USCIS may waive the Oath of Allegiance for an applicant who is unable to understand or to communicate an understanding of its meaning because of a physical or developmental disability or mental impairment.[11]
Understand And Communicate Book 3 11
The Immigration and Nationality Act (INA) permits USCIS to waive the taking of the Oath of Allegiance if USCIS determines the person is unable to understand its meaning.[17] USCIS has determined that children under the age of 14 are generally unable to understand the meaning of the oath. Accordingly, USCIS waives the oath requirement for a child younger than 14 years of age, at the time of naturalization. If USCIS waives the oath requirement, USCIS issues a Certificate of Citizenship after the officer approves the application.[18]
Low contrast controls are more difficult to perceive, and may be completely missed by people with a visual impairment. Similarly, if a graphic is needed to understand the content or functionality of the webpage then it should be perceivable by people with low vision or other impairments without the need for contrast-enhancing assistive technology.
The term "graphical object" applies to stand-alone icons such as a print icon (with no text), and the important parts of a more complex diagram such as each line in a graph. For simple graphics such as single-color icons the entire image is a graphical object. Images made up of multiple lines, colors and shapes will be made of multiple graphical objects, some of which are required for understanding.
Not every graphical object needs to contrast with its surroundings - only those that are required for a user to understand what the graphic is conveying. Gestalt principles such as the "law of continuity" can be used to ignore minor overlaps with other graphical objects or colors.
A magnet can be understood by the "U" shape with lighter colored tips. Therefore to understand this graphic you should be able to discern the overall shape (against the background) and the lighter colored tips (against the rest of the U shape and the background).
The symbol to show a currency (the ) going down can be understood with recognition of the shape (down arrow) and the currency symbol (pound icon with the shape which is part of the graphic). To understand this graphic you need to discern the arrow shape against the white background, and the pound icon against the yellow background (#F5A623).
In order to understand the graph you need to discern the lines and shapes for each condition. To perceive the values of each line along the chart you need to discern the grey lines marking the graduated 100 value increments.
The term "required for understanding" is used in the Success Criterion as many graphics do not need to meet the contrast requirements. If a person needs to perceive a graphic, or part of a graphic (a graphical object) in order to understand the content it should have sufficient contrast. However, that is not a requirement when:
Gradients can reduce the apparent contrast between areas, and make it more difficult to test. The general principles is to identify the graphical object(s) required for understanding, and take the central color of that area. If you remove the adjacent color which does not have sufficient contrast, can you still identify and understand the graphical object?
An infographic can use text which meets the other criteria to minimise the number of graphical objects required for understanding. For example, using text with sufficient contrast to provide the values in a chart. A long description would also be sufficient because then the infograph is not relied upon for understanding.
Fail: The pie chart has labels for each slice (so passes 1.4.1 Use of Color), but in order to understand the proportions of the slices you must discern the edges of the slices (the graphical objects conveying essential information), and the contrast between the slices is not 3:1 or greater.
Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum disorder.
The great majority of book titles recommended by our survey takers were part of a series. Series books reintroduce beloved characters in new stories, with recognizable plot structures and familiar storylines such as making friends, solving mysteries, or going on amazing adventures. The author's writing style also begins to feel familiar. These features can be reassuring to readers and make them eager to dive into the next book.
In the panel discussion, How to Get and Keep Boys Reading, author Jon Scieszka (and founder of the Guys Read initiative) makes a plea for more "funny books" ... "a kid gets one of those books and he's just going to give it to his friends."
Reading well-crafted books about the lives of remarkable people can be more engaging than fiction! Biographies reveal to kids how real-life people overcame obstacles in their own lives and helped make their community, country, or even the whole world a better place. In that way, biographies can inspire children to see the world in a new way, and imagine their own place in it. Biographies are also a great way to build a child's background knowledge, and support their lerarning across all subject areas.
The best way to encourage kids to read more is to provide books that tap into their natural interests! You may already know a child who loves adventure stories, another who devours books filled with fascinating facts about our world, and another who is sports crazy. Other children enjoy books about family life and school because they can connect to the characters and really see themselves in those stories. Luckily, there are many wonderful titles in all of these areas for children to explore.
Learning about American or world history doesn't need to be dry and just-the-facts. The books listed below offer an exciting look at different historical periods through the lives of real people and the events that swirled around them. The graphic novel format of Nathan Hale's Hazardous Tales is rich in detail and thrilling to read. The "scrapbook histories" give young readers an intimate glimpse into the lives of famous people in history.
Graphic novels are very popular, and especially appealing to readers who may not pick up a more traditional book on their own. Readers are drawn to the lively, easy-to-follow storylines, the action found in many graphic novels, and the accessible text. The pictures in graphic novels are expressive, simple, and rich all at the same time. The images provide big clues about character and plot and encourage readers to look closely.
Audiobooks allow kids who struggle with decoding to enjoy stories above their reading level, and to connect directly with the story and the storyteller. And listening to stories exposes kids to complex, rich vocabulary and language. Audiobooks also model fluent, expressive reading and strengthen critical listening skills.
Vineet Arora, MD, MAPP is an associate professor in the Department of Medicine at the University of Chicago. As director of GME (graduate medical education) clinical learning environment innovation, she works to integrate residents into the quality, safety, and value missions of the organization. She is also director of educational initiatives at Costs of Care and co-author of the book, Understanding Value-Based Healthcare (McGraw-Hill, 2015).
Christopher Moriates, MD is an assistant clinical professor in the Division of Hospital Medicine at the University of California, San Francisco (UCSF). Dr. Moriates is the director of the Caring Wisely initiative for the UCSF Center for Healthcare Value and the director of implementation initiatives for Costs of Care. He co-authored the book, Understanding Value-Based Healthcare (McGraw-Hill, 2015).
Neel Shah, MD, MPP is an assistant professor at Harvard Medical School in Boston and a member of the associate faculty at the Ariadne Labs for Health Systems Innovation. He is also the founder and executive director of Costs of Care. He co-authored the book, Understanding Value-Based Healthcare (McGraw-Hill, 2015).
Communication in the Real World is adapted from a work produced by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. For questions about this textbook please contact textbookuse@umn.edu","image":"https:\/\/open.lib.umn.edu\/app\/uploads\/sites\/192\/2020\/07\/Communication-in-the-Real-World-scaled.jpg","author":["@type":"Person","name":"[Author removed at request of original publisher]","slug":"author-removed-at-request-of-original-publisher"],"editor":[],"translator":[],"reviewedBy":[],"illustrator":[],"contributor":[],"publisher":"@type":"Organization","name":"University of Minnesota Libraries Publishing edition, 2016. This edition adapted from a work originally produced in 2013 by a publisher who has requested that it not receive attribution.","address":"@type":"PostalAddress","addressLocality":"Minneapolis, MN","datePublished":"2016-09-29","copyrightHolder":"@type":"Organization","name":"University of Minnesota","license":"@type":"CreativeWork","url":"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/","name":"CC BY-NC-SA (Attribution NonCommercial ShareAlike)","code":"CC BY-NC-SA","identifier":"@type":"PropertyValue","propertyID":"DOI","value":"10.24926\/8668.0401","sameAs":"https:\/\/doi.org\/10.24926\/8668.0401","bookDirectoryExcluded":false,"language":"@type":"Language","code":"en-us","name":"English (United States)"}:root--reading-width:40em;(function(i,s,o,g,r,a,m)i['GoogleAnalyticsObject']=r;i[r]=i[r])(window,document,'script',' -analytics.com/analytics.js','ga');ga('create', 'UA-56647501-4', 'auto');ga('send', 'pageview');Skip to contentToggle MenuPrimary Navigation 2ff7e9595c
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