Monthly Archives: February 2017

New president, new policies: California, immigration and the shifting American Dream

Another informative video on where Trumps bans are leading us, how it effects California, and the shifting of the typical American lifestyle as we know it.

Published on Feb 17, 2017

Immigration was a focal point in the 2016 presidential race for the candidates and their constituents. President Donald Trump has called for extreme vetting of immigrants, a wall between the United States and Mexico and an end to sanctuary cities. Thursday, February 9, Take Two's A Martinez and Dorian Merina traveled to the University of Redlands to explore these changes with Xiadani, a DACA recipient and University of Redlands student; Jarrod Burguan, chief of the San Bernardino Police Department; Niels Frenzen, clinical professor of law and director of the Immigration Clinic at USC's Gould School of Law; Edina Lekovic, public affairs consultant for the Muslim Public Affairs Council; and Steve Wuhs, assistant provost for internationalization at University of Redlands.

 

 

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

A Day We Were All Afraid Of: Immigrant Rights Activist Speaks Out After Trump Takes Executive Action

A very informative video on rights of Immigrants, and the actions needed to be taken. 

Published on Jan 26, 2017

democracynow.org – Wednesday marked the biggest single day of changes to U.S. immigration policy in recent memory. In a press conference at the Department of Homeland Security, President Trump announced and signed two executive orders to begin construction on a border wall between the U.S. and Mexico and to crack down on those who cross it. Trump’s directive also greatly increases the number of immigration enforcement personnel. The order also strips funding from so-called sanctuary cities. But mayors across the country, including those in New York, Boston, Chicago and Los Angeles, say they will continue to allow police officers to refuse to arrest and detain undocumented immigrants on behalf of federal authorities. We speak to Erika Andiola, a nationally known immigrant activist who served as a spokesperson for Senator Bernie Sanders and helped him craft immigration policy. She is the political director for Our Revolution.

 

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

What is a Sanctuary City? It’s Not What They’ve Been Telling You

Here is a good video that lays out what exactly a "Sanctuary City" is, and calls out the misconceptions.

Published on Sep 26, 2015

Some people have the impression that a sanctuary city is a place where local government resources are being used to not only actively block federal immigration enforcement but also to actively harbor and protect people who’ve violated federal immigration laws.

 

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

Santa Fe, other sanctuary cities undaunted by Trump order

Here we have an article on Santa Fe and its surround area's sanctuary status. A good read via the local paper!

City officials in Santa Fe and some other New Mexico communities remained defiant Wednesday after President Donald Trump made good on his promise to crack down on sanctuary cities, signing an executive order that could strip them of millions of dollars of federal funding.

Just what the order will mean for Santa Fe and other cities with similar policies remains unclear. Santa Fe, which last year struggled to close a $15 million budget gap, receives some $6 million each year in federal funds, about 2 percent of its total budget.

 

 

 

More: [LINK]

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

Wicker Supports Multiple Efforts to End Sanctuary Cities

Another side of the coin, here is a a representative speaking on why they should end. Obviously his opinion is not  the majority.

Miss. Senator Backs Four Bills Aimed at Closing Immigration Loopholes

WASHINGTON – U.S. Senator Roger Wicker, R-Miss., is supporting four renewed legislative efforts to strengthen criminal statutes aimed at illegal immigrants who commit crimes in the United States.

“It is time to put an end to sanctuary cities,” said Wicker. “The tragic and preventable circumstances surrounding the deaths of victims like Kate Steinle and Sarah Root reveal the very real threat these policies pose to public safety. I support policies that target illegal immigrants who are engaging in criminal activity in the Unites States or are reentering the country after repeatedly being denied or deported. Our country has every right to deport those who are here unlawfully – particularly those who also commit crimes.”

The “Stop Dangerous Sanctuary Cities Act,” S.87, would define sanctuary cities, address court decisions that have forced dozens of counties to becomes sanctuary jurisdictions, and withhold certain funds from sanctuary jurisdictions. Sen. Pat Toomey, R-Pa., introduced this bill last week.

Wicker is an original cosponsor of three additional bills designed to crack down on sanctuary cities. These measures were introduced as a result of fatal crimes committed by illegal immigrants: “Sarah’s Law,” introduced by Sen. Joni Ernst, R-Iowa; “Kate’s Law,” introduced by Sen. Ted Cruz, R-Texas; and “Taking Action Against Drunk Drivers Act,” introduced by Sen. Chuck Grassley, R-Iowa.

More: [LINK]

 

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

‘Sanctuary city’ means Portland will remain welcoming to all (Opinion)

Portland is just one of the few taking a stand. Here we have an article discussing how and why they are taking a stand.

For centuries, America has been a destination for those wanting to apply their hard work to the purpose of creating a better life for themselves and their families. We are a nation built on immigration.

The inscription at the foot of the Statue of Liberty reads, "Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!"

Our welcoming attitude toward immigrants is a core component of our national identity. We are not going to run from that history. Under my leadership as mayor, the City of Portland will remain a welcoming, safe place for all people.

Some people refer to Portland and other cities who share these values as "sanctuary cities," but there is confusion about what that actually means in practice.

More: [LINK]

 

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

Executive Order: Enhancing Public Safety in the Interior of the United States

Here is an outline of what the executive orders on Immigration are, "officially".

\

ENHANCING PUBLIC SAFETY IN THE INTERIOR OF THE
UNITED STATES

By the authority vested in me as President by the Constitution and the laws of the United States of America, including the Immigration and Nationality Act (INA) (8 U.S.C. 1101 et seq.), and in order to ensure the public safety of the American people in communities across the United States as well as to ensure that our Nation's immigration laws are faithfully executed, I hereby declare the policy of the executive branch to be, and order, as follows:

Section 1.  Purpose.  Interior enforcement of our Nation's immigration laws is critically important to the national security and public safety of the United States.  Many aliens who illegally enter the United States and those who overstay or otherwise violate the terms of their visas present a significant threat to national security and public safety.  This is particularly so for aliens who engage in criminal conduct in the United States.

Sanctuary jurisdictions across the United States willfully violate Federal law in an attempt to shield aliens from removal from the United States.  These jurisdictions have caused immeasurable harm to the American people and to the very fabric of our Republic.

Tens of thousands of removable aliens have been released into communities across the country, solely because their home countries refuse to accept their repatriation.  Many of these aliens are criminals who have served time in our Federal, State, and local jails.  The presence of such individuals in the United States, and the practices of foreign nations that refuse the repatriation of their nationals, are contrary to the national interest.

More: [LINK]

 

 

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone

Bibliography: Navajo Early Childhood Language Immersion (page 514 of 514)

This annotated bibliography is reformatted and customized by the Center for Positive Practices for the Educators website.  Some of the authors featured on this page include Susan R. Goldman, Almira M. Winchester, Lillian L. Gore, Jim Greenman, Maryann Manning, Sean A. Walmsley, London (England). Central Office of Information, Robert Rueda, Austin Dissemination and Assessment Center for Bilingual Education, and Seoul. Korean Educational Development Inst.

Manning, Maryann; And Others (1995). Letter-Writing Connections: A Teacher, First-Graders, and Their Parents, Young Children. Examines the benefits of exchanging weekly letters among a teacher, first-grade students, and their parents during the school year. The teacher had the opportunity to model letter writing for the children and kept communication open with the parents. Parents were kept informed of their children's performance, and the children were involved in a functional writing activity. Descriptors: Childrens Writing, Classroom Techniques, Early Childhood Education, Grade 1

Gore, Lillian L.; Koury, Rose (1964). Educating Children in Nursery Schools and Kindergartens. Bulletin, 1964, No. 11. OE-20054, Office of Education, US Department of Health, Education, and Welfare. There is a steadily increasing national interest and concern on the part of parents, teachers, administrators, and organized groups to make provisions for a sound education for children under 6 years old. In response to the inquiries from parents, State departments of education, school districts, operators of private schools, and public school personnel for information and materials dealing with current programs and values in nursery schools and kindergarten education, a survey was made of the relevant literature and research findings on preprimary education. This bulletin is designed to supply help to the field by interpreting the objects of education for young children; presenting research on the values of education for young children; interpreting programs and standards; distinguishing between nursery schools and kindergartens and other types of programs for young children; providing guidelines for the establishment and evaluation of nursery schools and kindergartens; and interpreting learning and growth characteristics of young children and their implications for the curriculum. (Contains 50 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Kindergarten, Nursery Schools, Early Childhood Education, Disabilities

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1977). The Daily Curriculum Guide, Year II, Weeks 11-20. A Preschool Program for the Spanish-Speaking Child. Daily lesson plans for weeks 11 through 20 are given in this guide which is part of the second year of the Daily Curriculum Guide preschool program for Spanish-speaking children. The program is designed to use Spanish as a means to develop basic concepts, skills and attitudes. Each lesson, written in Spanish and English, gives detailed teacher instructions on lesson objectives, materials needed, and activity procedures. The objectives and activities introduced in the first ten weeks are continued. These include teaching the color, number and shape concepts, as well as developing the child's self-awareness, auditory memory, small and large muscle coordination, and visual and auditory perception. Activities associated with Christmas are planned with discussion of U.S. and Mexican customs, Christmas stories and songs, art work, and the construction of gifts and a pinata. Other projects include work with the calendar, discussion of weather and seasons, a rhythm band, soup-making, and counting activities. Social development is promoted as children discuss how they help at home, share, play together, and help others. Action games like "Follow the Leader", "Mulberry Bush", and "Simon Dice" are included in each day's activities, as are songs sung in both Spanish and English. A cassette tape that includes the songs used in the guides can be ordered separately from the Dissemination Center. Descriptors: Auditory Discrimination, Basic Skills, Bilingual Education, Cultural Differences

Far West Lab. for Educational Research and Development, San Francisco, CA. (1979). Educational Programs That Work. A Resource of Exemplary Educational Programs Approved by the Joint Dissemination Review Panel Education Division, Department of Health, Education, and Welfare. Sixth Edition. This catalog is intended to make successful programs and practices available so that interested school districts may adapt and install their key elements. All programs were approved by program offices within their funding agencies and often by state education agencies. All were then carefully scrutinized for quality by the Joint Dissemination Review Panel of the Department of Health, Education, and Welfare. All programs demonstrated convincing evidence of effectiveness. Many programs are products of the National Diffusion Network. This annual catalog includes up-to-date information on all programs that were described in previous editions and over 30 additional programs. The appendix offers several listings of state coordinators of federally funded programs who may be able to assist local schools through technical assistance with new educational practices. Descriptors: Bilingual Education, Career Education, Catalogs, Demonstration Programs

Goldman, Susan R.; Rueda, Robert (1988). Developing Writing Skills in Bilingual Exceptional Children, Exceptional Children. This paper reviews two theoretical approaches (cognitive-developmental and functional-interactive) to the study of the writing of bilingual exceptional children and discusses their implications for effective writing instruction. Also described are two illustrative research projects, one employing the dialogue-journal technique on a microcomputer and another using narrative writing in dyads. Descriptors: Bilingual Students, Child Development, Cognitive Processes, Computer Uses in Education

Korean Educational Development Inst., Seoul. (1983). Educational Research Abstracts (1972-1981). [Second Edition]. This collection of abstracts describes 273 research reports selected among the research materials and publications produced by the Korean Educational Development Institute (KEDI) since its foundation in August 1972, through December 1981. Most of these reports are briefly summarized into the abstract form while some are presented in descriptive forms depending on the nature and the type of research undertaken. The abstracts are arranged by a system applicable to the expected automization of the information retrieval system (computerization) of KEDI. Citations include descriptors, identifiers, and a classification number. A subject index lists titles of publications falling under 25 education-related topics.   [More]  Descriptors: Annotated Bibliographies, Career Education, Curriculum Development, Early Childhood Education

Far West Lab. for Educational Research and Development, San Francisco, CA. (1977). Educational Programs That Work. Volume IV. This catalog is published as one of many mechanisms to stimulate and facilitate continuing communication among the federal, state, intermediate, and local agencies that share responsibility for educational program improvement through nationwide dissemination activities. All the projects cited have undergone close scrutiny by the Joint Dissemination Review Panel within the Educational Division of the Department of Health, Education, and Welfare, and have been approved for national dissemination. A brief description of the program is given along with information on the materials used, services available, target audience, financial requirements, program evaluation, and contact person. The appendix offers several listings of key persons–National Diffusion Network State Facilitators and state coordinators of federally funded programs–who may be able to assist local schools through technical assistance as they search for useful new educational practices. The appendix also cites a handful of projects deemed to be available on only a limited basis. The indexes locate exemplary programs by content, by geographical locale, and by name. Descriptors: Art Education, Bilingual Education, Career Education, Communication Skills

Greenman, Jim; And Others (1993). Taking Care of Babies. Beginnings Workshop, Child Care Information Exchange. Training materials in special section include "Places for Babies: Infants and Toddlers in Groups," by Jim Greenman; "Bonding with Your Babies," by Alice S. Honig; "The Wonder of the Everyday," by Amy Laura Dombro; "The Dual Challenge: Meeting the Needs of Parents and Babies," by Karen Miller; and "Building Self-Esteem: Training Teachers of Infants and Toddlers," by Margie Carter. Descriptors: Attachment Behavior, Child Caregivers, Child Development, Day Care Centers

Winchester, Almira M. (1919). Kindergarten Education. Bulletin, 1918, No. 49, Bureau of Education, Department of the Interior. In this bulletin, the author describes the various efforts, conditions, and tasks of kindergarten educators during wartime. The document makes particular note of the International Kindergarten Union's work with the American Red Cross in providing service to the children of France who have been severely affected by the war. Further, the author describes the best practices used for the successful teaching, caring, and nurturing of children. An overview of the survey conducted by Miss Alice Temple of the kindergartens of Richmond, Indiana, is provided. Contents of this bulletin include: (1) The kindergarten and the war; (2) Kindergarten practice; (3) Survey of the kindergartens of Richmond, Indiana; (4) Recent publications pertaining to the education of young children; (5) Kindergarten legislation. (Contains 8 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Foreign Countries, Kindergarten, Best Practices, Early Childhood Education

Central Office of Information, London (England). (1981). Education in Britain. British education from nursery school to university, and particularly its organizational characteristics, is described broadly in this pamphlet. After an introduction which discusses general policies, administration and expenditure, the information presented falls under four main headings: (1) Schools (management, nursery and primary schools, secondary schools, independent schools, special educational needs, teachers, the curriculum, religious education in schools, educational standards, educational aids, secondary school examinations, the health and welfare of school children, and school building); (2) Post-school Education (institutions, finance, students, higher education, adult education, and teaching methods); (3) Educational Research; and (4) Educational Links Overseas (educational exchanges, overseas students in Britain, and the teaching of English). The booklet ends with a list of addresses of government departments and education-related organizations, and a bibliography of official and other relevant publications. Descriptors: Access to Education, Adult Education, Compulsory Education, Curriculum

Dawson, Sarah A. (1991). Educational Progress Profiles of Cochlear Implant Children. This study examined the educational development of 22 children (ages 2 to 10), under the supervision of the Cochlear Implant Team of the Medical College of Virginia, who had received implants as a result of deafness (in most cases prelingual and congenital) from 6 months to 3 years prior to the study. Data included a review of the children's case files, classroom and clinical observations, and surveys of parents and teachers. Major findings included: primarily oral communication was used by two-thirds of the children post implant (compared to one-third prior to implant); none of the children had a vocabulary comparable to that of peers before the implant but 26 percent did when evaluated after the implant; following the implant, two-thirds were performing on level with peers in mathematics, with one-third on level in reading and related areas; all teachers reported that their expectations of the implant were met or exceeded; observed progress of skills was beyond that of normal developmental progression; and both parents' and teachers' responses indicated overall successful adjustment and satisfaction with the device. A questionnaire is attached which is intended to aid in providing follow-up data on the progress of children receiving implants. Descriptors: Academic Achievement, Cochlear Implants, Communication Aids (for Disabled), Communication Skills

Walmsley, Sean A.; Walmsley, Bonnie Brown (1996). Kindergarten: Ready or Not? A Parent's Guide. With the message that parents need to become informed about the educational practices that affect their children, this book offers a guide to different approaches to kindergarten, expectations for incoming students, and ways to obtain needed information for parents new to the process of schooling. Following an introduction that calls for increased parent involvement in schools, the book contains four chapters: (1) "All Kindergartens Are Not Alike," describing five commonly used approaches to kindergarten; (2) "Kindergarten Issues," discussing issues parents face when their children enter kindergarten; (3) "Doing Your Homework," advising parents about how to find out information before their children enter kindergarten; and (4) "Preparing Your Child for Kindergarten," discussing how to help your child meet school expectations for incoming students. In the conclusion, the book reminds parents how slowly schools change and how adaptable children can be. Contains endnotes organized by specific topics covered in the book and 75 references. Descriptors: Academically Gifted, Class Size, Developmentally Appropriate Practices, Early Childhood Education

Share on FacebookTweet about this on TwitterShare on Google+Pin on PinterestEmail this to someone