Increasing Literacy in Children Kindergarten through Sixth Grade with A

Illiteracy has been a reoccurring predicament ever since people have been able to read. Either children do not understand how to read and write in school, or they require extra help in becoming skilled in the areas of reading and writing. After school programs were created to help schools increase the literacy development in children. An after school program is defined as a program that offers its services to children after school to help them with arts, crafts, sports, or homework. Are after school programs fulfilling their duty to increase the level of literacy in children? After school programs are increasing the level of literacy in children kindergarten through sixth grade because they were created to help children increase their literacy level since schools are not providing children kindergarten through sixth grade with help in increasing their literacy level. The common definition of illiteracy is the inability to read and write. The Funk and Wagnalls Dictionary defines illiteracy as the â€Å"inability to read and write, an error in speaking or writing.† Even if there is a fault in the speaking or writing of a child, that child is defined as illiterate. If that is the definition of illiteracy, is the definition of a literate child one who never makes a mistake in his or her reading and writing? A child will always make mistakes in reading and writing because the child is human, but if that child never progresses in his or her ability to read and write then the child is defined as illiterate. Funk and Wagnalls Dictionary defines literacy as â€Å"the state of being literate† and a literate individual as one that is â€Å"able to read and write, educated, cultured.† Literacy is also indicated by comprehension and a progres... ...b. 2005 . â€Å"Illiteracy.† Funk & Wagnalls Standard Desk Dictionary. 6th ed. 1983. â€Å"Literacy.† Funk & Wagnalls Standard Desk Dictionary. 6th ed. 1983. â€Å"Literate.† Funk & Wagnalls Standard Desk Dictionary. 6th ed. 1983. Prosser, Theresa M., and Levesque, Jeri A. â€Å"Supporting Literacy Through Service Learning.† Reading Teacher Sep. 1997: 31 par. Academic Search Premier. EBSCOhost. University of Denver Penrose Library, Denver. 19 Jan. 2005 . Sylva, Kathy, and Evans, Emma. â€Å"Preventing Failure at School.† Children and Society 13 Sep. 1999: 9p. Academic Search Premier. EBSCOhost. University of Denver Penrose Library, Denver. 19 Jan. 2005 .

Othello speech

Appearance verses reality is a philosophical question. We all know that what we perceive may not always be reality. Good Morning Yr 11 Students, I understand that you have been closely studying Othello, both Shakespeare and Davies' version. In your studies, you would have discovered many links between the two, through evident themes and values, displayed by many different characters.A theme I have discovered and would like to present to you today, is that of appearance verses reality and how it is altered due to the changing contexts of Shakespearean original Othello and Davies' screenplay Othello. This is evident through the use of the protagonist, Desman, in the way she carries and portrays herself. Within Shakespearean play, Othello, the theme of appearance verses reality, proves to us, through Desman, that what appears may not always be. This is due to Othello outlook on his wife.The character of Desman is seen to be quite the role model of a woman, in the 17th century England. W omen in that day and age were seen to obey the most dominant male in their lives, if they were married, it be their husbands, if they were not, it be their fathers. If a woman were to disobey her husband and/or be dishonest with him, it would seem out of character, as they were seen to be innocent, and naive. In that case, women sleeping with anyone other than her husband was morally wrong, and not expected.In Adhesion's case, she appeared to be innocent and naive when she is asked ‘Are you not a strumpet? And replies with ‘No, as I am a Christian'. She is also shown as not knowing what Othello had been accusing her of, and had remained true to her husband, therefore she is wronged and is what she appears to be. Whereas in Davies' screenplay version having being set three centuries later, a lot was different in the way the theme was portrayed.Women in the 20th century London, had more equal rights than woman previously did, so it was common for them to have their own fre edom. Due to this new found equality, it meant it was not a surprise if they slept around. Therefore Desman seems less innocent in this version, as it was a more common thing, to sleep around. Desman is portrayed as secretive, giving the signs she may have done wrong and is not what she appears to be. The fact that she has interest in Cassia in this version, also plants a seed of doubt in our minds about who she might be.Ago is also very persuasive in what he says to Othello about Desman sleeping around in her younger years, painting her out to be different to what we initially think. The context of this film does not suggest it is uncommon for people to sleep around, leading us and Othello to believe that Deities is dishonest. In this version, Deities being shown as secretive, is portrayed through a close up shot of Deities, revealing her mischievous facial expression, when Othello suggests the idea of Deities sleeping tit Cassia, she immediately pushes it away and attempts to dist ract him through flirting.In comparison to Shakespearean play, Deities is not seen to be as pure and innocent and thus in this screenplay version we, as an audience, are unsure of whether Deities is what she seems. From both these versions of Othello, we draw the conclusion that the theme of appearance verses reality, has been changed to manipulate the audience's perception of certain characters. I have presented this to you today, through the character Desman. We now see that what appears to be, may or may not be in reality.

The Effects of Child Poverty on Their Cognitive and Social...

The Effects of Poverty on Children’s Cognitive and Social Development PSYC318 Sheehan Gilbert-Burne 6136739 Word Count: 1650 Question 2: Discuss the effects of poverty on children’s cognitive and social development and the extent to which effects might extend into adulthood Poverty is a global issue that has been at the forefront of economic debate for over a century. Left wing politicians and anti-poverty organisations around the world still adamantly fight for a more equal economic split, pointing towards research showing the disadvantages poverty creates for those living in it. This research has grown rapidly since the 1970’s and many different factors have been targeted in the attempt to examine the†¦show more content†¦The environment that a child is exposed to is very influential, as a high-quality living environment has been positively linked to cognitive development (Guo Harris, 2000). Therefore those children living in poverty are at a further disadvantage due to their low-quality living environment. Health is another issue that has been examined as a potential effect of living in poverty. A large amount of literature links low income to child health problems with studies showing that children in poverty are at a greater risk of infant, child and adolescent deaths (Children’s Defense Fund, 1994) along with malnutrition (Miller Korenman, 1994) and numerous other health issues. These health issues can also be linked to the low quality living environment, as children in poverty are more likely to be exposed to toxins such as lead along with poorer air and water quality. These have been found to lead to cognitive deficits in children (Holgate, Samet, Koren, Maynard, 1999). Child-care or non-maternal care of a child also has an impact on a child’s development. Research has found that child-care quality is positively correlated with family income indicating that those children living in poverty would be more likely to receive poorer child-care (NICHD, 1997). Studies show that quality early child-careShow MoreRelatedNeighborhood Poverty, Social Capital, and the Cognitive Development of African American Preschoolers1482 Words   |  6 PagesChildren in families with lower incomes at or below the poverty line have been connected with poor cognitive and social development in early childhood. The studies that I chose to use evaluate the cognitive and social development during early childhood using various surveys, evaluations, and observations completed by or with the children, parents, and teachers. Development of any kind is dependent on the interplay of nature and nurture, or genetics and environment. 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