LEADER 02575nam 2200577 a 450 001 9910456862503321 005 20200520144314.0 010 $a1-283-10009-6 010 $a9786613100092 010 $a0-8213-8728-6 035 $a(CKB)2550000000035237 035 $a(EBL)718847 035 $a(OCoLC)728690248 035 $a(SSID)ssj0000524778 035 $a(PQKBManifestationID)12200067 035 $a(PQKBTitleCode)TC0000524778 035 $a(PQKBWorkID)10485198 035 $a(PQKB)11782384 035 $a(MiAaPQ)EBC718847 035 $a(Au-PeEL)EBL718847 035 $a(CaPaEBR)ebr10468645 035 $a(CaONFJC)MIL310009 035 $a(EXLCZ)992550000000035237 100 $a20110304d2011 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPerspectives on poverty in India$b[electronic resource] $estylized facts from survey data 210 $aWashington, D.C. $cWorld Bank$dc2011 215 $a1 online resource (296 p.) 300 $aDescription based upon print version of record. 311 $a0-8213-8689-1 320 $aIncludes bibliographical references and index. 327 $aOverview -- 1. Consumption poverty and growth -- 2. Urban growth and poverty in towns of different sizes -- 3. A casual transformation : the growing rural nonfarm sector -- 4. Beyond consumption poverty : nutrition, health, and education -- 5. Rising inequality : a cause for concern? -- 6. Social exclusion : who is being left behind? 330 $aThe book examines India's experience with poverty reduction in a period of rapid economic growth. Marshalling evidence from multiple sources of survey data and drawing on new methods, the book asks how India's structural transformation - from rural to urban, and from agriculture to nonfarm sectors - is impacting poverty. Our analysis suggests that since the early 1990's, urban growth has emerged as a much more important driver of poverty reduction than in the past. We focus in particular on the role of small and medium size conurbations in India, both as the urban sub-sector in which urban poverty 606 $aPoverty$zIndia 607 $aIndia$xEconomic conditions 607 $aIndia$xSocial conditions 608 $aElectronic books. 615 0$aPoverty 676 $a339.4/60954 712 02$aWorld Bank. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456862503321 996 $aPerspectives on poverty in India$92487870 997 $aUNINA LEADER 05110nam 2200589 a 450 001 9910480412303321 005 20190319170136.0 010 $a1-4522-8412-1 010 $a1-4522-7999-3 010 $a1-4833-8775-5 035 $a(CKB)3710000000333659 035 $a(EBL)1107897 035 $a(SSID)ssj0001400469 035 $a(PQKBManifestationID)12567187 035 $a(PQKBTitleCode)TC0001400469 035 $a(PQKBWorkID)11337655 035 $a(PQKB)10641854 035 $a(MiAaPQ)EBC1107897 035 $a(OCoLC)900540398 035 $a(StDuBDS)EDZ0000996566 035 $a(EXLCZ)993710000000333659 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe essential guide for educating beginning English learners$b[electronic resource] /$fDebbie Zacarian, Judie Haynes 210 $aThousand Oaks, Calif. $cCorwin$dc2012 215 $a1 online resource (153 p.) 300 $aDescription based upon print version of record. 311 $a1-4522-2615-6 320 $aIncludes bibliographical references and index. 327 $aFRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education 327 $aChapter 9: Providing Effective Professional DevelopmentCHAPTER 1: SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences 327 $aDifferences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs 327 $aStructured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary 327 $aCHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content 327 $a1. Provide Information That Beginning English Learners Can Understand 330 8 $aBeginning English learners are at risk of being lost in a system that does not know how to reach them. With more and more ELs entering U.S. schools every year, educators need to act quickly to create school- and classroom-based programmes that work. Veteran educators Debbie Zacarian and Judie Haynes provide templates and tools - along with vignettes illustrating real-world challenges - to help teachers and administrators. 606 $aEnglish language$xStudy and teaching$zUnited States$xForeign speakers 608 $aElectronic books. 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 676 $a371.82 700 $aZacarian$b Debbie$0848891 701 $aHaynes$b Judie$0877171 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480412303321 996 $aThe essential guide for educating beginning English learners$92489180 997 $aUNINA LEADER 03770nam 22006015 450 001 9910254318003321 005 20251113200845.0 010 $a3-319-60819-3 024 7 $a10.1007/978-3-319-60819-8 035 $a(CKB)3710000001393572 035 $a(DE-He213)978-3-319-60819-8 035 $a(MiAaPQ)EBC4869395 035 $a(PPN)201473224 035 $a(EXLCZ)993710000001393572 100 $a20170531d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMethodologies and Intelligent Systems for Technology Enhanced Learning $e7th International Conference /$fedited by Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Sara Rodríguez, Fernando De la Prieta, Carlos Ramos, Ricardo Azambuja Silveira 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017. 215 $a1 online resource (XII, 135 p. 26 illus.) 225 1 $aAdvances in Intelligent Systems and Computing,$x2194-5365 ;$v617 311 08$a3-319-60818-5 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aA Fuzzy-based Multi-Agent Model for Group Formation in Collaborative Learning Environments -- Adaptive agent-based environment model to enable the teacher to create an adaptive class -- The Design of a Smart Tray with its Canteen Users: a Formative Study -- Assessing the Role of Computer Simulation in Chemistry Learning -- TEL methodologies in Health Education. Effectiveness of a group educational intervention in patients with T2DM -- First Steps Towards the Design of Tangibles for Graph Algorithmic Thinking. 330 $aThis book presents the outcomes of the 7th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning (MIS4TEL'17), hosted by the Polytechnic of Porto, Portugal from 21 to 23 June 2017. Expanding on the topics of the previous conferences, it provided an open forum for discussing intelligent systems for technology enhanced learning (TEL) and their roots in novel learning theories, empirical methodologies for their design or evaluation, stand-alone and web-based solutions, and makerspaces. 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