Gender Politics at Home and Abroad: Protestant Modernity in Colonial-Era Korea by Hyaeweol Choi

2021 ◽  
Vol 12 (1) ◽  
pp. 129-132
Author(s):  
Choi Hee An
Keyword(s):  
Author(s):  
Paulina Morales Aguilera

El presente artículo aborda algunas aristas del proceso de incorporación de hombres a la carrera de Trabajo Social en los años 60-70, una profesión considerada tradicionalmente como femenina. Sus motivaciones, recepción y cosmovisión profesional son los tópicos centrales de la discusión, desde tres categorías de análisis subyacentes: género, política y trabajo.Palabras clave: Trabajo social – ingreso de hombres – género – política - trabajo “Sentindo-se ‘em casa’...” indagações sobre a experiência dos primeiros homens que entraram para estudar Trabalho Social em ChileRESUMOO presente artigo discute alguns pontos do processo de incorporação de homens na carreira de Trabalho Social nos anos 60-70 anos, uma profissão tradicionalmente considerada como feminina. Suas motivações, recepção e cosmovisão profissional são os tópicos centrais da discussão desde três categorias de análise subjacente: gênero, política e trabalho.Palavras-chave: Trabalho social – incorporação de homens - gênero - política - trabalho “Feeling ‘at home’...” Inquiries on the experience of the firstmen studying social work in ChileABSTRACTThis article discusses some points in the process of incorporating men into thecareer of Social Work in 1960s-1970s, a profession traditionally consideredfeminine. Their motivations, reception and professional understanding arethe central topics of discussion from three categories of underlying analysis:gender, politics and work.Keywords: Social work, incorporating men, gender, politics, work


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

2006 ◽  
Vol 5 (1) ◽  
pp. 158-159
Author(s):  
J GUILLAMONT ◽  
A SOLE ◽  
S GONZALEZ ◽  
A PEREZITURRIAGA ◽  
C DAVILA ◽  
...  

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