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Relevant bibliographies by topics / Mother taught

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Journal articles

Academic literature on the topic 'Mother taught'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Mother taught"

1

Clodfelter, Kirsten. "Things My Mother Never Taught Me." Iowa Review 40, no. 1 (2010): 232–42. http://dx.doi.org/10.17077/0021-065x.6878.

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2

Jamieson, Janet R. "Teaching as Transaction: Vygotskian Perspectives on Deafness and Mother-Child Interaction." Exceptional Children 60, no. 5 (1994): 434–49. http://dx.doi.org/10.1177/001440299406000506.

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This study examines the processes by which mothers communicate with their hearing and deaf preschool children during a problem-solving task. Mothers and children from three matched groups—hearing mother-hearing child, hearing mother-deaf child, and deaf mother-deaf child—were videotaped while the mother taught the child to assemble a wooden pyramid. Hearing mothers of deaf children were less likely to adapt their interactional strategies to meet their children's communicative needs and achieve intersubjectivity than were the other mothers. Findings support Vygotsky's dialectical notion of cognitive development.

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3

Ellis, Harold. "Mary Seacole: Self Taught Nurse and Heroine of the Crimean War." Journal of Perioperative Practice 19, no. 9 (2009): 304–5. http://dx.doi.org/10.1177/175045890901900907.

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Mary Jane Seacole was born Mary Grant in Kingston Jamaica in 1805. Her father was a Scottish army officer and her mother a free Jamaican black, (slavery was not fully abolished in Jamaica until 1838). Her mother ran a hotel, Blundell Hall, in Kingston and was a traditional healer. Her skill as a nurse was much appreciated, as many of her residents were disabled British soldiers and sailors. It was from her mother that Mary learned the art of patient care, and she also assisted at the local British army hospital.

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4

KATZ, J. "Hand washing and hand disinfection:more than your mother taught you." Anesthesiology Clinics of North America 22, no. 3 (2004): 457–71. http://dx.doi.org/10.1016/s0889-8537(04)00027-6.

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5

Getty, Adelaide, and Helen M. Bannan. "Sex, Truth, and Womantalk: What Your Mother Never Taught You." Journal of American College Health 41, no. 6 (1993): 279–80. http://dx.doi.org/10.1080/07448481.1993.9936345.

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6

Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.

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<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p>

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7

Ilyatjari, Nganyintja. "Traditional Aboriginal Learning How I Learned as a Pitjantjatjara Child." Aboriginal Child at School 19, no. 1 (1991): 6–12. http://dx.doi.org/10.1017/s0310582200007288.

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As a child I lived at a place called Angatja. My father, mother, grandmother, older brothers, aunts, and uncles taught me there and I learned from them. My mother taught me about her bush foods. She collected the plant foods and prepared them and I learned by watching her. I learned also from my father. He taught about meat foods, cooking the meat, making spears, joining parts of the spears tightly with sinew and going out hunting for meat. My mother would take me out with her. We two went out together to collect small animals and plant foods, hitting sand goannas, and sometimes collecting bush honey. I watched her and gathered some foods and when we all came together in camp we ate the meat and plant foods. My mother gathered various plant foods, native millet seeds, pigweed, roots which grew in the rocks and other seeds. These foods were available in autumn. Other foods were found on trees in spring. These fruits included mistletoe berries, mulga apples, native plums and quandongs. Also the native fig trees grew on small rocky hills.

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8

Muyangwa, M. M., and W. N. Mvakade. "English and Xhosa as Media of Instruction and Academic Performance of Pupils Whose Mother Tongue is Xhosa." Psychological Reports 82, no. 1 (1998): 58. http://dx.doi.org/10.2466/pr0.1998.82.1.58.

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To study the relative effects of English and Xhosa as media of instruction on the academic performance of pupils whose mother tongue is Xhosa, 34 girls from among 60 doing Needlework and Clothing as a Standard Seven school subject were selected randomly. The girls were 15 to 17 years old. They were divided into equal groups of 17 on a random basis. Those who were taught in their mother tongue (Xhosa) performed significantly better than those taught in English.

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9

Vögeli, Dr Alma, and Engjellushe Icka. "NGO Management a Skill to Be Taught!" European Journal of Multidisciplinary Studies 5, no. 1 (2017): 252. http://dx.doi.org/10.26417/ejms.v5i1.p252-258.

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The aim of this article is to collect available information on NGOs in Albania and their requirements for educated and trained employees and volunteers with specific skills and capabilities that are in line with the investors’ requirements concerning application, implementation, and reporting systems. Since 1991 with the process of democratization and under the motto ''To make Albania like Europe'' the first NGO started to flourish (Jorgoni, 2013) in the fresh post-communist Albania. Mainly the NGOs started their activity in Albania as branches or daughter organizations of the mother NGOs from European and USA countries. The mother NGOs shared experience and funds with but the Albanian reality and infrastructure was not prepared to digest and implement the information and knowledge offered. Albanian NGOs were the first institutions in Albania that smelled freedom and Europe. Being member of any NGO had a strong conceptual and emotional meaning as if being member of the big real world outside the cold communist epoch. The communist curtains (Churchill 1946) for 45 years destroyed private propriety and legal institutions together with the perception of the individuals for free life and the big world. Aiming shrinking of people’s mind to fit the parameters of a communist red block full of black names and fake facts; generating the New Man only if the very nature of man can be changed to conform to the requirements of the new communist order (Alt and Alt 1964). Nowadays Albanian society shares social problems (drug, human rights etc.) with Western Europe; political problems with Asian and East Europe; and environmental problems with Central Europe and rest of the world.

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10

Rix, Karen. "Teaching a Mother to Attend Differentially to Her Mentally Handicapped Child's Behaviour." Behavioural Psychotherapy 16, no. 2 (1988): 122–32. http://dx.doi.org/10.1017/s0141347300012945.

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A mother was taught to modify her interactional style with her language-delayed son, using direct feedback via a bug-in-the-ear and video recordings. Results showed that attending to and praising the child's behaviours and imitating vocalisations increased, while commands, questions and reprimands decreased. Methods of dealing with tantrums were taught but no occasion arose during the teaching for putting them into practice. Follow-up two years later showed Stephen making good progress, while neither his mother nor his school had needed any further outside help for him.

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