This chapter deals with global literacy development in relation to writing systems. A global perspective on literacy compels attention to global variation in languages and writing systems. The history of writing involves processes of discovery, borrowing, and modification, which language communities go through when they move toward a literate society. These processes require choices to be made regarding the graphic forms and how they connect to the spoken language and to broader cultural and educational considerations, including how new generations can learn this writing to understand their language. Across the globe, writing systems have developed varying solutions as to how to represent their spoken language, that is, its phonological, morphological, and semantic properties. In this chapter, some of the solutions to this mapping problem through invention and variation will be examined , and cognitive principles aiding the process of learning to read across languages and writing systems are proposed. The chapter concludes that writing systems follow the same set of operating principles in learning to read but that the they differences between them do matter for in terms of understanding the weighting of reading procedures and different educational challenges. It is also emphasized that all writing systems are learnable, and instruction effectively geared toward their specific properties may be successful for most children.

This chapter proposes a functional theory of language acquisition based on the idea that children utilize their understanding of cognitive and communicative principles to construct a grammar that integrates semantic and pragmatic notions. The chapter explores child language data that are relevant to such issues as how layered clause structure, operator projection, predicate structure and grammatical relations are acquired within a communication-and-cognition framework. In showing how the language acquisition data map to the Role and Reference Grammar framework, the chapter includes contrasts with alternative theories, such as autonomous syntax theory. From the perspective of conceptual development, the infant-toddler is viewed as a relatively proficient information processor with the capacity to discover fundamental linguistic relationships, in the spirit of the theory of Operating Principles (Slobin 1985).

In medicine, the goals are different based on the individual group; thus, establishing the vision and goals for your group is essential, so that they know the scope, steps, and potential obstacles. All too often, teams are left to make assumptions as to what the goals are; this leads to uncertainty, questioning, and a lack of faith or trust in you as a leader. Setting the goals, and reminding people of them periodically, will help keep your group oriented and focused. This chapter focuses on how to assemble a well-running team, whether you need to get to know who is on it already or if you’re assembling it from scratch. It dives into how to gain a better understanding of your team members, what motivates them, and their potential strengths and weaknesses. It also goes into how to identify the personality traits that may make them a more or less effective team member. We describe the great importance of diversity for your team, as it is a key source for innovation, creativity, and perspective. It discusses the importance of midlevel leadership and when it is necessary. Mentorship is discussed in detail, as a key component to the development of your group members. Principles of recruiting and retaining good group members are reviewed, as well as operating principles for your team.

Explains the March 1953 decisions of the FOMC regarding the post-Accord execution of monetary policy, including (a) adoption of a policy of “bills preferably” in open market operations, (b) System reluctance to support Treasury offerings of coupon-bearing debt directly with outright purchases, and (c) System support for Treasury offerings with bill purchases.