115,421 research outputs found
Il latino nella «scuola media». Note di pedagogia dell’antico
No full textIl contributo indaga la funzione formativa dell’insegnamento del latino nella scuola italiana, secondo una prospettiva diacronica che tenga conto delle reciproche influenze fra cultura, storia e politica sottese alle diverse finalità pedagogiche e alle pratiche educative del latino come disciplina di studio. L’excursus storico-pedagogico si svilupperà in parallelo all’iter del discorso pedagogico, così da far emergere i limiti e le ragioni della “crisi” progressiva che in particolar modo il latino ha vissuto nella scuola, chiamato continuamente a giustificare la sua funzione e il suo peso nella formazione delle giovani generazioni.L’integrazione dello sguardo sui problemi insiti nell’insegnamento e apprendimento del latino e sulla rilettura dell’idea di formazione promuove il superamento del tradizionale dualismo per il quale il latino è stato trattato come un’isola a se stante, come pura e semplice disciplina di studio, radicalmente sganciata dalla riflessione sui processi di sviluppo e maturazione umana della persona.
Al latino va restituito quel naturale connotato di essere patrimonio che vive e alimenta le categorie esistenziali, scientifiche, linguistiche della contemporaneità. L’analisi va, dunque, nella direzione di riportare in luce quella preziosa dimensione formativa del latino che è stata negata sotto le etichette degli attualismi, eruditismi, specialismi dominanti a stagioni culturali alterne nella scuola italiana
Una colonia sobre el volcán : novela
No full textMundo Latino ejerce en Madrid ca. 1916-1931Mundo Latino trabaja ca. 1916-1931Mundo Latino traballa ca. 1916-1931Port. enmarcada con i
Offering behavioral assistance to Latino students demonstrating challenging behaviors
No full textChallenging behaviors can significantly alter the learning environment of any classroom.
Traditionally, schools have implemented practices that remove the offending student
from the classroom, deliver punitive disciplinary actions, or refer the student to special
education evaluation. Unfortunately, such practices have demonstrated little longitudinal
effectiveness, with detrimental outcomes for the referred student, particularly students
from Latino backgrounds. With enrollment projections indicating Latinos will become
the majority in U.S. schools, educators are presented with the opportunity to shift away
from past practices and implement evidence-based practices that concurrently assist
students while addressing challenging behaviors. In this paper, the authors discuss past
disciplinary practices, the adverse effects on Latino students, and offer recommendations
on implementing functional behavioral assessment as a means to better meet the needs of Latino students demonstrating challenging behaviors.peer-reviewe
Latino S., Antifascisti e antifasciste nelle fabbriche: l'organizzazione clandestina del Partito comunista a Sesto San Giovanni (1925-1939)
No full textIl contributo traccia le vicende dell'antifascismo cladestino comunista nel centro operaio di Sesto San Giovanni negli anni del fascismo (1925-1939). Nella narrazione centralià assoluta è assegnata alle grandi fabbriche, identificate come luogo di conservazione e trasmissione dell'antifascismo
Latino politics in the United States : a diverse minority and its growing influence
No full textThese der Arbeit ist, dass man weder von den Latinos als einer homogenen Einheit, noch einer geeinten politischen Strategie dieser Gruppe sprechen kann. Da Latinos seit 2003 mit etwa 41.3 Millionen Menschen die größte Minderheit in den USA sind und ihre Zahl auch in Zukunft schnell wachsen wird, nimmt ihr Einfluss auf die Gesellschaft im Allgemeinen und die Politik im Besonderen zu. Spanischsprachige Fernsehkanäle und Radiostationen, sowie Zeitungen und Zeitschriften gehören längst zum Alltag der USA und stehen für eine wachsende „Hispanisierung“ des Landes. Im ersten Teil der Arbeit wird ein Überblick gegeben, der die demographischen und wirtschaftlichen Besonderheiten der Latinos im Allgemeinen beleuchtet. Diese Bevölkerungsgruppe ist im Vergleich zu weißen Anglo Amerikanern durchschnittlich ärmer und verfügt über niedrigere Bildungsstandards. Dies wirkt sich auf die ausgeübten Berufe und somit auf das Einkommen aus. Latinos sind im Durchschnitt jünger als jede andere Bevölkerungsgruppe in den USA, was die zukünftige Zusammensetzung der amerikanischen Gesellschaft beeinflussen wird. Durch die Vielzahl an Herkunftsländern und der damit einhergehenden Heterogenität der Latinos sind politische Absichten, sowie die Partizipation am politischen Prozess in den USA, jedoch äußerst unterschiedlich. Die drei größten Nationalitäten – Mexikaner, Kubaner, Puerto Ricaner – dienen hierbei als Beleg für diese These. Alle drei Gruppen werden vor dem Hintergrund ihrer spezifischen historischen Erfahrungen untersucht. Um politische Aktivitäten und Möglichkeiten der jeweiligen Nationalitäten zu verstehen, ist es fundamental, die historischen Beziehungen der jeweiligen Länder zu den USA zu beleuchten . Trotz dieser ausgeprägten Heterogenität unter den Latinos, birgt eine Vereinheitlichung, wie sie mit den Begriffen Latino und Hispanic gewollt ist, auch neue Möglichkeiten und Vorteile. Als numerisch starker, politischer Akteur können Latinos in Zukunft erheblichen Einfluss auf die Politik des Landes ausüben, vorausgesetzt sie finden einen gemeinsamen Nenner. Demographen gehen davon aus, dass im Jahre 2050 jeder zweite US-Bürger als Latino zu bezeichnen ist, weshalb die beiden großen Parteien vor einigen Jahren damit begannen, diese Bevölkerungsgruppe zu umwerben. Aller Diversität zum Trotz gehen einige politische Analysten, sowie Demoskopen, weiterhin von einem homogenen Akteur aus. Tatsächlich betrachten viele Latinos aller Ethnien Themen wie Immigration, Sozialversicherung, oder auch Bildung als wichtige Probleme, die es zu lösen gilt. Sollten die Latinos in den USA, trotz ihrer Vielschichtigkeit, einheitliche Interessen definieren und diese gemeinsam verfolgen, wird die größte Minderheit zu einem noch wichtigeren politischen Akteur, der seinen Einfluss, sowohl auf nationale wie auch internationale Themen, geltend machen wird.This paper is intended to show how Latinos in general and Mexican Americans, Cuban Americans, and Puerto Ricans in particular, engage politically in the United States. Latinos execute their influence by voting or in non-electoral activities like campaign work or financial contributions. As an individual, one participates as a member of society and possibly as a member of an interest group, i.e. a party. Thus, to be successful, it is necessary to combine one’s personal interest with that of others in order to form an alliance that, due to its size, may have an impact on the political stage. This study will show which factors are necessary and which steps were taken to gain and enhance Latino political influence. In doing so, it will become clear that Mexican Americans, Cuban Americans, and Puerto Ricans all started their struggle from diverse backgrounds and possess significantly different goals. Although common language unites these three national-origin groups, they do not have the same political and economic resources at their disposal. Decisive differences in immigration politics, naturalization, and economic opportunities become visible and will prove a distinct heterogeneity of Latinos concerning political behavior and goals. Political activities of Mexican Americans, Cuban Americans, and Puerto Ricans will be outlined as well as how they differ from each other. In doing so, it is necessary to take notice of their specific histories and legal experiences upon arrival in the United States. Furthermore, different demographic factors of the three national-origin groups additionally affect political participation. An understanding of Latino political participation should be in the interest of the U.S. public as well as scholars engaging in American Studies. This biggest minority increasingly makes its presence felt in the electoral arena, especially at the state level. In states such as California, Texas, Florida and New Mexico Latinos constitute decisive voting blocs. But also, Latinos nationwide enlarge their political clout, due to cumulative numbers and a more developed political consciousness. With this national and state level significance of the Latino electorate, examining their policy preferences and goals has become progressively more important to the understanding of the U.S. political scene. The approach here is twofold. First, political participation of the Latino population as a whole will be researched; using numbers and results from the presidential election 2004. In this part of the paper, the concept of pan-ethnicity using the label Latino will be used to sum up Spanish-speaking nationalities and their political efforts. In order to be eligible to vote, certain legal requirements are to be met, so factors that account for voting will be outlined first. In accordance with the large share of non-citizens among the Latino population, it is also necessary to examine their non-electoral political activities. The second part will portray Latinos in more detail, examining the three largest national-origin groups. By demonstrating their specific histories and varied experiences and opportunities in U.S. politics, it will become clear that when talking about Latino Politics, it is indispensable to bear in mind the heterogeneity of America’s biggest minority and the side effects this has
El alma de Galicia
No full textMundo Latino ejerce en Madrid ca. 1916-1931Mundo Latino edita en Madrid ca. 1909-193
Financial Services Segregation: Improving Access to Financial Services for Recent Latino Immigrants
No full textThis paper outlines elements of demand for financial services among recent Latino immigrants, summarizes key factors contributing to their financial segregation, and describes products, services and administrative practices that have been used successfully by depository institutions. Throughout the research and paper particular attention has been paid to the New England region.Remittances, Latin American immigrants, Banking, Best Practices, Anti-Money Laundering, Terrorist Financing, USA Inmigrantes Latinoamericanos, banca, Mejores Practicas, anti lavado de dinero, financiamiento de terroristas, USA
Trattato del radio latino instrumento giustissimo & facile più d'ogni altro per prendere qual si voglia misura, & positione di luogo, tanto in cielo come in terra: il quale, oltre alle operationi proprie sue, fà anco tutte quelle della gran regola di C. Tolomeo, et del antico radio astronomico
No full textinventato dall'illustrissimo & eccellentissimo signor Latino Orsini, con li commentarii del reverendo padre maestro Egnatio Danti da Perugia ...Bogensignaturen: +8, A-F8, G-H
The California A-G requirements and first-generation Latino students
No full textAbstract of THE CALIFORNIA A-G REQUIREMENTS AND FIRST-GENERATION LATINO STUDENTS by Maricela Lauren Melendrez Brief Literature Review Critical Race theory, Latino Identity Development, and Dewey's Pedagogic Creed were reviewed in the context of Latino education. Latinos are the largest minority in the United States. According to the 2008 U.S. Census, Latinos make up 36.6% of California's population, and in 2025, Latinos will compose 25% of all students enrolled in U.S. public schools (Zarate & Burciaga, 2010). However, there is still a widening gap in education between Latino students and their White counterparts (Zarate & Burciaga, 2010). Statement of the Problem The purpose of this study was to determine the extent to which the California A-G requirements are understood and acted upon by first-generation Latino students who aspire to attend a four-year institution. Methodology A mixed-methods approach was utilized for this study. Two questionnaires using a five point Likert-type scale were developed for the study. One questionnaire was used for the student participants and one questionnaire was designed for the counselors and administrators. There were 25 student respondents represented by 17 females and eight males, all between the ages of 17 and 18. Six of the student respondents agreed to be interviewed. There were also two counselor respondents with one agreeing to be interviewed. Conclusions and Recommendations The study found most of the 25 students were not very knowledgeable about the California A-G requirements at first, but throughout their years of high school, they became more and more familiar with the California A-G requirements. A total of 52% of the participants indicated their counselors failed to mention the California A-G requirements to them. As for the counselors in the study, both counselors strongly agreed they make every effort to mention the A-G requirements to all students, especially Latino students. Both counselors also stated they encouraged their students to maintain at least a 2.0 GPA, mentioned four-year universities, and let the students know when they were missing some A-G requirements. More research is needed on the implementation of the California A-G requirements, and how educators, administrators, and teachers can help increase awareness about the admissions requirements for California public educational institutions
The California A-G requirements and first-generation Latino students
No full textThesis (M.A., Education (Higher Education Leadership))--California State University, Sacramento, 2014.Abstract\ud
\ud
of\ud
\ud
THE CALIFORNIA A-G REQUIREMENTS AND FIRST-GENERATION LATINO STUDENTS\ud
by\ud
Maricela Lauren Melendrez\ud
Brief Literature Review\ud
Critical Race theory, Latino Identity Development, and Dewey???s Pedagogic Creed were reviewed in the context of Latino education. Latinos are the largest minority in the United States. According to the 2008 U.S. Census, Latinos make up 36.6% of California???s population, and in 2025, Latinos will compose 25% of all students enrolled in U.S. public schools (Zarate & Burciaga, 2010). However, there is still a widening gap in education between Latino students and their White counterparts (Zarate & Burciaga, 2010).\ud
Statement of the Problem\ud
The purpose of this study was to determine the extent to which the California A-G requirements are understood and acted upon by first-generation Latino students who aspire to attend a four-year institution.\ud
Methodology\ud
A mixed-methods approach was utilized for this study. Two questionnaires using a five point Likert-type scale were developed for the study. One questionnaire was used for the student participants and one questionnaire was designed for the counselors and administrators. There were 25 student respondents represented by 17 females and eight males, all between the ages of 17 and 18. Six of the student respondents agreed to be interviewed. There were also two counselor respondents with one agreeing to be interviewed.\ud
Conclusions and Recommendations\ud
The study found most of the 25 students were not very knowledgeable about the California A-G requirements at first, but throughout their years of high school, they became more and more familiar with the California A-G requirements. A total of 52% of the participants indicated their counselors failed to mention the California A-G requirements to them. As for the counselors in the study, both counselors strongly agreed they make every effort to mention the A-G requirements to all students, especially Latino students. Both counselors also stated they encouraged their students to maintain at least a 2.0 GPA, mentioned four-year universities, and let the students know when they were missing some A-G requirements. More research is needed on the implementation of the California A-G requirements, and how educators, administrators, and teachers can help increase awareness about the admissions requirements for California public educational institutions.Education (Higher Education Leadership
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