Chantal and Elisa show us the teaching and learning of conventions as part of a personal and collective striving toward proficiency, power, and independence. They help us conceive the daily work of learning language as part of more mythic work, which is that of becoming greater than we were. - Mary Ehrenworth Author of The Power of Grammar Are Chantal Francois and Elisa Zonana's students like yours? Economically, linguistically, and culturally diverse; excited to write; yet underprepared for the kinds of writing demanded in middle school and beyond? Don't be daunted. Francois and Zonana found a solution, and in Catching Up on Conventions they share lessons that help kids quickly master Standard English grammar. Catching Up on Conventions will make a difference in your writing workshop and in your middle schoolers' lives. With Catching Up on Conventions and its annotated lesson plans, you'll: make key grammatical rules explicit and scaffold learning through highly structured, tightly focused lessons strengthen students' narrative and expository writing give students specific tools for editing and revising support code-switching between the language students use outside the classroom and Standard English. Francois and Zonana designed Catching Up on Conventions to be easy for you to implement and highly effective. It raises students' awareness of Standard English grammar with: targeted lessons that slide into even the most packed curriculum. teaching based on widely recognized best practices that are proven to work. suggestions for instructional language and assessment practices that empower linguistic choice rather than "correct" or devalue the language skills students bring to school. For success in school, Standard English grammar isn't optional - it's an option every student must have. But it's not too late for underprepared students to find the power of choice and take their passion for writing to a whole new level. Not when they're Catching Up on Conventions.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Innovation is a pivotal driving force behind economic growth. Technological capability deepens and diversifies industrial activity, which fundamentally enhances growth potential. Consequently, failure to build effective technological capability can lead to slow long-term economic growth. This book synthesizes and interprets existing knowledge on technology upgrading failures in order to better understand the challenges of technology upgrading in emerging economies. The objective is to bring together diverse evidence on three major dimensions of technology upgrading: paths of technology upgrading, structural changes in the nature of technology upgrading, and the issues of technology transfer and technology upgrading. Knowledge on these three dimensions is synthesized at the firm, sector, and macro levels across different countries and world macroregions. Compared to the challenges and uncertainties facing emerging economies, our understanding of technology upgrading is sparse, unsystematic, and scattered. The recent growth slowdown in many emerging economies, often known as the middle-income trap, has reinforced the importance of understanding the technology upgrading challenges they experience. While our understanding of these issues from the 1980s and 1990s is relatively more systematised, the more recent changes that took place during the globalization and proliferation of global value chains, and the effects of the 2008 financial crisis, have not been explored and compared synthetically. The current effects of COVID-19, geopolitical struggles, and the growing concern around environmental sustainability add significant complexity to an already problematic situation. The time is ripe to take stock of our existing knowledge on processes of technology upgrading in emerging economies and make further inroads in research on this crucial issue.

Statistics indicate that more than half the population of America is illiterate or subliterate in the conventional sense, but very literate in other media such as television, sports, and leisure time activities. But statistics can lie or tell only half a fact. Since the languages of literacy are constantly expanding and developing, it is time that American educators, and the public in general, reexamine their definitions of literacy and the media in which we need to be literate. Therefore, educators must redefine literacy if they are to be realistic about its sources, uses, and values. The need is vital to a developing world.

As Doctor Who nears its 50th anniversary, it is very much a part of British popular culture, and the Doctor has become a British icon. Nevertheless, thanks to BBC America and BBC Worldwide's marketing strategy, as well as the Doctor's and his companions' recent in-person visits to the U.S., the venerable series is becoming more susceptible to an "American influence," including the possibility of becoming "Americanized." Doctor Who and recent spinoffs Torchwood and The Sarah Jane Adventures offer American audiences very different insights into the Whoniverse and have met with varying degrees of success. Whereas Torchwood became a U.S.-U.K. co-production, The Sarah Jane Adventures was largely mismarketed. To complicate matters, the interrelationships that keep the Doctor Who franchise alive through radio dramas, audiobooks, comics, novels, etc., during hiatuses in television broadcasts, may give U.S. and U.K. audiences different understandings of the lead characters--the Doctor, Captain Jack Harkness, and Sarah Jane Smith. Although the past decade has been an exciting time in the Whoniverse, the Doctor--and the franchise--are poised for yet another regeneration.

The official records of the proceedings of the Legislative Council of the Colony and Protectorate of Kenya, the House of Representatives of the Government of Kenya and the National Assembly of the Republic of Kenya.

Contributions by Emma Frances Bloomfield, Sheila Bock, Kristen Bradley, Hannah Chapple, James Deutsch, Máirt Hanley, Christine Hoffmann, Kate Parker Horigan, Shelley Ingram, John Laudun, Jordan Lovejoy, Lena Marander-Eklund, Jennifer Morrison, Willow G. Mullins, Anne Pryor, Todd Richardson, and Claire Schmidt The weather governs our lives. It fills gaps in conversations, determines our dress, and influences our architecture. No matter how much our lives may have moved indoors, no matter how much we may rely on technology, we still monitor the weather. Wait Five Minutes: Weatherlore in the Twenty-First Century draws from folkloric, literary, and scientific theory to offer up new ways of thinking about this most ancient of phenomena. Weatherlore is a concept that describes the folk beliefs and traditions about the weather that are passed down casually among groups of people. Weatherlore can be predictive, such as the belief that more black than brown fuzz on a woolly bear caterpillar signals a harsh winter. It can be the familiar commentary that eases daily social interactions, such as asking, “Is it hot (or cold) enough for you?” Other times, it is simply ubiquitous: “If you don’t like the weather, wait five minutes and it will change.” From detailing personal experiences at picnics and suburban lawns to critically analyzing storm stories, novels, and flood legends, contributors offer engaging multidisciplinary perspectives on weatherlore. As we move further into the twenty-first century, an increasing awareness of climate change and its impacts on daily life calls for a folkloristic reckoning with the weather and a rising need to examine vernacular understandings of weather and climate. Weatherlore helps us understand and shape global political conversations about climate change and biopolitics at the same time that it influences individual, group, and regional lives and identities. We use weather, and thus its folklore, to make meaning of ourselves, our groups, and, quite literally, our world.

Recent decades have seen a rise in the significance of governance layers beyond the nation state and even Europe. Nonetheless, few efforts have been made thus far to systematically examine the EU’s interaction with global policy regimes. This book maps the relative importance of EU policies in the multi-level global governance system, in comparison with national and global activities. It provides a unique comparative analysis of the EU’s capacity for projecting its policies outward. Focusing on trade policy, agriculture, food safety, competition, social rights, environmental policy, transport, migration, nuclear non-proliferation, or financial regulation, each chapter contributes to a better understanding of the EU’s role in shaping global policies, the mechanisms it uses and the conditions leading to success or failure. The contributors’ comparative research highlights that policy export is a demanding phenomenon that faces severe limitations and frequently comes with drawbacks. Still, EU policy export played a key role in shaping the rules of the global trade regime and influenced global policy outcomes – at least to a minor extent or in technical aspects – in the majority of the covered policy areas. Overall however, this book reveals that the EU not only aims to export its policies, but interacts with its global environment in a number of distinct ways, including policy import and policy protection, to shield it from global pressures. Concluding with a comparison of all policies on the meta-level and relevant policy recommendations, this book will be of interest to students, scholars and practitioners of European politics, European public policy, global governance and international relations.