Social changes at home

Author(s):  
Jennifer D. Keene
Keyword(s):  
MEDIAKITA ◽  
2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Fitri S. Isbandi,

Storytelling is the oldest art’s heritage that is now to be forgotten by a half of people. Though, storytelling need tobe preserved and developed as one of good activity that can support social interests extensively. Storytelling is funactivity but people rarely do it. Society development and social changes seems effect on decreasing of storytellingactivities, not only at home, schools, worship place, playground but also library.Keywords : Story telling,education, society development.


2020 ◽  
Vol 6 (2) ◽  
pp. 281
Author(s):  
Abdul Ghofur ◽  
Bambang Subahri

Covid-19 or Corona pandemic, which has entered Indonesia since the last three months, has changed many of the religious behaviors of Indonesian people who are predominantly Muslim. Starting from praying in congregation at home, Friday prayers at home, Eid prayer at home, changing sentences on some words in the call to prayer to cancel the departure of the pilgrims. This has changed the religious traditions and religious behavior of the community in general. This study uses theoretical conceptions according to Peter L. Berger with the conception of social construction with three components, namely externalization, objectivation and internalization. This study uses a qualitative approach with the aim of uncovering a phenomenon of religious behavior that occurred in the community during the Covid-19. The conclusions in this research are, externally the community made social changes because of information related to the Covid-19 pandemic, both through a task force formed by the government, as well as news that circulated on television and social media. From that, people make objectivation by implicit behavior formation in response to government regulations and news circulating on social media. Internalization is carried out by the public by picking wisdom in every situation that occurs. Furthermore, from the socio-religious construction the perspective of Sufism during the pandemic resulted in patterns of religious behavior: patient, gratitude, tawakal and muhasabah Keywords: Covid-19, Social Construction, Tasawuf, Society


Author(s):  
Rachel Anne Gillett

This book shows how and why music became part of the social changes Europe faced in the aftermath of World War I. It focuses on the story of Black music in Paris and the people who created it, enjoyed it, criticized it, and felt at home when they heard it. African Americans, French Antilleans, and French West Africans wrote, danced, sang, and acted politically in response to the heightened visibility of racial difference in Paris during this era. They were consumed with questions that continue to resonate today. Could one be Black and French? Was Black solidarity more important than national and colonial identity? How could French culture include the experiences and contributions of Africans and Antilleans? From highly educated women, such as the Nardal sisters of Martinique, to the working Black musicians performing in crowded nightclubs at all hours, the book gives a fully rounded view of Black reactions to jazz in interwar Paris. It places that phenomenon in its historic and political context, and in doing so, it shows how music and music making formed a vital terrain of cultural politics. It shows how music making brought people together around pianos, on the dance floor, and through reading and gossip, but it did not erase the political, regional, and national differences among them. The book shows that many found a home in Paris but did not always feel at home. This book reveals these dimensions of music making, race, and cultural politics in interwar Paris.


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):  

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