accomplice of knowledge. Performance is the accomplice of development. Competence is the accomplice of progress. Curiosity is the accomplice of awareness. Courage is the accomplice of confidence. Desire is the accomplice of accomplishment. Ambition is the accomplice of determination. Mastery is the accomplice of honor. Character is the accomplice of reputation. Talent is the accomplice of skill. Education is the accomplice of success.

The powerful effect of female literacy contrasts with the comparatively ineffective roles of, say, male literacy or general poverty reduction as instruments of child mortality reduction. The increase in male literacy over the same range (from 22 to 75 percent) only reduces under-five mortality from 169 per thousand to 141 per thousand. And a 50 percent reduction in the incidence of poverty (from the actual 1981 level) only reduces the predicted value of under-five mortality from 156 per thousand to 153 per thousand. Here again, the message seems to be that some variables relating to women's agency (in this case, female literacy) often play a much more important role in promoting social well-being (in particular, child survival) than variables relating to the general level of opulence in the society. These findings have important practical implications. Both types of variables can be influenced through public action, but respectively require rather different forms of public intervention.

The major impairments of ADD — the distractibility, the hyperactivity and the poor impulse control — reflect, each in its particular way, a lack of self-regulation. Self-regulation implies that someone can direct attention where she chooses, can control impulses and can be consciously mindful and in charge of what her body is doing. Like time literacy, self-regulation is also a distinct task of development in human life, achieved gradually from young childhood through adolescence and adulthood. We are born with no capacity whatsoever to self-regulate emotion or action. For self-regulation to be possible, specific brain centers have to develop and grow connections with other important nerve centers, and chemical pathways need to be established. Attention deficit disorder is a prime illustration of how the adult continues to struggle with the unsolved problems of childhood. She is held back precisely where the child did not develop, hampered in those areas where the infant or toddler got stuck during the course of development.

plant and animal domestication meant much more food and hence much denser human populations. The resulting food surpluses, and (in some areas) the animal-based means of transporting those surpluses, were a prerequisite for the development of settled, politically centralized, socially stratified, economically complex, technologically innovative societies. Hence the availability of domestic plants and animals ultimately explains why empires, literacy, and steel weapons developed earliest in Eurasia and later, or not at all, on other continents.

In short, plant and animal domestication meant much more food and hence much denser human populations. The resulting food surpluses, and (in some areas) the animal-based means of transporting those surpluses, were a prerequisite for the development of settled, politically centralized, socially stratified, economically complex, technologically innovative societies. Hence the availability of domestic plants and animals ultimately explains why empires, literacy, and steel weapons developed earliest in Eurasia and later, or not at all, on other continents.

THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...

Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

In short, plant and animal domestication meant much more food and hence much denser human populations. The resulting food surpluses, and (in some areas) the animal-based means of transporting those surpluses, were a prerequisite for the development of settled, politically centralized, socially stratified, economically complex, technologically innovative societies. Hence the availability of domestic plants and animals ultimately explains why empires, literacy, and steel weapons developed earliest in Eurasia and later, or not at all, on other continents. The military uses of horses and camels, and the killing power of animal-derived germs, complete the list of major links between food production and conquest.

That is what I want our young nascent readers to become: expert, flexible code switchers -- between print and digital mediums now and later between and among the multiple future communication mediums....I conceptualize the initial development of learning to think in each medium as largely separated into distinct domains in the first school years, until a point in time when the particular characteristics of the two mediums are each well developed and internalized. That is an essential point. I want the child to have parallel levels of fluency, if you will, in each medium, just as if he or she were similarly fluent in speaking Spanish and English. In this way the uniqueness of the cognitive processes honed by each medium would be there from the start.

Harari clearly has no knowledge at all of cross-cultural developmental psychology, and of how modes of thought develop in relation to the natural and socio-cultural environments. The people who carved the Stadel lion-man around 30,000 years ago and the Piraha had the same ability to learn as we do, which is why Piraha children can learn to count, but these cognitive skills have to be learnt: we are not born with them all ready to go. Cross-cultural developmental psychology has shown that the development of the cognitive skills of modern humans actually requires literacy and schooling, large-scale bureaucratic societies and complex urban life, the experience of cultural differences, and familiarity with modern technology, to name some of the more important requirements

It is almost impossible to imagine such a world today: one without books or calendars or accounts, never mind the Internet, one in which nothing has ever been documented and all the information that can be possessed is held in the minds of a few. But literacy has emerged only in the past five or six thousand years, and for most of human history this was how knowledge was stored and communicated. The advent of writing is often seen as one of the watershed developments in human history, and it can be argued that the presence or absence of writing shapes cultures in fundamental ways—some would even say it shapes consciousness itself. But even if that is too great a claim, it is certainly true that the ability to document what is known changes the way knowledge is constructed, including the kinds of information that can be transmitted and the shape that information takes.

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.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

They could switch to a form of Judaism Lite developed by a diaspora Jew, one that did not require literacy or study of the Torah and was growing in popularity throughout this period. The diaspora Jew was Paul of Tarsus, and Christianity, the religion he developed, seamlessly wraps Judaism around the mystery cult creed of an agricultural vegetation god who dies in the fall and is resurrected in the spring.

Turkle recounts the story of Marcia, a tenth grader she interviewed about Sim City. Marcia had developed a set of guidelines for playing the game, including this one: "Raising taxes always leads to riots."46 Turkle worries gravely about Marcia's inability to conceive of a simulation in which the rules would differ, in which, for example, "increased taxes led to increased productivity and social harmony."" Turkle calls for a new kind of literacy that would teach Marcia and her peers how to develop a reading competency of simulation.

The fact that Costa Rica comes top of the HPI is both surprising and interesting. The data tells us just how well they are doing. Average life expectancy is 78.5 years; this is higher than the US, where it is only 77.9 years. Its ecological footprint is only 2.3 gHa, less than half that of the UK and a quarter that of the US, and only just over its global fair share which would be 2.1gHa. Meanwhile, largely unnoticed, Costa Ricans actually have the highest life satisfaction score globally, according to the 2008 Gallup World Poll, at 8.5 out of 10.0. What are they doing right in Costa Rica? Why are they so satisfied with life? A full answer is worth a book of its own, but here some clues: – They have one of the most developed welfare systems outside of Scandinavia, with clean water and adult literacy almost universal. – The army was abolished in 1949 and the monies freed up are spent on social programs. – There is a strong “core economy” of social networks of family, friends, and neighborhoods made possible by a sensible work/life balance and equal treatment of women. – It is a beautiful country with rich, protected, natural capital. There is clearly much we can learn from Costa Rica, and that is before we consider its environmental credentials: 99% of electricity is from renewable resources (mainly hydro); there is a carbon tax on emissions; and deforestation has been dramatically reversed in the last 20 years.

Parents often ask - how do I get my child interested in books and reading? One tried and true way that my late husband and I used was paying them to read. For each book that my sons read, we paid them $1. They soon developed a love for reading and forgot all about the money. Amazing but true!

modern science and technology that, beginning in the seventeenth century, steadily enriched and transformed Western societies. By the nineteenth century Russia lagged far behind much of Europe in economic development, national literacy, and the standard of living of its people. To understand this backwardness it is necessary to study history, but one should not assume that all students of history will agree on why Russia developed as it did. The question touches on the highly sensitive issue of national identity and is often discussed by even the most learned scholars in charged language that tends to foster disagreement rather than consensus on the nature of Russia’s past and destiny.

access to Korean websites. 2) Internet Literacy Education To support the curriculum reformation initiated by the government, the KCC developed

Internet ethics education for preschoolers, the KCC also developed pre-school Internet literacy programs and executed trials at

For professionals who use massage in their work, and especially for developing their leadership, historical literacy is imperative.

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.

simply speaking the majority language will not cause a sudden change away from racism, discrimination and prejudice. Such negative attitudes by majority peoples tend to be based on anxieties about a different ethnic group, a fear of their economically privileged position being overturned, a fear of the unknown culture, and a fear about loss of political and economic power and status. Becoming monolingual majority language speakers does not change economic disadvantage nor racial prejudice. Bilingualism that includes a well-developed fluency and literacy in the majority language has the equal advantage of allowing potential access to different economic markets and employment, as well as retaining all that is good from the past. There is good reason for the family to become fluent in the majority language. This need not be at the cost of the first or minority language.

(see figure 1) or the macro-steps of the day’s plans (see figure 4). The level of detail depends on the context and the child’s needs for communication support. To help encourage literacy and develop sight words at

No government has the right to decide on the truth of scientific principles, nor to prescribe in any way the character of the questions investigated. Neither may a government determine the aesthetic value of artistic creations, nor limit the forms of literacy or artistic expression. Nor should it pronounce on the validity of economic, historic, religious, or philosophical doctrines. Instead it has a duty to its citizens to maintain their freedom, to let those citizens contribute to the further adventure and the development of the human race. (Richard P. Feynman

The Passionate Educator: Lily Lapenna has created MyBnk, the UK’s first independent, peer-led youth banking program approved by the national banking regulator. In doing so, Lapenna is developing the next generation of financially literate and entrepreneurial citizens. Such literacy will be crucial as the UK economy struggles to avoid another recession. In just five years, thanks to its partnership with dozens of schools and youth organizations, MyBnk has evolved from a pilot project to now reach thirty-five thousand 11-25 year olds in underprivileged neighbourhoods of London. These tech-savvy youth learn about managing money and the basics of entrepreneurship through cellphone-based games.

Emotional literacy is the ability to translate our emotions into words so that our feelings and thoughts can be held out in the intellectual space between two people, shared and reflected on, so that we can think about what we’re feeling. It is a natural outgrowth of sound emotional development. To attain and maintain emotional sobriety, we need to learn to tolerate our strong feelings and translate those feelings into words.

for all we know the origin may have been due to a genius like that of Sequoya, the illiterate Cherokee who in the nineteenth century AD took the fact of English literacy as a proof of concept, and proceeded then to develop a syllabary for his own language from first principles.

When this story opens at the birth of Christ, the European landscape was marked by extraordinary contrasts. The circle of the Mediterranean, newly united under Roman imperial domination, hosted a politically sophisticated, economically advanced and culturally developed civilization. This world had philosophy, banking, professional armies, literature, stunning architecture and rubbish collection. Otherwise, apart from some bits west of the Rhine and south of the Danube which were already beginning to march to the tune of a more Mediterranean beat, the rest of Europe was home to subsistence-level farmers, organized in small-scale political units. Much of it was dominated by Germanic-speakers, who had some iron tools and weapons, but who worked generally in wood, had little literacy and never built in stone. The further east you went, the simpler it all became: fewer iron tools, less productive agricultures and a lower population density. This was, in fact, the ancient world in western Eurasia: a dominant Mediterranean circle lording it over an undeveloped northern hinterland. Move forward a thousand years, and the world had turned. Not only had Slavic-speakers replaced Germanic-speakers as the dominant force over much of barbarian Europe, and some Germanic-speakers replaced Romans and Celts in some of the rest, but, even more fundamentally, Mediterranean dominance had been broken. Politically, this was caused by the emergence of larger and more solid state formations in the old northern hinterland, as exemplified by the Moravians, but the pattern was not limited to politics. By the year 1000, many of the Mediterranean's cultural patterns - not least Christianity, literacy and building in stone - were also spreading north and east. Essentially, patterns of human organization were moving towards much greater homogeneity right across the European landmass. It was these new state and cultural structures that broke for ever the ancient world order of Mediterranean domination. Barbarian Europe was barbarian no longer. The ancient world order had given way to cultural and political patterns that were more directly ancestral to those of modern Europe.

Let’s follow the causal chain I’ve been linking together: the spread of a religious belief that every individual should read the Bible for themselves led to the diffusion of widespread literacy among both men and women, first in Europe and later across the globe. Broad-based literacy changed people’s brains and altered their cognitive abilities in domains related to memory, visual processing, facial recognition, numerical exactness, and problem-solving. It probably also indirectly altered family sizes, child health, and cognitive development, as mothers became increasingly literate and formally educated. These psychological and social changes may have fostered speedier innovation, new institutions, and—in the long run—greater economic prosperity.25

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....

Youth are developing new forms of media literacy that are keyed to new media and youth-centered social and cultural worlds.

Reflecting this difference is the Indian state of Kerala. Although it is one of the poorer parts of the country, it has higher literacy and greater gender equality than much of the rest of India. Without resorting to a coercive approach such as a “one-child policy” Kerala has achieved a rate of population growth lower than China’s and also lower than that in some developed countries, including

While the Reconstruction Era was fraught with corruption and arguably doomed by the lack of land reform, the sweeping economic and political developments in that period did appear, at least for a time, to have the potential to seriously undermine, if not completely eradicate, the racial caste system in the South. With the protection of federal troops, African Americans began to vote in large numbers and seize control, in some areas, of the local political apparatus. Literacy rates climbed, and educated blacks began to populate legislatures, open schools, and initiate successful businesses. In 1867, at the dawn of the Reconstruction Era, no black men held political office in the South, yet three years later, at least 15 percent of all Southern elected officials were black. This is particularly extraordinary in light of the fact that fifteen years after the passage of the Voting Rights Act of 1965 - the high water mark of the Civil Rights Movement - fewer than 8 percent of all Southern elected officials were black.

What sort of things might constitute an agenda for further professional improvement? Beyond the sharing of the good, bad and the ugly in conversations in staff meetings and at professional development sessions, new vistas are opened up when we read about considered practice. Books such as Ron Berger’s Ethic of Excellence, Graham Nuthall’s The Hidden Lives of Learners, Shaun Allison and Andy Tharby’s Making Every Lesson Count, David Didau’s The Secret of Literacy, Gordon Stobart’s The Expert Learner, Willingham’s Why Don’t Students Like School, Shirley Clarke’s Outstanding Formative Assessment and Dylan Wiliam’s Embedded Formative Assessment. For starters. Then there are the educational blogs which provide quick insights into new thinking.

The scorned country folk could escape this hectoring without totally abandoning Judaism. They could switch to a form of Judaism Lite developed by a diaspora Jew, one that did not require literacy or study of the Torah and was growing in popularity throughout this period. The diaspora Jew was Paul of Tarsus, and Christianity, the religion he developed, seamlessly wraps Judaism around the mystery cult creed of an agricultural vegetation god who dies in the fall and is resurrected in the spring.12 As evidence that many Jews did indeed convert to Christianity, Botticini and Eckstein cite estimates showing that the Jewish population declined dramatically from around 5.5 million in 65 AD to a mere 1.2 million in 650 AD.

By staying true to himself and working with Bea, Alf had tapped into his inside power. The power of knowing who you are and being confident in yourself -the power of self-awareness.

The Superior College Lahore is known for its ever-evolving, unique, and quality education initiatives for educational facilities, fastest expansion, and focuses on innovation for student success. Advertisement This continued legacy of excellence has led Superior College Lahore to achieve “University Status” granted by a gazette notification. The amendment bill of university status for the chartered institute ‘Superior College Lahore’ was presented in the Punjab Assembly on March 09, 2021, which was approved by the Governor Punjab, Chaudhry Muhammad Sarwar on July 23, 2021, while the approved amendment status notification was handed over to the Chairman Superior Group, Prof. Dr. Ch. Abdul Rehman by the Speaker Punjab Assembly, Chaudhry Parvez Elahi on July 26, 2021. Superior University is now Pakistan’s leading university with its core focus on promoting entrepreneurship, Research & innovation ensuring student success to contribute economically Superior Pakistan. The unique program for entrepreneurship development among the youngsters “Entrepreneurship Teaching & Training Development” (ETTP) at Superior University has made a significant difference in students’ career orientation. Focus on developing future job creators instead of job seekers through the power of entrepreneurship has earned great success for the university. The market-ready graduates are prepared through the “3U1M Program” where they spend three years of education in university and one year in the market to seek practical exposure to professional careers. Three indigenous streams for specialization in the final year of the 3U1M Program offer ideal options of Startup, Scaleup, and Design Thinking which ensures 100% job placement. Chairman Superior Group, Prof. Dr. Ch. Abdul Rehman and Rector Superior University, Dr. Sumaira Rehman also share the vision of promoting education in the country and prepare students equipped with attributes of the 21st century. Superior University is taking part in improving the literacy rate to create a socio-economic impact in the country by increasing access to quality education even in all the farfetched areas.

A good children's book is conversation kids and their parents share and talk about.

The rabbinical form of Judaism that emerged from this movement emphasized literacy and the skills to read and interpret the Torah. Even before the destruction of the temple, the Pharisee high priest Joshua ben Gamla issued a requirement in 63 or 65 AD that every Jewish father should send his sons to school at age six or seven. The goal of the Pharisees was universal male literacy so that everyone could understand and obey Jewish laws. Between 200 and 600 AD, this goal was largely attained, as Judaism became transformed into a religion based on study of the Torah (the first five books of the Bible) and the Talmud (a compendium of rabbinic commentaries). This remarkable educational reform was not accomplished without difficulty. Most Jews at the time earned their living by farming, as did everyone else. It was expensive for farmers to educate their sons and the education had no practical value. Many seem to have been unwilling to do so because the Talmud is full of imprecations against the ammei ha-aretz, which in Talmudic usage means boorish country folk who refuse to educate their children. Fathers are advised on no account to let their daughters marry the untutored sons of the ammei ha-aretz. The scorned country folk could escape this hectoring without totally abandoning Judaism. They could switch to a form of Judaism Lite developed by a diaspora Jew, one that did not require literacy or study of the Torah and was growing in popularity throughout this period. The diaspora Jew was Paul of Tarsus, and Christianity, the religion he developed, seamlessly wraps Judaism around the mystery cult creed of an agricultural vegetation god who dies in the fall and is resurrected in the spring.

A person who is abused or traumatized may develop dysfunctional defensive strategies or behaviors designed to ward off emotional and psychological pain. These might include self-medicating with chemicals (drugs or alcohol), as well as behavioral addictions that affect their brain chemistry (bingeing, purging or withholding food), or engaging in high-risk or high-intensity activities such as excessive work behaviors, risky sex or gambling). These behaviors affect the pleasure centers of the brain, enhancing “feel-good” chemicals, thus minimizing pain. This means of handling trauma can lead to the disease of addiction.

It can be said without too much oversimplification that there are no 'underdeveloped countries'. There are only 'undermanaged' ones. Japan a hundred years ago was an underdeveloped country by every material measurement. But it very quickly produced management of great competence, indeed, of excellence. Within twenty-five years Meiji Japan had become a developed country, and, indeed, in some aspects, such as literacy, the most highly developed of all countries. We realize today that it is Meiji Japan, rather than eighteenth-century England - or even ninetheenth-century Germany - which has to be the model of development for the underdeveloped world. This means that management is the prime mover and that development is a consequence. (p. 45)

The emergence of scientific inquiry had already begun this process, but Weber’s emphasis on the role of Protestantism captures a significant factor. Prior to the Reformation, southern Europe was economically more advanced than northern Europe. During the three centuries after the Reformation, capitalism emerged, at first mainly in Protestant countries. In this cultural context, economic accumulation was no longer despised—it was taken as a sign of divine favor. Protestant Europe manifested a remarkable economic dynamism, moving it ahead of a Catholic Europe that had previously been more prosperous. Throughout the first 150 years of the Industrial Revolution, industrial development took place mainly in the Protestant regions of Europe and the Protestant-dominated regions of the New World, and by 1940 the people of Protestant countries were on average 40 percent richer than the people of Catholic countries. Martin Luther urged people to read the Bible, and Protestantism encouraged literacy and printing, both of which inspired economic development and scientific study (Becker and Wössmann, 2009). And Protestant missionaries promoted literacy far more than Catholic missionaries

I'm all for accelerating children's knowledge of technology and financial literacy while building leaders, innovators, and creators for a decentralized future.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

race-conscious conversations with their kids to help them develop their racial literacy. Organizations like Embrace Race19 and Teaching for Change20 offer resources to support parents.

urge caution. Three areas of early literacy development are analyzed: experience with stories and book reading, concepts of print, and phonological

The whole-language trend assumes that reading is a natural, genetically programmed part of language development, and that children will pick it up as easily as speaking. However, as noted, since writing has only existed for 5,ooo years and literacy has only been widespread for a few centuries, it is highly unlikely that the human brain has evolved structures specifically for reading and writing in this time. It is our ability to learn through experience that allows us to achieve reading, but only with explicit instruction.

When parents openly communicate about money matters, they empower their children to develop a healthy understanding of financial concepts, fostering a positive relationship with money.

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

fact the literacy of a caste, or cult, whose sacred knowledge was often held in great esteem by the rest of society. It is unlikely that the scribes would willingly develop innovations that could simplify the new technology and so render literacy more accessible to the rest of the society, for this would surely lessen their own importance and status. …it is clear that ancient writing was in the hands of a small literate elite, the scribes, who manifested great conservatism in the practice of their craft, and, so far from being interested in its simplification, often chose to demonstrate their virtuosity by a proliferation of signs and values….11 Nevertheless, in the ancient Middle East the rebus principle was eventually generalized—probably by scribes working at a distance from the affluent and established centers of civilization—to cover all the common sounds of a given language. Thus, “syllabaries” appeared, wherein every basic sound-syllable of the language had its own conventional notation or written character (often rebuslike in origin). Such writing systems employed far fewer signs than the pictographic scripts from which they were derived, although the number of signs was still very much larger than the alphabetic script we now take for granted. The innovation which gave rise to the alphabet was itself developed by Semitic scribes around 1500 B.C.E.12 It consisted in recognizing that almost every syllable of their language was composed of one or more silent consonantal elements plus an element of sounded breath—that which we would today call a vowel. The silent consonants provided, as it were, the bodily framework or shape through which the sounded breath must flow. The original Semitic aleph-beth, then, established a character, or letter, for each of the consonants of the language. The vowels, the sounded breath that must be added to the written consonants in order to make them

Page 52-53: Classical Jewish society has no peasants, and in this it differs profoundly from earlier Jewish societies in the two centers, Palestine and Mesopotamia. It is difficult for us, in modern times, to understand what this means. We have to make an effort to imagine what serfdom was like; the enormous difference in literacy, let alone education, between village and town throughout this period; the incomparably greater freedom enjoyed by all the small minority who were not peasants – in order to realize that during the whole of the classical period [800-1790 AD.] the Jews, in spite of all the persecutions to which they were subjected, formed an integral part of the privileged classes. Jewish historiography, especially in English, is misleading on this point inasmuch as it tends to focus on Jewish poverty and anti-Jewish discrimination. Both were real enough at times; but the poorest Jewish craftsman, peddler, landlord’s steward or petty cleric was immeasurably better off than a serf. … [It is significant that] prior to the beginning of the great Jewish migration of modern times (around 1880), a large majority of all Jews were living in [areas [where serfdom persisted] and that their most important social function there was to mediate the oppression of the peasants on behalf of the nobility and the Crown. Everywhere, classical Judaism developed hatred and contempt for agriculture as an occupation and for peasants as a class, even more than for other Gentiles – a hatred of which I know no parallel in other societies.

As we cast our gaze back to the foundations of modern religious faiths, we should consider the times in which they developed. Recall that the printing press was invented in 1436. The literacy rate was likely minuscule and limited to the religious clergy or the wealthy. Considering a historical perspective, literacy levels for the world population have risen drastically in the last couple of centuries. While only 12% of the people in the world could read and write in 1820, today, the share has reversed: only 12% of the world population, in 2020, remained illiterate.

of the Deep Southern oligarchy has been consistent for over four centuries: to control and maintain a one-party state with a colonial-style economy based on large-scale agriculture and the extraction of primary resources by a compliant, poorly educated, low-wage workforce with as few labor, workplace safety, health care, and environmental regulations as possible. On being compelled by force of arms to give up their slave workforce, Deep Southerners developed caste and sharecropper systems to meet their labor needs, as well as a system of poll taxes and literacy tests to keep former slaves and white rabble out of the political process. When these systems were challenged by African Americans and the federal government, they rallied poor whites in their nation, in Tidewater, and in Appalachia to their cause through fearmongering: The races would mix. Daughters would be defiled. Yankees would take away their guns and Bibles and convert their children to secular humanism, environmentalism, communism, and homosexuality. Their political hirelings discussed criminalizing abortion, protecting the flag from flag burners, stopping illegal immigration, and scaling back government spending when on the campaign trail; once in office, they focused on cutting taxes for the wealthy, funneling massive subsidies to the oligarchs’ agribusinesses and oil companies, eliminating labor and environmental regulations, creating “guest worker” programs to secure cheap farm labor from the developing world, and poaching manufacturing jobs from higher-wage unionized industries in Yankeedom, New Netherland, or the Midlands. It’s a strategy financial analyst Stephen Cummings has likened to “a high-technology version of the plantation economy of the Old South,” with the working and middle classes playing the role of sharecroppers.[1] For the oligarchs the greatest challenge has been getting Greater Appalachia into their coalition and keeping it there. Appalachia has relatively few African