This document discusses a study that examined parental influence on children's educational television viewing in immigrant families. The study found significant differences between Asian and Hispanic groups in how parents co-viewed and mediated their children's educational television viewing. Specifically, aspects of parental acculturation like language significantly predicted how parents instructed and restricted their children's viewing, and parental occupation significantly predicted aspects of parental acculturation like language.
refrences13350209.pdfOral language development and access.docxdebishakespeare
refrences/13350209.pdf
Oral language development and access to
school discourses
n
Judith Rivalland
E D I T H C O WA N U N I V E R S I T Y
Introduction
In Australia, over the last decade, there has been an unprecedented
political focus on literacy attainment levels. In 1998 the Commonwealth
released the National Plan that focussed on the need for states to plan for
system wide early assessment and early intervention. As well the plan
introduced the requirement to develop minimal standards, against
which all children would be assessed and the outcomes reported to the
Commonwealth. In 1998, the Ministerial Council on Employment,
Education, Training and Youth Affairs (MCEETYA) resolved that all
states would conduct full census testing in Years 3, 5 and 7 and that these
would be reported to the Commonwealth against national benchmarks.
Similar pressures were impacting on the work of teachers in the United
States as evidenced in The National Reading Panel Review Teaching
Children To Read (2000).
In the 1980s and 1990s there was a growing body of research demon-
strating that literacy was a social practice (Heath, 1983; Heath and
Mangiola, 1991; Ogbu, 1987; Luke, 1993; Luke and Freebody, 1995). From
this perspective, literacy development was seen to be shaped by the
social practices of the cultural context in which learning takes place
(Freebody, Ludwig, and Gunn, 1995, Luke 2000). This research suggested
that:
The socialisation processes in which children are engaged have a strong
influence on the ways in which they participate in the pedagogical routines
of school classrooms (Baker, 1991; Comber, 1993; Dyson 1993, 1997); and
The social, cultural and linguistic backgrounds of children influence success
in school literacy learning (Luke, 1997 ; Freebody, 1992, Purcell-Gates, 1989).
Since 1998 the Commonwealth, in order to support improved literacy
outcomes, has funded a number of research projects that focussed on
developing our understanding of children’s literacy development and
how to support children with literacy difficulties. These studies, report-
ed in 100 Children Go to School (Hill et al., 1998), Mapping the Territory
(Louden et al., 2000) and 100 Children turn 10 (Hill et al., 2002) provided
important insights into the ways in which children in Australia were
accessing literacy. Through the use of case study methodology, it was
142
Volume 27
Number 2
June 2004
R
IV
A
LL
A
N
D
•
A
U
ST
R
A
LI
A
N
JO
U
R
N
A
L
O
F
LA
N
G
U
A
G
E
A
N
D
L
IT
ER
A
C
Y,
V
o
l.
27
,N
o
.2
,2
00
4,
pp
.
14
2–
15
8
possible to make close observations of how individual children engage
in the literacy activities of the classroom. This research made explicit the
important relationship between the oral language and routines that chil-
dren brought to school with them and how they were able to take up
what was on offer in the school context.
Although oral language has been seen to be an important underpin-
ning for s ...
refrences13350209.pdfOral language development and access.docxdebishakespeare
refrences/13350209.pdf
Oral language development and access to
school discourses
n
Judith Rivalland
E D I T H C O WA N U N I V E R S I T Y
Introduction
In Australia, over the last decade, there has been an unprecedented
political focus on literacy attainment levels. In 1998 the Commonwealth
released the National Plan that focussed on the need for states to plan for
system wide early assessment and early intervention. As well the plan
introduced the requirement to develop minimal standards, against
which all children would be assessed and the outcomes reported to the
Commonwealth. In 1998, the Ministerial Council on Employment,
Education, Training and Youth Affairs (MCEETYA) resolved that all
states would conduct full census testing in Years 3, 5 and 7 and that these
would be reported to the Commonwealth against national benchmarks.
Similar pressures were impacting on the work of teachers in the United
States as evidenced in The National Reading Panel Review Teaching
Children To Read (2000).
In the 1980s and 1990s there was a growing body of research demon-
strating that literacy was a social practice (Heath, 1983; Heath and
Mangiola, 1991; Ogbu, 1987; Luke, 1993; Luke and Freebody, 1995). From
this perspective, literacy development was seen to be shaped by the
social practices of the cultural context in which learning takes place
(Freebody, Ludwig, and Gunn, 1995, Luke 2000). This research suggested
that:
The socialisation processes in which children are engaged have a strong
influence on the ways in which they participate in the pedagogical routines
of school classrooms (Baker, 1991; Comber, 1993; Dyson 1993, 1997); and
The social, cultural and linguistic backgrounds of children influence success
in school literacy learning (Luke, 1997 ; Freebody, 1992, Purcell-Gates, 1989).
Since 1998 the Commonwealth, in order to support improved literacy
outcomes, has funded a number of research projects that focussed on
developing our understanding of children’s literacy development and
how to support children with literacy difficulties. These studies, report-
ed in 100 Children Go to School (Hill et al., 1998), Mapping the Territory
(Louden et al., 2000) and 100 Children turn 10 (Hill et al., 2002) provided
important insights into the ways in which children in Australia were
accessing literacy. Through the use of case study methodology, it was
142
Volume 27
Number 2
June 2004
R
IV
A
LL
A
N
D
•
A
U
ST
R
A
LI
A
N
JO
U
R
N
A
L
O
F
LA
N
G
U
A
G
E
A
N
D
L
IT
ER
A
C
Y,
V
o
l.
27
,N
o
.2
,2
00
4,
pp
.
14
2–
15
8
possible to make close observations of how individual children engage
in the literacy activities of the classroom. This research made explicit the
important relationship between the oral language and routines that chil-
dren brought to school with them and how they were able to take up
what was on offer in the school context.
Although oral language has been seen to be an important underpin-
ning for s ...
Linguistically and culturally diverse is an educational term.docxSHIVA101531
Linguistically and culturally diverse is an educational term
used by the U.S. Department of Education to define
children enrolled in educational programs who are either
non-English-proficient (NEP) or limited-English-proficient
(LEP). Educators use this phrase, linguistically and culturally
diverse, to identify children from homes and communities
where English is not the primary language of communica-
tion (Garciá 1991). For the purposes of this statement, the
phrase will be used in a similar manner.
This document primarily describes linguistically and
culturally diverse children who speak languages other than
English. However, the recommendations of this position
statement can also apply to children who, although they
speak only English, are also linguistically and culturally
diverse.
Introduction
The children and families served in early childhood
programs reflect the ethnic, cultural, and linguistic diversity
of the nation. The nation’s children all deserve an early
childhood education that is responsive to their families,
communities, and racial, ethnic, and cultural backgrounds.
For young children to develop and learn optimally, the early
childhood professional must be prepared to meet their
diverse developmental, cultural, linguistic, and educational
needs. Early childhood educators face the challenge of how
best to respond to these needs.
The acquisition of language is essential to children’s cogni-
tive and social development. Regardless of what language
children speak, they still develop and learn. Educators recognize
that linguistically and culturally diverse children come to early
childhood programs with previously acquired knowledge and
learning based upon the language used in their home. For
young children, the language of the home is the language they
have used since birth, the language they use to make and
establish meaningful communicative relationships, and the
language they use to begin to construct their knowledge and test
their learning. The home language is tied to children’s culture,
and culture and language communicate traditions, values, and
attitudes (Chang 1993). Parents should be encouraged to use
and develop children’s home language; early childhood educa-
tors should respect children’s linguistic and cultural backgrounds
and their diverse learning styles. In so doing, adults will en-
hance children’s learning and development.
Just as children learn and develop at different rates,
individual differences exist in how children whose home
language is not English acquire English. For example, some
children may experience a silent period (of six or more
months) while they acquire English; other children may
practice their knowledge by mixing or combining languages
(for example, “Mi mamá me put on mi coat”); still other
children may seem to have acquired English-language skills
(appropriate accent, use of vernacular, vocabulary, and
grammatical rules) but are not truly proficient; yet some
children will quickly acq ...
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descrmickietanger
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The development of aspects of language in human life is very important. A
language is a tool of education and interaction between individuals. Language development
problems in early childhood that often arise are late language emergence (LLE). From some
previous studies, stimulation and education factors become guidelines for teachers and
parents in providing appropriate stimulation through the principle of play while learning and
adapted to the development and age of the child. The purpose of this study is to describe the
role and strategy of stimulating children's language development during the COVID
pandemic. The design of this study uses the method of literature study or literature review.
The results and discussion of strategies for developing children's language for 1-2 years old
can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While
strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and
Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4)
Providing literacy activities.
Response 1· Explain how socioeconomic factors affect the lmickietanger
Response 1
·
Explain how socioeconomic factors affect the language development of children and adolescents Consider the impact of socioeconomic status and social class on both positive and negative child and adolescent development and language development. Think about how language development may differ between socioeconomic groups.
Socioeconomic status is a difficult demographic to discuss in child development. Many times it can be viewed at a crutch and other times as a legitimist hindrance to the child’s success. Mise explores the impact of SES as it pertains to child language development (2012). Specifically it was noted that the hours spent in child care had not impact on language development, positive or negative (Mise, 2012). Many times parents who are required to work so many hours to provide for their families need to leave their children with daycare workers longer than other parents, it is nice to know this has no negative impact on language development (Mise, 2012). A negative impact of lower SES means less resources available, specifically for extra curricular activities such as music or art classes. As Paquette discussed, there are benefits to exploring language in a creative sense (2008). A child may be struggling to learn language in it’s traditionally taught manner, thus there is potential for learning in these more creative outlets (Paquette, 2008).
Explain how socioeconomic factors affect the language development of children and adolescents Think about possible long-term effects of socioeconomic status on language development. Explain how these factors further influence the development of child and adolescent linguistic identities.
Some of the long-term impacts of SES on language development could be “closeminded-ness”. Typically, those in lower SES neighborhoods experience more diversity than those in higher SES neighborhoods. By placing value on diversity and learning from other’s differences, those families who lack diversity can increase their understanding of those around them (Souto-Maning, 2006). Staying in one’s own SES bubble will only limit language development in that vocabulary will be limited to that cultural group (Souto-Manning, 2006). Studies have show that through diversity, vocabulary and phonological understanding begin to grow (Souto-Manning, 2006) (Gorman, 2012).
Mise, T. M., & Hupp, J. M. (2012). The influence of socioeconomic status, home environment, and childcare on child language abilities.
Current Psychology, 31
(2), 144–159.
Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners.
Early Childhood Education Journal, 36
(3), 227–232.
Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource.
Early Childhood Education Journal, 33
(6), 443–446.
Gorman, B. (2012). Relationships between vocabulary size, working memory, and phonological awareness in ...
Write a 5-7 page paper describing the historical development of info.docxherbertwilson5999
Write a 5-7 page paper describing the historical development of information systems in healthcare. Be sure to include, at minimum, the following elements:
Different types of healthcare informatics
Importance of ethical expertise when managing health information
Dynamics of informatics in today's integrated delivery systems
Be sure to use Unicheck!
.
Write a 5 paragraph essay related to the healthcare fieldthree.docxherbertwilson5999
Write a 5 paragraph essay related to the healthcare field/three major points are required
Use a variety of sentences
Use transitional words
Use in-text citations to avoid plagiarism
Remember to hand it in with a cover and a reference page
.
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Linguistically and culturally diverse is an educational term.docxSHIVA101531
Linguistically and culturally diverse is an educational term
used by the U.S. Department of Education to define
children enrolled in educational programs who are either
non-English-proficient (NEP) or limited-English-proficient
(LEP). Educators use this phrase, linguistically and culturally
diverse, to identify children from homes and communities
where English is not the primary language of communica-
tion (Garciá 1991). For the purposes of this statement, the
phrase will be used in a similar manner.
This document primarily describes linguistically and
culturally diverse children who speak languages other than
English. However, the recommendations of this position
statement can also apply to children who, although they
speak only English, are also linguistically and culturally
diverse.
Introduction
The children and families served in early childhood
programs reflect the ethnic, cultural, and linguistic diversity
of the nation. The nation’s children all deserve an early
childhood education that is responsive to their families,
communities, and racial, ethnic, and cultural backgrounds.
For young children to develop and learn optimally, the early
childhood professional must be prepared to meet their
diverse developmental, cultural, linguistic, and educational
needs. Early childhood educators face the challenge of how
best to respond to these needs.
The acquisition of language is essential to children’s cogni-
tive and social development. Regardless of what language
children speak, they still develop and learn. Educators recognize
that linguistically and culturally diverse children come to early
childhood programs with previously acquired knowledge and
learning based upon the language used in their home. For
young children, the language of the home is the language they
have used since birth, the language they use to make and
establish meaningful communicative relationships, and the
language they use to begin to construct their knowledge and test
their learning. The home language is tied to children’s culture,
and culture and language communicate traditions, values, and
attitudes (Chang 1993). Parents should be encouraged to use
and develop children’s home language; early childhood educa-
tors should respect children’s linguistic and cultural backgrounds
and their diverse learning styles. In so doing, adults will en-
hance children’s learning and development.
Just as children learn and develop at different rates,
individual differences exist in how children whose home
language is not English acquire English. For example, some
children may experience a silent period (of six or more
months) while they acquire English; other children may
practice their knowledge by mixing or combining languages
(for example, “Mi mamá me put on mi coat”); still other
children may seem to have acquired English-language skills
(appropriate accent, use of vernacular, vocabulary, and
grammatical rules) but are not truly proficient; yet some
children will quickly acq ...
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descrmickietanger
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The development of aspects of language in human life is very important. A
language is a tool of education and interaction between individuals. Language development
problems in early childhood that often arise are late language emergence (LLE). From some
previous studies, stimulation and education factors become guidelines for teachers and
parents in providing appropriate stimulation through the principle of play while learning and
adapted to the development and age of the child. The purpose of this study is to describe the
role and strategy of stimulating children's language development during the COVID
pandemic. The design of this study uses the method of literature study or literature review.
The results and discussion of strategies for developing children's language for 1-2 years old
can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While
strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and
Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4)
Providing literacy activities.
Response 1· Explain how socioeconomic factors affect the lmickietanger
Response 1
·
Explain how socioeconomic factors affect the language development of children and adolescents Consider the impact of socioeconomic status and social class on both positive and negative child and adolescent development and language development. Think about how language development may differ between socioeconomic groups.
Socioeconomic status is a difficult demographic to discuss in child development. Many times it can be viewed at a crutch and other times as a legitimist hindrance to the child’s success. Mise explores the impact of SES as it pertains to child language development (2012). Specifically it was noted that the hours spent in child care had not impact on language development, positive or negative (Mise, 2012). Many times parents who are required to work so many hours to provide for their families need to leave their children with daycare workers longer than other parents, it is nice to know this has no negative impact on language development (Mise, 2012). A negative impact of lower SES means less resources available, specifically for extra curricular activities such as music or art classes. As Paquette discussed, there are benefits to exploring language in a creative sense (2008). A child may be struggling to learn language in it’s traditionally taught manner, thus there is potential for learning in these more creative outlets (Paquette, 2008).
Explain how socioeconomic factors affect the language development of children and adolescents Think about possible long-term effects of socioeconomic status on language development. Explain how these factors further influence the development of child and adolescent linguistic identities.
Some of the long-term impacts of SES on language development could be “closeminded-ness”. Typically, those in lower SES neighborhoods experience more diversity than those in higher SES neighborhoods. By placing value on diversity and learning from other’s differences, those families who lack diversity can increase their understanding of those around them (Souto-Maning, 2006). Staying in one’s own SES bubble will only limit language development in that vocabulary will be limited to that cultural group (Souto-Manning, 2006). Studies have show that through diversity, vocabulary and phonological understanding begin to grow (Souto-Manning, 2006) (Gorman, 2012).
Mise, T. M., & Hupp, J. M. (2012). The influence of socioeconomic status, home environment, and childcare on child language abilities.
Current Psychology, 31
(2), 144–159.
Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners.
Early Childhood Education Journal, 36
(3), 227–232.
Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource.
Early Childhood Education Journal, 33
(6), 443–446.
Gorman, B. (2012). Relationships between vocabulary size, working memory, and phonological awareness in ...
Write a 5-7 page paper describing the historical development of info.docxherbertwilson5999
Write a 5-7 page paper describing the historical development of information systems in healthcare. Be sure to include, at minimum, the following elements:
Different types of healthcare informatics
Importance of ethical expertise when managing health information
Dynamics of informatics in today's integrated delivery systems
Be sure to use Unicheck!
.
Write a 5 paragraph essay related to the healthcare fieldthree.docxherbertwilson5999
Write a 5 paragraph essay related to the healthcare field/three major points are required
Use a variety of sentences
Use transitional words
Use in-text citations to avoid plagiarism
Remember to hand it in with a cover and a reference page
.
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Analyze the features that the LDCs have in common using at least five of the following nine factors (clearly label the five factors using headings):
Geography.
Extractive institutions.
Governmental corruption.
Internal or external conflicts.
Shaky financial systems.
Unfair judicial systems.
Ethnic, racial, or tribal disparities.
Lack or misuse of natural resources.
Closed (statist) economies.
Use at least seven credible sources. Wikipedia, encyclopedias, dictionaries, and blogs do not qualify as reputable academic source work at the college level. Do not use sources that are older than seven years.
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Make sure all citations are in APA or Blue book format.
Please see the attached grading rubric below. This grading rubric will be used to grade this assignment.
Leila is a police officer. She is out of uniform and knocked on Dan's front door of his house and asked if she could enter to enforce a warrant she had. The warrant was a search warrant issued by a magistrate at the Lawrence District Court. His name is Mark McCale, a retired police officer for the state police department in Lawrence. The warrant indicated that "the first floor of Dan's house will be searched for a gun used in connection with a robbery and some jewelry, which was stolen." While looking in Dan's house, Officer Leila smelled what she thought to be gun powder emanating from the second floor. Officer Leila immediately walked upstairs and found a gun at the tops of the stairs. She went to confiscate the gun and while doing so noticed a note attached to the gun with an address on it. Later that afternoon police officers went to the address of the house listed on the note of the gun. Jewelry was found at this address and collected by the police officers. The address was a known address for stolen jewelry to be pawned. While at Dan's house, Dan told Officer Leila that, "I do not know what you are here for, because I did not rob Terri Grubb's jewelry store." Officer Leila asked Dan to go to the police station and Dan agreed. As they walked into the police station, Magistrate McCale yelled, "is that the person who robbed Terri Grubb's jewelry store?!" Dan replied, "I told Officer Leila already, I did not rob Terri Grubb's jewelry store."
Supporting Materials
Week 8 Assignment Grading Rubric.docx
(14 KB)
.
Write a 2 page paper analyzing the fact pattern scenario below. .docxherbertwilson5999
Write a 2 page paper analyzing the fact pattern scenario below. Please use your own state law. Your analysis should include application of the topics covered during the past 7 weeks. For example, search and seizure, search warrant, execution of warrant, exclusionary rule, Miranda rights, and the right against self incrimination.
Make sure all citations are in APA or Blue book format.
Please see the attached grading rubric below. This grading rubric will be used to grade this assignment.
Leila is a police officer. She is out of uniform and knocked on Dan's front door of his house and asked is should could enter to enforce a warrant she had. The warrant was a search warrant issued by a magistrate at the Lawrence District Court. His name is Mark McCale, a retired police officer for the state police department in Lawrence. The warrant indicated that "the first floor of Dan's house will be searched for a gun used in connection with a robbery and some jewelry, which was stolen." While looking in Dan's house, Officer Leila smelled what she thought to be gun powder emanating from the second floor. Officer Leila immediately walked upstairs and found a gun at the tops of the stairs. She went to confiscate the gun and while doing so noticed a note attached to the gun with an address on it. Later that afternoon police officers went to the address of the house listed on the note of the gun. A bunch of jewelry was found at this address and collected by the police officers. The address was a known address for stolen jewelry to be pawned. While at Dan's house, Dan told Officer Leila that, "I do not know what you are here for, because I did not rob the Terri Grubb's jewelry store." Officer Leila asked Dan to go to the police station and Dan agreed. As they walked into the police station, Magistrate McCale yelled, "is that the person who robbed Terri Grubb's jewelry store?!" Dan replied, "I told Officer Leila already, I did not rob the Terri Grubb's jewelry store."
.
Write a 100-word response in Spanish that addresses both of .docxherbertwilson5999
Write a
100
-word response in
Spanish
that addresses both of the following questions:
1.
What are some of the distinctive characteristics that make Costa Rica a haven for naturalists and environmentalists?
2.
What are some of the steps that the government, private sector and individuals are doing to maintain the balance between man and nature?
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Write a Request for Proposal (approx. 3 - 4 pages in a word doc.docxherbertwilson5999
Write a Request for Proposal (approx. 3 - 4 pages in a word document format) that includes all the good elements of an RFP. Submit PMP Template including section 8. You may embed and submit a separate document for the RFP.
1) Clear Statement of work with clear deliverables of specific elements of the project being procured.
2) Timeline for submittal of proposal
3) Manner in which to handle questions
4) Clear information to vendor so that they can produce a good cost/price case
- What Deliverables will the Vendor Provide?
- What Deliverables (or work) will the Buyer Provide?
5) Timeline with milestones requested to complete the work
6) Type of Contract (that should be proposed e.g. FFP, T&M, CP%C, etc)
7) Evaluation Criteria
8) Outline and Format for the Proposal
9) Scheduled award date
.
Write a 5 paragraph essay related to Physical Therapy Assistant th.docxherbertwilson5999
Write a 5 paragraph essay related to Physical Therapy Assistant /three major points are required
Use a variety of sentences
Use transitional words
Use in-text citations to avoid plagiarism
Include a cover and a reference page
Minimal of three sources
.
Write a 5 page paper with at-least three images that represent.docxherbertwilson5999
Write a 5 page paper with at-least three images that represent the African American Visual Arts Movement (discuss artists, art, historical information . Give background information, characteristics and style. Analyze each work of art. Do not forget to list at-least three sources used to assist in writing paper, APA format guidelines. Place appropriate captions under each image.
Fragments of African American Art
Contemporary Art
Surrealism
Realism
OR
After reviewing the videos below and researching , write a two page paper on the
challenges of
African American VISUAL Artists
and other professional minority visual artists through out history and up to the present day
. Use a minimum of 5 references that will assist you in writing your paper.
https://www.youtube.com/watch?v=u8kg8xzJNt8
.
Write a 5 paragraph essay related to the healthcare fieldthree maj.docxherbertwilson5999
Write a 5 paragraph essay related to the healthcare field/three major points are required
Use a variety of sentences
Use transitional words
Use in-text citations to avoid plagiarism
Remember to hand it in with a cover and a reference page
.
Write at least Ten sentences on your discussion. Compare and con.docxherbertwilson5999
Write at least Ten sentences on your discussion.
Compare and contrast the California economy of the Great Depression and the California economy of World War II. Which industries were prevalent during the war and why was California's location/geography so important?
.
Write at least a three-page analysis using the case study on pages.docxherbertwilson5999
Write at least a three-page analysis using the case study on pages 343-344 of your textbook: “Expatriate Management at AstraZeneca PLC.”
Your analysis should address the prompts listed below.
· Critically analyze AstraZeneca’s expatriate management practices.
· Surveys show that most expatriates report feeling the strain of managing the demands of work and home while adjusting to the foreign environment, leading to more anxieties at home and at the workplace. What steps can an organization take to mitigate this?
· What decisions related to expatriates can organizations take to maximize the benefits to the company despite the economic downturn? Do you think a company that paid more careful attention to selection could further boost its chances of success?
This week, I would like you to discuss similarities with past pandemics, and the current COVID-19 pandemic using this link https://www.cdc.gov/flu/pandemic-resources/1968-pandemic.html
What do you see as similar, and what do you see as different?
It is CRITICAL that you document your sources with the week's discussion. If your post has no references or the references are really not reliable nor valid, then you will receive zero points for the post. This includes both your own post, and your comments on other's posts.
The rationale for this involves the amount of commentary that is available about the pandemic from people that are not scientists, nor do they have the knowledge of infectious diseases. What they DO have is a strong desire to sound good and influence people. We HAVE TO know what is good information and hat is not good information.
Several posts due this week... You must write three original posts, and comment on five other posts for a total of eight posts for credit this week.
EXAMPLE:
Post 1: An initial similarity between COVID-19 and the 2009 (H1N1) pdm09 virus was the unknown of the virus’. Both viruses’ have not been seen in human before yet strands of the virus had. COVID-19 is new coronavirus that has not been detected in humans before. There have been many strands of coronavirus that have detected in humans before such as the common cold (CDC, 2020).
Similarly, the 2009 (H1N1) pdm09 virus was very different from H1N1 virus’ that were detected before the pandemic. There were few young people who were found to have the antibodies likely from a previous exposure to H1N1 virus strand (CDC, 2019).
Both the recent pandemics were mutated strands of virus’ that we have seen before.
Centers for Disease Control and Prevention. (2020, May 9). Coronavirus (COVID-19) frequently asked questions. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/faq.html
Centers for Disease Control and Prevention. (2019, June 11). 2009 H1N1 Pandemic (H1N1pdm09 virus). Centers for Disease Control and Prevention. https://www.cdc.gov/flu/pandemic-resources/2009-h1n1-pandemic.html.
Post 2:
The effects of the H1N1 virus and the COVID-19 pandemics seem to different .
Write at least a six-page paper, in which you Identify th.docxherbertwilson5999
Write at least a six-page paper, in which you:
Identify the two LDCs (from the list above), which you will compare and assess. Explain why you chose these two countries.
Analyze the features that the LDCs have in common using
at least five of the following nine factors
(clearly label the five factors using headings):
geography
extractive institutions
governmental corruption
internal or external conflicts
shaky financial systems
unfair judicial systems
ethnic, racial or tribal disparities
lack or misuse of natural resources
closed (statist) economies
Use
at least seven credible sources
. Wikipedia, encyclopedias, dictionaries, blogs and other material that does not qualify as reputable academic source work at the college level. Do not use sources that are older than seven years.
.
Write at least a paragraph for each.1) What is your understand.docxherbertwilson5999
Write at least a paragraph for each.
1) What is your understanding of how a 401(k) plan works? What are the advantages/disadvantages for an employer/employee?
2) What three major types of benefits do contributions to Social Security pay for?
3) What are the employee benefits required by law?
*Use APA format please! and cite accordingly!
.
Write at least 500 words analyzing a subject you find in this .docxherbertwilson5999
Write at least 500 words analyzing a subject you find in this
article
related to a threat to confidentiality, integrity, or availability of data. Use an example from the news.
Include at least one quote from 3 articles, place them in quotation marks and cite in-line (as all work copied from another should be handled).
Cite your sources in a reference list at the end. Do not copy without providing proper attribution (quotation marks and in-line citations). Write in essay format not in bulleted, numbered or other list format
.
Write at least 750 words paper on Why is vulnerability assessme.docxherbertwilson5999
Write at least 750 words paper on “Why is vulnerability assessment critical for data security?” And also prepare twelve minutes or more presentations on this topic by adding notes under each slide. with a separate reference list of at least 3 academically appropriate sources. Provide appropriate attribution. It is important that you use your own words, that you cite your sources, that you comply with the instructions regarding the length of your post. Do not use spinbot or other word replacement software. It usually results in nonsense and is not a good way to learn anything.
.
Write As if You Are Writing in Your Journal (1st Person)Your T.docxherbertwilson5999
**Write As if You Are Writing in Your Journal (1st Person)
Your Thoughts And Intentions.
What challenges do you face (i.e., bad habits, weaknesses, etc.) that you need to address to move forward as a leader? How can you begin to address them? (Be sure to make personal application and make it practical).
.
Write an original, Scholarly Paper, addressing a topic relevant to t.docxherbertwilson5999
Write an original, Scholarly Paper, addressing a topic relevant to the course. A scholarly paper should demonstrate a standard of critical thinking at levels of analysis, evaluation, and synthesis. Be sure to use and cite references that meet the standard for scholarship.
.
Write an observation essay that explains the unique significance.docxherbertwilson5999
Write an
observation essay
that explains the unique significance of a particular person or place within a larger community. Describe the person or place through vivid description, narration, dialogue and sensory details. Help others outside of your community understand why the person or place is important to the community.
Assignment
Observation
, as the CEL describes it, requires writers to "study their subjects and learn something by seeing them in a particular way" (93). Observation essays do more than just report facts: they also "find the hidden meaning, the significant issues, and the important aspects of a particular subject" (93).
Your purpose in this Observation Essay is to
convey the significance of a particular person or place in your community through details that show how the subject "fits" within the community's priorities and values
. Your descriptions and details should make it easy for someone unfamiliar with your community to understand why the person or place you chose is relevant and significant to the community.
*Note: although this essay is intended to be based in recent, firsthand observations, you may write from recent memories instead if you are restricted in travel and mobility during the COVID pandemic. If you are writing from memories, try to recreate scenes and descriptions as though you are seeing them again for the first time.
In order to achieve this purpose, you need to:
Observe and Take field notes. Begin with observing the person or place and writing down notes about what you see, hear, and sense. Plan to observe this person or place 2-3 times. In your notes, record specific actions that you notice, dialogue you overhear, interactions you have with other people, and any important details about the scene that might help you SHOW its significance through vivid detail and narration.
Describe the person or place through actions, details, and dialogue that offer
insight
into why this person or place has unique
significance
as an important part of the community.
Explain context and background that shows how the person or place matters within the larger community. Context might include history, factual information, anecdotes, geographical information, or other details that help an audience understand the person or place as part of something bigger than themselves/itself.
Follow a carefully planned organizational structure that gives priority to specific details, themes, and values. Your final draft should be organized to show the significance of the person or place and should not simply list details in the order you observed them.
Offer a strong introduction that hooks readers with vivid details or action and focuses attention on the significance of the subject. Provide a strong conclusion that
As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Your observation of the person or place should .
Write an introduction in APA format in about 2 pages to describe.docxherbertwilson5999
Write an introduction in APA format in about 2 pages to describe any bank organization – its background etc. Then explain how data science and big data is useful for the back.
Also explain the IT team dynamics in the organization I.e. all the positions that are in the IT team of the bank developers, project managers etc.
Also explain how the company uses the agile model in the workflow for the data science projects.
Explain what is structured and unstructured data. What the sources of structured and unstructured data in a bank and what are the sources of these data.
Please provide at least 3-4 in text citation and references.
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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Parental Influence on Childrenduring Educational Television.docx
1. Parental Influence on Children
during Educational Television
Viewing in Immigrant Families
Yuting Zhaoa,b,* and Beth M. Phillipsa,b
aDepartment of Educational Psychology and Learning Systems,
Florida State
University, Tallahassee, FL USA
bFlorida Center for Reading Research, Tallahassee, FL USA
It has been suggested by researchers that educational television
programmes may support the language and literacy development
for children, especially those in immigrant families. In an
immigrant
family, many family characteristics appear to be related to
educa-
tional television programme viewing of children at home, for
exam-
ple, parental acculturation (the process of adapting to the new
culture) and parentalmediation (supervision and guidance) of
televi-
sion viewing. In the present work, the parental influence on
children
during educational television viewing was studied
quantitatively,
based on a sample (n=171) of immigrant families with children
aged
3–6years collected across the U.S. The results have revealed
that
significant differences existed between Asian and Hispanic
groups
in coviewingmediation and in their children’s educational
4. tional television viewing of children in a sample of immigrant
families potentially
having at-risk backgrounds. Specifically, several key constructs,
such as family
socio-economic status (SES), educational television programme
viewing, parental
mediation of children’s viewing and parental acculturation have
been investigated.
Each of these is briefly addressed later.
Family SES, Home Literacy Environment and Immigration
Status
A growing body of research indicates that SES is a complex and
multi-aspect
construct including family income, parents’ education and
parental occupation
(Phillips & Lonigan, 2005; Storch & Whitehurst, 2001). Family
SES explained 42%
of the variance in the rate of vocabulary growth of children at
the age of 3 years (Hart
& Risley, 1995). Low-SES status is a substantial disadvantage
for children’s emergent
literacy development (Storch & Whitehurst, 2001). One of the
ways that family SES
might affect child outcomes is through the home literacy
environment (Storch &
Whitehurst, 2001). The home literacy environment refers to
literacy activities (e.g.
shared reading, rhyming games and watching educational
television) that parents
utilized to develop children’s language skills(Burgess, Hecht, &
Lonigan, 2002).
Families from low-SES backgrounds are often less likely to
provide a rich home
literacy environment (Phillips & Lonigan, 2009).
5. In general, immigrant families often facemore hardship than
native-born families,
including crowded living conditions, food insecurity, poor
health care and limited
English proficiency (Dinan, 2006; Fix, Zimmermann, & Passel,
2001). However, there
are some distinct family characteristics among different
immigrant groups.
According to the U.S. Census Current Population Reports (U.S.
Census Bureau,
2009a), Asian American families had the highest mean annual
income ($90 811),
compared with Hispanic American families ($52 229), African
American families
($46 046) and White families ($73 240). In terms of educational
level, approximately
48.6% of Asian Americans had a college degree or higher,
whereas only 11.8% of
Hispanic Americans possessed a college degree or higher (U.S.
Census Bureau,
2009b). In 2008, there were 1.4 million children aged 5–9years
speaking a language
other than English at home in the U.S. Recent surveys indicate
that among these chil-
dren, the largest group of children with spoken English
difficulty is Hispanic/Latino
children (22.9%), followed byAsian children (20.3%; National
Center for Educational
Statistics, 2010).
Given that family background characteristics conferring risk
frequently occur at
the same time, children in immigrant families are often less
likely to be supported
7. (6min), watching television (59min) was the activity on which
children 4–6 years
spent the most time per day (Rideout & Hamel, 2006).
The current definition of educational television by the Federal
Communications
Commission (FCC) is ‘programming that furthers the
educational and informational
needs of children 16 years of age and under in any respect,
including the child’s intel-
lectual/cognitive or social/emotional needs’ (2006, p. 2).
Previous research suggests
that educational television programmes are different from
general television
programmes and that they may have distinct influences on
children’s development
(Anderson, Huston, Schmitt, Linebarger, & Wright, 2001;
Jennings, Hooker, &
Linebarger, 2009; Linebarger & Piotrowski, 2009). For
example, most of the educa-
tional television programmes on the Public Broadcasting
Service (PBS) are research
based (Jennings et al., 2009). The content seems not only to
attract children to watch
but also to support the language and literacy development of
children (Jennings
et al., 2009; Uchikoshi, 2006; Wright et al., 2001). The
influence on literacy has been
extensively studied regarding emergent literacy (Anderson et
al., 2001; Linebarger
& Piotrowski, 2009; Uchikoshi, 2005, 2006), vocabulary
knowledge (Linebarger &
Piotrowski, 2010; Wright et al., 2001) and motivation to read
and write (Anderson
et al., 2001; Wright et al., 2001). Many of these studies utilized
experimental designs
8. (Linebarger & Piotrowski, 2009; Uchikoshi, 2005, 2006), and
thus, one may appropri-
ately draw the conclusion from the empirical results that
educational television can
support the literacy development of children.
Given their educational characteristics, research-based
educational television
programmes may serve as an element of the home literacy
environment. Family
SES appears to relate to children’s educational television
viewing, although the pre-
vious literature on their relation was somewhat inconsistent.
Some research studies
suggested a positive relation (Huston, Wright, Marquis, &
Green, 1999; Huston &
Wright, 1997), whereas some failed to find the relation (Pinõn,
Huston, & Wright,
1989). Phillips and Lonigan’s results (2009) indicated a
negative relation between
family SES (i.e. parental education and family income) and
overall television viewing
amount, as well as educational television programme viewing.
These inconsistencies
may arise because first, some studies (Huston et al., 1999;
Huston & Wright, 1997)
only asked about one specific educational television
programme, Sesame Street.
Second, one study (Pinõn et al., 1989) was conducted two
decades ago, and the
results may not be generalizable tomore recent family
environments. There has been
a substantial increase in the percentage of young children,
particularly those from
Educational TV Viewing in Immigrant Families 403
10. viewing. A study by
Valkenburg, Krcmar, Peeters, and Marseille (1999) included
telephone interviews
with 519 Dutch parents whose children were aged 5–12years.
They utilized
varimax-rotated exploratory factor analysis to extract three
factors (i.e. instructive,
restrictive and coviewing) of parental mediation of television
viewing. Instructive
mediation is that parents not only know very well the content
and the characters
but also discuss these aspects with their children and guide
them to think. Restrictive
mediation refers to the restriction from parents on the amount,
the times and the
content of children’s viewing. Coviewing mediation is that
parents are physically
present to watch television programmes together with their
children (not necessarily
creating educational occasions). The studies of Warren (2003,
2005) also supported
these three strategies of parental mediation through two surveys
in the U.S. from
129 middle-income families (87% Caucasian) and 306 low-
income families (69%
African American and 18% Caucasian), respectively. Warren
(2005) provided three
models examined by path analyses for these three types of
parental mediation and
found that parental education was a significant predictor for
parental mediation.
Atkin, Greenberg, and Baldwin (1991) earlier contextualized
these three types of
parental mediation of children’s television viewing (i.e.
instructive, restrictive and
11. coviewing mediation) within Bronfenbrenner’s ecological model
(i.e. microsystem,
mesosystem, exosystem and macrosystem). Bronfenbrenner
(1979) emphasized the
dynamics between a developing child and his or her
environment. The microsystem
is defined as bidirectional interactions and activities in a
person’s immediate
surroundings (Atkin et al., 1991). For instance, under the
circumstances of children’s
television viewing, parental involvement, children’s age and
interpersonal interac-
tions at home all belong to the bidirectional relationships in a
domestic microsystem.
Next, surrounding the microsystem is the mesosystem, which
provides connections
between microsystems to advance development. Exosystem
refers to multiple social
settings influencing the development of childrenwithout their
direct participation. In
this system, community life and family SES (i.e. parental
education and income)
seem to affect children’s television viewing. Macrosystem is the
outmost level that
consists of cultural consistencies. It is ‘various socioeconomic,
ethnic, religious, and
other sub-cultural groups, reflecting contrasting belief systems
and lifestyles’
(Bronfenbrenner, 1979, p. 26). In the present study, the ethnic
cultures of different
immigrant groups and parents’ different coping strategies in
adapting to the
new culture seem to serve as the macrosystem that may affect
children’s
404 Y. Zhao and B.M. Phillips
13. assimilation (being totally
absorbed into the new culture and not wanting to keep the old
one), separation
(separating themselves from the new culture) and
marginalization (trying to have
nothing to do with either the new culture or the old one; Sam,
2006). Portes and
Rumbaut (2006) claimed that there was no particular
acculturation pattern that fits
all individuals or different immigrant groups. A number of
applied studies, which
have been conductedwith the guidance of the two
acculturationmodels, led to some
relevant findings concerning the various aspects of
acculturation impacts. For
example, integration and assimilation relate positively to school
achievement (Eng
et al., 2008), parenting (White, Roosa, Weaver, & Nair, 2009)
and the home literacy
environment (Farver et al., 2006).
In summary, the existing literature suggests that family
characteristics are closely
linked to the home literacy environment and, thus, ultimately to
child outcomes.
Given that many immigrant children often struggle without
special help, their
problems have the potential to increase. Because educational
television programmes
may support the development of future literacy skills (Anderson
et al., 2001), and
PBS can be accessed by most of these children, parents could
help these children
develop literacy skills in part via educational television
viewing. Research also indi-
cates that children’s programme viewing is affected by parental
14. mediation, family
SES and the general home literacy environment (Farver et al.,
2006; Warren, 2003,
2005). As well, in immigrant families, parental acculturation
appears to serve as the
background construct that intertwines with family SES (Farver
et al., 2006). There-
fore, it is important to study parental acculturation and parental
mediation behav-
iours associatedwith children’s educational television viewing
in a high-risk sample.
The objective of this studywas to investigate relations among
family SES, parental
mediation, parental acculturation and children’s educational
television programme
viewing in immigrant families, in particular within both Asian
and Hispanic fami-
lies. Previous literature indicated that there was a significant
difference between
Asian and Hispanic families regarding family income and
parental education (U. S.
Census Bureau, 2009a, 2009b). In addition, Asian and Hispanic
immigrants are
currently the largest two immigrant groups in the U.S. (Dinan,
2006). The following
research questions were addressed: (RQ1) Is there a significant
difference between
the Asian and Hispanic children in the amount of viewing of
educational television
programmes? (RQ2) Is there a significant difference between
the Asian and Hispanic
children in the types of parental mediation of television
viewing? (RQ3) Is there a
Educational TV Viewing in Immigrant Families 405
16. relations among
acculturation indicators, parental mediation behaviours and
children’s educational
television viewing, we considered these aspects of the model as
exploratory and
did not have explicit a priori hypotheses for each pathway.
METHOD
Participants
Eligible participants were parents from immigrant families in
the U.S. with children
between 3 and 6years old. According to the 2010 Census
Questionnaire Reference Book,
Hispanic Americans or Latino are immigrants who come from
Spain, Mexico, Puerto
Rico, Cuba or Spanish-speaking countries of Central and South
America. Asian
Americans are immigrants who come from Asian countries such
as China, Korea,
Vietnam, the Philippines, Japan, India, Indonesia, Malaysia,
Singapore, Thailand
and Cambodia (U.S. Census Bureau, 2010). Considering
acculturation processes
indicating that immigrants appear to be more assimilated into
the host culture after
three generations (Sam, 2006), it is likely that parents in
immigrant families were
most appropriate for the study if they were within three
generations of arrival in
the U.S. The first generation includes people who were born
outside the U.S., the
second generation includes people whowere born in the U.S. to
foreign-born parents
and the third generation includes people who were born in the
18. DOI: 10.1002/icd
a specific way to know how many different people were given
the survey links or
copies by these schools or organizations, so the response rate
was an approximated
calculation (i.e. each cover letter was likely distributed to
multiple eligible individ-
uals).The demographic characteristics of children and families
overall and by groups
of Asian and Hispanic are presented in Table 1. Of the 171
returned surveys, 47
(27.5%) were completed by fathers and 124 (72.5%) were
completed by mothers.
Measures
A parent survey with four parts was created to measure
children’s educational
television viewing amounts, parental mediation and parental
acculturation. The first
part of the survey consisted of six items that investigated the
background of parents
including gender, ethnicity, generation, education, occupation
and household annual
income. The second part of the survey, including five questions,
asked parents about
their children’s background such as siblings, age and gender,
children’s language use
preference at home and school, and children’s television
viewing (viewing amount
and the content). In terms of viewing content, 29 educational
television programmes
19. Table 1. Child and family demographic characteristics overall
and by group
All Asian Hispanic
Sample size 171 77 80
Family characteristics
Parental education (years) Some college College High school
M= 14.54 (SD=4.27) M= 16.68 (SD= 4.01) M= 12.36 (SD=
3.09)
Family annual income
<$16 000 15.2% 22.1% 11.3%
$17 000–30 000 29.2% 23.4% 33.8%
$30 000–75 000 25.2% 26.0% 25.0%
$75 000–100 000 14.6% 14.3% 12.5%
$100 000–150 000 11.7% 7.8% 16.3%
>$150 000 4.1% 6.5% 1.3%
Number of children by
family (mean)
2.04 (SD=1.12) 1.82 (SD= 1.06) 2.28 (SD= 1.18)
Generation (parents) 88.8% First 94.7% First 83.8% First
11.2% Second 5.3% Second 16.3% Second
Child characteristics
Gender 49.4% boys 48.7% boys 47.5% boys
Age (years) M=4.74 (SD= 1.21) M=4.59 (SD= 1.61) M= 4.88
(SD=1.24)
Children numbers by age Age 3: 38 Age 3: 18 Age 3: 16
Age 4: 28 Age 4: 16 Age 4: 10
Age 5: 51 Age 5: 22 Age 5: 26
Age 6: 53 Age 6: 20 Age 6: 28
21. forbid your child to watch certain programmes’ for restrictive
mediation and ‘how
often do you watch together because you both like an
educational programme’ for
coviewingmediation. The fourth part of the survey (a= .70)was
adapted fromMarin
and Gamba (1996) and Stilling (1997) to measure parental
acculturation in three
aspects of language, food andmedia (22 items in total). The
validity of these accultur-
ation items was also examined by factor analysis (Marin &
Gamba, 1996), which
supported the categories of language (i.e. language use and
proficiency) and media.
The food category (two items) was added into the survey,
following suggestions by
Arends-Tóth and van de Vijer (2006) in assessment of
psychological acculturation.
Two item categories (i.e. American and ethnic) were
constructed in the acculturation
measure: a score of 33 and higher in the first category signified
high American
preferences and, in the second category, signified high ethnic
preferences. Through
use of these cut-off scores, acculturation patterns among
participants are presented
as four categories for descriptive purposes: integrated (high
American/high ethnic),
assimilated (high American/low ethnic), separated (low
American / high ethnic) and
marginalized (low American / low ethnic). However, for
statistical analyses, continu-
ous data for each aspect of acculturation were used. Example
items included ‘How
often do you speak English’, ‘How often do you eat your own
ethnic food’ and
22. ‘How often do you watch television programmes in English’.
Procedure
Surveys were translated by native speakers in Spanish and
Chinese. The two
languages were selected because virtually all Hispanic
immigrants speak
Spanish and the largest population subgroup among Asian
Americans is Chinese
(23%; U.S. Census Bureau, 2010). The survey was distributed to
parents in both
English and the anticipated home language, so that parents
could select the language
in which they were most comfortable to respond. Before
distribution, back
translations were completed, and native speakers with an
educational psychology
and linguistics background checked all the wording of these
items. There were
several sources for recruiting eligible participants. First, the
authors contacted the
directors of centres and organizations for immigrants such as
the Hispanic American
Association and the AsianAmericanAssociation and asked for
their help to distribute
surveys. Second, the authors contacted international centres or
similar centres at
universities across the U.S., which served many international
students and their
families. Third, the authors contacted schools and child care
centres in metropolitan
areas known to have large eligible populations and asked for
their help to distribute
surveys. Fourth, the authors also collected some convenience
samples, such as
24. demographic variables such
that categorical education levels were recalculated into average
years in which one
would achieve such educational levels (e.g. high school=
12years; Master’s degree=
18years). Standardized scores for categories of occupation were
utilized (Kim, Han,
Shin, Kim, & Lee, 2005). First, the nominal variables were
transformed into ordinal
variables according to aU.S. Census list of occupation ranks.
Then, each occupational
rank used by the Census corresponded to a standardized score;
these scores were
normalized and standardized from national income and
education distributions
associated with each occupation (e.g. manual workers = 46 and
managers = 59;
Green, 1970). Results indicated that more parents in Hispanic
families were born in
the U.S. than parents in Asian families, whereas Asian parents
had a higher educa-
tional level than did Hispanic parents (Table 1). Most families
reported income in
the range of $17 000–30 000; however, the nonsignificant
results of chi-square tests
for independence (w [5]2 = 9.50, p= .09) demonstrated that
there was no statistically
significant difference in annual income between Asian and
Hispanic families. The
correlation between education and occupation was statistically
significant and
positive (r= .68, p< .01).
The means and standard deviations for parental mediation and
parental
acculturation are presented in Table 2.The descriptive
26. DOI: 10.1002/icd
the sample were classified as separated. None were
marginalized, and approxi-
mately 4% were assimilated; this represented no Asian families
but 11% of the
Hispanic families. There were significant, positive correlations
between instructive
mediation, and restrictive and coviewing mediation (r= .68, p<
.01; and r= .39,
p< .01), respectively (Table 3). Language, one aspect of
parental acculturation, was
positively correlated with instructive and restrictive – two types
of parental media-
tion (r= .31, p< .01; and r= .38, p< .01).
The hours that children viewed television, including educational
television, were
self-reported by parents both for weekdays and weekends.
Reported hours ranged
from 0 to 8hours per day. On average, children in immigrant
families watched PBS
shows 2.06hours per day, whereas they watched other general
television pro-
grammes 1.44hours per day. Restrictive mediation and parental
education were
negatively correlated with children’s educational programme
viewing amount
(r=�.20, p< .05, and r=�.27, p< .01, respectively; Table 3).
Asian and Hispanic Group Differences: One-way ANOVA Tests
One-way ANOVA tests were conducted to see whether there
were significant
27. differences between Asian and Hispanic families in children’s
educational televi-
sion viewing, parental mediation and acculturation (RQ1, RQ2
and RQ3, respec-
tively). To control for Type I error, the Bonferroni correction
(Shaffer, 1995) was
applied to each ANOVA test, and only results after correction
are reported as signif-
icant. A one-way ANOVA analysis indicated that the difference
in the amounts of
viewing educational programmes was statistically significant
between Asian and
Hispanic children, F(1, 152) = 12.33, p= .00, Z2 = .08; Table 2.
The effect size was
moderate (Ferguson, 2009). The assumption of homogeneity of
variances was
checked (Levene, 1960), and the assumption was met (p= .20).
One-way ANOVA were also conducted to test for group
differences in each of the
three types of parental mediation (i.e. instructive, restrictive
and coviewing). The re-
sults showed that the difference in frequency of coviewing
mediation was statistically
significant between Asian and Hispanic parents, F(1,
151)=39.72, p= .00, Z2 = .21;
Table 2, whereas there were no statistically significant
differences in instructive,
F(1, 151)= .13, p= .72, and restrictive mediation behaviours,
F(1, 151) =3.18,
Table 3. Correlations among observed variables
1 2 3 4 5 6 7 8 9 10
1.Education 1
29. and sample
size. Therefore, the Welch test was conducted, and the results of
instructive me-
diation and restrictive mediation were F(1, 135)= .14, p= .71
and F(1, 131)=3.28,
p= .07, respectively. However, there were no significant
differences between the
Asian and Hispanic groups in instructive and restrictive
mediation frequencies.
With regard to the group differences in parental acculturation
aspects, the as-
sumption of homogeneity of variances was violated. Instead, the
Welch test (1951)
was conducted for the three aspects of parental acculturation
(i.e. language,
food and media) between the Asian and Hispanic groups. The
results were
F(1, 140)=1.62, p= .21 for language, F(1, 138)=2.70, p= .10 for
food and F(1, 149)=1.63,
p= .20 for media (Table 2), which show that there were no
differences between Asian
and Hispanic parents in the three aspects of parental
acculturation.
Overall Relations: Path Analysis
Given the few differences found between Asian and Hispanic
families, the
subgroups were combined for the overall model analysis. The
fourth research ques-
tion (RQ4), investigating the overall relations among parental
education and occupa-
tion, parental mediation, parental acculturation and children’s
educational television
viewing, was analysed by path analysis. Path analysis is the
30. estimation of expected
causal relations among observed variables (Kline, 2005). The
fully saturated model
with all possible pathways between variables was first tested
(Model 1; Table 4).
Because all the variables were multivariate normal, the
maximum likelihood estima-
tionmethodwas used to analyseModel 1. On the basis ofModel 1,
the significance of
paths and the modification index were checked. Modification
index values suggest
that adding any of the parameters listed in the output will
reduce the model chi-
square by at least 3.84. Nonsignificant paths (a> .05) were
removed or fixed to zero
one group by one group from large to small in order to achieve
a parsimonious
model (simple and good fit). Eight models were tested, and
some necessary modifi-
cations were made. The chi-square and model fit indices for
these models are
provided in Table 4.
A stepwise comparison procedure was used to select the final
model. The chi-
square difference test was used to evaluate the relative fit of
two nested models
(i.e. Models 7 and 8). The results indicated that the chi-square
difference test was
significant (Δw2 [1] = 4.38> w2critical value [1] = 3.84, a=
.05), which suggests that
Model 8 fits significantly better than Model 7. On the basis of
the stepwise model
comparison procedure, as well as the chi-square difference test,
Model 8 (see
Figure 1 for standardized parameters) was selected as the final
58. differences among
immigrant families between Asian and Hispanic parents of
young children in pa-
rental mediation, parental acculturation and their children’s
educational
programme viewing, as well as the relations among these three
concepts (Figure 1).
The key findings of the present study included first, Hispanic
children watched
significantly more television overall and specifically more
educational television
than did Asian children, and second, Hispanic parents
significantly enacted more
coviewing mediation behaviours than did Asian parents. Third,
language in
parental acculturation significantly predicted instructive and
restrictive parental
mediation. Fourth, parental occupation significantly predicted
language in paren-
tal acculturation.
On average, children watched television 3.50 hours per day,
which is consistent
with a national survey finding that 43% of the children watched
television for at
Figure 1. Final pathmodel with standardized parameters (Model
8). Edu=Education; Occu=
Occupation; Lang=Language; Instr = Instructive mediation;
Restr =Restrictive mediation;
Coview=Coviewingmediation; ETVAmt= the amount of
educational television programmes
that children watched every day; PA=parental acculturation;
PM=parental mediation.
*p< .01, **p< .001.
70. parents. The findings provide additional support for previous
research (Bryant &
Bryant, 2001) that children whose parents coviewed television
with them would
watch more television compared with children watching alone.
The results showed significant differences between Asian and
Hispanic groups
in coviewing mediation but not in instructive and restrictive
mediations. Hispanic
parents reported that their most frequent mediation type was
coviewing media-
tion. Parental education was significantly, negatively, related to
coviewing media-
tion (Warren, 2005), and Hispanic parents in this sample
reported a lower parental
education than Asian parents; thus, they might engage in more
coviewing media-
tion than the Asian parents. With regard to restrictive
mediation, the result
contrasted with that for coviewing mediation. Asian parents
reported more restric-
tive mediation compared with Hispanic parents. This outcome
may stem from
findings that education is often highly emphasized in Asian
immigrant families
(Eng et al., 2008). Further, they tend to set rules to regulate
their children, and
children are expected to have unquestioning obedience to their
parents. Under this
kind of parenting, children might experience more restrictive
mediation of television
viewing (Buerkel-Rothfuss & Buerkel, 2001). Consequently, it
was not surprising to
see that Asian parents were more restrictive of children’s
television viewing than
71. Hispanic parents in this sample. Parents who frequently engage
in restrictive media-
tion may restrict the overall television viewing of children,
which may accordingly
reduce viewing amounts for educational television programmes.
In the present study, restrictive mediation was significantly
positively correlated
to instructive mediation, such that parents who tended to set
rules for their children
on watching television were more likely to ask questions and
guide children to think
during viewing. When these two mediation behaviours are
combined, known as
active parental mediation (Warren, 2003, 2005), it may
facilitate good outcomes for
the language development of children. However,
restrictivemediation is not necessar-
ily good or bad, and it may depend on how parents engage in the
communications
with their children. That is, it may be better that parents
regulate children’s viewing
time and content without hurting their feelings and motivations
to learn.
Prior studies by Warren (2003, 2005) indicated that parents’
attitudes towards
television were related to the parental mediation types. Parents’
attitudes towards
television significantly and positively predicted instructive and
restrictive media-
tions but not coviewing mediation (Warren, 2005). This finding
suggests that the
influences of the macrosystem and exosystem from
Bronfenbrenner’s model
decreased and the influences of the mesosystem (parents’
73. high frequency of
English use, high frequency of American media use and high
motivation to use
media to learn American culture.
A study by Ying and Han (2008) indicated that parental
acculturation, especially
language acculturation (higher English language proficiency),
significantly predicted
active parental involvement at school and home (e.g. parents’
interactions with
teachers, parents helping children complete homework and
parents readingwith chil-
dren). A parallel could be drawn from this earlier study,
because parental mediation is
also a parental involvement behaviour related to children’s
television viewing. From
this perspective, the results that parental acculturation
significantly predicted parental
mediation are in line with the previous research.
Nonactive parentalmediation includes coviewingmediation,
inwhich parents are
just physically present to watch television together with their
children and do not
necessarily create educational occasions or have linguistic
interactions with their
children. Coviewing mediation was negatively correlated with
parental education.
It is likely that parents in this kind of mediation may just take it
for granted that
children could acquire literacy knowledge from educational
television automatically,
but ignore or not be aware of the parental role of guiding
children to think and
enhancing children’s learning outcomes through language
74. interactions while
watching. In addition, some parents from lower-SES families,
whomay have towork
two or three jobs to support families, may have no time or
energy to be actively in-
volved with children’s television viewing (i.e. instructive and
restrictive mediations).
Among the SES predictors, only parental occupation was
positively predictive of
parental acculturation. Immigrant professionals (i.e. thosewith a
higher occupational
coding) seem to be more likely than parents with blue collar
positions (e.g. manual
laborers) to be exposed to the whole American community
rather than only their
own ethnic community, and they may have more opportunities
to interact with the
American community. These opportunities may in turn provide
parents with
increased English proficiency and motivation to speak in this
language.
The assimilation rates, in contrast to integrated or separated
patterns, were very
low for both Asian and Hispanic parents, although both
subgroups reported a pro-
portion of second-generation parents. In past decades,
immigrants disproportionally
concentrated in several metropolitan locations such as Los
Angeles, San Francisco,
New York, Miami and Chicago, and these concentrations
provided a variety of large
immigrant communities in these metropolitan areas (i.e. the
Mexican community in
Los Angeles, Cuban community in Miami and Chinese
76. populations. As the sample was ascertained through
participation in community
centres and child care centres, it is not possible to determine its
full representative-
ness of the eligible immigrant population of families with young
children. We
provided potential participants in multiple states with the
opportunity to respond
either via paper or via electronic survey and provided the
survey in multiple lan-
guages to increase the generalizability. Moreover, the findings
of electronic surveys
have been found to be consistent with traditional data collection
and can be general-
ized to a larger population (Boyer, Olson, Calantone, &
Jackson, 2002; Gosling,
Vazire, Srivastava, & John, 2004; Kim et al., 2007; Shannon &
Bradshaw, 2002). In
further investigations, the goal is to increase the robustness of
the path models with
larger, ideally nationally representative samples.
A second limitation relates to the item investigating income,
which only asked
parents to mark a range of family annual income, did not allow
finer grain differen-
tiations between groups, although it likely increased
respondents’ comfort with
providing this type of sensitive material. It should also be noted
that despite the
experience and qualifications of some recent immigrants, they
are more likely to
‘enter at the bottom of their respective occupational ladders’
(Portes & Rumbaut,
2006, p. 58). For instance, immigrant professionals such as
engineers and doctors
77. often accept less desirable entry jobs within their professions or
even outside them;
immigrant manual workers, or illegal manual workers, have to
accept the most
arduous jobs with the lowest pay. Likewise, immigrant
entrepreneurs often start
small shops in the inner city, serving their own ethnic
community (Portes &
Rumbaut, 2006). Thus, although in general, parental education
was positively
related to parental occupation in the final model, their relation
may need to be
carefully scrutinized because of this possible underemployment
issue. Given that
immigrant parents who come as graduate students to the U.S.
may be low-
income families and other newly arrived immigrants may be
underemployed,
the validity of the measures of income and occupation as
indicators of other
behaviours may have been threatened. Third, because of the
difficulties of
conducting assessments with children in 17 states across the
U.S., language out-
comes of the children were not measured. On the basis of the
limitations, the
direction of the extended research is towards increasing the
sample size and
the accuracy of family SES measurement. Also, an experimental
design study
might illuminate the effects of different types of mediation
behaviours of educa-
tional television programme viewing on the language outcomes
of children in
immigrant families. Parenting variables (e.g. parenting style)
and cultural factors
79. the viewing amount/content and always preview programmes.
Second, the results
suggests that parents are comfortable with exposing their
children to educational
television andmay also be comfortable with using educational
television as a supple-
mentary tool for teaching and learning in classrooms under the
circumstances of
careful previewing by researchers and teachers. Some studies
already showed that
educational television used in the classroom improved the
literacy development of
children from at-risk backgrounds (Phillips & Zhao, 2011;
Uchikoshi, 2005, 2006).
Few research studies existed to investigate the Asian and
Hispanic group differences
in educational television programmes viewing by children,
parental mediation and
parental acculturation, as well as the relations among these
three variables. To the
best of our knowledge, the present study serves as an initial
exploration into the topic
of educational television viewing of children in immigrant
families, and it awaits
replication from other studies on immigrants. Owing to the
rapid increase of the
Asian andHispanic immigrant population, the present
studywarrants further inves-
tigations in the future.
ACKNOWLEDGEMENTS
We are grateful to Pam Burris, Galiya Tabulda, Kayla Sedgwick
and Smriti Jangra
for their comments on the article. The valuable suggestions
from Alysia Roehrig,
80. Barbara Foorman and Yanyun Yang are also appreciated.
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