<?xml version="1.0" encoding="utf-8"?>
<!-- generator="FeedCreator 1.7.2-ppt DokuWiki" -->
<?xml-stylesheet href="http://www.multicsd.org/lib/exe/css.php?s=feed" type="text/css"?>
<rdf:RDF
    xmlns="http://purl.org/rss/1.0/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
    xmlns:dc="http://purl.org/dc/elements/1.1/">
    <channel rdf:about="http://www.multicsd.org/feed.php">
        <title>Multicultural Topics in CSD</title>
        <description></description>
        <link>http://www.multicsd.org/</link>
        <image rdf:resource="http://www.multicsd.org/lib/images/favicon.ico" />
       <dc:date>2010-09-06T13:54:50-07:00</dc:date>
        <items>
            <rdf:Seq>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=aave&amp;rev=1271261803"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=acholi&amp;rev=1269449087"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=additional_resources&amp;rev=1268971214"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=adhd_and_culture&amp;rev=1271263322"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=adhd_and_multiculturalism&amp;rev=1236275002"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=afghanistan&amp;rev=1268967904"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=africa&amp;rev=1268558689"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=aging&amp;rev=1271263563"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=aging_in_immigrant_and_ethnic_minority_populations&amp;rev=1237725535"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=american_sign_language_asl&amp;rev=1268344393"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=arabic&amp;rev=1268969163"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=armenia&amp;rev=1268975912"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=asia&amp;rev=1269022496"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=assessment&amp;rev=1271713919"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=attitudes_towards_aging_in_immigrant_populations&amp;rev=1237088748"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=autism_spectrum_disorders&amp;rev=1268511534"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=autism_spectrum_disorders_and_culture&amp;rev=1268932303"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=autism_spectrum_disorders_in_the_usa&amp;rev=1269211677"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=background_information&amp;rev=1205203625"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=bantu&amp;rev=1230169376"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=bilingualism&amp;rev=1268203311"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=bosnia&amp;rev=1271258323"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=bosnian&amp;rev=1237147560"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=cambodia&amp;rev=1268931388"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=chamorro&amp;rev=1268925965"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=chernobyl_and_health&amp;rev=1203021745"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=chernobyl_and_health_concerns&amp;rev=1268949902"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=chernobyle_and_health&amp;rev=1203021745"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=chernobyle_and_health_implications&amp;rev=1203021745"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=china&amp;rev=1268954769"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=chinese&amp;rev=1203021745"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=collectivist_individualist&amp;rev=1206250045"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=communication_disorders_from_different_cultural_perspectives&amp;rev=1268511694"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=communication_disorders_in_the_population&amp;rev=1204247631"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=community_resources_for_culturally_and_lingually_diverse_clients&amp;rev=1269005336"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=community_resources_for_culturally_and_linguisticly_diverse_clients&amp;rev=1268340315"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=confederated_tribes_of_grand_ronde&amp;rev=1268332289"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=country&amp;rev=1269022438"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=croatia&amp;rev=1237142970"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=croatian&amp;rev=1237147596"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=cuba&amp;rev=1268936071"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=cultural_topic&amp;rev=1268245092"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=culture&amp;rev=1268952503"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=customs&amp;rev=1205203677"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=deaf_culture&amp;rev=1231981306"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terminology_regarding_bilingual_and_bicultural_individuals&amp;rev=1235086049"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terminology_to_describe_bilingual_and_bicultural_individuals&amp;rev=1235081529"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terms_regarding_bilingual_and_bicultural_individuals&amp;rev=1235080861"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=demographic_information&amp;rev=1205201869"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=demographics_of_italy&amp;rev=1237309264"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=dynamic_assessment&amp;rev=1205456360"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa&amp;rev=1268954324"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa_countries&amp;rev=1203977182"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa_culture&amp;rev=1204253400"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa_languages&amp;rev=1269020145"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa_portland&amp;rev=1231276269"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa_resources&amp;rev=1204254485"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=east_africa_treatment&amp;rev=1231276326"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=economy&amp;rev=1268591370"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=education&amp;rev=1237309391"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=education_and_important_information_for_the_slp&amp;rev=1237224464"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=education_of_italian-americans&amp;rev=1236289646"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=education_policy&amp;rev=1272473270"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=education_system_in_ukraine&amp;rev=1230863641"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=el_salvador&amp;rev=1271261064"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=ethiopia&amp;rev=1268954402"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=europe&amp;rev=1236305789"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=evangelical_fundamentalism&amp;rev=1231985958"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=factors_influencing_speech_and_language_development_for_bilingual_children&amp;rev=1237359793"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=faqs&amp;rev=1204508740"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=frequently_used_terminology&amp;rev=1237359818"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=front_page&amp;rev=1203021745"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=gender_roles&amp;rev=1236686099"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=generational_poverty&amp;rev=1271264092"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=geographic_region&amp;rev=1268552496"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=german&amp;rev=1267332796"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=germany&amp;rev=1271258505"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=ghana&amp;rev=1268973681"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=glbtiq&amp;rev=1266718666"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=glbtq&amp;rev=1267728720"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=guatemala&amp;rev=1236835383"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=haiti&amp;rev=1271261485"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=hindi&amp;rev=1268347522"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=hinduism&amp;rev=1231986199"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=history_of_honduras&amp;rev=1268974092"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=history_of_immigration&amp;rev=1237309242"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=honduras&amp;rev=1268974426"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=hongkong&amp;rev=1268345090"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=immigration&amp;rev=1205434647"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=implications_for_the_slp&amp;rev=1237224851"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=implications_for_the_slp_in_oregon&amp;rev=1205434091"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=implications_for_the_slp_with_aging_clients&amp;rev=1237725453"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=india&amp;rev=1270483719"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=intergenerational_relationships&amp;rev=1237725489"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=international_adoption&amp;rev=1272471881"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=intervention&amp;rev=1272469799"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=iran&amp;rev=1270485228"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=islam&amp;rev=1267406064"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=italian&amp;rev=1237222555"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=italian_culture&amp;rev=1237309329"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=italian_language&amp;rev=1237309351"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=italians_in_the_northwest&amp;rev=1237309310"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=italy&amp;rev=1237225269"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=japanese&amp;rev=1270484171"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=kenya&amp;rev=1231275808"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=khmer&amp;rev=1268453049"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=korean&amp;rev=1268341328"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=language&amp;rev=1269019160"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=language_and_its_components&amp;rev=1205191718"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=language_samples&amp;rev=1205735914"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=languages_of_ukraine&amp;rev=1230863340"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=lesbian_gay_bisexual_transsexual_queer_questioning_populations&amp;rev=1268419933"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=linguistic_features_of_spanish&amp;rev=1203021746"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=literacy_for_u.s._and_other_cultures&amp;rev=1269030827"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=mayan&amp;rev=1268350947"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=mexican_spanish&amp;rev=1231384269"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=mexico&amp;rev=1271261566"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=middle_east&amp;rev=1267039410"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=motivation_in_aging&amp;rev=1235837921"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=native_american&amp;rev=1271262571"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=native_american_slp&amp;rev=1203021746"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=native_english_speakers_learning_2nd_languages&amp;rev=1276155609"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=navigation&amp;rev=1203021746"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=nigeria&amp;rev=1268340982"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=north_america&amp;rev=1268339097"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=oceania&amp;rev=1268637080"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=peru&amp;rev=1271263031"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=phillippines&amp;rev=1268948493"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=poland&amp;rev=1271259224"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=polish&amp;rev=1268353222"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=portfolio_assessment&amp;rev=1205736838"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=portland_oregon&amp;rev=1236291537"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=pre-referral_process&amp;rev=1205712208"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=present_italian-american_population&amp;rev=1237309293"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=reasons_for_referrals&amp;rev=1205701618"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=recent_history&amp;rev=1203021746"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=references&amp;rev=1236802224"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=references_and_additional_resources&amp;rev=1271258886"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=religion&amp;rev=1204490891"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=religion_as_a_cultural_consideration&amp;rev=1271713663"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=russia_culture&amp;rev=1230861540"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=russia_history&amp;rev=1230861388"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=russia_language&amp;rev=1268353705"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=russia_maps&amp;rev=1230860924"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=russia_portland&amp;rev=1268935521"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=russian&amp;rev=1268935854"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=samoa&amp;rev=1205558095"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=samoan_language&amp;rev=1204320708"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=saudi_arabia&amp;rev=1268977118"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=sequential_bilingualism&amp;rev=1237359851"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=serbia&amp;rev=1237263207"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=serbian&amp;rev=1237260285"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=sikhism&amp;rev=1231986097"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=simultaneous_bilingualism&amp;rev=1237359903"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=site_map&amp;rev=1268637316"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=somalia_somali_bantu&amp;rev=1270011526"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=south_america&amp;rev=1204299672"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=south_korea&amp;rev=1271091147"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=spanish&amp;rev=1230604778"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=special_education_in_other_cultures&amp;rev=1268976081"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=speech_sound_disorders&amp;rev=1269023127"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=standard_latin_american_spanish&amp;rev=1268592127"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=standardized_test_suggestions&amp;rev=1205456650"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=start&amp;rev=1268921871"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=start_educationpolicy&amp;rev=1204593662"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=start_pps&amp;rev=1204312363"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=start_samoa&amp;rev=1271262788"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=stereotypes_about_aging&amp;rev=1237231639"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=taiwan&amp;rev=1268349972"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=tanzania&amp;rev=1231276130"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=thailand&amp;rev=1237273545"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=the_confederate_tribes_of_grand_ronde&amp;rev=1203021746"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=therapy_considerations_for_spanish-english_bilingual_children&amp;rev=1203021746"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=transgenderism&amp;rev=1268420240"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=treatment_in_hospitals&amp;rev=1204594756"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=uganda&amp;rev=1268868347"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=ukraine&amp;rev=1271259471"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=ukrainians_in_portland&amp;rev=1268950301"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=united_states&amp;rev=1204926848"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=vietnam&amp;rev=1268953471"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=working_with_interpreters&amp;rev=1272470583"/>
                <rdf:li rdf:resource="http://www.multicsd.org/doku.php?id=world_war_two&amp;rev=1203021746"/>
            </rdf:Seq>
        </items>
    </channel>
    <image rdf:about="http://www.multicsd.org/lib/images/favicon.ico">
        <title>Multicultural Topics in CSD</title>
        <link>http://www.multicsd.org/</link>
        <url>http://www.multicsd.org/lib/images/favicon.ico</url>
    </image>
    <item rdf:about="http://www.multicsd.org/doku.php?id=aave&amp;rev=1271261803">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:16:43-07:00</dc:date>
        <title>aave</title>
        <link>http://www.multicsd.org/doku.php?id=aave&amp;rev=1271261803</link>
        <description>[  ]    

What is AAVE?

AAVE Defined

 African American Vernacular English (AAVE) encompasses several  labels including Ebonics, Black English, African American English, Black Vernacular, Black English Vernacular and Black Vernacular English, all of which describe the English that is primarily, but not exclusively, associated with the speech of African Americans .  Many linguists use the label “African American English” (AAE), but the addition of the term ‘Vernacular’ (meaning “common…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=acholi&amp;rev=1269449087">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-24T09:44:47-07:00</dc:date>
        <title>acholi</title>
        <link>http://www.multicsd.org/doku.php?id=acholi&amp;rev=1269449087</link>
        <description>Acholi language is spoken by the Acholi people. The majority of the Acholi people come from Northern Uganda. In the past few years there has been a rise in the population of Acholi, therefore as a speech-language pathologist working in the Portland metro area, it is important to be familiar with the Acholi culture and language. Unfortunately, information regarding the specific demographics of Acholi in Portland was not found.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=additional_resources&amp;rev=1268971214">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T21:00:14-07:00</dc:date>
        <title>additional_resources</title>
        <link>http://www.multicsd.org/doku.php?id=additional_resources&amp;rev=1268971214</link>
        <description>Below is a listing of additional resources.  To find resources specific to one topic, please check “Resources” under the topic page.  The information below was current at the time of this posting.


Websites

	*  Article: Closing the Staffing Gap and Ensuring Effective Teaching for the Students Who Need it the Most - &lt;http://www.learningfirst.org/news/edweekarticl/index.html&gt;</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=adhd_and_culture&amp;rev=1271263322">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:42:02-07:00</dc:date>
        <title>adhd_and_culture</title>
        <link>http://www.multicsd.org/doku.php?id=adhd_and_culture&amp;rev=1271263322</link>
        <description>Introduction

 This web page will look at Attention Deficit/Hyperactivity Disorder (ADHD) from a cultural perspective addressing the role culture may play in its diagnosis.  A wide ranging prevalence rate of ADHD, world wide, is a result of varying criteria used by different cultures to define ADHD as a disabling disorder within the given culture.  Each culture has its culturally specific ideals and definitions of what is normal.  Therefore, the definition of abnormal or disordered or disabling …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=adhd_and_multiculturalism&amp;rev=1236275002">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-05T09:43:22-07:00</dc:date>
        <title>adhd_and_multiculturalism</title>
        <link>http://www.multicsd.org/doku.php?id=adhd_and_multiculturalism&amp;rev=1236275002</link>
        <description>Introduction

 The term ADHD is one that is well known in popular culture but possibly misunderstood. It stands for Attention Deficit/Hyperactive Disorder, and it is pertinent to SLPs because a significant amount of children diagnosed with speech and language disorders also have a diagnosis of ADHD. The National Center on Birth Defects and Developmental Disabilities (2005), reports that ADHD is “one of the most common neurobehavioral disorders of childhood”, that it can persist into adulthoo…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=afghanistan&amp;rev=1268967904">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T20:05:04-07:00</dc:date>
        <title>afghanistan</title>
        <link>http://www.multicsd.org/doku.php?id=afghanistan&amp;rev=1268967904</link>
        <description>The Islamic Republic of Afghanistan is a land-locked and mountainous country in South Central Asia surrounded by Iran to the west, Pakistan to the east, and Turkmenistan, Uzbekistan, Tajikistan, and China to the north. 

 Note: For earlier history of the area of Afghanistan, see Iran.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=africa&amp;rev=1268558689">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-14T01:24:49-07:00</dc:date>
        <title>africa</title>
        <link>http://www.multicsd.org/doku.php?id=africa&amp;rev=1268558689</link>
        <description>[Array] East Africa

 Ethiopia

 Ghana

[Array] Kenya

 [Array] Nigeria

  Somalia: The Somali Bantu

 [Array] Tanzania

 [Array] Uganda</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=aging&amp;rev=1271263563">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:46:03-07:00</dc:date>
        <title>aging</title>
        <link>http://www.multicsd.org/doku.php?id=aging&amp;rev=1271263563</link>
        <description>“There is still respect for age,
  but we try to avoid being old,
  being seen as old or feeling old,
  as long as we can.”

--Kees de Bot
  Language and Aging in Multilingual Contexts 

Who Is Considered an &quot;Elder&quot; or &quot;Older Adult&quot;?

Though age range varies, the American perception of who are elders relates to people over the age of 60.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=aging_in_immigrant_and_ethnic_minority_populations&amp;rev=1237725535">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-22T05:38:55-07:00</dc:date>
        <title>aging_in_immigrant_and_ethnic_minority_populations</title>
        <link>http://www.multicsd.org/doku.php?id=aging_in_immigrant_and_ethnic_minority_populations&amp;rev=1237725535</link>
        <description>The process of aging includes changing roles and responsibilities. Additionally, a new set of decisions emerges around issues of health, illness, death and dying, and various aspects of end of life care. An individual's and group's values and worldview play a huge role in decisions of whether and how to discuss illness and dying; how to communicate one's wishes through Advanced Directives or wills; and whether to rely upon Western medical treatments such as surgery, medication, and life support …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=american_sign_language_asl&amp;rev=1268344393">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T13:53:13-07:00</dc:date>
        <title>american_sign_language_asl</title>
        <link>http://www.multicsd.org/doku.php?id=american_sign_language_asl&amp;rev=1268344393</link>
        <description>American Sign Language (ASL) is the natural language of the Deaf  community in the United States and parts of Canada. There are many different sign languages used around the world, and each one evolved within a specific linguisitc community. As such, ASL is central to the cultural identity of Deaf Americans. Lane, Hoffmeister &amp; Bahan assert that the values, mores, customs and history of Deaf culture are embedded in ASL, emphasizing the importance of the visual modality through which ASL is expre…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=arabic&amp;rev=1268969163">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T20:26:03-07:00</dc:date>
        <title>arabic</title>
        <link>http://www.multicsd.org/doku.php?id=arabic&amp;rev=1268969163</link>
        <description>Green: Sole official language Blue: One of many official languages 

Arab World

Arabic is the official language of 25 countries, the third most in the world after English and French. Arabic is spoken in Algeria, Bahrain, Chad, Egypt, Eritrea, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestinian territories, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, Western Sahara, and Yemen. Modern Arabic is considered to be a macrolanguage, with …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=armenia&amp;rev=1268975912">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T22:18:32-07:00</dc:date>
        <title>armenia</title>
        <link>http://www.multicsd.org/doku.php?id=armenia&amp;rev=1268975912</link>
        <description>Official Name: Republic of Armenia

Capital: Yerevan

Geographical Information: Armenia is a landlocked country located in the Southern Caucasus, bordered by Azerbaijan, Iran, Turkey, and Republic of Georgia. It is considered to be geographically at the “border of Europe and Asia”.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=asia&amp;rev=1269022496">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T11:14:56-07:00</dc:date>
        <title>asia</title>
        <link>http://www.multicsd.org/doku.php?id=asia&amp;rev=1269022496</link>
        <description>Afghanistan

Cambodia

China

Hong Kong

India

Iran

Japan

Philippines

Russia

Saudi Arabia

South Korea

Taiwan

Thailand

Vietnam</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=assessment&amp;rev=1271713919">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-19T14:51:59-07:00</dc:date>
        <title>assessment</title>
        <link>http://www.multicsd.org/doku.php?id=assessment&amp;rev=1271713919</link>
        <description>Assessing the speech and language skills of children is obviously an integral part of our work as speech-language pathologists.  However, with an estimated 5.2 million bilingual children enrolled in schools in the United States , the challenge of assessing children whose first language is not English is compounded by the lack of  adequate knowledge of speech and language development of bilingual children living in the United States, the lack of appropriately developed and normed assessment tools…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=attitudes_towards_aging_in_immigrant_populations&amp;rev=1237088748">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-14T20:45:48-07:00</dc:date>
        <title>attitudes_towards_aging_in_immigrant_populations</title>
        <link>http://www.multicsd.org/doku.php?id=attitudes_towards_aging_in_immigrant_populations&amp;rev=1237088748</link>
        <description>The process of aging includes changing roles and responsibilities. Additionally, a new set of decisions emerges around issues of health, illness, death and dying, and various aspects of end of life care. An individual's and group's values and worldview play a huge role in decisions of whether and how to discuss illness and dying; how to communicate one's wishes through Advanced Directives or wills; and whether to rely upon Western medical treatments such as surgery, medication, and life support …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=autism_spectrum_disorders&amp;rev=1268511534">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-13T12:18:54-07:00</dc:date>
        <title>autism_spectrum_disorders</title>
        <link>http://www.multicsd.org/doku.php?id=autism_spectrum_disorders&amp;rev=1268511534</link>
        <description>*  Autism Spectrum Disorders in the USA

	*  Autism Spectrum Disorders and Culture</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=autism_spectrum_disorders_and_culture&amp;rev=1268932303">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T10:11:43-07:00</dc:date>
        <title>autism_spectrum_disorders_and_culture</title>
        <link>http://www.multicsd.org/doku.php?id=autism_spectrum_disorders_and_culture&amp;rev=1268932303</link>
        <description>Introduction

 This web page explores Autism Spectrum Disorders (ASD) from a cultural perspective, addressing the role culture may play in its diagnosis and treatment.  Incidence rates, as well as diagnosis and evidence-based treatment practices in other countries are identified.  Multicultural views of ASD, such as family impact and the social and political identity of ASD, are also addressed.  Please note that the information provided on this page is in regards to the specific diagnosis of aut…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=autism_spectrum_disorders_in_the_usa&amp;rev=1269211677">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-21T15:47:57-07:00</dc:date>
        <title>autism_spectrum_disorders_in_the_usa</title>
        <link>http://www.multicsd.org/doku.php?id=autism_spectrum_disorders_in_the_usa&amp;rev=1269211677</link>
        <description>Introduction

 This web page presents general information about the incidence, the identification, and the evidence-based treatment approaches of Autism Spectrum Disorder (ASD) currently used in Oregon and throughout the USA.  Additional information regarding the proposed diagnostic changes according to the DSM-5 and the changing views of Asperger's syndrome have also been included.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=background_information&amp;rev=1205203625">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-10T19:47:05-07:00</dc:date>
        <title>background_information</title>
        <link>http://www.multicsd.org/doku.php?id=background_information&amp;rev=1205203625</link>
        <description>Brief History

 China has a long and complex history dating back before 2070 BC.  It was one of the first areas of human civilization and the Chinese were one of the first to invent and use writing.  The society produced incredible sculptures and art to depict their culture.  Over centuries, it has been ruled by 23 dynasties.  Despite the Imperial rule, there were several pockets of power throughout China.  Many fights and civil wars occurred.  The largest civil war in the world, called the Taip…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=bantu&amp;rev=1230169376">
        <dc:format>text/html</dc:format>
        <dc:date>2008-12-24T17:42:56-07:00</dc:date>
        <title>bantu</title>
        <link>http://www.multicsd.org/doku.php?id=bantu&amp;rev=1230169376</link>
        <description>The language base for many languages in East Africa

 “Bantu languages compose their whole grammar around 8-12 different semantic noun word classes. Syntax is mostly agglomerative, there are no determiners, and affixes are attached to the noun to denote grammatical relations as modus, tempus, and number. Personal pronouns are attached as prefixes to the noun. Tense markers change the whole verb stem morphemes (as irregular or “strong” verbs in Indoeuropean languages do as well).</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=bilingualism&amp;rev=1268203311">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-09T22:41:51-07:00</dc:date>
        <title>bilingualism</title>
        <link>http://www.multicsd.org/doku.php?id=bilingualism&amp;rev=1268203311</link>
        <description>General Information on Bilingualism 

	*  Frequently Used Terminology

	*  Factors Influencing Speech And Language Development For Bilingual Children

	*  Sequential/Successive Bilingualism

	*  Simultaneous Bilingualism</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=bosnia&amp;rev=1271258323">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T08:18:43-07:00</dc:date>
        <title>bosnia</title>
        <link>http://www.multicsd.org/doku.php?id=bosnia&amp;rev=1271258323</link>
        <description>Bosnia and Herzegovina /ˈbɒznɪə ənd ˌhɜːrtsɪgoʊˈviːnə/ (Bosnian, Croatian, Serbian Latin: Bosna i Hercegovina; Serbian Cyrilic: Босна и Херцеговина) is a country on the Balkan peninsula of South Eastern Europe.  Bordered by Croatia to the north, west and south, Serbia to the east, and Montenegro to the south, Bosnia and Herzegovina is almost landlocked, except for 26 kilometres of the Adriatic Sea coastline, centered around the town of Neum.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=bosnian&amp;rev=1237147560">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-15T13:06:00-07:00</dc:date>
        <title>bosnian</title>
        <link>http://www.multicsd.org/doku.php?id=bosnian&amp;rev=1237147560</link>
        <description>*  south Slavic language

	*  official language of Bosnia and Herzegovina

	*  spoken by 2,700,000 people

	*  once known as Serbo-Croatian  

	*  recognized as a separate language of a newly formed state in 1995

	*  uses Latin alphabet, although Cyrillic is also accepted to accomodate for its usage in former Yugoslavia</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=cambodia&amp;rev=1268931388">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T09:56:28-07:00</dc:date>
        <title>cambodia</title>
        <link>http://www.multicsd.org/doku.php?id=cambodia&amp;rev=1268931388</link>
        <description>Who are the Khmer?

Khmers are descendants of the Angkor Empire that extended over much of Southeast Asia during the 10th and 13th centuries. Ninety percent of the population of Cambodia consider themselves to be Khmer as do minorities in neighboring countries such as Thailand, Vietnam, and Laos.  The Khmer language is the official language of Cambodia.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=chamorro&amp;rev=1268925965">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T08:26:05-07:00</dc:date>
        <title>chamorro</title>
        <link>http://www.multicsd.org/doku.php?id=chamorro&amp;rev=1268925965</link>
        <description>CHAMORRO PEOPLE AND CHAMORRO LANGUAGE

 

 The Chamorro people are the indigenous population of the Mariana Islands, including Guam and the Commonwealth of the Northern Mariana Islands.  Many Chamorro (note there is no “s” on the plural) who live within the U.S., especially along the western seaboard.  The term “Chamorro” refers to both the people and to their language.  One would say, “I am Chamorro, and I speak Chamorro.”</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=chernobyl_and_health&amp;rev=1203021745">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:25-07:00</dc:date>
        <title>chernobyl_and_health</title>
        <link>http://www.multicsd.org/doku.php?id=chernobyl_and_health&amp;rev=1203021745</link>
        <description>Chernobyl

Chernobyl, on April 26, 1986 the Chernobyl reactor had a meltdown.  Approximately 100000 mi.² was contaminated 8% of the Ukrainian state was contaminated there were approximately 125000 deaths in the contaminated zone, according to the Ukrainian Ministry of health.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=chernobyl_and_health_concerns&amp;rev=1268949902">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T15:05:02-07:00</dc:date>
        <title>chernobyl_and_health_concerns</title>
        <link>http://www.multicsd.org/doku.php?id=chernobyl_and_health_concerns&amp;rev=1268949902</link>
        <description>On April 26, 1986 the Chernobyl nuclear reactor had a meltdown.  Approximately 100000 mi.² was contaminated, 8% of the Ukrainian state was contaminated by radiation fallout. There were approximately 125000 deaths in the contaminated zone, according to the Ukrainian Ministry of health.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=chernobyle_and_health&amp;rev=1203021745">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:25-07:00</dc:date>
        <title>chernobyle_and_health</title>
        <link>http://www.multicsd.org/doku.php?id=chernobyle_and_health&amp;rev=1203021745</link>
        <description>Chernobyl

Chernobyl, on April 26, 1986 the Chernobyl reactor had a meltdown.  Approximately 100000 mi.² was contaminated 8% of the Ukrainian state was contaminated there were approximately 125000 deaths in the contaminated zone, according to the Ukrainian Ministry of health.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=chernobyle_and_health_implications&amp;rev=1203021745">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:25-07:00</dc:date>
        <title>chernobyle_and_health_implications</title>
        <link>http://www.multicsd.org/doku.php?id=chernobyle_and_health_implications&amp;rev=1203021745</link>
        <description>Chernobyle

Chernobyl, on April 26, 1986 the Chernobyl reactor had a meltdown.  Approximately 100000 mi.² was contaminated 8% of the Ukrainian state was contaminated there were approximately 120 5000 deaths in the contaminated zone, according to the Ukrainian Ministry of health.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=china&amp;rev=1268954769">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T16:26:09-07:00</dc:date>
        <title>china</title>
        <link>http://www.multicsd.org/doku.php?id=china&amp;rev=1268954769</link>
        <description>China has a long and complex history dating back before 2070 BC.  It was one of the first areas of human civilization and the Chinese were one of the first to invent and use writing.  The society produced incredible sculptures and art to depict their culture.  Over centuries, it has been ruled by 23 dynasties.  Despite the Imperial rule, there were several pockets of power throughout China.  Many fights and civil wars occurred.  The largest civil war in the world, called the Taiping Civil War, s…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=chinese&amp;rev=1203021745">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:25-07:00</dc:date>
        <title>chinese</title>
        <link>http://www.multicsd.org/doku.php?id=chinese&amp;rev=1203021745</link>
        <description>Hong Kong</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=collectivist_individualist&amp;rev=1206250045">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-22T22:27:25-07:00</dc:date>
        <title>collectivist_individualist</title>
        <link>http://www.multicsd.org/doku.php?id=collectivist_individualist&amp;rev=1206250045</link>
        <description>Ethnographic cultures can be defined by many parameters. One of these parameters has to do with the sense of self within an individual of that culture. The two opposite ends of this parameter of culture are called collectivism and individualism.

People in societal culture that fall under a collectivistic nature tend to revolve around a “group” mentality. In other words, the sense of self in any individual from the culture tends to be dictated by a role designated by the group (that group ma…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=communication_disorders_from_different_cultural_perspectives&amp;rev=1268511694">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-13T12:21:34-07:00</dc:date>
        <title>communication_disorders_from_different_cultural_perspectives</title>
        <link>http://www.multicsd.org/doku.php?id=communication_disorders_from_different_cultural_perspectives&amp;rev=1268511694</link>
        <description>*  Autism Spectrum Disorders

	*  ADHD and Culture

	*  Literacy for U.S. and Other Cultures

	*  Special Education in Other Cultures

	*   Speech Sound Disorders and Culture</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=communication_disorders_in_the_population&amp;rev=1204247631">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-28T17:13:51-07:00</dc:date>
        <title>communication_disorders_in_the_population</title>
        <link>http://www.multicsd.org/doku.php?id=communication_disorders_in_the_population&amp;rev=1204247631</link>
        <description>The Field of Speech Pathology

 In 1987 it was estimated that 17.7 million people in China had a speech and hearing disorder.  There is a huge lack of professionals to work with this population.  Speech Language Pathology is a young profession that has been around China for the past 20 years.  Other countries, such as Japan, the United States, and Canada have greatly influenced the field in China.  There are only a few hundred professionals in the field and most work in the hospitals in big citi…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=community_resources_for_culturally_and_lingually_diverse_clients&amp;rev=1269005336">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T06:28:56-07:00</dc:date>
        <title>community_resources_for_culturally_and_lingually_diverse_clients</title>
        <link>http://www.multicsd.org/doku.php?id=community_resources_for_culturally_and_lingually_diverse_clients&amp;rev=1269005336</link>
        <description>The greater Portland area offers a multitude of resources for clients from many different cultural backgrounds.  This list will provide information about many of the resources available.  Some resources are culturally specific, while others serve a broader portion of the culturally and linguistically diverse community.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=community_resources_for_culturally_and_linguisticly_diverse_clients&amp;rev=1268340315">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T12:45:15-07:00</dc:date>
        <title>community_resources_for_culturally_and_linguisticly_diverse_clients</title>
        <link>http://www.multicsd.org/doku.php?id=community_resources_for_culturally_and_linguisticly_diverse_clients&amp;rev=1268340315</link>
        <description>The greater Portland area offers a multitude of resources for clients from many different cultural backgrounds.  This list will provide information about many of the resources available.  Some resources are culturally specific, while others serve a broader portion of the culturally and lingually diverse community.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=confederated_tribes_of_grand_ronde&amp;rev=1268332289">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T10:31:29-07:00</dc:date>
        <title>confederated_tribes_of_grand_ronde</title>
        <link>http://www.multicsd.org/doku.php?id=confederated_tribes_of_grand_ronde&amp;rev=1268332289</link>
        <description>People and Historical Overview

 The Confederated Tribes of Grand Ronde is an American-Indian nation and is composed of the following tribes:

	*  Umpqua
	*  Molalla
	*  Rogue River
	*  Kalapuya
	*  Chasta
	*  Clackamas
	*  Cow Creek (Nahankhuotana)
	*  Lakmiut
	*  Mary's River (Chepenafa)
	*  Nestucca
	*  Santiam
	*  Shasta (Chastacosta )
	*  Tumwater
	*  Wapato
	*  and Yamhill (Yamel) tribes</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=country&amp;rev=1269022438">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T11:13:58-07:00</dc:date>
        <title>country</title>
        <link>http://www.multicsd.org/doku.php?id=country&amp;rev=1269022438</link>
        <description>Afghanistan

Armenia

Bosnia

Cambodia

China

Commonwealth of Northern Mariana Islands (CNMI)

Croatia

Cuba

El Salvador

Ethiopia

Germany

Ghana

Guam (United States island territory of)

Guatemala

Haiti

Honduras

Hong Kong

India

Iran

Italy

Japan</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=croatia&amp;rev=1237142970">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-15T11:49:30-07:00</dc:date>
        <title>croatia</title>
        <link>http://www.multicsd.org/doku.php?id=croatia&amp;rev=1237142970</link>
        <description>Croatia  /kroʊˈeɪʃə/, officially the Republic of Croatia (Republika Hrvatska ), is a Central European country at the crossroads of Pannonian Plain, Southeast Europe, and the Mediterranean Sea. 

Croatia borders with Slovenia and Hungary to the north, Serbia to the northeast, Bosnia and Herzegovina to the east, and Montenegro to the far southeast. Its southern and western flanks border the Adriatic Sea, and it also shares a sea border with Italy in the Gulf of Trieste.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=croatian&amp;rev=1237147596">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-15T13:06:36-07:00</dc:date>
        <title>croatian</title>
        <link>http://www.multicsd.org/doku.php?id=croatian&amp;rev=1237147596</link>
        <description>*  Southern Slavic language
	*  Spoken by appoximately 6 mln people (1995 census)
	*  known in the past as Serbo-Croatian
	*  for implications for an SLP go to Serbian, as all the information provided on this webpage can be applied to both Croatian and Bosnian.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=cuba&amp;rev=1268936071">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T11:14:31-07:00</dc:date>
        <title>cuba</title>
        <link>http://www.multicsd.org/doku.php?id=cuba&amp;rev=1268936071</link>
        <description>[  ]

  



Cuba is an archipelago of islands located in the Caribbean Sea. Cuba is the principal island, which is surrounded by four main groups of islands. It constitutes most of the nation's land area (105,006 km² or 40,543 square miles) and is the seventeenth-largest island in the world by land area. Only 90 miles separate Cuba from Florida and Havana can be reached in just a few hours.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=cultural_topic&amp;rev=1268245092">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-10T10:18:12-07:00</dc:date>
        <title>cultural_topic</title>
        <link>http://www.multicsd.org/doku.php?id=cultural_topic&amp;rev=1268245092</link>
        <description>*  Aging

	*  Deaf Culture

	*  Gender Roles

	*  Generational Poverty

	*  Lesbian, Gay, Bisexual, Transsexual, Queer &amp; Questioning Populations

	*  Religion

	*  Transgenderism</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=culture&amp;rev=1268952503">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T15:48:23-07:00</dc:date>
        <title>culture</title>
        <link>http://www.multicsd.org/doku.php?id=culture&amp;rev=1268952503</link>
        <description>Ukrainians are passionately nationalistic- having only recently been freed from two centuries of Russian domination. They think of themselves as strongly pro-western (a legacy of Soviet domination) and they have a particular fascination with the United States. English is commonly taught in public schools and is rapidly becoming an informal second language.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=customs&amp;rev=1205203677">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-10T19:47:57-07:00</dc:date>
        <title>customs</title>
        <link>http://www.multicsd.org/doku.php?id=customs&amp;rev=1205203677</link>
        <description>Religion

 China is does not have one dominant religion. In fact, it is estimated that 59-71% of the population is non-religious. The organized religions that are present consist of Taoism, Buddhism, Chinese folklore, with Mahayana Buddhism being the largest organized religion. Unlike, Western culture, many people worship one or more religions simultaneously while adhering to the notion of still being non-religious. There is also a mixture of Confucianism and ancestor worship. Islam represents a…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=deaf_culture&amp;rev=1231981306">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-14T17:01:46-07:00</dc:date>
        <title>deaf_culture</title>
        <link>http://www.multicsd.org/doku.php?id=deaf_culture&amp;rev=1231981306</link>
        <description>Deaf Americans are uniquely situated within the dominant cultural milieu of the United States. Defining their position depends largely on how one interprets the social forces that shape identity. Arguably it is the dominant socio-cultural environment that defines hearing impairment as a disability. Corker describes a perspective whereby deaf individuals are seen as not only different from what is considered normal or desirable, but this difference is viewed as a serious problem by the dominant c…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terminology_regarding_bilingual_and_bicultural_individuals&amp;rev=1235086049">
        <dc:format>text/html</dc:format>
        <dc:date>2009-02-19T15:27:29-07:00</dc:date>
        <title>definitions_of_frequently_used_terminology_regarding_bilingual_and_bicultural_individuals</title>
        <link>http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terminology_regarding_bilingual_and_bicultural_individuals&amp;rev=1235086049</link>
        <description>Definitions Regarding Bilingual and Bicultural Individuals

Language Proficiency

Language proficiency refers to the skill or ability of an individual to perform in a particular language or linguistic code.  Kohnert  (2008), expresses that as a noun, the term “proficiency” requires the use of a modifier to convey its full meaning.  For example, high proficiency or minimal proficiency can be used to describe one's level of fluency or performance in a language.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terminology_to_describe_bilingual_and_bicultural_individuals&amp;rev=1235081529">
        <dc:format>text/html</dc:format>
        <dc:date>2009-02-19T14:12:09-07:00</dc:date>
        <title>definitions_of_frequently_used_terminology_to_describe_bilingual_and_bicultural_individuals</title>
        <link>http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terminology_to_describe_bilingual_and_bicultural_individuals&amp;rev=1235081529</link>
        <description>----------
 
	*  Language Proficiency

	*  BICS/CALP Distinction 

	*  Dominant Language (L1)

	*  Nondominant Language (L2)

	*  Code Switching

	*  Code Mixing

	*  Additive Bilingualism

	*  Subtractive Bilingualism

	*  Acculturation

	*  Biculturalism</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terms_regarding_bilingual_and_bicultural_individuals&amp;rev=1235080861">
        <dc:format>text/html</dc:format>
        <dc:date>2009-02-19T14:01:01-07:00</dc:date>
        <title>definitions_of_frequently_used_terms_regarding_bilingual_and_bicultural_individuals</title>
        <link>http://www.multicsd.org/doku.php?id=definitions_of_frequently_used_terms_regarding_bilingual_and_bicultural_individuals&amp;rev=1235080861</link>
        <description>----------</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=demographic_information&amp;rev=1205201869">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-10T19:17:49-07:00</dc:date>
        <title>demographic_information</title>
        <link>http://www.multicsd.org/doku.php?id=demographic_information&amp;rev=1205201869</link>
        <description>Population

China’s estimated population as of mid-2007 is around 1.3 billion people (1,321,851,888). This estimate has decreased since 1979 when the one-child per household policy was put into effect. China represents 20% of the world’s total population.  The United States in comparison has the estimated population of 301, 139, 947.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=demographics_of_italy&amp;rev=1237309264">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:01:04-07:00</dc:date>
        <title>demographics_of_italy</title>
        <link>http://www.multicsd.org/doku.php?id=demographics_of_italy&amp;rev=1237309264</link>
        <description>Excerpt revised from &lt;http://en.wikipedia.org/wiki/Demographics_of_Italy&gt;:

In October 2007, Italy officially reached more than 59.5 million persons. Italy currently has the fourth largest population in the European Union, and the 23rd largest population in the world. Italy's population density at 512 per square mile.6 is the fifth highest in the European Union. The highest density is in Northern Italy, as one third of the country contains almost half of the Italian population. After World War I…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=dynamic_assessment&amp;rev=1205456360">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-13T17:59:20-07:00</dc:date>
        <title>dynamic_assessment</title>
        <link>http://www.multicsd.org/doku.php?id=dynamic_assessment&amp;rev=1205456360</link>
        <description>Components for Dynamic Assessment:(Pena, 1996; Gutierrez-Clellen &amp; Pena, 2001) There are three components: Test, Teach, Retest: 

	*  Test: The examiner administers the typical assessment.

 


	*  Teach:  The examiner models target behaviors in meaningful contexts.  The child is taught the strategies to use for the target behaviors and how to use them. Then the child practices the new behaviors.  Complexity of tasks are increased and child's skill improves.  During this teaching stage, the exam…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa&amp;rev=1268954324">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T16:18:44-07:00</dc:date>
        <title>east_africa</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa&amp;rev=1268954324</link>
        <description>Located on the eastern most portion of the continent of Africa, East Africa comprises the countries of Tanzania, Kenya, and Uganda.  
 
 Parts of East Africa are well known for their concentrations of wild animals, such as elephants, lion, leopard, and rhinoceroses.  This portion of Africa includes the Great Rift Valley, and the two tallest mountains in Africa, Kilimanjaro and Mount Kenya.  
 
 East Africa also includes the worlds second largest freshwater lake, Lake Victoria. Throughout its his…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa_countries&amp;rev=1203977182">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-25T14:06:22-07:00</dc:date>
        <title>east_africa_countries</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa_countries&amp;rev=1203977182</link>
        <description>Tanzania

 

Tanzania is bordered by Uganda and Kenya to the North.  Dodoma is the country’s capital.  Tanzania's president and National Assembly are elected by direct popular vote for five-year terms. The president appoints a prime minister who serves as the government's leader in the National Assembly. The president selects his cabinet from among National Assembly members. The Constitution also empowers him to nominate ten non-elected members of Parliament, who also are eligible to become ca…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa_culture&amp;rev=1204253400">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-28T18:50:00-07:00</dc:date>
        <title>east_africa_culture</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa_culture&amp;rev=1204253400</link>
        <description>Culture of Tanzania

 Taarab music is a combination of pre-Islamic Swahili songs sung in a poetic style to Islamic melodies. Taarab forms a major part of the social life of the Swahili people along the coastal areas; especially Zanzibar, Tanga and even further in Mombasa and Malindi along the Kenya coast. Wherever the Swahili speaking people travelled, Tarabu culture moved with them. It has penetrated to as far as Uganda, Rwanda and Burundi in the interior of East Africa where taarab groups comp…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa_languages&amp;rev=1269020145">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T10:35:45-07:00</dc:date>
        <title>east_africa_languages</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa_languages&amp;rev=1269020145</link>
        <description>[swahili-afmap3.gif]

	*  Arab visitors often used the word Swahili as they traveled to the coast.  Its literal translation means “the coast.” It is a word that is now used to describe the people and their language. 

	*  Swahili language is thought to be an old language, with its earliest authors writing about having used it as far back as the second century A.D. The oldest surviving documents written in Swahili date back to the early part of the 18th century.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa_portland&amp;rev=1231276269">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-06T13:11:09-07:00</dc:date>
        <title>east_africa_portland</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa_portland&amp;rev=1231276269</link>
        <description>The Portland metropolitan area has seen an explosion in the immigration of foreign born populations in the region.  Portland saw a 108% increase from 1990 - 2000 in the foreign-born population. The foreign-born account for 13% of Portland's total population.  While the data on immigration statistics in the metro area are scarce and at best outdated, some general information can be ascertained.  According to the 2000 census, Latin Americans make up the largest portion of the foreign born groups i…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa_resources&amp;rev=1204254485">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-28T19:08:05-07:00</dc:date>
        <title>east_africa_resources</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa_resources&amp;rev=1204254485</link>
        <description>Resources located in Oregon

African Women's Coalition contact info: eello-hart@lcsnw.org

Africa Bridge contact info: africabridge@yahoo.com &lt;http://www.africabridge.org/&gt;

Africa House 10301 NE Glisan St Portland, OR 97220

African Community Center of Oregon &lt;http://www.irco.org&gt;</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=east_africa_treatment&amp;rev=1231276326">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-06T13:12:06-07:00</dc:date>
        <title>east_africa_treatment</title>
        <link>http://www.multicsd.org/doku.php?id=east_africa_treatment&amp;rev=1231276326</link>
        <description>Speech and Language Disorders in Uganda 

	*  Half the population with disabilities (10% of the total population of 26 million) have communication or feeding disorders 

	*  Brain lesions (caused mostly by road traffic accidents and violence), strokes, brain tumors, cancer, AIDS, and psychological trauma cause SL disorders in another estimated 3% of the population.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=economy&amp;rev=1268591370">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-14T11:29:30-07:00</dc:date>
        <title>economy</title>
        <link>http://www.multicsd.org/doku.php?id=economy&amp;rev=1268591370</link>
        <description>Ancient History

[Copan ruins, Honduras. From http://www.earthoria.com/wp-content/uploads/2008/12/copan_ruins_honduras.jpg
]

The first settlers in Honduras arrived by about 10,000 B.C., and are hypothesized to have been hunters and gatherers, traveling through the region on their way to South America. Because of its position at the center of the Americas, Honduras was a crossroads for indigenous cultures during pre-Columbian times. At some point between 3000 and 1000 B.C., the region was popula…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=education&amp;rev=1237309391">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:03:11-07:00</dc:date>
        <title>education</title>
        <link>http://www.multicsd.org/doku.php?id=education&amp;rev=1237309391</link>
        <description>The great majority of Italians entering the United States speak English. Throughout all branches of the Italian educational system, English is typically introduced as a mandatory foreign language.  It is important to keep in mind that conversational and school proficient language skills  of many Italians entering the US might lag slightly behind their academic proficiency (CALP) in the language, since much of what is learned in the classroom pertains to the latter. As a result of high English pr…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=education_and_important_information_for_the_slp&amp;rev=1237224464">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T10:27:44-07:00</dc:date>
        <title>education_and_important_information_for_the_slp</title>
        <link>http://www.multicsd.org/doku.php?id=education_and_important_information_for_the_slp&amp;rev=1237224464</link>
        <description>The great majority of Italians entering the United States speak English. Throughout all branches of the Italian educational system, English is typically introduced as a mandatory foreign language.  It is important to keep in mind that conversational and school proficient language skills  of many Italians entering the US might lag slightly behind their academic proficiency (CALP) in the language, since much of what is learned in the classroom pertains to the latter. As a result of high English pr…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=education_of_italian-americans&amp;rev=1236289646">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-05T13:47:26-07:00</dc:date>
        <title>education_of_italian-americans</title>
        <link>http://www.multicsd.org/doku.php?id=education_of_italian-americans&amp;rev=1236289646</link>
        <description>The great majority of Italians entering the United States speak English. Throughout all branches of the Italian educational system, Italian is typically introduced as a mandatory foreign language. 

It is important to keep in mind that conversational and school proficient language skills  of many Italians entering the US might lag slightly behind their academic proficiency (CALP) in the language, since much of what is learned in the classroom pertains to the latter. As a result of high English p…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=education_policy&amp;rev=1272473270">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-28T09:47:50-07:00</dc:date>
        <title>education_policy</title>
        <link>http://www.multicsd.org/doku.php?id=education_policy&amp;rev=1272473270</link>
        <description>Introduction

During the 2003-2004 school year, the National Center for Education Statistics reports, US public schools provided education services to 3.8 million students classified as “English Language Learners” (ELL). This number represents 11% of the population of all public school students nationwide. California led the country with 26% of students classified as ELL. Texas followed with 16%. In 2001, 8% of Oregon's students were ELL.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=education_system_in_ukraine&amp;rev=1230863641">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-01T18:34:01-07:00</dc:date>
        <title>education_system_in_ukraine</title>
        <link>http://www.multicsd.org/doku.php?id=education_system_in_ukraine&amp;rev=1230863641</link>
        <description>School education

 All children 7 to 15 years old attend the nine year compulsory school. If parents so wish, the child may start from the age of six. Options after the comprehensive school are upper secondary school or vocational education. Upper secondary school: 2-year general school leading to the Matriculation Examination, giving successful students access to university and other higher education schools. The present vocational education system covers both general secondary and vocational p…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=el_salvador&amp;rev=1271261064">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:04:24-07:00</dc:date>
        <title>el_salvador</title>
        <link>http://www.multicsd.org/doku.php?id=el_salvador&amp;rev=1271261064</link>
        <description>Spanish Conquest and Political Struggle

 El Salvador’s turbulent history begins with the Spanish acquisition of the land occupied by the Pipil tribe in the nineteenth century.  Agriculture had always been a large part of this tribe’s culture, and when the Spanish distributed large portions of land to a select few, the rest were required to work it under poor conditions.  The land would continue to play a significant role throughout the history of the country, as the economy highly revolved …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=ethiopia&amp;rev=1268954402">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T16:20:02-07:00</dc:date>
        <title>ethiopia</title>
        <link>http://www.multicsd.org/doku.php?id=ethiopia&amp;rev=1268954402</link>
        <description>[{{ethiopiamap.jpg|] Ethiopia is located in East Africa and comprises what is known as the Horn of Africa. It is the tenth largest country in Africa, with a central plateau, known as the highlands, that is surrounded by lower elevation desert. The central plateau is divided down the middle by the Great Rift Valley, where archeological digs have revealed evidence of early hominids. The temperature varies greatly depending on the altitude, with the low-elevation deserts reaching up to 120 degrees …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=europe&amp;rev=1236305789">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-05T18:16:29-07:00</dc:date>
        <title>europe</title>
        <link>http://www.multicsd.org/doku.php?id=europe&amp;rev=1236305789</link>
        <description>Armenia

Bosnia

Croatia

Germany

Italy

Poland

Russia

Serbia

Ukraine</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=evangelical_fundamentalism&amp;rev=1231985958">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-14T18:19:18-07:00</dc:date>
        <title>evangelical_fundamentalism</title>
        <link>http://www.multicsd.org/doku.php?id=evangelical_fundamentalism&amp;rev=1231985958</link>
        <description>Evangelical

 	 FUNCTION: adjective;  DEFINITION: 1) of, relating to, or being in agreement with the Christian gospel especially as it is presented in the four Gospels; 2) Protestant; 3) emphasizing salvation by faith in the atoning death of Jesus Christ through personal conversion, the authority of Scripture, and the importance of preaching as contrasted with ritual; 4 a) capitalized: of or relating to the Evangelical Church in Germany;  b) often capitalized: of, adhering to, or marked by funda…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=factors_influencing_speech_and_language_development_for_bilingual_children&amp;rev=1237359793">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-18T00:03:13-07:00</dc:date>
        <title>factors_influencing_speech_and_language_development_for_bilingual_children</title>
        <link>http://www.multicsd.org/doku.php?id=factors_influencing_speech_and_language_development_for_bilingual_children&amp;rev=1237359793</link>
        <description>Below are a list of general factors which are frequently discussed in research as being influential to the bilingual child's language development and socialization.  The factors described below include environmental factors, cultural factors, and those factors that are unique to the child.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=faqs&amp;rev=1204508740">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-02T17:45:40-07:00</dc:date>
        <title>faqs</title>
        <link>http://www.multicsd.org/doku.php?id=faqs&amp;rev=1204508740</link>
        <description>More information to be added soon...</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=frequently_used_terminology&amp;rev=1237359818">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-18T00:03:38-07:00</dc:date>
        <title>frequently_used_terminology</title>
        <link>http://www.multicsd.org/doku.php?id=frequently_used_terminology&amp;rev=1237359818</link>
        <description>Definitions Regarding Bilingual and Bicultural Individuals

Language Proficiency

Language proficiency refers to the skill or ability of an individual to perform in a particular language or linguistic code.  Kohnert  expresses that as a noun, the term “proficiency” requires the use of a descriptive modifier to convey its full meaning.  For example, high proficiency or minimal proficiency can be used to describe one's level of fluency or performance in a language.  Proficiency could be define…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=front_page&amp;rev=1203021745">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:25-07:00</dc:date>
        <title>front_page</title>
        <link>http://www.multicsd.org/doku.php?id=front_page&amp;rev=1203021745</link>
        <description>Search this site by 

	*  Ethnic Group
	*  Language
	*  Geographic Region
	*  Cultural Topic</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=gender_roles&amp;rev=1236686099">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-10T04:54:59-07:00</dc:date>
        <title>gender_roles</title>
        <link>http://www.multicsd.org/doku.php?id=gender_roles&amp;rev=1236686099</link>
        <description>Within the field of speech-language pathology, the topic of gender is often relegated to discussions of disorder prevalence. For example, males are disproportionately affected by communication disorders. Males are more likely to experience autism spectrum disorders, hearing loss, language disorders, traumatic brain injuries, stuttering, and voice issues. And while most clients are males (approx. 3 to 1), 95% of clinicians are women.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=generational_poverty&amp;rev=1271264092">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:54:52-07:00</dc:date>
        <title>generational_poverty</title>
        <link>http://www.multicsd.org/doku.php?id=generational_poverty&amp;rev=1271264092</link>
        <description>“There is nothing new about poverty.  What is new is that we now have the techniques and the resources to get rid of poverty. The real question is whether we have the will.”
      ~Dr. Martin Luther King, Jr., March 31, 1968
As in all other pages of this website, the information here about poverty only accounts for general trends as discovered by research. All economically poor people do not fit the following descriptions and therefore when working with these people, professionals should not…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=geographic_region&amp;rev=1268552496">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-13T23:41:36-07:00</dc:date>
        <title>geographic_region</title>
        <link>http://www.multicsd.org/doku.php?id=geographic_region&amp;rev=1268552496</link>
        <description>[Array] Africa

[Array] Asia

[Array] Europe

[Array] North America

[Array] Oceania

[Array] South America</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=german&amp;rev=1267332796">
        <dc:format>text/html</dc:format>
        <dc:date>2010-02-27T20:53:16-07:00</dc:date>
        <title>german</title>
        <link>http://www.multicsd.org/doku.php?id=german&amp;rev=1267332796</link>
        <description>For information about German immigration history, culture and demographics, please link to the Germany page.



 Official language of Germany and Austria and one of the official languages of Switzerland, used by more than 100 million speakers. It belongs to the West Germanic group of the Germanic languages.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=germany&amp;rev=1271258505">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T08:21:45-07:00</dc:date>
        <title>germany</title>
        <link>http://www.multicsd.org/doku.php?id=germany&amp;rev=1271258505</link>
        <description>German Americans are citizens of the United States of German cultural or linguistic ancestry. The first significant numbers arrived in the 1680s in New York and Pennsylvania. Some eight million German immigrants have entered the United States since then.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=ghana&amp;rev=1268973681">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T21:41:21-07:00</dc:date>
        <title>ghana</title>
        <link>http://www.multicsd.org/doku.php?id=ghana&amp;rev=1268973681</link>
        <description>Ghana is 238,538 sq. km. (92,100 sq. mi.) which relationally is just about the square mileage of Oregon.  Several of the larger cities include the capital Accra (metropolitan area pop. 3 million est.), Kumasi (1 million est.), Tema (500,000 est.), and Sekondi-Takoradi (370,000 est.). The terrain consists of plains and scrubland, rainforest, savanna. The climate is tropical.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=glbtiq&amp;rev=1266718666">
        <dc:format>text/html</dc:format>
        <dc:date>2010-02-20T18:17:46-07:00</dc:date>
        <title>glbtiq</title>
        <link>http://www.multicsd.org/doku.php?id=glbtiq&amp;rev=1266718666</link>
        <description>Student Contributors

Jeff Gierer, Lucy J. Hinds, &amp; Mago Weston | Winter 2010</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=glbtq&amp;rev=1267728720">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-04T10:52:00-07:00</dc:date>
        <title>glbtq</title>
        <link>http://www.multicsd.org/doku.php?id=glbtq&amp;rev=1267728720</link>
        <description>Population Background Information

According to the Gay and Lesbian Medical Association's Guidelines For Care of Lesbian, Gay, Bisexual, and Transgender Patients , studies show that lesbian, gay, bisexual, transgender, queer and/or questioning (LGBTQ) populations, in addition to having the same basic health needs as the general population, experience health disparities and barriers related to sexual orientation and/or gender identity or expression. Many avoid or delay appropriate care because of…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=guatemala&amp;rev=1236835383">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-11T22:23:03-07:00</dc:date>
        <title>guatemala</title>
        <link>http://www.multicsd.org/doku.php?id=guatemala&amp;rev=1236835383</link>
        <description>Ancient History

 This information was paraphrased from Bernhardson, Wayne (1995). Moon Handbooks: Guatemala. Avalon Travel Publishing: Emeryville, CA. 1-48:

The Mayan civilization reached its peak from 100-900 A.D., which is referred to by scholars as the Classic Period. Agricultural advances and subsequent surpluses provided the foundation for the rise of the Mayan Empire. At its height, the Mayan Empire had enormous citystates with soaring temples and sprawling acropolises.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=haiti&amp;rev=1271261485">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:11:25-07:00</dc:date>
        <title>haiti</title>
        <link>http://www.multicsd.org/doku.php?id=haiti&amp;rev=1271261485</link>
        <description>Earthquake Relief

Where to donate

History

Political History

Colonialism to Independence

 Prior to 1492, Hispaniola (the island now shared by Haiti and The Dominican Republic) was the home of the Taino/Arawak people. Beginning with Columbus's arrival and lasting into the seventeenth century, Hispaniola was a Spanish colony. During Spanish control, the natives were nearly eliminated and Africans were brought to the island as slaves. In the seventeenth century, the French settled on the wester…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=hindi&amp;rev=1268347522">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T14:45:22-07:00</dc:date>
        <title>hindi</title>
        <link>http://www.multicsd.org/doku.php?id=hindi&amp;rev=1268347522</link>
        <description>Hindi is the official language of India, boasting more than 500 million native speakers, and as many as 800 million individuals who understand the language worldwide.  Hindi currently ranks second behind Mandarin Chinese in terms of global number of speakers .</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=hinduism&amp;rev=1231986199">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-14T18:23:19-07:00</dc:date>
        <title>hinduism</title>
        <link>http://www.multicsd.org/doku.php?id=hinduism&amp;rev=1231986199</link>
        <description>PLEASE NOTE: This article is a work in progress. Individuals interested in the Hindu religion as it relates to health care issues may find the following articles useful.  

Future PSU students may wish to expand upon this reference as it relates to specific cultures and communication disorder and other health issues.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=history_of_honduras&amp;rev=1268974092">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T21:48:12-07:00</dc:date>
        <title>history_of_honduras</title>
        <link>http://www.multicsd.org/doku.php?id=history_of_honduras&amp;rev=1268974092</link>
        <description>The information included below is from The Moon Handbook.

Ancient History

 [Copan ruins, Honduras. From http://www.earthoria.com/wp-content/uploads/2008/12/copan_ruins_honduras.jpg]

The first settlers in Honduras arrived by about 10,000 B.C., and are hypothesized to have been hunters and gatherers, traveling through the region on their way to South America. Because of its position at the center of the Americas, Honduras was a crossroads for indigenous cultures during pre-Columbian times. At s…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=history_of_immigration&amp;rev=1237309242">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:00:42-07:00</dc:date>
        <title>history_of_immigration</title>
        <link>http://www.multicsd.org/doku.php?id=history_of_immigration&amp;rev=1237309242</link>
        <description>Italians have a long history of migrating to foreign countries as a way of coping with poverty and dislocation. More Italians have migrated to the United States than any other Europeans. Poverty, overpopulation, and natural disaster all spurred Italian emigration.1 During the mass emigration from Italy during the century between 1876 to 1976, the U.S. was the largest single recipient of Italian immigrants in the world. However, their impact was not as great as countries like Argentina and Brazil…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=honduras&amp;rev=1268974426">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T21:53:46-07:00</dc:date>
        <title>honduras</title>
        <link>http://www.multicsd.org/doku.php?id=honduras&amp;rev=1268974426</link>
        <description>For extensive information about the history of Honduras, click here.

 Honduras is an extremely poor nation with an annual income per capita of US$1,330 in 2007. 59 percent of the population lives below the poverty line with 35 percent living in extreme poverty (unable to meet basic needs). Economic development in Honduras is characterized by bright ideas and fond hopes created with the realities of the country's difficult circumstances in the world economy and ineffective, corrupt leadership.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=hongkong&amp;rev=1268345090">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T14:04:50-07:00</dc:date>
        <title>hongkong</title>
        <link>http://www.multicsd.org/doku.php?id=hongkong&amp;rev=1268345090</link>
        <description>▪ Hong Kong is one of the two special administrative regions (SARs) of the People's Republic of China, along with Macau  

▪ Hong Kong was a Crown colony of the United Kingdom from 1842 until the transfer of sovereignty to the People's Republic of China in 1997. Under the policy of “one country, two systems”, the People's Republic of China is responsible for the territory's defense and foreign diplomacy, while Hong Kong maintains its own legal system, monetary system, customs policy, cul…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=immigration&amp;rev=1205434647">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-13T11:57:27-07:00</dc:date>
        <title>immigration</title>
        <link>http://www.multicsd.org/doku.php?id=immigration&amp;rev=1205434647</link>
        <description>Reasons for immigration to the USA

There are many reason people have moved to Oregon from China.  During the gold rush, many people from China immigrated to the West Coast for a chance to gain wealth. It was common 30 years ago for people to leave to escape communism.  Immigrants moved to Oregon because it is the part of the United States that is closest to China.  Today, many people move to Oregon from China because there are already established Chinese communities here. Some other reasons may…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=implications_for_the_slp&amp;rev=1237224851">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T10:34:11-07:00</dc:date>
        <title>implications_for_the_slp</title>
        <link>http://www.multicsd.org/doku.php?id=implications_for_the_slp&amp;rev=1237224851</link>
        <description>Clinical Implications for the SLP

Immigration:

 Italians have been immigrating to the United States since the 1800’s for a variety of reasons, mainly due to poverty and dislocation. Mass emigration of Italians occurred between 1876-1976.1

	*  Additional information History of Immigration</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=implications_for_the_slp_in_oregon&amp;rev=1205434091">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-13T11:48:11-07:00</dc:date>
        <title>implications_for_the_slp_in_oregon</title>
        <link>http://www.multicsd.org/doku.php?id=implications_for_the_slp_in_oregon&amp;rev=1205434091</link>
        <description>Tips and Suggestions

 After interviewing a first generation Chinese-American, the following suggestions were made for interacting with people from the Chinese culture.  Its important to note that this is one person's opinion, and cannot be assumed to represent all individuals from China.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=implications_for_the_slp_with_aging_clients&amp;rev=1237725453">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-22T05:37:33-07:00</dc:date>
        <title>implications_for_the_slp_with_aging_clients</title>
        <link>http://www.multicsd.org/doku.php?id=implications_for_the_slp_with_aging_clients&amp;rev=1237725453</link>
        <description>Universally, older people are faced with the challenge of continuing to find balance and meaning in their lives, as they continue to change and evolve. For different populations of older adults, this can take shape in different ways. Ultimately, in a clinical setting, it is important to consider motivations of one's older client.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=india&amp;rev=1270483719">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-05T09:08:39-07:00</dc:date>
        <title>india</title>
        <link>http://www.multicsd.org/doku.php?id=india&amp;rev=1270483719</link>
        <description>India is a culturally complex country comprised of a diverse array of languages, beliefs and social structures.  It is the 7th largest country by geographical area, the second largest by population, and boasts 23 official languages, divided into two major linguistic families.  Nearly 70% of the population of India lives in economically depressed rural areas, with the major urban centers being more westernized in social structure and cultural beliefs.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=intergenerational_relationships&amp;rev=1237725489">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-22T05:38:09-07:00</dc:date>
        <title>intergenerational_relationships</title>
        <link>http://www.multicsd.org/doku.php?id=intergenerational_relationships&amp;rev=1237725489</link>
        <description>Where Do Older Adults Live?

Aging in Place (Living at Home)

 Older adults may live with a spouse or partner, by themselves, or with their adult children in an apartment, condominium, or house. Staying in the same home as daily or medical needs increase over time is called “aging in place.”   Those who need assistance may receive care from family members or friends, from hired providers who come into the home, or by attending day programs outside the home.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=international_adoption&amp;rev=1272471881">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-28T09:24:41-07:00</dc:date>
        <title>international_adoption</title>
        <link>http://www.multicsd.org/doku.php?id=international_adoption&amp;rev=1272471881</link>
        <description>International adoption is becoming increasingly common in English speaking countries. In 2005 there were 22,710 children internationally adopted into the United States.  This was a 180% increase in the number of internationally adopted children from 1989-2005.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=intervention&amp;rev=1272469799">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-28T08:49:59-07:00</dc:date>
        <title>intervention</title>
        <link>http://www.multicsd.org/doku.php?id=intervention&amp;rev=1272469799</link>
        <description>ASHA  identifies knowledge needed by SLPs to provide culturally and linguistically appropriate services. The official statement pertaining to providing services to individuals that speak a language in which the clinician is not proficient is as follows.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=iran&amp;rev=1270485228">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-05T09:33:48-07:00</dc:date>
        <title>iran</title>
        <link>http://www.multicsd.org/doku.php?id=iran&amp;rev=1270485228</link>
        <description>With over 70 million people, Iran is one of the most populous and diverse countries in the Middle East.  The primary ethnicities include Persian 51%, Azeri 24%, Gilaki and Mazandarani 8%, Kurd 7% and Arab 3%.

Iran is located in the Middle East, bounded by Turkmenistan and the Caspian Sea, Afghanistan, Pakistan, the Persian Gulf, the Gulf of Oman, Iraq and Turkey. The centre and east of the country is largely barren desert with mountainous regions in the west. Tehran, the capital, is essentially…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=islam&amp;rev=1267406064">
        <dc:format>text/html</dc:format>
        <dc:date>2010-02-28T17:14:24-07:00</dc:date>
        <title>islam</title>
        <link>http://www.multicsd.org/doku.php?id=islam&amp;rev=1267406064</link>
        <description>PLEASE NOTE: This article is a work in progress. Individuals interested in the Muslim religion as it relates to health care issues may find the following articles useful.

 Future PSU students may wish to expand upon this reference as it relates to specific cultures and communication disorder and other health issues.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=italian&amp;rev=1237222555">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T09:55:55-07:00</dc:date>
        <title>italian</title>
        <link>http://www.multicsd.org/doku.php?id=italian&amp;rev=1237222555</link>
        <description>See Italian Language Page:

Italian Language</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=italian_culture&amp;rev=1237309329">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:02:09-07:00</dc:date>
        <title>italian_culture</title>
        <link>http://www.multicsd.org/doku.php?id=italian_culture&amp;rev=1237309329</link>
        <description>More than 90 percent of Italy’s population is Roman Catholic.  About 95 percent of Italians are baptized.  The church’s role in Italy has declined over the last 50 years.  Civil divorce was introduced in 1970, and abortion was legalized in 1978.   In 1985, Roman Catholicism was officially removed as the country’s official state religion.  At this time, mandatory religious instruction in the public schools was also abolished.  	 Religious minorities in this country include Methodist, Baptis…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=italian_language&amp;rev=1237309351">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:02:31-07:00</dc:date>
        <title>italian_language</title>
        <link>http://www.multicsd.org/doku.php?id=italian_language&amp;rev=1237309351</link>
        <description>Italian (italiano, or lingua italiana) is a Romance language spoken by about 63 million people as a first language, primarily in Italy. In Switzerland, Italian is one of four official languages. It is also the official language of San Marino, as well as the primary language of the Vatican City. Standard Italian, adopted by the state after the unification of Italy, is based on Tuscan (in particular on the dialects of the cities of Florence, Pisa and Siena) and is somewhat intermediate between the…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=italians_in_the_northwest&amp;rev=1237309310">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:01:50-07:00</dc:date>
        <title>italians_in_the_northwest</title>
        <link>http://www.multicsd.org/doku.php?id=italians_in_the_northwest&amp;rev=1237309310</link>
        <description>According to the American Community Survey there were 3,383 Italian speaking citiziens in Oregon above the age of 5 in 2005.  

Languages Spoken In Oregon

	*  English 	2,869,724 	86.09%
	*  All languages other than English combined   463,398 13.90%</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=italy&amp;rev=1237225269">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T10:41:09-07:00</dc:date>
        <title>italy</title>
        <link>http://www.multicsd.org/doku.php?id=italy&amp;rev=1237225269</link>
        <description>History of Immigration 8

Demographics of Italy 10

Present Italian-American Population 12

 Italians in the Northwest  14

 Italian Culture 11

 Italian Language  9

Education 13

References and Additional Resources  

 

Clinical Implications for the SLP

Immigration:

 Italians have been immigrating to the United States since the 1800’s for a variety of reasons, mainly due to poverty and dislocation. Mass emigration of Italians occurred between 1876-1976.1</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=japanese&amp;rev=1270484171">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-05T09:16:11-07:00</dc:date>
        <title>japanese</title>
        <link>http://www.multicsd.org/doku.php?id=japanese&amp;rev=1270484171</link>
        <description>Immigration

People from Japan began migrating to the U.S. in significant numbers following the political, cultural, and social changes stemming from the 1868 Meiji Restoration. Particularly after the Chinese Exclusion Act of 1882, Japanese immigrants were sought by industrialists to replace the Chinese immigrants. In 1907, the “Gentlemen's Agreement” between the governments of Japan and the U.S. ended immigration of Japanese workers (i.e., men), but permitted the immigration of spouses of J…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=kenya&amp;rev=1231275808">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-06T13:03:28-07:00</dc:date>
        <title>kenya</title>
        <link>http://www.multicsd.org/doku.php?id=kenya&amp;rev=1231275808</link>
        <description>The Republic of Kenya is bordered by Ethiopia to the north, Somalia to the east, Tanzania to the south, and Uganda to the west.

Kenya is a presidential representative democratic republic.  The President of Kenya is both head of state and head of government, and of a pluriform multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly. The Judiciary is independent of the executive and the legislature. The last …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=khmer&amp;rev=1268453049">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-12T20:04:09-07:00</dc:date>
        <title>khmer</title>
        <link>http://www.multicsd.org/doku.php?id=khmer&amp;rev=1268453049</link>
        <description>Who are the Khmer?

 Khmers are descendants of the Angkor Empire that extended over much of Southeast Asia during the 10th and 13th centuries. Ninety percent of the population of Cambodia consider themselves to be Khmer as do minorities in neighboring countries such as Thailand, Vietnam, and Laos.  The Khmer language is the official language of Cambodia.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=korean&amp;rev=1268341328">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T13:02:08-07:00</dc:date>
        <title>korean</title>
        <link>http://www.multicsd.org/doku.php?id=korean&amp;rev=1268341328</link>
        <description>Homepage of South Korea

Korean is the official language of North and South Korea as well as the Yanbian Korean Autonomous Prefecture in Jilin province, in the northeastern part of China. There are about 80 million Korean speakers in the world, including in North and South Korea and in expatriate communities across the world, like Australia, Brazil, Canada, China, Japan, United States, post-Soviet countries, and also Philippines.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=language&amp;rev=1269019160">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T10:19:20-07:00</dc:date>
        <title>language</title>
        <link>http://www.multicsd.org/doku.php?id=language&amp;rev=1269019160</link>
        <description>*  Acholi (Northern Uganda and Sudan)

	*  Af Maay/Maay (Somali Bantu)

	*  African American Vernacular English

	*  American Sign Language (ASL)

	*  Amharic (Ethiopia)

	*  Arabic

	*  Armenian (Armenia)

	*  Bantu

	*  Bosnian

	*  Cantonese (Hong Kong and China)</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=language_and_its_components&amp;rev=1205191718">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-10T16:28:38-07:00</dc:date>
        <title>language_and_its_components</title>
        <link>http://www.multicsd.org/doku.php?id=language_and_its_components&amp;rev=1205191718</link>
        <description>The following is a list of common languages and dialects in China:

	*  Standard Chinese or Mandarin (Putonghua, based on the Beijing dialect), 
	*  Yue (Cantonese )
	*  Wu (Shanghainese)
	*  Minbei (Fuzhou)
	*  Minnan (Hokkien-Taiwanese)
	*  Xiang
	*  Gan
	*  Hakka Dialects
	*  and multiple minority langauges</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=language_samples&amp;rev=1205735914">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-16T23:38:34-07:00</dc:date>
        <title>language_samples</title>
        <link>http://www.multicsd.org/doku.php?id=language_samples&amp;rev=1205735914</link>
        <description>Language Sample Elicitation

	*  Take in consideration the child's culture. For example, a Hispanic child might not consider him or herself an equal partner in conversation with an adult.

	*  If possible take at least 3 language samples in different contexts (clinician-child, peer-child and parent-child).

	*  Use a variety of elicitation procedures, such as, narration, description, interpretation, etc.

	*  A free-play or conversational format is the least demanding.

	*  A story-retelling mig…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=languages_of_ukraine&amp;rev=1230863340">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-01T18:29:00-07:00</dc:date>
        <title>languages_of_ukraine</title>
        <link>http://www.multicsd.org/doku.php?id=languages_of_ukraine&amp;rev=1230863340</link>
        <description>*   Ukrainian is the official language of Ukraine although Russian is still widely spoken throughout the country
	*   There is a policy in place attempting to establish the Ukrainian language more extensively and eventually create a state where Ukrainian is the only language
	*   In a census 67.5% declared Ukrainian as their native language,  29.6% declared Russian as their native language
	*   Crimean Tartar language is spoken by approximately 12% of the population 
	*   The Ukrainian governmen…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=lesbian_gay_bisexual_transsexual_queer_questioning_populations&amp;rev=1268419933">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-12T10:52:13-07:00</dc:date>
        <title>lesbian_gay_bisexual_transsexual_queer_questioning_populations</title>
        <link>http://www.multicsd.org/doku.php?id=lesbian_gay_bisexual_transsexual_queer_questioning_populations&amp;rev=1268419933</link>
        <description>Population Background Information

According to the Gay and Lesbian Medical Association's Guidelines For Care of Lesbian, Gay, Bisexual, and Transgender Patients , studies show that lesbian, gay, bisexual, transgender, queer and/or questioning (LGBTQ) populations, in addition to having the same basic health needs as the general population, experience health disparities and barriers related to sexual orientation and/or gender identity or expression. Many avoid or delay appropriate care because of…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=linguistic_features_of_spanish&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>linguistic_features_of_spanish</title>
        <link>http://www.multicsd.org/doku.php?id=linguistic_features_of_spanish&amp;rev=1203021746</link>
        <description>*Note:  A “Standard” dialect of Latin American Spanish does not really exist.  However, according to Goldstein  describing such a system makes it easier to discuss how dialects differ from one another.

Table of consonant phonemes
                Bilabial       Labiodental	 Dental        Alveolar     Post-Alveolar   Palatal      Velar   Plosives	 p, b		                t, d	                                                  k, g    Nasals	 m                                           n	        …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=literacy_for_u.s._and_other_cultures&amp;rev=1269030827">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T13:33:47-07:00</dc:date>
        <title>literacy_for_u.s._and_other_cultures</title>
        <link>http://www.multicsd.org/doku.php?id=literacy_for_u.s._and_other_cultures&amp;rev=1269030827</link>
        <description>This section of the Multicultural Topics in CSD site is dedicated to literacy development in bilingual Spanish-speaking students in a monolingual educational setting. The target age group is early intervention and school-age (0-18 years) children. Although this section of the website discusses literacy in regard to Spanish-speakers learning English and literacy skills, it leaves the door open for others in the future to add additional information on various bilingual groups seen in school settin…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=mayan&amp;rev=1268350947">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T15:42:27-07:00</dc:date>
        <title>mayan</title>
        <link>http://www.multicsd.org/doku.php?id=mayan&amp;rev=1268350947</link>
        <description>Note: Because the Maya population resides throughout various parts of Central America, it is recommended that readers also review the web pages on Guatemala and Mexico.  


 

The Mayan language is thought to be a descendant of the protolanguage called Proto-Mayan dating back to 7000 years ago in the Cuchumantes highlands of Guatemala. Around 2200 BC, the Huastecan branch split from the rest of the Mayan community and moved to the Gulf Coast. The Yucatecan and Ch’olan branches then split from …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=mexican_spanish&amp;rev=1231384269">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-07T19:11:09-07:00</dc:date>
        <title>mexican_spanish</title>
        <link>http://www.multicsd.org/doku.php?id=mexican_spanish&amp;rev=1231384269</link>
        <description>There are many regional dialects within Mexico itself. Below is  Goldstein's “Standard” version of Mexican Spanish according to Goldstein. It's important to remember that not all speakers of a dialect will present with all features of the dialect, and that features may manifest themselves in different ways. Mexican Spanish is the most prevalent dialect of Spanish spoken in the United States.  The dialect of Mexican-Americans living in the US may differ from “Mexican Spanish” due to the e…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=mexico&amp;rev=1271261566">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:12:46-07:00</dc:date>
        <title>mexico</title>
        <link>http://www.multicsd.org/doku.php?id=mexico&amp;rev=1271261566</link>
        <description>“The United Mexican States (Spanish: Estados Unidos Mexicanos), or simply Mexico (Spanish: México), is a country located in North America, bounded on the north by the United States; on the south and west by the North Pacific Ocean; on the southeast by Guatemala, Belize, and the Caribbean Sea; and on the east by the Gulf of Mexico. The “United Mexican States conform a constitutional republican federation of thirty-one states and a federal district, Mexico City, one of the most populous citie…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=middle_east&amp;rev=1267039410">
        <dc:format>text/html</dc:format>
        <dc:date>2010-02-24T11:23:30-07:00</dc:date>
        <title>middle_east</title>
        <link>http://www.multicsd.org/doku.php?id=middle_east&amp;rev=1267039410</link>
        <description>[Array] Afghanistan

Iran

Saudi Arabia</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=motivation_in_aging&amp;rev=1235837921">
        <dc:format>text/html</dc:format>
        <dc:date>2009-02-28T08:18:41-07:00</dc:date>
        <title>motivation_in_aging</title>
        <link>http://www.multicsd.org/doku.php?id=motivation_in_aging&amp;rev=1235837921</link>
        <description>What is motivating to elders?

The following section will be discussing and comparing responses from elder participants from two countries which fall into two cultural categories: collectivist and individualist. This and following sections will refer to collective and individual culture in general as it may relate to how elders are viewed or how they view themselves. For more general information about collectivist and individualist cultures, click here.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=native_american&amp;rev=1271262571">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:29:31-07:00</dc:date>
        <title>native_american</title>
        <link>http://www.multicsd.org/doku.php?id=native_american&amp;rev=1271262571</link>
        <description>[Pendleton Roundup, Oregon, 1922]  This page is intended to serve as a resource to speech-language pathologists and students who may be working with Native American individuals. The purpose of this page is to provide general background information about Native American culture and history and to link to other pages containing more detailed information about specific tribes/confederations, native languages, and assessment/treatment considerations. Currently, only Oregon tribes are linked to; in t…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=native_american_slp&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>native_american_slp</title>
        <link>http://www.multicsd.org/doku.php?id=native_american_slp&amp;rev=1203021746</link>
        <description>When working with Native Americans, it is important to learn and consider cultural differences between you, the clinician, and the family. The lack of knowledge of cultural values, beliefs, and communication styles has led to the over-diagnosis or under-diagnosis of disorders, inappropriate goal setting, and the exclusion of people who have much influence over the client’s life. The following points contain some information that may help you, the clinician, to better understand Native American…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=native_english_speakers_learning_2nd_languages&amp;rev=1276155609">
        <dc:format>text/html</dc:format>
        <dc:date>2010-06-10T00:40:09-07:00</dc:date>
        <title>native_english_speakers_learning_2nd_languages</title>
        <link>http://www.multicsd.org/doku.php?id=native_english_speakers_learning_2nd_languages&amp;rev=1276155609</link>
        <description>Motivation for Learning 2nd Language

There are many reasons why children who are native English speakers begin learning a second language. The list below is not exhaustive, but can be used for some prominent reasons. 

	*  Parents believe children will have better success as adults if they are fluent in more than just English. 
		*  They themselves are able to speak multiple languages or have family members who speak a language other than English. 
		* A third situation may include children who…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=navigation&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>navigation</title>
        <link>http://www.multicsd.org/doku.php?id=navigation&amp;rev=1203021746</link>
        <description>*  Geographic Region

	*  Language
		* American Sign Language

	*  Ethnic Group

	*  Cultural Topic
		* Deaf Culture</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=nigeria&amp;rev=1268340982">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T12:56:22-07:00</dc:date>
        <title>nigeria</title>
        <link>http://www.multicsd.org/doku.php?id=nigeria&amp;rev=1268340982</link>
        <description>[.5]



The Federal Republic of Nigeria, commonly known as Nigeria, is located on the Gulf of Guinea in Western Africa and encompasses 923,768 square kilometers, or 356,669 square miles.  That’s approximately twice the size of California.  The name “Nigeria” orginated from a combination of the words Niger, for the Niger River and area.  It is Africa’s most populous country and the eighth most populous in the world, consisting of over 146 million residents.  It is also a very diverse coun…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=north_america&amp;rev=1268339097">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T12:24:57-07:00</dc:date>
        <title>north_america</title>
        <link>http://www.multicsd.org/doku.php?id=north_america&amp;rev=1268339097</link>
        <description>Cuba

El Salvador

Guatemala

Haiti

Honduras

Mexico

United States</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=oceania&amp;rev=1268637080">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-15T00:11:20-07:00</dc:date>
        <title>oceania</title>
        <link>http://www.multicsd.org/doku.php?id=oceania&amp;rev=1268637080</link>
        <description>*  Commonwealth of Northern Mariana Islands (CNMI)
		*  Guam (United States island territory of)
		*  Samoa</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=peru&amp;rev=1271263031">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:37:11-07:00</dc:date>
        <title>peru</title>
        <link>http://www.multicsd.org/doku.php?id=peru&amp;rev=1271263031</link>
        <description>Early History

   

	*  The first evidence of organized village life in Peru dates to approximately 2500 BCE. 

	*  Beginning in 1430 and developing over a century, the Inca empire included a territory of nearly 1 million square kilometers, extending from  present-day Ecuador to central Chile.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=phillippines&amp;rev=1268948493">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T14:41:33-07:00</dc:date>
        <title>phillippines</title>
        <link>http://www.multicsd.org/doku.php?id=phillippines&amp;rev=1268948493</link>
        <description>The following information has been taken from: &lt;http://www.state.gov/r/pa/ei/bgn/2794.htm&gt;

Nationality: Noun--Filipino(s). Adjective--Philippine. 

Population (2005 estimate): 85.24 million; estimate for 2004: 83.9 million. 

Annual growth rate: 2.05%.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=poland&amp;rev=1271259224">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T08:33:44-07:00</dc:date>
        <title>poland</title>
        <link>http://www.multicsd.org/doku.php?id=poland&amp;rev=1271259224</link>
        <description>For more information on the Polish Language, please link to the Polish language page.

General Description of Poland

Maps of Poland

  

Official Language

Polish is the official language of Poland.  Currently, there is an estimated 37-38 million native speakers in Poland .  For specific information regarding the Polish language, please link to the Polish language page.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=polish&amp;rev=1268353222">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T16:20:22-07:00</dc:date>
        <title>polish</title>
        <link>http://www.multicsd.org/doku.php?id=polish&amp;rev=1268353222</link>
        <description>For specific information on Poland including maps, history, population and demographics within the USA, and general resources please link to the Poland page.

Speech and Language Information

Most charts and graphs on this page have been modified from Wikipedia.  For more information on the Polish language, including Polish orthography and phonology, please link to:</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=portfolio_assessment&amp;rev=1205736838">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-16T23:53:58-07:00</dc:date>
        <title>portfolio_assessment</title>
        <link>http://www.multicsd.org/doku.php?id=portfolio_assessment&amp;rev=1205736838</link>
        <description>Advantages of Portfolio Assessment

This list was presented by Kayserof her Assessment and Intervention Resource for Hispanic Children, page 71:
 


	*  Presents student's authentic work as evidence.

	*  Shows student's comparative achievement as well as individual attainment.

	*  Relies on both teacher and student input.

	*  Focuses on the process and the products of learning.

	*  It is based on multiple forms of assessment.

	*  Includes student's self-assessments, the teacher's and the co…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=portland_oregon&amp;rev=1236291537">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-05T14:18:57-07:00</dc:date>
        <title>portland_oregon</title>
        <link>http://www.multicsd.org/doku.php?id=portland_oregon&amp;rev=1236291537</link>
        <description>According to the American Community Survey there were 3,383 Italian speaking citiziens in Oregon above the age of 5 in 2005.  

Languages Spoken In Oregon

	*  English 	2,869,724 	86.09%
	*  All languages other than English combined   463,398 13.90%</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=pre-referral_process&amp;rev=1205712208">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-16T17:03:28-07:00</dc:date>
        <title>pre-referral_process</title>
        <link>http://www.multicsd.org/doku.php?id=pre-referral_process&amp;rev=1205712208</link>
        <description>Eight-Step Pre-Referral Process

	*  Is the curriculum known to be effective for linguistically culturally diverse students?  If not, adapt, supplement and develop curriculum.  If yes, the proceed. 

	*  Is the student having academic difficulty? If not, the process ends here; if yes, then proceed. 

	*  Is there evidence that the child did not learn what was taught? If not, then check within and between classroom settings, individuals, teacher perceptions and student's work samples.  If yes, th…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=present_italian-american_population&amp;rev=1237309293">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T10:01:33-07:00</dc:date>
        <title>present_italian-american_population</title>
        <link>http://www.multicsd.org/doku.php?id=present_italian-american_population&amp;rev=1237309293</link>
        <description>Demographic Population in America

 The 2000 U.S. census reports that nearly 16 million Italian American live in the U.S.  This makes up approximately 6 percent of the U.S. population.  Most of these individuals are descendents (grandchildren and great-grandchildren) of the 3.8 million native Italian immigrants who entered the U.S. between 1899 and 1924.  Some of these individuals are the relative of Italian-speaking immigrants who came traveled from Austria, Switzerland, and Latin America.  Mor…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=reasons_for_referrals&amp;rev=1205701618">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-16T14:06:58-07:00</dc:date>
        <title>reasons_for_referrals</title>
        <link>http://www.multicsd.org/doku.php?id=reasons_for_referrals&amp;rev=1205701618</link>
        <description>Demographic characteristics of Mexican American Children labeled as language impaired:

	*  Low socio-economic level. 

	*  Monolingual Spanish-speaking parents. 

	*  English-only speaking teachers and classrooms. 

	*  Academic difficulties, primarily in reading. 

	*  Comprehension difficulties. 

	*  Referral in the second through fourth grades. 

	*  Poor conversational skills. 

	*  Being bilingual or predominantly English-speaking.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=recent_history&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>recent_history</title>
        <link>http://www.multicsd.org/doku.php?id=recent_history&amp;rev=1203021746</link>
        <description>World War Two

According to &lt;http://www.infoukes.com/history/&gt; every Ukrainian family lost someone in World War II. Estimates are in the range of 10 million military and civilian casualties in the Ukraine.  This was approximately 20% of the total casualties of World War II.  Both Stalin and Hitler imposed a scorched earth policy in the Ukraine first Stalin and then Hitler ordered everything valuable in Ukraine removed or destroyed.  Buildings, railroads, crops, everything that was deemed useful …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=references&amp;rev=1236802224">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-11T13:10:24-07:00</dc:date>
        <title>references</title>
        <link>http://www.multicsd.org/doku.php?id=references&amp;rev=1236802224</link>
        <description>*  &lt;http://www.digitalhistory.uh.edu/historyonline/italian_immigration.cfm&gt;
	*  &lt;http://library.thinkquest.org/20619/Italian.html&gt;
	*  &lt;http://www.absoluteastronomy.com/topics/Italian_American&gt;
	*  &lt;http://www.whitepinepictures.com/seeds/iii/34/history2.html&gt;
	*  &lt;http://www.mla.org/census_map&amp;source=county&gt;
	*  &lt;http://encarta.msn.com/encyclopedia_761555207_2/Italy.html&gt;
	*  &lt;http://en.wikipedia.org/wiki/Italian_Americans#Religion&gt;
	*  &lt;http://www.insidetech.com/nfs/insidetech/attachment_images…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=references_and_additional_resources&amp;rev=1271258886">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T08:28:06-07:00</dc:date>
        <title>references_and_additional_resources</title>
        <link>http://www.multicsd.org/doku.php?id=references_and_additional_resources&amp;rev=1271258886</link>
        <description>*  &lt;http://www.digitalhistory.uh.edu/historyonline/italian_immigration.cfm&gt;
	*  &lt;http://library.thinkquest.org/20619/Italian.html&gt;
	*  &lt;http://www.absoluteastronomy.com/topics/Italian_American&gt;
	*  &lt;http://www.whitepinepictures.com/seeds/iii/34/history2.html&gt;
	*  &lt;http://www.mla.org/census_map&amp;source=county&gt;
	*  &lt;http://en.wikipedia.org/wiki/Italian_Americans#Religion&gt;
	*  &lt;http://www.insidetech.com/nfs/insidetech/attachment_images/0005/5950/american-flag-2a.jpg&gt;
	*  &lt;http://www.new-jersey-leisu…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=religion&amp;rev=1204490891">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-02T12:48:11-07:00</dc:date>
        <title>religion</title>
        <link>http://www.multicsd.org/doku.php?id=religion&amp;rev=1204490891</link>
        <description>* Religion as Cultural Consideration

* Evangelical Fundamentalism

* Sikhism

  * Hinduism

* Islam</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=religion_as_a_cultural_consideration&amp;rev=1271713663">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-19T14:47:43-07:00</dc:date>
        <title>religion_as_a_cultural_consideration</title>
        <link>http://www.multicsd.org/doku.php?id=religion_as_a_cultural_consideration&amp;rev=1271713663</link>
        <description>Religion is mentioned twice in ASHA’s Code of Ethics:

Principles of Ethics I: Individuals shall not discriminate in the delivery of professional services or the conduct of research and scholarly activities on the basis of race or ethnicity, gender, age, religion, national origin, sexual orientation, or disability.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=russia_culture&amp;rev=1230861540">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-01T17:59:00-07:00</dc:date>
        <title>russia_culture</title>
        <link>http://www.multicsd.org/doku.php?id=russia_culture&amp;rev=1230861540</link>
        <description>Return to Russian home page

 Russia is a diverse country with many ethnicities and cultures.  For general information about Russian-speaking people in Portland, Oregon please link to Russian speakers in Portland, Oregon

The Website &lt;http://www.goehner.com/russinfo.htm&gt; has great descriptions of Russian culture including the following description of similarities between Russia and America.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=russia_history&amp;rev=1230861388">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-01T17:56:28-07:00</dc:date>
        <title>russia_history</title>
        <link>http://www.multicsd.org/doku.php?id=russia_history&amp;rev=1230861388</link>
        <description>Return to Russian home page

[&quot;Morning on the Catherine Canal,&quot; Ilya Narovlyansky from www.moscow-taxi.com]  

Russia has a long and rich history that can be grouped into the time periods presented below.  The information presented below is taken directly from the following websites:</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=russia_language&amp;rev=1268353705">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T16:28:25-07:00</dc:date>
        <title>russia_language</title>
        <link>http://www.multicsd.org/doku.php?id=russia_language&amp;rev=1268353705</link>
        <description>Return to Russian home page

  Лев Николаевич Толстой, from www.rvb.ru/tolstoy/

Russian is an Indo-European, Eastern Slavic language.  Other languages that fit this category are Byelorussian and Ukrainian. The three major dialects include: Northern (St. Petersburg), Central (Moscow) and Southern.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=russia_maps&amp;rev=1230860924">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-01T17:48:44-07:00</dc:date>
        <title>russia_maps</title>
        <link>http://www.multicsd.org/doku.php?id=russia_maps&amp;rev=1230860924</link>
        <description>Return to Russian home page

World map

 

General map

from Worldatlas.com



Detailed map

from Worldatlas.com 



Interactive map

 The National Geographic Map Machine has a wonderful interactive atlas.  Different layers can be turned on and off to display the following information:</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=russia_portland&amp;rev=1268935521">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T11:05:21-07:00</dc:date>
        <title>russia_portland</title>
        <link>http://www.multicsd.org/doku.php?id=russia_portland&amp;rev=1268935521</link>
        <description>Return to Russian home page

Immigration to America

The following excerpts come from writing by Dr.Paul Robert Magocsi at the University of Toronto.  They were retrieved March 19, 2007 from &lt;http://www.everyculture.com/multi/Pa-Sp/Russian-Americans.html&gt;</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=russian&amp;rev=1268935854">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T11:10:54-07:00</dc:date>
        <title>russian</title>
        <link>http://www.multicsd.org/doku.php?id=russian&amp;rev=1268935854</link>
        <description>[Array] History

 [Array] Culture

 [Array] Language

 [Array] Russian-speakers in Portland, Oregon

[Array] Maps     

The following information was taken from &lt;http://www3.nationalgeographic.com/places/countries/country_russia.html&gt;

Stretching from Europe to Asia, Russia spans 11 time zones. Heartland of the former Soviet Union, Russia is today a democratic federation, with ethnic groups such as the Tatars and Bashkirs politically represented in their own autonomous republics. The country has…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=samoa&amp;rev=1205558095">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-14T22:14:55-07:00</dc:date>
        <title>samoa</title>
        <link>http://www.multicsd.org/doku.php?id=samoa&amp;rev=1205558095</link>
        <description></description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=samoan_language&amp;rev=1204320708">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-29T13:31:48-07:00</dc:date>
        <title>samoan_language</title>
        <link>http://www.multicsd.org/doku.php?id=samoan_language&amp;rev=1204320708</link>
        <description>* Alphabet The Samoan albabet contains 14 letters: the consonants F, G, L, M, N, P, S, T and V and the vowels A, E, I, O and U. 

The consonants H, K and R have been borrowed (from adopted foreign words). 

The consonant “g” occurring after a vowel is pronounced “ng.”</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=saudi_arabia&amp;rev=1268977118">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T22:38:38-07:00</dc:date>
        <title>saudi_arabia</title>
        <link>http://www.multicsd.org/doku.php?id=saudi_arabia&amp;rev=1268977118</link>
        <description>Introduction to Saudi Arabia

	*  Saudi Arabia, officially known as the Kingdom of Saudi Arabia, is the largest Middle Eastern country. 
		*  It occupies about 80% of the Arabian peninsula, with the Red Sea and the Gulf of Aqaba to the west and the Persian Gulf to the east. Jordan and Iraq form the north and northeastern border, Kuwait, Bahrain, United Arab Emirates, and Qatar form the eastern border, and Oman and Yemen form the south and southeastern border. 
		*  The land mass of Saudi Arabia …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=sequential_bilingualism&amp;rev=1237359851">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-18T00:04:11-07:00</dc:date>
        <title>sequential_bilingualism</title>
        <link>http://www.multicsd.org/doku.php?id=sequential_bilingualism&amp;rev=1237359851</link>
        <description>Definition of Sequential Bilingualism

 Sequential bilingualism occurs when the child has exposure to the first language (L1) at birth and then begins to have exposure to the second language (L2) later in childhood or adulthood.


Although the focus of this page will be dedicated to the bilingual child, it is also important to consider adult bilingualism in clinical interactions.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=serbia&amp;rev=1237263207">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T21:13:27-07:00</dc:date>
        <title>serbia</title>
        <link>http://www.multicsd.org/doku.php?id=serbia&amp;rev=1237263207</link>
        <description>The Republic of Serbia (Serbian: Република Србија, Republika Srbija), is a country in Central and Southeastern Europe, covering the southern part of the Pannonian Plain and the central part of the Balkans. Serbia is bordered by Hungary to the north; Romania and Bulgaria to the east; the Republic of Macedonia and Albania to the south; and Croatia, Bosnia and Herzegovina and Montenegro to the west.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=serbian&amp;rev=1237260285">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T20:24:45-07:00</dc:date>
        <title>serbian</title>
        <link>http://www.multicsd.org/doku.php?id=serbian&amp;rev=1237260285</link>
        <description>The Serbian language (Serbian Cyrillic: српски језик, Serbian Latin: srpski jezik) is a South Slavic language, spoken chiefly in Serbia, Bosnia and Herzegovina, Montenegro, Croatia, and in the Serbian diaspora.

 Standard Serbian is based on the Shtokavian dialect, like the modern Croatian and Bosnian, with which it is mutually intelligible, and was previously unified with under the standard known as Serbo-Croatian.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=sikhism&amp;rev=1231986097">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-14T18:21:37-07:00</dc:date>
        <title>sikhism</title>
        <link>http://www.multicsd.org/doku.php?id=sikhism&amp;rev=1231986097</link>
        <description>PLEASE NOTE: This article is a work in progress. Individuals interested in the Sikh religion as it relates to health care issues may find the following articles useful. 

Future PSU students may wish to expand upon this reference as it relates to specific cultures and communication disorder and other health issues.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=simultaneous_bilingualism&amp;rev=1237359903">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-18T00:05:03-07:00</dc:date>
        <title>simultaneous_bilingualism</title>
        <link>http://www.multicsd.org/doku.php?id=simultaneous_bilingualism&amp;rev=1237359903</link>
        <description>Definition of Simultaneous Bilingualism

 Simultaneous bilingualism refers to the experiences of a child who receives language input from two different languages simultaneously beginning either at birth or typically very early on in infancy.  

Dispelling a Common Misconception

 Many believe that exposing a child to two languages concurrently in infancy will result in a slowed period of language development.  It is important to note that research indicates this is not the case.  Key research ha…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=site_map&amp;rev=1268637316">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-15T00:15:16-07:00</dc:date>
        <title>site_map</title>
        <link>http://www.multicsd.org/doku.php?id=site_map&amp;rev=1268637316</link>
        <description>Cultural Information

By Specific Language

	*  Acholi (Northern Uganda and Sudan)
	*  Af Maay/Maay (Somali Bantu language)
	*  African American Vernacular English
	*  American Sign Language (ASL)
	*  Amharic (Ethiopia)
	*  Arabic
	*  Armenian (Armenia)
	*  Bantu
	*  Bosnian
	*  Cantonese (Hong Kong and China)
	*  Chamorro (Guam and the Commonwealth of the Northern Mariana Islands)
	*  Chinuk Wawa (Confederated Tribes of Grand Ronde)
	*  Croatian
	*  Dari (Afghanistan)
	*  Farsi/Persian (Iran)
	…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=somalia_somali_bantu&amp;rev=1270011526">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-30T21:58:46-07:00</dc:date>
        <title>somalia_somali_bantu</title>
        <link>http://www.multicsd.org/doku.php?id=somalia_somali_bantu&amp;rev=1270011526</link>
        <description>Who are the Somali Bantu?

 [Somali Bantu farmers near Kismaayo]

The Somali Bantu are an ethnic group distinct from ethnic Somalis. Not only is Somalia in general a country of heterogeneous ethnic groups, but the group currently labeled “Somali Bantu” is more diverse than the name would imply. For the most part, the Somali Bantu are descendants of slaves brought to Somalia from East Africa in the 19th century (1800s), but there are other groups of Bantu who are indigenous to Somalia. Histor…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=south_america&amp;rev=1204299672">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-29T07:41:12-07:00</dc:date>
        <title>south_america</title>
        <link>http://www.multicsd.org/doku.php?id=south_america&amp;rev=1204299672</link>
        <description>Peru</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=south_korea&amp;rev=1271091147">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-12T09:52:27-07:00</dc:date>
        <title>south_korea</title>
        <link>http://www.multicsd.org/doku.php?id=south_korea&amp;rev=1271091147</link>
        <description>Official name: Republic of Korea; nationality: Korean(s), korean

Motto:

홍익인간(弘益人間) 널리 인간을 이롭게 하라 (“Benefit all mankind”)    

Flag:



“The flag, called “Tae Kuk,” symbolizes the thought, philosophy, and mysticism of the Far East. The circle in the center, red upper half and blue lower half, represents absolute, or the essential unity of all being. The Yang (positive) and the Yin (negative) divisions within the circle represent duality. Examples of…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=spanish&amp;rev=1230604778">
        <dc:format>text/html</dc:format>
        <dc:date>2008-12-29T18:39:38-07:00</dc:date>
        <title>spanish</title>
        <link>http://www.multicsd.org/doku.php?id=spanish&amp;rev=1230604778</link>
        <description>&quot;Standard&quot; Latin American Spanish

Cuban Spanish

Mexican Spanish</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=special_education_in_other_cultures&amp;rev=1268976081">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T22:21:21-07:00</dc:date>
        <title>special_education_in_other_cultures</title>
        <link>http://www.multicsd.org/doku.php?id=special_education_in_other_cultures&amp;rev=1268976081</link>
        <description>This page provides information about special education in China, India, Mexico, and Russia.  It may be helpful for SLPs working with groups from these countries to understand some assumptions that members of different cultures may bring regarding treatment of their child with a disability.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=speech_sound_disorders&amp;rev=1269023127">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-19T11:25:27-07:00</dc:date>
        <title>speech_sound_disorders</title>
        <link>http://www.multicsd.org/doku.php?id=speech_sound_disorders&amp;rev=1269023127</link>
        <description>Speech Sound Disorders

 Speech sound disorders are present in cultures around the world.  However, the acceptable range of intelligibility as well as treatment practices are highly variable.  A culture's values, beliefs and history all influence how speech sound disorders are assessed, perceived and treated.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=standard_latin_american_spanish&amp;rev=1268592127">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-14T11:42:07-07:00</dc:date>
        <title>standard_latin_american_spanish</title>
        <link>http://www.multicsd.org/doku.php?id=standard_latin_american_spanish&amp;rev=1268592127</link>
        <description>*Note:  A “Standard” dialect of Latin American Spanish does not really exist.  However, according to Goldstein  describing such a system makes it easier to discuss how dialects differ from one another.

Table of consonant phonemes
                Bilabial       Labiodental	 Dental        Alveolar     Post-Alveolar   Palatal      Velar   Plosives	 p, b		                t, d	                                                  k, g    Nasals	 m                                           n	        …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=standardized_test_suggestions&amp;rev=1205456650">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-13T18:04:10-07:00</dc:date>
        <title>standardized_test_suggestions</title>
        <link>http://www.multicsd.org/doku.php?id=standardized_test_suggestions&amp;rev=1205456650</link>
        <description>Suggestions when using standarized testing (Kayser, 1995):

Before testing: Reword instructions using familiar phrasing, terms and sentence structure; develop more practice items so the child has ample opportunity to practice the tasks required; obtain and use different picture stimuli that may be more representative of the child's cultural background and omit items that you know are not part of the child's experience.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=start&amp;rev=1268921871">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T07:17:51-07:00</dc:date>
        <title>start</title>
        <link>http://www.multicsd.org/doku.php?id=start&amp;rev=1268921871</link>
        <description>This website is a work-in-progress of the graduate students in Speech-Language Pathology at Portland State University in Portland, Oregon. It is intended to be a resource for SLPs in the Portland area working with individuals from a different cultural and/or linguistic background than their own. It differs from many resources because we are including cultural background information as well as linguistic information, realizing that valid assessment &amp; intervention for communication disorders can n…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=start_educationpolicy&amp;rev=1204593662">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-03T17:21:02-07:00</dc:date>
        <title>start_educationpolicy</title>
        <link>http://www.multicsd.org/doku.php?id=start_educationpolicy&amp;rev=1204593662</link>
        <description>Education Policy

Introduction

 During the 2003-2004 school year, the National Center for Education Statistics reports, US public schools provided education services to 3.8 million students classified as “English Language Learners” (ELL). This number represents 11% of the population of all public school students nationwide. California led the country with 26% of students classified as ELL. Texas followed with 16%. In 2001, 8% of Oregon's students were ELL.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=start_pps&amp;rev=1204312363">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-29T11:12:43-07:00</dc:date>
        <title>start_pps</title>
        <link>http://www.multicsd.org/doku.php?id=start_pps&amp;rev=1204312363</link>
        <description>Portland Public Schools</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=start_samoa&amp;rev=1271262788">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T09:33:08-07:00</dc:date>
        <title>start_samoa</title>
        <link>http://www.multicsd.org/doku.php?id=start_samoa&amp;rev=1271262788</link>
        <description>*  Nationality: American Samoan(s) (US nationals) 
	*  Population: 62,000 
	*  Ethnic Groups: Polynesian (89%), Caucasian (2%), Tongan (4%), Other (5%) 
	*  Religions: Christian Congregationalist 50%, Roman Catholic 20%, Protestant, Other 30%
	*  Languages: Samoan 90.6% (closely related to Hawaiian and other Polynesian languages), English 2.9%,        Tongan 2.4%, Other Pacific islander 2.1%, Other 2%</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=stereotypes_about_aging&amp;rev=1237231639">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-16T12:27:19-07:00</dc:date>
        <title>stereotypes_about_aging</title>
        <link>http://www.multicsd.org/doku.php?id=stereotypes_about_aging&amp;rev=1237231639</link>
        <description>What stereotypes/misconceptions do elders face from younger people?

In the United States, and in fact, even pan-culturally the common perception of older adults is that they are greatly benevolent and warm, yet incompetent. In a survey presented to college students from Belgium, Costa Rica, Hong Kong, Japan, Israel (Jewish and Arabic) and South Korea , older people were consistently rated as having qualities of warmth (friendliness, sincerity, openness) and also having qualities of incompetence…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=taiwan&amp;rev=1268349972">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-11T15:26:12-07:00</dc:date>
        <title>taiwan</title>
        <link>http://www.multicsd.org/doku.php?id=taiwan&amp;rev=1268349972</link>
        <description>Location

   

Taiwan, also known as Republic of China (ROC) is an island located in East Asia off the coast of mainland China, south of Japan and north of the Philippines.  The island is 245 miles long and 89 miles wide, consisting of steep mountains covered by tropical and subtropical vegetation.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=tanzania&amp;rev=1231276130">
        <dc:format>text/html</dc:format>
        <dc:date>2009-01-06T13:08:50-07:00</dc:date>
        <title>tanzania</title>
        <link>http://www.multicsd.org/doku.php?id=tanzania&amp;rev=1231276130</link>
        <description>Tanzania is bordered by Uganda and Kenya to the North.  Dodoma is the country’s capital.  Tanzania's president and National Assembly are elected by direct popular vote for five-year terms. The president appoints a prime minister who serves as the government's leader in the National Assembly. The president selects his cabinet from among National Assembly members. The Constitution also empowers him to nominate ten non-elected members of Parliament, who also are eligible to become cabinet members…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=thailand&amp;rev=1237273545">
        <dc:format>text/html</dc:format>
        <dc:date>2009-03-17T00:05:45-07:00</dc:date>
        <title>thailand</title>
        <link>http://www.multicsd.org/doku.php?id=thailand&amp;rev=1237273545</link>
        <description>Capital:  Bangkok 

Government:  Parliamentary Democracy and Constitutional Monarchy 

King:  Bhumibol Adulyadej 

Prime Minister:  Abhisit Vejjajiva 

Formation:  Sukhothai Kingdom:  1238;  Constitutional Monarchy: June 24, 1932;  Later Constitution: August 24, 2007</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=the_confederate_tribes_of_grand_ronde&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>the_confederate_tribes_of_grand_ronde</title>
        <link>http://www.multicsd.org/doku.php?id=the_confederate_tribes_of_grand_ronde&amp;rev=1203021746</link>
        <description>Confederated_Tribes_of_Grand Ronde</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=therapy_considerations_for_spanish-english_bilingual_children&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>therapy_considerations_for_spanish-english_bilingual_children</title>
        <link>http://www.multicsd.org/doku.php?id=therapy_considerations_for_spanish-english_bilingual_children&amp;rev=1203021746</link>
        <description></description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=transgenderism&amp;rev=1268420240">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-12T10:57:20-07:00</dc:date>
        <title>transgenderism</title>
        <link>http://www.multicsd.org/doku.php?id=transgenderism&amp;rev=1268420240</link>
        <description>Introduction

The term transgender was coined by Virginia Prince, a gender activist who developed the term to describe her adoption of a feminine persona without carrying the connotation of changing her physical sex, as the term “transsexual” does.    The term has grown to become an umbrella term that is used to describe all gender-variant people, including cross-dressers, transsexuals, those who adopt the role of the opposite sex without medical intervention, and any persons who do not feel…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=treatment_in_hospitals&amp;rev=1204594756">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-03T17:39:16-07:00</dc:date>
        <title>treatment_in_hospitals</title>
        <link>http://www.multicsd.org/doku.php?id=treatment_in_hospitals&amp;rev=1204594756</link>
        <description>Traditional American medicine vs. Chinese medicine

China is one of the first countries to have a medical culture. While, American medicine is focused on treating specific ailments, Chinese medicine is traditionally focused on a holistic approach. Influenced by Confucianism, Buddhism and Taoism, Chinese medicine has an emphasis on mind and social interactions. Acupuncture for example is based on the principles of yin-yang and qi. Yin-Yang is where the body is divided into regions and qi is based…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=uganda&amp;rev=1268868347">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-17T16:25:47-07:00</dc:date>
        <title>uganda</title>
        <link>http://www.multicsd.org/doku.php?id=uganda&amp;rev=1268868347</link>
        <description>The Republic of Uganda is bordered on the east by Kenya, the north by Sudan, on the west by the Democratic Republic of the Congo, on the southwest by Rwanda, and on the south by Tanzania.  The President of Uganda is both the head of state and head of government. The president appoints a prime minister who aids in governing. The parliament is formed by the National Assembly, which has 303 members. Eighty-six of these members are nominated by interest groups, including women and the army. The rema…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=ukraine&amp;rev=1271259471">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-14T08:37:51-07:00</dc:date>
        <title>ukraine</title>
        <link>http://www.multicsd.org/doku.php?id=ukraine&amp;rev=1271259471</link>
        <description>*   Ukraine occupies 603.7000 km²  
	*   Countries that border on Ukraine: Belarus, The Russian Federation, Moldova, Poland, Hungary, Slovakia, and Romania  Kiev is the Ukrainian capital
	*   Ukraine is the second largest country in Europe
	*   Ukraine became an independent country in 1991 during the collapse of the Soviet Union
	*   In 1996 the Ukrainian constitution was adopted and a semi presidential government was put in place
	*   Current population is estimated at 52 million people
	*   T…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=ukrainians_in_portland&amp;rev=1268950301">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T15:11:41-07:00</dc:date>
        <title>ukrainians_in_portland</title>
        <link>http://www.multicsd.org/doku.php?id=ukrainians_in_portland&amp;rev=1268950301</link>
        <description>Large scale immigration from Ukraine to the United States can be divided into four periods, the first from 1870 to 1899, representing the beginning of mass immigration. During this period the United States immigration records noted only the country of origin, and not the nationality of the immigrants.</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=united_states&amp;rev=1204926848">
        <dc:format>text/html</dc:format>
        <dc:date>2008-03-07T13:54:08-07:00</dc:date>
        <title>united_states</title>
        <link>http://www.multicsd.org/doku.php?id=united_states&amp;rev=1204926848</link>
        <description>African American Vernacular English

Native American Culture

Deaf Culture</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=vietnam&amp;rev=1268953471">
        <dc:format>text/html</dc:format>
        <dc:date>2010-03-18T16:04:31-07:00</dc:date>
        <title>vietnam</title>
        <link>http://www.multicsd.org/doku.php?id=vietnam&amp;rev=1268953471</link>
        <description>Vietnam is located on the eastern coast of southeast Asia, and 
 the total area is equivalent in size to the state of New Mexico.  It is bordered by China to the north, Laos and Cambodia to the west, and the South China Sea to the east.  Vietnam is broken into three general regions; the north, the mid-coastal region, and the south.  Vietnam's topography is different depending on the region.  The landscape includes rugged mountains and heavy forested scenery to the north with lowlands, plain, and…</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=working_with_interpreters&amp;rev=1272470583">
        <dc:format>text/html</dc:format>
        <dc:date>2010-04-28T09:03:03-07:00</dc:date>
        <title>working_with_interpreters</title>
        <link>http://www.multicsd.org/doku.php?id=working_with_interpreters&amp;rev=1272470583</link>
        <description>As our communities become more culturally and linguistically diverse, communication becomes more challenging.  As professionals we are expected to be prepared for any situation in which our expertise is required and in many cases, this means speaking two or more languages.  Because bilingualism is not yet the norm in the U.S., many of us find it necessary to obtain services from qualified professionals who can act as interpreters and social brokers on our behalf in order to ensure our students, …</description>
    </item>
    <item rdf:about="http://www.multicsd.org/doku.php?id=world_war_two&amp;rev=1203021746">
        <dc:format>text/html</dc:format>
        <dc:date>2008-02-14T12:42:26-07:00</dc:date>
        <title>world_war_two</title>
        <link>http://www.multicsd.org/doku.php?id=world_war_two&amp;rev=1203021746</link>
        <description>World War II

According to &lt;http://www.infoukes.com/history/&gt; every Ukrainian family lost someone in World War II. Estimates are in the range of 10 million military and civilian casualties in the Ukraine.  This was approximately 20% of the total casualties of World War II.  Both Stalin and Hitler imposed a scorched earth policy in the Ukraine. First Stalin in 1939, and then Hitler in 1941 ordered everything valuable in Ukraine removed or destroyed.  Buildings, railroads, crops, everything that w…</description>
    </item>
</rdf:RDF>
