Skip to main content

Home/ Malaysian Teachers & Education/ Group items tagged gender

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
izz aty

You Can Give a Boy a Doll, but You Can't Make Him Play With It - Christina Hoff Sommers... - 0 views

www.theatlantic.com/...265977

gender sex education amusing sexual discrimination neutrality schooling children school play

shared by izz aty on 10 Dec 12 - No Cached
  • In April 2012, following the celebration of International Women's Day, the Swedes formally introduced the genderless pronoun "hen" to be used in place of he and she (han and hon).
  • Egalia, a new state-sponsored pre-school in Stockholm, is dedicated to the total obliteration of the male and female distinction. There are no boys and girls at Egalia—just "friends" and "buddies."
  • Classic fairy tales like Cinderella and Snow White have been replaced by tales of two male giraffes who parent abandoned crocodile eggs. The Swedish Green Party would like Egalia to be the norm: It has suggested placing gender watchdogs in all of the nation's preschools. "Egalia gives [children] a fantastic opportunity to be whoever they want to be," says one excited teacher.
  • ...6 more annotations...
  • Congenital adrenal hyperplasia (CAH) is a genetic condition that results when the female fetus is subjected to unusually large quantities of male hormones—adrenal androgens. Girls with CAH tend to prefer trucks, cars, and construction sets over dolls and play tea sets
  • Androgyny advocates like our Swedish friends have heard such stories many times, and they have an answer. They acknowledge that sex differences have at least some foundation in biology, but they insist that culture can intensify or diminish their power and effect.
  • Hunter College psychologist Virginia Valian, a strong proponent of Swedish-style re-genderization, wrote in the book Why So Slow? The Advancement of Women, "We do not accept biology as destiny ... We vaccinate, we inoculate, we medicate... I propose we adopt the same attitude toward biological sex differences."
  • As one Swedish mother, Tanja Bergkvist, told the Associated Press, "Different gender roles aren't problematic as long as they are equally valued." Gender neutrality is not a necessary condition for equality. Men and women can be different—but equal. And for most human beings, the differences are a vital source for meaning and happiness. Since when is uniformity a democratic ideal?
  • To succeed, the Swedish parents, teachers and authorities are going to have to police—incessantly—boys' powerful attraction to large-group rough-and-tumble play and girls' affinity for intimate theatrical play
  • Boys' imaginative play involves a lot of conflict and imaginary violence; girls' play, on the other hand, seems to be much gentler and more peaceful. But as Paley looked more carefully, she noticed that the girls' fantasies were just as exciting and intense as the boys—though different. There were full of conflict, pesky characters and imaginary power struggles.
izz aty

Pregnant woman wins landmark discrimination case - The Malaysian Insider - 0 views

www.themalaysianinsider.com/...s-landmark-discrimination-case

law malaysia discrimination sexism gender equality education gender human rights women's rights women

shared by izz aty on 14 Jul 11 - No Cached
  • izz aty on 14 Jul 11
     
    "This is historic because this is the first decision that applies CEDAW (Convention on the Elimination of All Forms of Discrimination against Women) and Article 8(2) (of the federal constitution) to find the government liable for gender-based discrimination," Noorfadilla's lawyer Edmund Bon told The Malaysian Insider today.
izz aty

Anger as Iran bans women from universities - Telegraph - 0 views

www.telegraph.co.uk/...s-women-from-universities.html

female gender discrimination equality feminism iran middle east sexism women women's rights women's issues education learning news

shared by izz aty on 20 Aug 12 - No Cached
  • izz aty on 20 Aug 12
     
    "In a move that has prompted a demand for a UN investigation by Iran's most celebrated human rights campaigner, the Nobel laureate Shirin Ebadi, 36 universities have announced that 77 BA and BSc courses in the coming academic year will be "single gender" and effectively exclusive to men. It follows years in which Iranian women students have outperformed men, a trend at odds with the traditional male-dominated outlook of the country's religious leaders. Women outnumbered men by three to two in passing this year's university entrance exam."
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...endent_school_(United_Kingdom)

independent school english education england united kingdom private school state school schooling ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
  • ...70 more annotations...
  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
    • izz aty
      izz aty on 12 May 14
       
      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

Using Pictures for Lessons | Junk Mail Catalogs: A Treasure-Trove for Language Teachers - 0 views

www.njcu.edu/...schwartz.html

pictures images ideas lessons activities writing speaking grammar resources reference using language learning education learning language

shared by izz aty on 15 Aug 11 - No Cached
  • Teachers can easily use junk mail catalogs to create a picture file and then design lessons based on the pictures. This article briefly explains the benefits of using pictures, offers some suggestions for using pictures from junk mail catalogs, and describes three lesson plans
  • Pictures are a great incentive for language production and can be used in many ways in the classroom. "Specifically, pictures contribute to: interest and motivation; a sense of the context of the language; a specific reference point or stimulus" (Wright 19)
  • The lesson plans discussed below are for speaking, grammar, and writing activities
  • izz aty on 15 Aug 11
     
    Focus on Speaking/Writing:          This is for students at beginning and intermediate levels. The objective is to practice asking and answering questions. Each student needs one picture. (Pictures of people from various ethnic, economic, age, and gender groups are particular]y useful. Fashion catalogs are good sources of such pictures.) The procedure is as follows: First, as a class, have the students generate a list of interview questions. Write them on the board. Then distribute the pictures to the students. Tell them they will become the person in their picture. The students must create a biography for that person. Give the students time to think. Next, divide the students into pairs. Tell them to take turns interviewing each other, using the questions generated earlier. Students should give answers based on the identities they created for the person in their picture. As a follow-up, students can write a one-paragraph biography of their person. Focus on Grammar: This works well with intermediate-level students. The objective is to practice using comparatives and superlatives. The materials needed are sets of pictures--one set per student--which show similar objects; e.g.,a set that shows different kinds of shoes, a set that shows different kinds of hats, or watches, or cars, etc. The directions for the activity are: Give one set of pictures to each student. Tell students they should use comparatives and superlatives (which have been taught prior to doing this activity) to describe the objects in their pictures. They should write as many sentences as possible. When students have finished writing, they should form small groups and read their sentences to each other. 'They should check for errors, both spoken and written, and discuss whether they agree or disagree with the statements made about the objects in the pictures. This activity also lends itself to a discussion of culture--for example, if the pictures present items of clothing, teachers can
izz aty

Wandering thoughts lane: Tips for writing Spoken Word - 0 views

wanderingthoughtslane.blogspot.com/...spoken-word.html

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • 1. Start off with something easy. Sarah Kay gave some suggestions on how you should start writing poetry by writing lists. For example, start writing a list of 5-10 things I know to be true, or I should've learned by now. Also try 10 things I love/want/had.
  • 2. Don't try too hard.  Don't try to write super complicated filled with emotions and metaphors poems from the beginning, you'll only end up waisting time and feeling disappointed. Your first poems should go naturally, easy, that way you'll be amazed to see how far you've come after a while.
  • 3. Inspire yourself Look around you for things to inspire you. For example you can listen to some poetry, maybe one word or one phrase someone recites triggers something inside your brain. Listening to music is also a great inspiration source -at least for me. When I listen to music I can picture the story behind the song (but mostly only when I listen to instrumentals). Also, try to look at the world from a different perspective. When you take a walk try to observe as many things as possible, a funny incident, a person you like, a beautiful view on the landscapes. Inspire yourself from everything around you.
  • ...8 more annotations...
  • 6. Revise and rewrite your poems  If it doesn't sound very good right after it's done that's alright, just give it some time. Focus on writing other poems and come back to revise this one after a while, you'll have a different perspective after you took a brake from it. It'll help you see the bigger picture.
  • 5. Read your poems out loud  I know it sounds like no big deal but trust me it makes a difference.
  • 4. Read/watch as many spoken word/poems as possible Pay attention to what suits you better, which artists do you like most and why. Understand it and go in that direction. For example if you like an artists that always has funny poems you may be prone to write funny poems, it's likely they'll make you feel more comfortable. You can always experience other types of poems if you want to!
  • 7. Use your imagination. That's what I love most about artists, they CREATE their world however they want it to be, and they can drag you into their stories faster than you can even realize it. So use your imagination, create whatever you wish and do your best to convince the audience (even if the audience is just you or a couple of friends of yours.) that world you're writing really exists. 
  • 8. Spoken word doesn't have to rhyme So don't struggle to find rhymes. But, if you have a good rhyme in mind. don't hesitate! Make it part of your poetry, find your flow.
  • 9. Make a special notebook for poetry writing. I bought my poetry notebook just because I liked the cover of it. Every time I pull it out of my bag it makes me smile. Also one more thing I did was to write quotes from my best poems on colored post it notes and stick them on the first page of the notebook. That way every time I open the notebook to write I can read pieces of my best creations and feel proud. It really boosts up your morale. 
  • 10. Be honest with yourself If something hurt you and it still does let it out, don't back from your thoughts and feelings. If you worry your poem will be too cheesy or too sad, stop worrying! just let it be. Acknowledge the fact that those thoughts were haunting your brain for some time now. Get to know them and set them free...and what better way is there to set thoughts free than by poetry?
  • 11.  Write as often as possible And this is, the most important thing of all. Write constantly, even if you have just one or two sentences in mind, just write them down. Also, carry the notebook with you all the time. You never know when something will trigger the inspiration in you.
  • izz aty on 10 Aug 14
     
    "the spoken word has been an outlet for people to release their views outside the academic and institutional domains of the university and academic or small press. The spoken word and its most popular offshoot, slam poetry, evolved into the present day soap-box for people, especially younger ones, to express their views, emotions, life experiences or information to audiences. The views of spoken word artists encompass frank commentary on religion, politics, sex and gender, often taboo subjects in the world of contemporary academic poetry. Spoken word is used to inform or make an audience conscious of some human aspect pertaining to life*"
izz aty

‎ - 0 views

‎"I think that making girls more like men is actually the wrong way to go, it's the other way around. It's like the men that need to learn how to be more like those natural qualities that women hav...

sheikh hamza yusuf hamza yusuf gender women islam faith religion human rights human society people community love school schooling education nurture quotes

started by izz aty on 19 Feb 12 no follow-up yet
izz aty

"Like a bird let loose" - girls' education in Afghanistan | Women's Views on News - 0 views

www.womensviewsonnews.org/...80%99-education-in-afghanistan

news education women gender equality poverty middle east schooling society

shared by izz aty on 31 May 11 - No Cached
  • This is Meena. She’s 17 years old. She’s a student in Balkh province in northern Afghanistan. Meena is also one of the 687 Afghan students interviewed for Oxfam’s new report, High Stakes: Girls’ Education in Afghanistan, published today. Since the fall of the Taliban, girls’ enrolment in education has increased from an estimated 5,000 under the Taliban, to a current total of 2.4 million girls. Obviously, this is a significant gain, but there’s still a long way to go.
izz aty

Evidence for a Collective Intelligence Factor in the Performance of Human Groups - 0 views

www.wjh.harvard.edu/...Woolley2010a.pdf

science social science psychology sociology gender people society work career

shared by izz aty on 28 Jun 11 - No Cached
  • izz aty on 28 Jun 11
     
    Research (pdf) by Woolley et al: Psychologists have repeatedly shown that a single statistical factor-often called "general intelligence"-emerges from the correlations among people's performance on a wide variety of cognitive tasks. But no one has systematically examined whether a similar kind of "collective intelligence" exists for groups of people. In two studies with 699 people, working in groups of two to five, we find converging evidence of a general collective intelligence factor that explains a group's performance on a wide variety of tasks. This "c factor" is not strongly correlated with the average or maximum individual intelligence of group members but is correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group.
1 - 11 of 11
Showing 20▼ items per page