Relevant bibliographies by topics / Language and sex. Rwanda

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language and sex. Rwanda'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Language and sex. Rwanda"

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Samuelson, Beth Lewis, and Sarah Warshauer Freedman. "Language policy, multilingual education, and power in Rwanda." Language Policy 9, no. 3 (2010): 191–215. http://dx.doi.org/10.1007/s10993-010-9170-7.

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Lee, Min-Joo. "Language policy in Rwanda: from genocide to development." World History and Culture 55 (June 30, 2020): 313–37. http://dx.doi.org/10.32961/jwhc.2020.06.55.313.

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Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA." Indonesian EFL Journal 3, no. 1 (2017): 101. http://dx.doi.org/10.25134/ieflj.v3i1.659.

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English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.
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Ingabire, Marie Chantal, Kirstin Mitchell, Nienke Veldhuijzen, et al. "Joining and leaving sex work: experiences of women in Kigali, Rwanda." Culture, Health & Sexuality 14, no. 9 (2012): 1037–47. http://dx.doi.org/10.1080/13691058.2012.713120.

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Boudreau, C. L. "Assessing the contraceptive needs of female sex workers in Kigali, Rwanda." Annals of Global Health 81, no. 1 (2015): 217. http://dx.doi.org/10.1016/j.aogh.2015.02.997.

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Usherwood, T. "Sex biased language." BMJ 304, no. 6843 (1992): 1692. http://dx.doi.org/10.1136/bmj.304.6843.1692-b.

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Pollet, Thomas V., Tim W. Fawcett, Abraham P. Buunk, and Daniel Nettle. "Sex-ratio biasing towards daughters among lower-ranking co-wives in Rwanda." Biology Letters 5, no. 6 (2009): 765–68. http://dx.doi.org/10.1098/rsbl.2009.0394.

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There is considerable debate as to whether human females bias the sex ratio of their offspring as a function of their own condition. We apply the Trivers–Willard prediction—that mothers in poor condition will overproduce daughters—to a novel measure of condition, namely wife rank within a polygynous marriage. Using a large-scale sample of over 95 000 Rwandan mothers, we show that lower-ranking polygynous wives do indeed have significantly more daughters than higher-ranking polygynous wives and monogamously married women. This effect remains when controlling for potential confounds such as maternal age. We discuss these results in reference to previous work on sex-ratio adjustment in humans.
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Habyarimana, Heli, Evariste Ntakirutimana, and Lawrie Barnes. "A Sociolinguistic Analysis of Code-Switching in Rwanda." Language Matters 48, no. 3 (2017): 49–72. http://dx.doi.org/10.1080/10228195.2017.1413127.

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Mutagoma, Mwumvaneza, Laetitia Nyirazinyoye, Dieudonné Sebuhoro, David J. Riedel, and Joseph Ntaganira. "Sexual and physical violence and associated factors among female sex workers in Rwanda: a cross-sectional survey." International Journal of STD & AIDS 30, no. 3 (2018): 241–48. http://dx.doi.org/10.1177/0956462418800848.

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Female sex workers (FSWs) frequently face violence in their working place. This study assessed the physical and sexual violence and associated factors among FSWs in Rwanda. A cross-sectional study was conducted among FSWs in Rwanda in 2015. Venue–Day–Time sampling method was used for recruitment. Descriptive analyses and logistic regression models were computed to assess factors associated with violence. In total, 1978 FSWs were recruited. A large proportion (18.3%) had been sexually abused outside of the family circle, and 37.8% had faced physical violence before 15 years of age. Clients were most often reported (67.0%) as perpetrators of physical violence in sex work. Being aged 25 years old and above, and having sexually transmitted infections (STIs) were positively associated with sexual violence (aOR = 2.1[95%CI: 1.80–2.39]) and (aOR = 3.0[95%CI: 1.01–2.14], respectively). Being aged 25 years old and above (aOR = 0.8[95%CI: 0.76–0.89]) and drinking alcohol every day (aOR = 0.6[95%CI: 0.42–0.87]) were negatively associated with physical violence. Sexual and physical violence was common among FSWs in Rwanda. Single FSWs are the most vulnerable to sexual violence. Alcohol consumption and having STIs are associated with violence against FSWs. Human rights and social protection as well as health promotion among FSWs is needed.
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Hitchcott, Nicki. "The (Un)Believable Truth about Rwanda." Australian Journal of French Studies 56, no. 2 (2019): 199–215. http://dx.doi.org/10.3828/ajfs.2019.15.

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Dissertations / Theses on the topic "Language and sex. Rwanda"

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Ngirabakunzi, Ndimurugero. "Kinyarwaanda sexuality taboo words and their significance in Rwandan culture." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study investigates Kinyarwaanda sexuality taboo words and their meaning in Rwandan culture to enable the youth to improve their communication and the values of Rwandan culture. It explores whether the use of Kinyarwaanda sexuality taboo words is a good way to communicate with one another or is a transgression of Rwandan culture. Its intent is to see the value that Rwandans assign to verbal taboos, particularly sexuality taboo words, to see how these taboos regulate Rwandans lives, to see the attitudes Rwandans hold towards them, and to find out the link there might be between sexuality taboo words, the information dissemination on HIV/AIDS and the spread of AIDS.
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Nkusi, Laurent. "Analyse syntaxique du Kinyarwanda, y compris ses dialectes et avec référence spéciale à la syntaxe des formes de la littérature orale rwandaise." Paris 5, 1995. http://www.theses.fr/1995PA05H073.

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L’introduction est consacrée à la présentation générale de la langue kinyarwanda, y compris ses dialectes, ainsi qu'à l'explication du cadre théorique et méthodologique utilise à savoir l'approche fonctionnaliste. Le premier chapitre est un rappel du système phonologique et des principales règles de représentation. Le deuxième traite des catégories grammaticales ; il examine en particulier le constituant nominal et le constituant verbal. Le troisième chapitre porte sur les fonctions syntaxiques dans la phrase simple. Y sont discutées la prédication non verbale, la prédication verbale, les fonctions sujet, objet et circonstant. Le chapitre quatre étudie l'énonce complexe, à savoir les constructions par juxtaposition, coordination et subordination. Enfin, le dernier chapitre examine la syntaxe particulière de certains genres littéraires oraux proches des formes simples (salutations, anthroponymes, devinettes, jurons et insultes)<br>The introduction presents a general survey of kinyarwanda language in its geographical and cultural context and gives the theoretical and methodological background. The first chapter is a review of the phonological and morpholological systems. The second one deals with the grammatical categories especially nominal and verbal constituants. The third chapter studies extensively the syntactic functions in the independant clause (non verbal predicates, verbal predicates, subject function, object and adjunct). The following chapter analyses the complex clauses, i. E. The problems of juxtaposition, coordination and subordination. The fifth and last chapter is a study of the particular syntax of some oral literary genres closer to the sentence, especially greetings, individual names, riddles, swearwords and insults, which reveals a real connexion between syntax and semantics
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Rurangirwa, Straton. "Les politiques linguistiques du Rwanda. Enjeux, bilan et perspectives." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030031.

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Toute la population du Rwanda parle une même langue, le kinyarwanda, à la fois langue nationale et officielle. Cette homogénéité linguistique « de surface » se présente comme l’arbre qui cache la forêt d’une relative diversité linguistique « en profondeur » (dialectes, langues africaines et européennes en présence). L’heure n’est pas encore au chaos, mais l’adoption du trilinguisme officielle en 1996 [(kinyarwanda-français-anglais) impose, plus que par le passé, la définition d’une politique de gestion de la situation sociolinguistique du Rwanda, notamment par la détermination claire, par une loi linguistique, des fonctions des langues officielles dans les différents domaines, pour régler les problèmes qui se posent depuis le bilinguisme kinyarwanda-français adopté vers les années 1930. Les problèmes linguistiques et sociolinguistiques intéressent diverses catégories de personnes depuis le début du 20ème siècle. Cependant, la question de l’utilisation des langues dans les différents domaines et de leur connaissance approximative reste entièrement posée. Ce travail analyse les politiques linguistiques appliquées au Rwanda jusqu’à ce jour pour en dégager les enjeux et en établir le bilan afin de proposer de nouvelles stratégies de gestion de la situation sociolinguistique du Rwanda. Il s’agit en effet d’une politologie linguistique qui s’inscrit dans le cadre théorique et conceptuel déjà très rodé et dont l’efficacité a pu être testée sur le terrain dans différents pays ; cadre théorique qui est emprunté pour l’essentiel au linguiste québécois Jean-Claude Corbeil. Il est enrichi des analyses d’autres auteurs comme Robert Chaudenson, Louis-Jean Calvet, Loïc Depecker, Henri Boyer, etc. sur le concept d’aménagement linguistique et sur des situations concrètes. L’étude s’appuie à la fois sur une recherche documentaire minutieuse, une enquête de terrain qui a été effectuée au Rwanda auprès des diverses catégories de personnes et quelques entretiens informels avec certains intervenants en matière d’aménagement linguistique (linguistes et décideurs)<br>The whole population of Rwanda speaks the same language, Kinyarwanda, which is both the national and official language. This “surface” linguistic homogeneity is seen as a tree that hides a forest of a relatively “in depth” linguistic diversity (dialects, African and European languages). It is not yet time for chaos but the adoption of official trilingualism (Kinyarwanda-French-English) requires more than ever before the definition of the policy of managing the sociolinguistic situation of Rwanda, namely by clear determination, by a linguistic law, of the roles of official languages in various areas in order to solve the problems that have remained unanswered since the adoption of Kinyarwanda-French bilingualism in the 1930’s. From early the 20th century, the linguistic and sociolinguistic issues have interested various researchers. However, the question of the use of languages in various domains and their approximate mastery is still posed. This work analyses the linguistic policies that have been adopted in Rwanda with aim to bring out the stakes and assess the situation geared towards suggesting the new management strategies of the sociolinguistic situation of Rwanda. This is indeed a linguistic “politology” which falls within the theoretical and conceptual framework already explored whose efficiency has been tested on the ground in different countries. The theoretical framework has essentially been borrowed from the Quebec linguist Jean-Claude Corbeil. It is enriched with analyses of such other authors as Robert Chaudenson, Louis- Jean Calvet, Loïc Depecker, Henri Boyer, etc. on the concept of language planning and concrete situations. The study is based on both a meticulous documentary research and field work that have been carried out in Rwanda with various categories of people and some informal interviews with some stakeholders in language policy and planning [linguists and decision-makers]
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Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.
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Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.

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The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.<br>Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.
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Nogic, Claire. "Politics and policy an analysis of the policy environment and motivating factors behind the English language policy in Rwanda /." Thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/85845.

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Thesis (Postgraduate Certificate in Research Preparation (Humanities)--Macquarie University, Dept. of Modern History, Politics and International Relations, 2009.<br>This thesis presented as a partial fulfilment to the requirements for the Postgraduate Certificate in Research Preparation (Humanities). Bibliography: p. 47-55.
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Magambo, Joseph. "Investigating perceptions of students' language needs at a Rwandan institution of higher learning." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007268.

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The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
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McCracken, Jill Linnette. "Listening to the Language of Sex Workers: An Analysis of Street Sex Worker Representations and Their Effects on Sex Workers and Society." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194013.

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This dissertation argues that the material conditions of many street sex workers--the physical environments they live in and their effects on the workers' bodies, identities, and spirits--are represented, reproduced, and entrenched in the language surrounding their work. My research is an ethnographic case study of a local system that can be extrapolated to other subcultures and the construction of identities, while situating sex work and the industry as rhetorical constructions. My research offers an example of how an examination of the signs and symbols that comprise "material conditions" can be rhetorically analyzed in order to better understand how goals, agendas, interests, and ideologies are represented and implemented through language.Located central to my analysis are the street sex workers' voices. I use an ideological rhetorical analysis, or rhetorically--the study of how language shapes and is shaped by cultures, institutions, and the individuals within them, and ideologically--the identification and examination of the underlying assumptions of communicative interactions. I delineate how these material conditions are reproduced and, at times, subverted, and I offer an outline for modifying the discourse used in policy in ways that are more empowering and authentic to sex workers' lives.Policy makers, activists, and academics, among others, wrestle with complicated issues to analyze and write laws and policies and to design social services. Discourse is always at the center of these struggles. Because my study investigates the language of policy-making and the people who forge it, it has implications for ethics and policy in relation to gender studies, cultural studies, and ethnographic research.Examining the rhetorical constructions and interactions and their related effects on policy elucidates the discursive complexity that exists in meaning-making systems. This analysis also offers an explanation of how constructions can be made differently in order to achieve representations that are generated by the marginalized populations themselves, while placing responsibility for this marginalization on the society in which these people live.
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Chung, Ho-ying Holly. "Language and gender representations in the reality television show Survivor the Amazon /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35809346.

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Chung, Ho-ying Holly, and 鍾可盈. "Language and gender representations in the reality television show Survivor: the Amazon." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35809346.

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Books on the topic "Language and sex. Rwanda"

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Athar, Amani. Gihanga: Cyahanze u Rwanda : u Rwanda rwo hambere-- Igice cya II. Brotherhood Publications, 2004.

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Athar, Amani. Igitekerezo cy'ibirara: Umwamo w'abanya Rwanda : u Rwanda rwo hambere-- Igice cya III. Brotherhood Publications, 2004.

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Protestant Institute of Arts and Social Sciences. Drug abuse and addiction in Rwanda: Can Rwanda win the war! Protestant Institute of Arts and Social Sciences (PIASS), 2014.

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Musabyimana, Gaspard. Pratiques et rites sexuels au Rwanda. L'Harmattan, 2006.

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Pratiques et rites sexuels au Rwanda. L'Harmattan, 2006.

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Athar, Amani. Sabizeze muzi w' u Rwanda: U Rwanda rwo hambere-- Igice cya I (200 BC-900 AD). Brotherhood Publications, 2004.

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Overdulve, C. M. Kwiga ikinyarwanda: Manuel d'apprentissage de la langue rwanda. 2nd ed. s.n.], 1987.

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Paul, Zorc R. David, ed. Rwanda and Rundi (Ikinyarwanda - Ikirundi) newspaper reader. Dunwoody Press, 2002.

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Sobrato, Jamie. Sex As a Second Language. Harlequin, 2007.

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Clark, Jodie. Language, Sex and Social Structure. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283986.

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Book chapters on the topic "Language and sex. Rwanda"

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Penhallurick, Rob. "Sex." In Studying the English Language. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-03621-6_9.

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Acker, Kathy. "Against Ordinary Language: The Language of the Body." In The Last Sex. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22944-4_2.

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Griffiths, Carol, and Adem Soruç. "Sex/Gender." In Individual Differences in Language Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52900-0_3.

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Assan, Joseph, and Lawrence Walker. "The Political Economy of Contemporary Education and the Challenges of Switching Formal Language to English in Rwanda." In Rwanda Fast Forward. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137265159_12.

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Kimura, Doreen. "Sex Differences, Human Brain Organization." In Speech and Language. Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6774-9_8.

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McElhinny, Bonnie. "Language and Gender." In Encyclopedia of Sex and Gender. Springer US, 2003. http://dx.doi.org/10.1007/0-387-29907-6_16.

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Jenkins, Helen. "Train Sex Man Fined." In Learning, Keeping and Using Language. John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.26jen.

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Potter, Jeremy. "Violence, Sex and Bad Language." In Independent Television in Britain. Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-06335-2_9.

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Walker, Melissa. "A Bridge to the Lost Language of Sexuality." In Whole-Body Sex. Routledge, 2020. http://dx.doi.org/10.4324/9780429297236-4.

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Smith, Helen. "Language." In Masculinity, Class and Same-Sex Desire in Industrial England, 1895–1957. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137470997_6.

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Conference papers on the topic "Language and sex. Rwanda"

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Auliyah, Nia. "The Use of Javanese Language in Conversation by Sex." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.77.

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Sinaga, Megawati, Dr Sumarsih, and Rahmad Husein. "Teachers’ Language Style with Reference to Sex Differences in Teaching English." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.123.

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Huang, Yunfeng. "Research on Young Pioneer Counselor's Sex Education Curriculum Leadership." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.65.

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Albis, Elsie C. "Sex-Based Differences in Compliments among College Students in Bikol, Philippines: A Discourse Analysis." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.27.

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Diaz, Maria, and Anand Panangadan. "Natural Language-based Integration of Online Review Datasets for Identification of Sex Trafficking Businesses." In 2020 IEEE 21st International Conference on Information Reuse and Integration for Data Science (IRI). IEEE, 2020. http://dx.doi.org/10.1109/iri49571.2020.00044.

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Oktaviani, Feny, Andayani Andayani, and Suyitno Suyitno. "Communication Strategies of Indonesian for Foreign Speaker Students: A Case Study of Turkmenistan and Rwanda Students in Universitas Sebelas Maret." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295040.

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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Abdullah, Md Abu Shahid. "“Indeed, the King has a Cunt! What a Wonder!”: Sex, Eroticism and Language in One Thousand and One Nights." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.1-1.

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One Thousand and One Nights, which can be traced back to as early as the 9th century, is probably the greatest introduction to Arabic culture through literature. This colossal and diverse book has drawn the attention of scholars, researchers and students to classic Arabic literature as well as influenced many prominent authors and filmmakers. It is not just a book of careless and unconnected stories but rather a piece of esteemed literature which has been read and analysed in many countries all over the world. However, it is also true that this book has been criticised for its sexual promiscuity and degraded portrayal of women. The aim of the presentation is to prove that underneath the clumsy and seemingly funny structures of One Thousand and One Nights, there is a description of overflowing sexuality. Through the sexualised or erotic description of female bodies, the book gives agency to women but at the same time depicts them derogatively, and thus fulfils the naked desire of the then patriarchal society. The presentation will highlight how sexual promiscuity or fathomless female sexual craving is portrayed through figurative and grammatical language, which objectifies the female characters but at the same time enables them to be playful with the male characters, and thus motivates them to become more powerful than the males. Finally. the presentation will focus on language or narrative as an act of survival from the perspectives of the female characters, which is most evident in the case of Scheherazade who saved not only her life but also lives of countless maidens by her mesmerizing storytelling talent.
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Wulandari, Hanny, and Dwi Ernawati. "Effect of Early Menarche on Reproductive Health: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.26.

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Background: Teenagers aged 15-19 encounter a disproportionate burden of adverse sexual and reproductive health outcomes, especially in low- and middle-income countries. The urgent ongoing efforts are needed to lead healthy, safe, and productive lives of teenage girls. This scoping review aimed to identify the association of early menarche with negative sexual and reproductive health outcomes. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, EBSCO, and Wiley databases. The keywords were “effect” OR “outcomes” AND “menarche” OR “menstruation” OR “menstrua” OR “menses” OR “early menarche” AND “reproductive health” OR “sexual reproducti” AND “sexual behavior” OR “sexual debut” OR “sexual partners” OR “unsafe sex” OR “unprotected sex”. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 116 full text articles was obtained. After the review process, nine articles were eligible. The data were reported by the PRISMA flow chart. Results: Four articles from developing countries (Nigeria, Malawi, Philippine) and five articles from developed countries (France, United States of America, England, Australia) met the inclusion criteria with cross-sectional and cohort design studies. The existing literature showed that early menarche was associated with sexual and reproductive health (early sexual initiation, low use of contraception), sexually transmitted diseases (genital herpes, HIV), and other factors (income, education level, sexual desire). Conclusion: Early age at menarche may contribute to the increase vulnerability of girls into negative sexual and reproductive health outcomes. Quality comprehensive sexual education may improve the sexual and reproductive health and well-being of adolescents. Keywords: early menarche, reproductive health, adolescent females Correspondence: Hanny Wulandari. Universitas Aisyiyah Yogyakarta. Jl. Ringroad Barat No.63, Mlangi Nogotirto, Gamping, Sleman, Yogyakarta 55592. Email: hannywulandari11@gmail.com. Mobile: +6281249747223. DOI: https://doi.org/10.26911/the7thicph.02.26
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Reiners, Torsten, and Heinz Dreher. "Culturally-based Adaptive Learning and Concept Analytics to Guide Educational Website Content Integration." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3211.

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In modem learning environments, the lecturer or educational designer is often confronted with multi-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid embarrassment and harm to individual learners’ cultural sensibilities and, thus, provide the motivation for finding a solution using a specially designed feature, known as adaptive learning paths, for implementation in Learning Management Systems (LMS). Managing cultural conflicts is achievable by a twofold process. First, a learner profile must be created, in which the specific cultural parameters can be recorded. According to the learner profile, a set of content filter tags can be assigned to the learning path for the relevant students. Example content filter tags may be “no sex” or “nudity ok, but not combined with religion”. Second, the LMS must have the functionality to select and present content based on the content filter tags. The design of learning material is presented via a meta-data based repository of learning objects that permits the adaptation of learning paths according to learner profiles, which include the cultural sensibilities in addition to prior knowledge and learning and categorized learning content - a detailed example is given.
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Reports on the topic "Language and sex. Rwanda"

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Bando, Rosangela, Florencia López-Boo, and Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0000500.

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Hickman, Laurel. Sex differences in the language development rates of two-year olds. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3263.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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