Worldwide, countries have to respond to local and global socio-technological shifts and needs, specifically the transformations wrought by a rapidly shifting understanding of the Fourth Industrial Revolution. Science, technology and innovation policy (STI) finds itself at the intersection of these local and global challenges. Innovation Policy at the Intersection: Global Debates and Local Experiences shows that a comprehensive rethink in STI policy-making is required - one that takes a systemic view of the varied challenges, and adopts an inclusive and holistic approach to STI policy. Such a rethink has to bring together the global and local, the theoretical and practical. The chapters in this book follow three broad concerns: The theories and approaches that have historically informed STI policy-making, along with the most influential current approaches in different country contexts; The development and application of comprehensive STI monitoring and evaluation systems as developed and implemented by various public agencies; and The role and function of STI policy advisory bodies within their respective contexts. Innovation Policy at the Intersection provides a comparative lens of different theories and practices across a unique spectrum of national contexts, including Austria, Brazil, Colombia, Finland, Iran, Mexico, Norway, South Africa, South Korea, and Sweden.

Teaching children to develop as language users is one of the most important tasks of a primary school teacher. However, many trainee teachers begin their careers with a low knowledge base. Language Knowledge for Primary Teachers is the reader friendly guide designed to address this. This book provides a clear explanation of the knowledge and understanding required by teachers to implement the objectives of the National Curriculum for English. It reveals how an explicit knowledge of language can enrich their own and their children's spoken English. It will give teachers confidence in developing children's enjoyment and comprehension of reading and writing so children can use their language skills in the real world. Updated to include references to the new curriculum, this book explores: The importance of subject knowledge in supporting children in language and literacy; Language knowledge within the context of authentic and meaningful texts, from fiction to 'Facebook'; The links between subject knowledge and real teaching situations; New areas on talk and dialogic learning; Increased emphasis on ICT and cross-curricular study. This book will appeal to all trainee and newly qualified teachers needing to achieve both the demands of subject knowledge for Qualified Teacher Status, and a firm understanding of the expectations of the National Curriculum for English.

Wilson and Scanlon focus on enhancing the reading skills of the pupils whom you support, analyzing how you can develop their skills, offering advise and guidance on a variety of learning styles and a breakdown of reading principles.

Angela Wilson focuses on enhancing the speaking and listening skills of the pupils whom you support, analyzing how you can develop their skills, offering advise and guidance on a variety of learning styles and a breakdown of main principles of speaking and listening.

Angela Wilson focuses on enhancing the speaking and listening skills of the pupils whom you support, analyzing how you can develop their skills, offering advise and guidance on a variety of learning styles and a breakdown of main principles of speaking and listening.

Teaching children to develop as language users is one of the most important tasks of a primary school teacher. However, many trainee teachers begin their careers with a low knowledge base. Language Knowledge for Primary Teachers is the reader friendly guide designed to address this. This book provides a clear explanation of the knowledge and understanding required by teachers to implement the objectives of the National Curriculum for English. It reveals how an explicit knowledge of language can enrich their own and their children's spoken English. It will give teachers confidence in developing children's enjoyment and comprehension of reading and writing so children can use their language skills in the real world. Updated to include references to the new curriculum, this book explores: * The importance of subject knowledge in supporting children in language and literacy; * Language knowledge within the context of authentic and meaningful texts, from fiction to Facebook'; * The links between subject knowledge and real teaching situations; * New areas on talk and dialogic learning; * Increased emphasis on ICT and cross-curricular study. This book will appeal to all trainee and newly qualified teachers needing to achieve both the demands of subject knowledge for Qualified Teacher Status, and a firm understanding of the expectations of the National Curriculum for English.

"A Crown Holder wins begins the race even begins." A crown signifies royalty, beauty and splendor. An internationally recognized symbol of sovereignty at the very sight of it In the highly anticipated second edition in the sassy, inspirational Miss Thang book series, Angela delivers a powerful message with her signature sassy style to inspire women to not only find their crown, but keep it Creatively, Crown Holder speaks to the heart of every woman with relatable, everyday issues. Baring her soul, these pages will not only enlighten you, but encourage you to strut your crown like the queen. With biblical scripture masterfully mixed with experience and a young woman's perspective, chapter after chapter can be applied to every readers lifestyle. With a easy to read, "girlfriend style" format, you'll learn... * the secret to confidence and self love * how to dress the part * watch the company you keep * how to effectively chase your dreams and achieve them * guard your heart * accept no substitutions for Gods best for you Journey with Angela to your perfected destiny It is possible to enjoy the journey, after all, you were created for it.

Situating Dakota language and oral tradition within the framework of decolonization, "Remember This! Dakota Decolonization and the Eli Taylor Narratives" makes a radical departure from other works in Indigenous history because it relies solely on Indigenous oral tradition for its primary sources and privileges Dakota language in the text. Waziyatawin Angela Wilson, both a historian and a member of the Dakota Nation, demonstrates the value of oral history in this bilingual presentation and skillful analysis of the stories told by the Dakota elder Eli Taylor (1908-99). Taylor lived on the Sioux Valley Reserve in Manitoba, Canada, and was adopted into Wilson's family in 1988. He agreed to tell her his story and to share his accounts of the origins, history, and life ways of the Dakotas. In these pages he tells of Dakota history, the United States-Dakota Conflict of 1862, Dakota values, and the mysterious powers of the world. Wilson gracefully contextualizes and complements Taylor's stories with a careful analysis and distillation of the narratives. Additionally, she provides an overview of Dakota history and a substantial critique of the use of oral accounts by mainstream historians. By placing Dakota oral tradition within the academic discipline of history, this powerful book illuminates the essential connections among Dakota language, history, and contemporary identity.

Recognizing an urgent need for Indigenous liberation strategies, Indigenous intellectuals met to create a book with hands-on suggestions and activities to enable Indigenous communities to decolonize themselves. The authors begin with the belief that Indigenous Peoples have the power, strength, and intelligence to develop culturally specific decolonization strategies for their own communities and thereby systematically pursue their own liberation. These scholars and writers demystify the language of colonization and decolonization to help Indigenous communities identify useful concepts, terms, and intellectual frameworks in their struggles toward liberation and self-determination. This handbook covers a wide range of topics, including Indigenous governance, education, language, oral tradition, repatriation, images and stereo-types, and truth-telling. It aims to facilitate critical thinking while offering recommendations for fostering community discussions and plans for meaningful community action.

Situating Dakota language and oral tradition within the framework of decolonization, Remember This Dakota Decolonization and the Eli Taylor Narratives makes a radical departure from other works in Indigenous history because it relies solely on Indigenous oral tradition for its primary sources and privileges Dakota language in the text. Waziyatawin Angela Wilson, both a historian and a member of the Dakota Nation, demonstrates the value of oral history in this bilingual presentation and skillful analysis of the stories told by the Dakota elder Eli Taylor (1908-99). Taylor lived on the Sioux Valley Reserve in Manitoba, Canada, and was adopted into Wilson's family in 1988. He agreed to tell her his story and to share his accounts of the origins, history, and life ways of the Dakotas. In these pages he tells of Dakota history, the United States-Dakota Conflict of 1862, Dakota values, and the mysterious powers of the world. Wilson gracefully contextualizes and complements Taylor's stories with a careful analysis and distillation of the narratives. Additionally, she provides an overview of Dakota history and a substantial critique of the use of oral accounts by mainstream historians. By placing Dakota oral tradition within the academic discipline of history, this powerful book illuminates the essential connections among Dakota language, history, and contemporary identity. Waziyatawin Angela Wilson is an assistant professor of American Indian history at Arizona State University. She is a coeditor of Indigenizing the Academy: Transforming Scholarship and Empowering Communities. Wahpetunwin Carolynn Schommer is a well-known Dakota language speaker and teacher who taught for more than two decades in the Dakota language program at the University of Minnesota. She has co-produced an extensive array of Dakota language curriculum materials and has served as a consultant on numerous language projects.