This article examines, analyses and compares the cinematic representation of three female protagonists (on three respective films) within their portrayed incestuous relationships. It also attempts to draw significant conclusions about their dynamic as female participating subjects in these affairs in a more inclusive way, one that takes into consideration their racial, gender, social and family characteristics. As incest itself is one of the strongest human taboos, various questions regarding the female portrait and position in such relationships arise: as incest constitutes (...) the strongest social taboo of human civilization, is it similarly portrayed in cinema? Can incest be a female’s act of choice or is it just a male’s one? Are there any differences between male and female depictions of incestuous desire and sexual act? In which ways do potential differences, such as social status, class origin, racial and gender stereotypes, influence the protagonists of incestuous relationships? Which female motivations are involved in incestuous relationships? (shrink)

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention ( N = 29 children) and a control group ( N = 31 children). Before intervention, groups were evaluated by standardized tests of reading words/pseudowords, spelling words, and vocabulary. Students (...) were also assessed on compound knowledge by a word analogy task, a meaning task and a spelling task. The experimental design of the intervention included a pre-test, a training program, and a post-test. The pre- and post-assessments consisted of the spelling and the meaning tasks entailing equally morphologically transparent and opaque compounds. The training program was based on word families ( N = 10 word families, 56 trained items, 5 sessions) and aimed to offer instruction of morphological decomposition and meaning of words. The findings showed that training was effective in enhancing the spelling and most notably the meaning of compounds. A closer inspection of intervention data in terms of morphological transparency, revealed that training group of first graders improved significantly both on transparent and opaque compounds, while the degree of gains was larger on opaque items for the second graders. These findings are consistent with the experimental literature and particularly optimistic for the literacy enhancement of typically developing children in regular classrooms. (shrink)