Inclusion and education in the United Kingdom

Paper describes inclusion and education in the United Kingdom

Generating All Permutations by Context-Free Grammars in Greibach Normal Form

We consider context-free grammars $G_n$ in Greibach normal form and, particularly, in Greibach $m$-form ($m=1,2$) which generates the finite language $L_n$ of all $n!$ strings that are permutations of $n$ different symbols ($n\geq 1$). These grammars are investigated with respect to their descriptional complexity, i.e., we determine the number of nonterminal symbols and the number of production rules of $G_n$ as functions of $n$. As in the case of Chomsky normal form these descriptional complexity measures grow faster than any polynomial function

Critical analysis of Chicana/o children\u27s literature: Moving from cultural differences to sociopolitical realities

In an effort to humanize the curriculum, to honor student voice and identity, and tap the cultural and linguistic knowledge of our students, two teacher educators engage their preservice teachers in the collective use of Chicana/o children’s literature. The authors describe a series of questions they designed in order to scaffold teachers\u27 ability to analyze the extent to which literature stereotypes Chicano/a children, rejects their linguistic realities, and/or minimizes existing inequities. A series of assignments challenge preservice teachers\u27 simplistic conceptualizations of inequality. In addition, they create a critical literacy poster/lesson plan, which can empower youth by simultaneously fostering academic competence and engaging them in social action