his Holiness reminds us that the seeds of compassion are often in the relationship between a child and his mother excuse me that a mother provides for the child provides kindness and uh care for the child and represents this early seed of compassion

it isn't just about alleviating their own personal suffering it's also about alleviating Universal suffering so this is where the the bodh satra or the Christ or those kinds of archetypes about being concerned about the whole

She was quoting an expression of my mother's, but shewasn't intending to be funny

like when it's time to go to school and it's okay let's put your boots on it's time to go to school no no 00:43:09 I don't want to

We found that far too many children were entering school with weak oral language skills and were acquiring alphabetic knowledge and fluency far too slowly. This limited their reading comprehension and academic progress through school.

The Mzanzi kids multilingual language learning App was created for children between the ages of 2-6 years in South Africa. It was designed to stimulate visual, speech and language literacy skills at an early age by understanding basic everyday concepts and highlighting the correct pronunciation of speech in six (6) different languages; English, Afrikaans, IsiXhosa, IsiZulu, Sepedi and Setswana. The integration of images and phonetics provides a good foundation for children to learn and speak in their mother tongue or home language with confidence and fluency, but most importantly comprehend and appreciate the diversity of languages used by South Africans. This multilingual App provides a good introduction before entering a schooling environment, and offers a non-threatening, playful and fun way of learning languages using innovative technology.

But in South Africa, 8 out of 10 children cannot read for meaning by the end of their third school year.

HOW TO IMPROVE TO MOTHER TONGUE LEARNING
Begin literacy teaching in mother tongueA curriculum, rooted in the child’s known language, cultureand environment, with appropriate and locally-developedreading and curriculum materials, is crucial for earlylearning success. Using the home language in the early stagesof schooling in multilingual contexts supports child-centricpolicies. It starts with what is familiar and builds in newknowledge. It creates a smooth transition between home andschool; it stimulates interest and ensures greaterparticipation and engagement. This prepares children for theacquisition of literacy and encourages fluency andconfidence in both the mother tongue and, later, in otherlanguages, where this is necessary.
Ensure availability of mother-tongue materialsChildren need to be engaged in and excited about readingand learning and this can only be done if the materials areones which they will understand and enjoy. In mostdeveloping countries, the only reading material children seeare school textbooks, which are often in very short supply.Other materials to support learning are hardly everavailable. Without access to good materials, children struggleto become literate and learn. In most low- and middle-income countries, the majority of primary schools have nolibrary, and books are luxuries which families cannot afford.For children from minority language communities, thesituation is even more dismal. Textbooks are rarely availablein local languages.
Provide early childhood education in mother tongueLiteracy development starts early in life, and the homeenvironment is an important factor in children’s learningachievement. It helps build the knowledge and skills childrenneed for learning to read. Where parents and the communityare supporting literacy development, results show a markedimprovement. The earlier children are exposed to stories thebetter their reading is: reading for only 15 minutes a day canexpose children to one million written words in a year,thereby helping them to develop a rich vocabulary. Childrenwith access to materials at home are more likely to developfluency in reading

educationaldesign research methodology.

class children and their teachers. There are two elements of the critique. Thefirst element focuses on the linguistic resources of children and teachers. Thecritique is that the knowledge project implicitly works from an English speakingnormative social universe and starting points, and does not field test or generateenough research placing African language children and teachers at the centre. Assuch, our ideas about literacy and mathematics do not build upon the languageresources of African language speaking children and teachers. The secondelement focuses on social class and its relation to education. The critique isthat the knowledge project implicitly works from a more middle class schoolingcontext, underestimating the exigencies of the poor and working class, deeplyrooted in historic neglect and the marginalisation of communities and schools

Adults do not perceive accessibility of reading materials in appropriate languages as a primary barrier to reading with children. Only 5% of adults who do not read with children said it wasbecause they did not have materials in the right languages (most said it was a lack of time). On the other hand, 79% of adults also report that they would read more with children if theycould access more materials in their preferred languages. This suggests that adults who are strongly motivated to read with children will do so, irrespective of materials access, but thatincreasing accessibility to reading materials in the right languages may increase the quality and amount of reading.71Figure 49

which is the national curriculum,emphasises the importance of student proficiency in at least two languages and being ableto communicate in others. The language-specific curricula follows an additive approach tomultilingualism, namely, all students learn a language on a “home language” level (which formost would be their home language) and at least one additional offi cial language, and becomecompetent in their additional language on a second-language level, while the home languageis maintained and developed.

Support effective teaching methodsSuccessful teaching of early literacy skills is dependent notonly on the provision of suitable materials, but also on theway these skills are introduced and taught. Rote learning andmemorization, with a textbook focus, will likely result in achild’s reading fluency and comprehension remaininglimited. Teachers need to use engaging instructionalstrategies, where children are active in the learning process.Such strategies only become feasible when childrenunderstand the language of instruction and can therefore beinteractively engaged.
Train and deploy mother tongue teachersMother-tongue education requires teachers whom share thelanguage and culture of the children. It also requires thatteachers are trained in the same language they are to teachin. Some teachers may not be truly proficient in the languageof instruction, and may struggle with teaching in a‘dominant’ language they are not fluent in themselves orthey may come from a minority language group and havebeen excluded from the learning process due to a lack oftraining materials in their language. Sometimes a lack ofunderstanding can cascade down the generations where ateacher, who never fully understood their own teacher, isattempting to teach a child who barely understands thelanguage.CONCLUSIONSMany children from corner to corner the developing worldare learning very little in school, a truth that can beconnected to teaching that is in a linguistic they do notcompletely understand. It is a practice that leads toinadequate or non-existent learning and acquisition ofknowledge and skills, alienating experiences, and high drop-out and repetition rates. To develop the quality of education,language policies need to take account of mother-tonguelearning. Models of education which ignore the mothertongue in the early years can be unproductive, ineffectiveand have a negative effect on children’s learning. Mother-tongue teaching at least in early years can enable teachers toteach, and learners to learn further effectively. For too long,mother-tongue education has been mostly unnoticed bypolicy makers. While there are encouraging signs that thepolicy pendulum is beginning to swing towards a greaterunderstanding of the importance of mother-tongue learning,there is still a long way to go. More governments aredeveloping policies and programmes that take account ofmother tongue in the early stages of learning, but there isstill a need to express better policies, make sure betterpreparation for the introduction of second languages andensure adequate resources are set aside. The GlobalCampaign for Education believes that evidence proposes thatthere is assured areas which should be prioritized in policydevelopment, to confirm more responsive and well nuancedpolicy development in the field of mother tongue learning

this is a pilot whale 00:20:12 carrying her dead Young this is week three so grief is an experience that's shared

From the very beginning, his work has been guided by what Edmund Husserl called the mothers of knowledge. Namely, the dynamics of lived embodied experience,

‘There is no such thing as a baby … if you set out to describe a baby, you will find you are describing a baby and someone.’

seemed

The hand that was famous She grasped in its gore

Soon she had grappled one of the athelings She seizes a favorite liegemen of Hrothgar’s. Fast and firmly, when fenward she hied her; That one to Hrothgar was liefest of heroes In rank of retainer where waters encircle, A mighty shield-warrior, whom she murdered at slumber, 50 A broadly-famed battle-knight.

the mother of Grendel Entered the folk-hall

His mother moreover Grendel’s mother comes to avenge her son. Eager and gloomy was anxious to go on Her mournful mission, mindful of vengeance For the death of her son.

useful and good to her

almost a mother’s love

Even though human existence in such a bare state may seem inconceivable, it is therenevertheless: every time a baby is born, a new, not yet programmed, prepersonal human is lookinginto somebody’s eyes ([27 ]: p. 133). This undeniable prepersonal presence we already call human leadsus to logically infer that humans do happen to exist prior to their personware [ 20 ,25 ,28 ]. It is thereforeour fundamental point of departure that humans are marvellous, intelligent, living cognitive agents inthemselves that can be said to exist prior to and independently of any particularly determined socialpersona. The point of acknowledging a prior prepersonal platform is not made towards arguing that ahuman can exist without any personware.

Rodolfo: Literally, I spoke to a person who said, “Man, if I do bad things here they're going to want to keep me here.” What type of mentality is that? That they rather commit crimes while in detention so they can stay in the United States but not even that, they are going to be locked up.Rodolfo: So, that reality, that part where their mind has set on, “Okay well, I'd rather be in jail here then go back to my home country. Because I'm going to be, at least, with my family here, so they can go visit me and stuff like that.” That's very.., that's horrible. So yeah, that. That would be awesome if somebody is in detention, if somebody is detained, they can get visits from their family. Just people who are detained, you know?Sergio: Just wanting to hug your mom—Rodolfo: Yeah. Because a visit does all the difference, man. You know what I mean? Seeing that little help, it's like a beacon of hope, you know? Okay, well, one day or hopefully or just keeping that alive.Sergio: I think that's all the questions I have right now, I might come up with more later to ask you again. But right now, do you have anything on your mind that you want to share or talk about?Rodolfo: Man, it's been awhile since I spoke about any of this, but I feel I've let everything... or for now because I have a lot, a lot more. But for now, I feel like it was good. It's like a little therapy session as well, man. Honestly, to be quite frank with you, that's what I was looking for, man. Because I don't really have any friends like that, and I don't know anybody out here like that and it's just great to finally speak and be heard.Rodolfo: I know it's your job and I know it's your school and everything but man, I feel like you really were listening to me and thank you. Thank you man, really.

Anne: What was family life like with you and your brother and your mother and father? Did you guys speak English at home? Did you do American things, activities? Do they work a lot? Tell me a little bit about family life.Juan: Right now, my dad, he's always been the boss of the family. He's always worked, he works in construction, and as you know, Utah, with the climate change, it snows, it rains, all of the climates. Since he works in construction, he does work outside all the time, so even if it snows or even if it rains, even if it's minus five degrees outside, he still goes out and works because nobody's going to give him the money to provide for his family.Juan: In a way, my dad, you can say he's one of those hard working men who doesn't look out for himself, but rather looks out for his family. In my house we spoke Spanish all the time because of my mom. To this day, she doesn't want to learn English even though we tell her to learn English. My little sister, she doesn't speak Spanish, she speaks more English and with her it's different. We tell her, "You have to learn Spanish because it's going to help you," but she doesn't want to learn.Anne: Is she a citizen?Juan: Yes, she was born in the US. So my parents didn't really adapt to the American culture. They always wanted to follow Mexican traditions, even when it's Mother's Day over there … I think here it's May 10th but over there, when is Mother's Day?Anne: I think it's the second Sunday of May, so it could be different days.Juan: We could take that as an example. They'd rather follow Mother's Day here in Mexico than over there. Also Christmas, I guess the one thing they did adapt to was Thanksgiving. We don't celebrate that here in Mexico, but they do celebrate there, and they did adapt that. Another thing, Easter day. You go out with your family, you hide the eggs as a tradition, no? They adapted to that, but here in Mexico they don't do that. They don't even know about that. In a way they wanted to keep their Mexican culture alive even though they were in the US, but they also wanted to adapt to the things that they did there.

Claudia: My first question for you is why did you or your family decide to leave Mexico, and how did you cross the border?Yosell: Let’s see. I think I was about three or four months old when I crossed the border the first time. It was just, you're going to cross the border, and so I crossed the border through, it was TJ [Tijuana] at the time. And I was living in San Francisco for maybe like two years. After that, from what my dad tells me, and to what I remember, we were just moving around the U.S., and quite a couple of places.Yosell: From what I do remember, I used to live in Vegas with an aunt there. I was doing my elementary school and then after that I moved out to Utah and started doing a little bit of my middle school and after that I was kind of moving around a lot of places, I guess just working—my dad got me a job working for construction. And I was doing my high school online, a kind of homeschool thing. That was pretty interesting. I would come back to Mexico quite often. I would kind of just jump the border and come see my mom, and then I jumped it again.Claudia: And you would go back?Yosell: Yeah.Claudia: How many times did you say that you did that?Yosell: Six or eight times just jumping it.Claudia: You were over there without your parents or anybody?Yosell: With my dad. I was already with my dad.Claudia: How did it feel to be separated from your mom?Yosell: I don't know if it would be a big thing since I was always kind of with my dad, and I would see my mom almost every... I would come back every Mother's Day or Christmas kind of thing. Come back to see her, and then I would just basically just jump it again. Since dad knew people that would cross the border quite often, that's where they would do it.

Luisa: I told my mom about this and I remember vividly having a conversation with her and telling her, "Hey, you know what? This is happening at school," but I think my mom was going through so much stuff that she didn't know how to deal with it or she didn't … there wasn't enough of my mom to go around back then. I know now. I forgive her, but certain things … [Pause] I forgive her a lot for it now because I get it. It was extremely traumatizing. She had a lot of health issues and then this man who was her entire world just dumped her aside and she had to leave her whole life behind and everything she knew, all the comforts and work. She had never worked in her life [Chuckles]. I respect my mother a lot. She started going to design school for designing clothes and it’s pretty great.

My mom, she started working for this store [unclear] and she was doing her design school, and they specialized in Muslim attire and my mom was like, "You know what? I'm going to be independent," so she moves aside. She starts her own thing, and she starts making a bunch of clothes.

I respect my mother a lot. She started going to design school for designing clothes and it’s pretty great.

Within three to six months. It didn't take that long … immediately kind of. I think one of my uncles took it upon himself to take care of us, and since my mom … my mom at the time, we did not know she had a tumor in the back of her brain. Right where her brain stem is, she had a huge tumor there and we had no idea. Nobody knew. She doesn't remember a lot of this. I don't know if it's because of the emotional trauma or because of the tumor, but once we got to Chicago, it was evident that something was wrong with my mother and she started going to the doctor.

I used to give my mom crap about that, because I was like, "Why couldn't you just start your life right here? What's so wrong about this? That you put us through all this stuff that we have nothing over there?" And then I realized when I came over here—I actually cried, because I'm like, "Damn, she did all that for us to have a better life."

Slowly I started saying because of one decision that she had made, all our lives got messed up, even if she wanted to or not, point blank period. But then I didn't think on both sides.

And I liked it, because my parents would have to suffer. That's the sucky thing about it. Looking back at it now, I put my mom through a lot of stuff, and it sucks.

I could see them--that they were advancing in life, and I was still in the same spot. So I asked my mom if I could get a job, and that's when she broke it down to me that I wasn't even from here. And that was right there like a slap in the face.

Tell her to wear that sweet hat she had on last Sunday

the inv1_045fant Elizabeth, the only child of his deceased siste

Elizabeth, my love, you must supply my place to your younger cousins

her features appeared to change, and I thought that I held the corpse of my dead mother in my arms

“Certain things in life you haveto accept, you know, that you have to live with—thatyou can’t do anything about it.” Thinking that life is astruggle for all women they knew reinforced the needfor private suffering

Under such expectations, it was sometimes difficult for a strong woman torally the support of family for a divorce or to critically examine the physi-cal, economic, and emotional costs of “keeping your head above water...regardless of what your husband or boyfriend is putting you through” (36,widowed mother). A commitment to the discourse of strength and its atten-dant construction of a good Black woman thus could mask over realities ofinfidelity, marital disappointment, and being “treated... like dirt

Dwelling on pains and fears was seen as weakening a woman and makingher less than capable of surviving the battle that her life was supposed tobe.

frost heave

Before the understanding of frost heave, there was a widely held belief that rocks and stones could grow and multiply. Stones were believe to grow from small pebbles. These stones then rose to the surface of the ground. Another belief was that stones were the offspring of “mother-stones” or “breeding-stones.” Today, it is known that this motion of stones moving upwards toward the surface of the ground is due to frost heave. Frost heave occurs when water in soil or rock freezes and thaws in a cyclic process. This causes an upward movement of the surface of the ground due to the freezing of water underneath. Geologist Stephen Taber from the University of South Carolina proved through extensive research that “it was not expansion, but rather the formation of ice lenses by segregation of water from the soil as the ground freezes that is the principal cause of frost heave.” He also showed that liquids other than water can also cause frost heave. The direction of heave is governed by the growth of ice lenses. Ice lenses form perpendicular to the direction of heat flow, so it is not always the case that frost heave occurs in the path of least resistance (Manz, 2011). 

People say that the 1968 Fall Joint Computer Conference in San Francisco was a watershed. After seeing your demonstration, people left that room never thinking about computers the same way again. Would you say that's an accurate encapsulation?

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Merope

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Eriboea

Clytaemnestra

Helena

Recorded

Periboea

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Eurycleia

Iocaste

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Iocaste

Iocaste

Echidna

Crataeis

Crataeis

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Hecate

Lamia

Eos

Eos

Eos

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Eos

Eos

Eos

Rea

Rea

Rhea

Rhea

Rhea

Rea Silvia

Silvia

Silvia

Silvia

Ilia

Hia

Eriphyle

Aerope

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Eos

Eos

Merope

Calyce

Calyce

Protogencia

Hecabe

Nemesis

Leda

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Venilia

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