Establishing a supportive educational setting for young mothers

This paper examines girls and power in British co-educational boarding school stories published from 1928 to 1958. While feminist scholars have hailed the girls’ school story as a site of potential resistance to constricting gender roles, the same can not be said of the co-educational school story. While the genres share many tropes and characterisation, the move from an all-female world to a co-educational setting allows the characters access to a narrower range of gender roles, and renders the female characters significantly less powerful. The disciplinary structures of the co-educational schools, mirroring those in real life, operate in a supposedly progressive manner that in fact removes girls from access to power.

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PROMOTION OF LIFE SKILL EDUCATION FOR ADOLESCENTS

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/269 ◽

2019 ◽

Vol 8 (1) ◽

Author(s):

Drdillip Giri ◽

Jyoti Sharma

Keyword(s):

Social Competence ◽

Everyday Life ◽

Life Skills ◽

Regular Education ◽

Peer Pressure ◽

Educational Setting ◽

Life Skill ◽

Mental Functions ◽

Educational Application ◽

The World

This article focuses on the importance of Life skill education, which is an educational application of life skills to develop psycho social competence which helps an individual to develop his/her positive behaviour, so as to deal with the challenges and demand of everyday life. It is psycho social because it mainly deals mental functions such as awareness, attitude, leadership, creativity, appreciation and interaction with self, others and environment. It is a study of abilities, coping with peer pressure, emotion conflict and stress. UNICEF in 2009 has recommendation life skills based education should be given with the regular education. It has insisted LSBE should be contributed to a self inclusive gender free educational setting. Therefore research on LSBE is carried out massively in all parts in the world related to this education recently.

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Using Mnemonics to Facilitate Learning of Japanese Script Characters

JALT Journal - JALT Journal 24.1 ◽

10.37546/jaltjj26.1-3 ◽

2004 ◽

Vol 26 (1) ◽

pp. 55 ◽

Cited By ~ 2

Author(s):

Emmanuel Manalo ◽

Julie Trafford ◽

Satomi Mizutani

Keyword(s):

Undergraduate Students ◽

Pass Rate ◽

Japanese Language ◽

First Year ◽

Educational Setting ◽

Alphabetic Language

Extra tutorial sessions on the use of pictorial mnemonics to facilitate memorization of Japanese hiragana and katakana script characters, as well as vocabulary words and kanji characters, were offered to university first year undergraduate students taking a beginners’ Japanese language course. 27 students, most of whom were experiencing some difficulties with the course, volunteered to attend. Although the improvement in actual marks that the students evidenced subsequent to attending the sessions did not prove to be statistically significant, a significant improvement in pass rate was found. Furthermore, the students rated the sessions highly in terms of their helpfulness, and the majority indicated that they believed the sessions helped their performance in the course assessments. It is concluded that mnemonic strategies can effectively be employed in facilitating retention of the script of a foreign, non-alphabetic language within a real educational setting. 初心者対象の日本語コースを取っている大学１年生に、日本語のひらがなとカタカナ、及び語彙と漢字の記憶を促進するため、絵を用いた連想法を使った追加授業が提出された。２７名（そのうちのほとんどは、コースにおいて何らかの困難に直面している）が自主的に追加授業に出席した。追加授業出席後、学生の実際の小テストの点の向上には有意差は認められなかったものの、合格率の向上においては有意差は確認された。さらに、追加授業に出席した学生は授業が役立ったと高く評価し、大多数が追加授業がコースの成績の成果に貢献したと思うと述べた。本論は、実際の教育現場で英語のアルファベットを用いない外国語の文字を教える際、連想法を効果的に使用することができると結論づけた。

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