Fast And Furious 6 Online Watch English Subtitles REPACK
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My thoughts are simply to watch what happens at Score in midtown and the other place over the street. These places are already teeming with elementary kids having to learn to get ahead of their grade by overachieving parents, and soon they will be full of the immersion kids who need to tone up their english skills which they are not getting from school. It is easier to get english tutoring after school than mandarin and the mi crowd obviously are willing to pay what it costs although not for private elementary education.This is just a prediction.
Looking Good,Funny, the earliest elementary immersion reference I can find is in Canada in 195. College-age (or rather military) models date back to WWII in Monterey when there was a rush to teach a lot of people Japanese fast.So, as I've said before, the original immersion programs were short-term and extremely intensive. As are the summer college ones pioneered by Middlebury. I asked you to answer two basic questions about immersion--research gaps. You didn't answer and are now trying to pass off such basic information as "irrelevant". This is followed by (yawn) personal attacks on my motives. If you have the goods (in this case, research) you wouldn't resort to the attacks.And, yes, there has been an attrition issue with CLIP--thus, out of the original 20, six remained by sixth grade--and some of those may have been late additions. Parent was the one who finally ferreted out the information.So, the fact that the kids only catch up to grade level, despite having motivated parents, failing students drop out, small classes and extra attention, doesn't actually say much for the second-language miracle. While Meyerholz and Escondido's scores aren't broken down, the fact that the schools are both near the bottom in their respective districts doesn't indicate stellar test performances by the immersion kids. And, of course, the school administrators say as much. They will tell you that there's a drop in scores around the 2/3 level. Of course, the testing doesn't start until then . . . Which is why I like to compare immersion scores to DI schools like Hoover and Faria--similar self-selection, parental dedication, etc.Self-selection, of course, doesn't operate everywhere. Kids drop out of the immersion programs into neighborhood schools, not vice-versa. Normal public schools take and keep everybody regardless of performance. They don't get to ease out the kids who pull down scores.Depends,From some of the recent info, it sounds like there's less of a push to make MI succeed at Ohlone than I thought there would be. Ohlone's not putting its own tenured staff on the line. They haven't apparently hired or begun to train the two non-tenured teachers who will teach the program.I think the election results and Skelly's lack of interest in the program means that the parents of the MIers will want it to succeed, but there's not going to be a ton of investment elsewhere. I was actually sort of surprised, but it began to make sense to me when I thought about it. I mean, Camille Townsend squeaked by as an incumbent--but a big supporter of the MI program is not going to get elected. Susan Charles might lose a little face if the program fails, but it's easy to blame the mess on Callan and Co. So, yeah, maybe the program will work perfectly from the get-go. Odds are, though, given its experimental nature, it won't. At which point, the MI crowd will push for a more traditional program at Garland. Will it have the political clout to push it through? It's a good question. MI/Ohlone may well have been a pyrrhic victory. There are a lot of hurdles--getting enough native speakers; getting enough diversity; convincing families in the program that it's really working; making sure it does work.Again, the fact that the district's hiring outside for both positions is telling. If I were Susan Charles, I pretty much would have pushed Monica Lynch into the job--she's qualified and an excellent teacher. Heck, she's helping design the curriculum. But then not to use her in the classroom . . . it only makes sense to me if you plan to limit your investment in the program and you expect it to either disappear or go elsewhere.I gathered from the meeting that Charles expects to go elsewhere, but I'm beginning to wonder if there is a real possibility of shutting down the program after the pilot. If the native-speaker recruitment's not there, then the district has a perfect excuse.It will be interesting to watch--Different's right, this will be a watched program.
As mentioned previously, participants in the experimental group showed more enthusiasm about the videos they watched. They conducted the conversations in more detail and elaborated on ways to improve the videos in the future. For instance, they suggested that some content mentioned in the video needed to be more detailed to include information about branch libraries, research materials, how to use online services, and so on. They were also cognizant that the video should be short as an introduction to the library and suggested creating a series of more detailed how-to videos to complement the introductory video. In comparison, the responses from participants in the control group seemed simple and lacked in-depth reflection, with one recommendation to include details for accessing online resources from off-campus, browsing the library website, and finding electronic journals and another to display key text, such as branch library names and specific library service names, on the relevant video frames with hyperlinks to their corresponding webpages.
Growing Up Online. PBS Frontline Documentary, 2006. Documentary looking at the massive impact of the internet on U.S. middle class childhood (watch online).Digital Nation. PBS Frontline Documentary, 2010. Follow up to Growing up Online. (watch online). 2b1af7f3a8