I was introduced to the concept of literacy animator in Oladumi Arigbede’s (1994) article on high illiteracy rates among women and school dropout rates among girls. According to Arigbede, literacy animators view their role as assisting in the self-liberating development of people in the world who are struggling for a more meaningful life. Animators are a family of deeply concerned and committed people whose gut-level rejection of mass human pauperizafion compels them to intervene on the side of the marginalized. Their motivation is not derived from a love of literacy as merely another technical life skill, and they accept that literacy is never culturally or ideologically neutral. Arigbede writes from her experiences as an animator working with women and men in Nigeria. She believes that literacy animators have to make a clear choice about whose culture and whose ideology will be fostered among those with whom they work. Do literacy educators in the United States consider whether the instruction they pursue conflicts with their students’ traditional cultures or community, or fosters illiteracies in learners’ first or home languages or dialects and in their orality Some approaches to literacy instruction represent an ideology of individualism, control, and competition. Consider, for example, the difference in values conveyed and represented when students engage in choral reading versus the practice of having one student read out loud to the group. To identify as a literacy animator is to choose the ideology of "sharing, solidarity, love, equity, co-operation with and respect of both nature and other human beings". Literacy pedagogy that matches the animator ideology works on maintaining the languages and cultures of millions of minority children who at present are being forced to accept the language and culture of the dominant group. It might lead to assessment that examines the performance outcomes of a community of literacy learners and the social significance of their uses of literacy, as opposed to measuring what an individual can do as a reader and writer on a standardized test. Shor(1993) describes literacy animators as problem-posing, community-based, dialogic educators. Do our teacher-education textbooks on reading and language arts promote the idea that teachers should explore problems from a community-based dialogic perspective It is implied by the author that, because of the kind of teacher education in the US, teachers there tend to ignore ______.
A. constant development of new teaching approaches
B. using their own wisdom in problem-solving
C. talented performances of minority students
D. community-based literacy enhancement
对于妊娠合并肝炎的患者正确的处理是
A. 妊娠晚期及早终止妊娠
B. 妊娠中期终止妊娠
C. 妊娠早期安胎
D. 终止妊娠前用维生素K1
E. 应以剖宫产终止妊娠
物质的量是SI基本单位,其单位符号为摩尔,单位名称为mol.
A. 对
B. 错
There are faults which age releases us from, and there are virtues which turn to vices with the lapse of years. The worst of these is thrift, which in early and middle life is wisdom and duty to practice for a provision against destitution. As time goes on this virtue is apt to turn into the ugliest, cruelest, shabbiest of the vices. Then the victim of it finds himself storing past all probable need of saying for himself or those next him, m the deprivation of the remoter kin of the race; In the earlier time when gain was symbolized by gold or silver, the miser had a sensual joy in the touch of his riches, in hearing the coins clink in their fall through his fingers, and in gloating upon their increase sensible m the hand and eye. Then the miser had his place among the great figures of misdoing; he was of a dramatic effect, like a murderer or a robber; and something of this bad distinction clung to him even when his coins had changed to paper currency, the clean, white notes of the only English bank, or the greenbacks of our innumerable banks of issue; but when the sense of riches had been transmuted to the balance in his favor at his banker’s, or the bonds in his drawer at the safety-deposit vault, all splendor had gone out of his vice. His bad eminence was gone, but he clung to the lust of gain which had ranked him with the picturesque wrong-doers, and which only ruin from without could save him from, unless he gave his remnant of strength to saving himself from it. Most aging men are sensible of all this, but few have the frankness of that aging man who once said that he who died rich died disgraced, and died the other day in the comparative poverty of fifty millions. According to the passage, one is thought vicious when he ______.
A. gathers up money at the sacrifice of all his family members
B. practices endless thrifty to guard his people from poverty
C. stores continuously for his own and his relatives’ needs
D. saves too much but wouldn’t spend it for the necessary