Mayama, Seika (1878–1948)

Author(s):  
Guohe Zheng

Mayama Seika was a novelist, historian, and one of the most prominent playwrights in Japan’s modernist theater movement. Born Mayama Akira in Sendai, he studied medicine at high school and worked as a lay doctor in 1902. While in middle school, he became interested in literature. Inspired by Tokutomi Rokka (1868–1927) to become a novelist, he moved to Tokyo in 1903. Mayama’s first story was published when his mentor, Satō Kōroku (1874–1949), submitted it to meet his own deadline signed with Seika, a name subsequently adopted by Mayama as his own. Also under Satō, he helped to adapt Konjiki Yasha [The Golden Demon] by Ozaki Kōyō for the stage. In 1907 he published Minami Koizumi-mura [The South Koizumi Village], thereby winning recognition as a major naturalist novelist. However, in 1910 his career as a novelist ended in disgrace, however, for double-publishing his manuscripts. Ostracized from the bundan, he turned to scholarly research on Edo history, an abiding passion that engaged him for most of his life, and which not only produced authoritative studies on Ihara Saikaku, but later lent his drama depth and historical authenticity. Following an invitation from actor Kitamura Rokurō, he joined Shōchiku in 1913 as a playwright, gaining life-long patronage from ōtani Takejirō and Noma Seiji, the founders of Shōchiku and the Kōdansha publishing house, respectively. In 1915–1917, he wrote pieces of mostly contemporary social drama for shinpa, including Mihana Adahana [A Flower Is Useless if it Blossoms without Bearing Fruit]. A turning point came in 1918 when he wrote two historical plays which were produced by kabuki, a much more prestigious genre.

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.


2014 ◽  
Author(s):  
Selina Keipert ◽  
Courtney Downs ◽  
Jordan Caulk ◽  
Daniela Santos ◽  
Bradley Trager ◽  
...  

2009 ◽  
Author(s):  
Darren Richmond ◽  
Charlotte Richmond ◽  
Thomas Prihoda

2019 ◽  
Vol 3 (4) ◽  
pp. 743
Author(s):  
Salfilla Juliana

This research was motivated by the weakness of teachers in carrying out the learning process in Bandar Laksamana 1 Public Middle School. The purpose of this study is to improve the skills of teachers teaching in the classroom with the help of supervision. This research was conducted at Bandar Laksamana 1 Public Middle School. This research is a classroom action research consisting of two cycles with. Each cycle consists of four stages such as planning, implementation, observation, and reflection. The results of the study show that on the basic score, teacher teaching skills are included in the sufficient category with an average score of 60.21. After improvements were made in the first cycle, the results of the teacher's skills assessment increased to a good category with the teacher's average score of 75.54. For the implementation of the teacher's skills assessment in teaching in the second cycle again increased with a very good category with an average value of 85.75. Based on the results of the above research, researchers can conclude that with the implementation of supervision in Bandar Laksamana 1 Junior High School can improve teacher skills in teaching.


Games ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 31
Author(s):  
Yuanju Fang

Each year, millions of middle school graduates in China take a standardized test and compete for high school positions. Unlike other cities, Guangzhou still uses the immediate acceptance mechanism but implements a policy that students in the high-scoring group receive their allocations before those in the low-scoring group. In this paper, we study a class of the Guangzhou mechanisms, including the immediate acceptance (IA) and the serial dictatorship (SD) mechanism. We show that, if a collection of groups is refined by splitting its groups into a larger number of smaller subgroups, then the Guangzhou mechanism will perform more stably and less manipulable than before. This result provides a tool for policy makers to improve the allocation outcome of the IA mechanism under homogeneous priorities and justifies the use of a high-scoring student protection policy in Guangzhou’s high school admission.


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