Academic literature on the topic 'Acknowledgment of children'
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Journal articles on the topic "Acknowledgment of children"
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Rogus, Caroline. "Fighting the Establishment: The Need for Procedural Reform of Our Paternity Laws." Michigan Journal of Gender & Law, no. 21.1 (2014): 67. http://dx.doi.org/10.36641/mjgl.21.1.fighting.
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Every state and the District of Columbia use voluntary acknowledgments of paternity. Created pursuant to federal law, the acknowledgment is signed by the purported biological parents and establishes paternity without requiring court involvement. Intended to be a “simple civil process” to establish paternity where the parents are unmarried, the acknowledgment is used by state governments to expedite child support litigation. But federal policy and state laws governing the acknowledgments do not sufficiently protect the interests of those men who have signed acknowledgments and who subsequently discover that they lack genetic ties to the children in question. A signatory who learns that he is not the child’s biological father and who wishes to challenge the validity of the acknowledgment must navigate a difficult process for relief. The very act of signing an acknowledgment may subsequently prevent him from offering any scientific evidence of the absence of a biological connection to the child. As a result, he may be obligated to pay child support for years on the basis of that erroneous paternity acknowledgment, and a parent-child relationship may be imposed even if it is not in the child’s best interests. Using the District of Columbia as a model to highlight the need for procedural reform, this Article examines the federal and D.C. legislation that created voluntary acknowledgments of paternity as well as the process for either rescinding or challenging their validity. The Article then analyzes the practical implications of these processes and discusses why the presumptive weight of the acknowledgment, a conclusive presumption of paternity, is problematic. In particular, the Article questions the need for a conclusive presumption of paternity, a difficult evidentiary burden for a challenger to overcome, and whether the conclusive presumption of paternity runs afoul of constitutional protections. Finally, the Article offers possible solutions to improve the establishment process.
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Tsou, Yung-Ting, Boya Li, Carin H. Wiefferink, Johan H. M. Frijns, and Carolien Rieffe. "The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss." Research on Child and Adolescent Psychopathology 49, no. 9 (2021): 1151–64. http://dx.doi.org/10.1007/s10802-021-00816-x.
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AbstractEmpathy enables people to share, understand, and show concern for others’ emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology. Seventy-one children with hearing loss and cochlear implants (CI), and 272 typically-hearing (TH) children, participated (aged 1–5 years at Time 1). Parents rated their children’s empathic skills (affective empathy, attention to others’ emotions, prosocial actions, and emotion acknowledgment) and psychopathological symptoms (internalizing and externalizing behaviors). Children with CI and TH children were rated similarly on most of the empathic skills. Yet, fewer prosocial actions were reported in children with CI than in TH children. In both groups, affective empathy decreased with age, while prosocial actions and emotion acknowledgment increased with age and stabilized when children entered primary schools. Attention to emotions increased with age in children with CI, yet remained stable in TH children. Moreover, higher levels of affective empathy, lower levels of emotion acknowledgment, and a larger increase in attention to emotions over time were associated with more psychopathological symptoms in both groups. These findings highlight the importance of social access from which children with CI can learn to process others’ emotions more adaptively. Notably, interventions for psychopathology that tackle empathic responses may be beneficial for both groups, alike.
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WIENER, JERRY M. "Medicating Children With Attention Deficit Disorder." Pediatrics 82, no. 5 (1988): 812. http://dx.doi.org/10.1542/peds.82.5.812a.
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To the Editor.— I read the position statement by the American Academy of Pediatrics, Committees on Children With Disabilities and Drugs (Pediatrics 1987;80:758-760) regarding medication for children with attention deficit disorder. It is encouraging that the American Academy of Pediatrics has undertaken to bring this information to its membership; it is disappointing that, in discussing evaluation and treatment, there was no acknowledgment of any role for the child psychiatrist, even though the vast majority of research into diagnosis and treatment has been done by child psychiatrists and published in the psychiatric literature.
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Bishop, D. V. M., J. Chan, J. Hartley, and F. Weir. "When a nod is as good as a word: Form-function relationships between questions and their responses." Applied Psycholinguistics 19, no. 3 (1998): 415–32. http://dx.doi.org/10.1017/s0142716400010249.
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ABSTRACTIt is well established that syntactic form and communicative function do not always correspond: for instance, a syntactic question might function as a request for information (“did you see the play?”) or a request for acknowledgment when there is no doubt about polarity of the response (“there's a tower at Blackpool, isn't there”). Using data from a corpus of 18 child–adult conversations, we distinguished adult utterances that solicited information from those soliciting acknowledgment (i.e., where the response was predictable, and the utterance served a predominantly social function). Both types of utterance were usually responded to by children, but the form of response differed according to the communicative function of the utterance. Nonverbal and prosodic responses (e.g., nods or “mmh”) were significantly more likely to occur in response to utterances soliciting acknowledgment than in response to yes/no questions that solicited information. There were consistent form–function relationships for responses as well as for soliciting utterances. Nonverbal nods and headshakes were not functionally equivalent to verbal “yes” and “no.”
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Boone Blanchard, Sheresa, Jennifer Ryan Newton, Katherine W. Didericksen, Michael Daniels, and Kia Glosson. "Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity." Topics in Early Childhood Special Education 41, no. 1 (2021): 6–17. http://dx.doi.org/10.1177/0271121421992470.
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Many early intervention systems are focused on “fixing” children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support a need for thoughtful, systems-level decisions. We propose a conceptual model for acknowledging the impact of social stratification mechanisms like systemic racism on the development of young children of color in early intervention to ensure equitable access and outcomes. Through this acknowledgment, we can consider systems-level change to build equity-empowered settings and classrooms that support optimal development for all children, especially children of color and with disabilities.
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Adjie, Habib. "Distinguishing: Appointment, Recognition of Children and Ratification of Children Based on Law Number 23 of 2006 concerning Population Administration." International Journal of Science and Society 3, no. 2 (2021): 313–20. http://dx.doi.org/10.54783/ijsoc.v3i2.343.
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Article 4 7(1) of Law No 23 of 2006 on the Administration of the Population (Adminduk) provides that the adoption of children is a legal act to transfer the rights of the child from the families of parents, legal guardians and others responsible for the care, education and bringing of children into the families of their adoptive parents by decision of the Court Basing this child acceptance on the concept or limitation of child adoption is a legal act with certain law-controlled goals and aims and inevitable legal consequences, such as the bodily and psychological responsibility of the child he or she accepts. Kid Recognition is a father's recognition of his kid born from lawful marriage with the agreement of the biological mother of the child. Kid acknowledgment is meant to provide the child a biological father/father, as well as legal civil ties. The provisions mentioned in the Elucidation of Article 49(1) of the Adminduk Law are acknowledgments that can only be made by the father/father, in this case there is no mother's acknowledgement; in other words, it is not automatically necessary to prove that the child was not born by the mother concerned. Elucidating Article 50(1) of the Child Legalization Administration Law is the ratification of the status of a child born outside the legal marital bond while registering the marriage of the child's two parents. Article 50(1) of the Administrative Law requires parents to notify the child's ratification to the Implementing Agency no later than 30 (thirty) days after the child's father and mother marry and acquire a marriage certificate. Child Recognition or Child Ratification can be performed for children born outside formal marriage. If the child's acknowledgement is restricted to a disclosure from his biological father, accepted by his birth mother, without being followed by the parents' marriage, yet in the Child Legalization, the child's mother and father are married. When documenting the wedding, the youngster is recognized as their biological kid. And this kid's ratification is a legal endeavor (rechtsmiddel) to offer a position as a legitimate kid through marriage by his parents.
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Estrada-Luna, Diego, Elizabeth Carreón-Torres, Susana González-Reyes, et al. "Nutraceuticals for Complementary Treatment of Multisystem Inflammatory Syndrome in Children: A Perspective from Their Use in COVID-19." Life 12, no. 10 (2022): 1652. http://dx.doi.org/10.3390/life12101652.
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Multisystem inflammatory syndrome in children (MIS-C) has been widely reported in some children diagnosed with SARS-CoV-2. Clinical signs of MIS-C are manifested at 2 to 4 weeks after SARS-CoV-2 infection, where elevated biomarkers of inflammation and cardiac dysfunction are the hallmark of this syndrome when infection or exposure to SARS-CoV-2 has been confirmed. However, after two years of acknowledgment, MIS-C treatment is still under research to reach safety and effectiveness in the acute phase in children. Therefore, in this review, we discuss the potential use of natural compounds with antioxidant and anti-inflammatory effects to reduce collateral damage caused by hyperinflammation in MIS-C pathology for new research in treatment and interventions.
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Barrech, Sadia, and Muhammad Din. "Sociological Analysis of Child Abuse in Balochistan." Pakistan Journal of Applied Social Sciences 10, no. 1 (2019): 101–16. http://dx.doi.org/10.46568/pjass.v10i1.103.
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This study focus on child abuse in an association to family decorations of acknowledgment dismissal towards their children and the impact of demographic factors in Pakistani socio-cultural setting. The concerns over rising incidence of child abuse and neglect have received global attention. A number of national and international organizations have shown serious concerns and are demanding strict measures to tackle the issues of child protection.400 children (76% male & 26% female) of age ranging from 8-19 years were randomly selected. The data were collected from Quetta city. The results indicated that low monthly income of the family are one of the momentous elements of child abuse.
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Ahmed, Eliza, and John Braithwaite. "Forgiveness, Shaming, Shame and Bullying." Australian & New Zealand Journal of Criminology 38, no. 3 (2005): 298–323. http://dx.doi.org/10.1375/acri.38.3.298.
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This study predicts self-initiated bullying from three variables: shaming, forgiveness and shame. Data were collected from 1875 Bangladeshi school children (60% girls; mean grade = 8.28) using the Bengali version of the Life at School Survey. Results demonstrated that reintegrative shaming and forgiveness were related to less bullying. High shame acknowledgment (accepting responsibility, making amends) and low shame displacement into anger or blaming others were also associated with less bullying. Liking school protected children who experienced (a) less reintegrative shaming, and (b) more stigmatising shaming at home. Equally, more reintegrative shaming and less stigmatising shaming protected children against bullying when liking for school was absent. The forgiveness main effect on bullying (22.4% reduction) was much bigger than the main effect of reintegrative shaming (11.3% reduction). These results are consistent with the view that forgiveness is a more powerful restorative practice than reintegrative shaming.
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Orleans, Miriam, and Elina Hemminki. "ASSESSING REPRODUCTIVE TECHNOLOGY." International Journal of Technology Assessment in Health Care 15, no. 1 (1999): 1–2. http://dx.doi.org/10.1017/s0266462399015111.
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The cultural and emotional importance of having and raising healthy children is undisputed. Cross-cultural solutions to problems resulting from involuntary childlessness have included such strategies as adoption, finding new partners, and dissolving marriages that do not produce offspring. While both males and female infertility may result from heritable factors, environmental exposures, and disease, it is usually the result of functional incapacity in youth and in old age. The high value attached to reproduction is not puzzling. Human reproduction is protected by strong basic instincts. Childlessness is seldom met with stoicism by those who wish to have children. The happiness that follows the successful birth of a wanted child must not be discounted. Traditional definitions of “family” imply “offspring” before the acknowledgment of other memberships.
Books on the topic "Acknowledgment of children"
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Child Support Technology Transfer Project (U.S.), ed. A Guide to initiating a paternity consent process: A monograph. U.S. Dept. of Health and Human Services, Office of Child Support Enforcement, Child Support Technology Transfer Project, 1989.
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Costa, Susana. Filhos da (sua) mãe: Atores institucionais, pericias e paternidades no sistema judicial portugues. Almedina, 2013.
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S, María Esther Padilla. No sólo por la sangre: El reconocimiento de hijos y sus efectos. Centro Juana Azurduy, 2000.
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Peter, Dopffel, and Coester-Waltjen Dagmar, eds. Ehelichkeitsanfechtung durch das Kind: Zwei rechtsvergleichende Gutachten. J.C.B. Mohr, 1990.
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S, María Esther Padilla. No sólo por la sangre: El reconocimiento de hijos y sus efectos. Centro "Juana Azurduy", 2000.
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Martínez, Juan T. Mostacedo. Derecho de familia: Declaratoria judicial de paternidad y desconocimiento de paternidad. [s.n.], 2006.
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Farias, Cristiano Chaves de. Reconhecimento de filhos e a ação de investigação de paternidade: De acordo com a Lei no. 12,004/09, Lei de presunção de paternidade e com a Lei no. 12,010/09, Lei nacional de adoção. Editora Lumen Juris, 2010.
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González, María Begoña Fernández. El reconocimiento de los hijos no matrimoniales. Universidad San Pablo, CEU, 1998.
Find full textBook chapters on the topic "Acknowledgment of children"
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Custodero, Lori A. "Encounters with Children." In Before We Teach Music. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197557877.003.0006.
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Abstract In studies of musical parenting, researchers have found parents to have a natural tendency to share musical experiences with their infants and young children. Conrad provides a comparative analysis of Darwin’s diary and his published scientific report of his own infant’s development. In his diary, there was a change from “detached observer” to “embodied participant” that involved reciprocal actions and acknowledgment. This exchange with young children produces an unmasking of the objective, distantly academic, and controlled persona, revealing a vulnerability to surprise and delight. Such a response may perhaps best be described as enchantment, which, Bennett writes, is “to be struck and shaken by the extraordinary that lives amid the familiar and every day.” A case study of the Scottish Opera’s creation for infants called BambinO draws from interviews and focus groups with the composer, director, stage manager, instrumentalists, and singers. Their experiences of mutuality and enchantment provide support for the impact of being with children.
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Rai, Shirin M. "Depleting Futures." In Depletion. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197535547.003.0006.
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Abstract Children also care, but their care work is often framed in contradictory ways. On the one hand, it is seen to be a burden for children and therefore something to be discouraged —through national and international policy and legal framing. On the other hand, there is a celebration of children’s agency without due attention to how the children’s care work can affect their well-being. This can be in terms of schooling, education, and physical and mental health, as well as the rewards that children experience through care work. Based on a study on the care work of children in the Midlands in the United Kingdom, the chapter argues that although a focus on children’s agency is important, it is imperative that this is complemented by acknowledgment of the depletion that child carers may experience. The chapter addresses how we might identify the scale of this and develop strategies to address this.
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Elias, Jamal J. "Of Children, Adults, and Tomorrow." In Alef Is for Allah. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520290075.003.0008.
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Continuing with the discussion of sacrifice and gender that was a major element of the previous chapter, this chapter argues that emotive constructs are moral contracts that both derive from and shape society as a pious community. As such, emotion is related to virtue and is therefore aspirational. In the makeup of the social unit, morale serves as an indicator of the condition and functioning of individual bodies within the group and of the collective disposition to which the group aspires in acknowledgment of morale’s social vitality. Morale becomes linked to aspiration for a better future, one populated by finer individuals, including oneself. As such, the quest for morale becomes imbricated in the desire to shape childhood and to use children to shape adult society. Drawing together the data, methodologies, and analysis of the previous chapters, the final chapter sharpens conclusions concerning the ways in which children stand in for adults in a variety of ways and how adult anxieties and aspirations are projected upon and experienced through children, transforming them into repositories of adult intentionalities. In the process, the visual image becomes the site of the performance, emotion, and affect.
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Welch, Graham F., and Margaret S. Barrett. "Future Perspectives." In The Oxford Handbook of Early Childhood Learning and Development in Music. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780190927523.013.61.
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Abstract The concluding chapter of the handbook reflects on the contents of each of its contributory sections and the themes that emerge across chapters. Key themes embrace the potential for young children to develop both in and through music, outlining the ways our underlying multi-sited neurological processing of embodied musical sound is shaped and developed by social and cultural contexts. Authors also provide critical international perspectives of what counts as music and children’s musicality—noting that these are in a symbiotic relationship to the theoretical position adopted by the researcher(s), with each perspective offering distinctive insights into the phenomena. We also note how inherent biases in the existing research literature offer opportunities for future, deeper inter- and intra-disciplinary insights, including greater acknowledgment and understandings of the music practices in the majority world.
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Peter J., Katz. "Caring Bodies: The Reformer, Sartorial Exchange and the Work of the Novel in Walter Besant’s Children of Gibeon." In Reading Bodies in Victorian Fiction. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781474476201.003.0007.
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This chapter attends to materiality, to bodies, to surfaces, and to acknowledgment rather than knowledge. Besant’s Liberalism is Associationism in action. To make this claim, the chapter focuses on how physical objects mediate between bodies in Children of Gibeon. The closer an object gets to the surface, the more it brings bodies together. One of the core preoccupations of Children of Gibeon is the degree to which the affective gravity of objects moulds social relations. In the East End, wealthy heiress Valentine seeks to connect with her working-class sisters through the objects around them. Initially, she relies on these objects as fetishes that metaphorise the affects and bodies around her. But her politics evolve as she begins to move away from mere representation. Instead, she learns an ethics of personal care that acknowledges workers rather than claims to know them. This the value of surface reading as a mode of inquiry, for it offers a route to address the material conditions of lived experience both at a systematic level and at the level of individuals and their feelings.
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Daar, Judith. "The Harms of Procreative Deprivation." In The New Eugenics. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300137156.003.0007.
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This chapter examines how recent efforts to address the harms done to several Americans have taken shape as formal apologies and payments to surviving victims. This contemporary hand-wringing is an important acknowledgment that state-sponsored reproductive deprivation is among the most profound offenses a citizen can suffer. The chapter questions whether the harms from deprivation of assisted conception services are of equal impact to those wrought by unconsensual, unwanted, and procreative robbing surgeries. Whatever the comparison, each person deprived of an opportunity to parent by law, policy, or provider suffers gravely in ways that go beyond the first-line harm of forced childlessness. These harms befall patients, providers, children, and society in various ways, strengthening the case that disparities in access to ART warrant attention and reform.
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Reczek, Rin, and Emma Bosley-Smith. "Conclusion." In Families We Keep. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479813322.003.0011.
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The conclusion argues that all families are embedded in a culture of compulsory kinship, but that LGBTQ young adults provide a case study of compulsory kinship’s operation given their unique and often marginalized position in the family. While people may think the persistent primacy of the parent-child tie is something to celebrate, the conclusion takes the position that compulsory kinship perpetuates long-term harm for many adult children. The parent-child relationship is so central to the organization and functioning of contemporary society that it is difficult to imagine an alternative. The conclusion stresses the importance of alternative ways of organizing society that don’t rely as heavily on the parent-child tie, offering ways to break free of compulsory kinship. It offers liberatory options rooted in Black, queer, and feminist communities that provide a way out of our reliance (and insistence) on the parent-child tie and families more broadly as it becomes clear that that reliance is inherently linked with broader inequality. While a new way forward is presented in the conclusion, this is done with the acknowledgment that it is incredibly difficult to untangle, or even question, the relationships between parents and their adult children.
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"Acknowledgments." In Bomb Children. Duke University Press, 2020. http://dx.doi.org/10.1515/9781478005261-001.
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"Acknowledgments." In Taking Children. University of California Press, 2020. http://dx.doi.org/10.2307/j.ctvz0h8gf.10.
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"Acknowledgments." In Jabotinsky's Children. Princeton University Press, 2017. http://dx.doi.org/10.1515/9781400888627-002.
Full textConference papers on the topic "Acknowledgment of children"
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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.
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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Alnafjan, Abeer. "Math Game for Elementary School Children Using Leap Motion Controller." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004605.
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Education holds significant importance in society as it provides individuals with essential knowledge, skills, and critical thinking abilities. However, traditional educational approaches may not always engage children effectively. To address this, innovative methods are needed to make education more interesting and captivating for children. By incorporating interactive elements such as educational games, multimedia resources, and creative teaching techniques, we can create a learning environment that fosters curiosity, exploration, and active participation. This approach enhances learning outcomes and fosters a lifelong passion for learning in children. In recent years, the advancement of technology has transformed the educational landscape, offering a wide array of resources to enhance learning experiences. Educational games have emerged as a promising tool, particularly in fostering children's interest and engagement in various subject areas. There has been a significant increase in the number of studies, projects, and research efforts dedicated to designing guidelines and frameworks for integrating technology and educational games in the field of education. This increased focus demonstrates the acknowledgment of the significant potential of educational games as effective tools for improving learning outcomes. To ensure the effectiveness of these games, researchers and developers have identified essential features that contribute to their educational value. These features include the ability to stimulate critical thinking, minimize the reliance on textual content, provide user-friendly interfaces, and promote interactivity. By incorporating these elements into game design, educators can create engaging learning experiences that foster deeper understanding and knowledge acquisition among learners. The focus on these crucial features demonstrates the commitment to designing educational games that effectively support learning goals and engage students in meaningful ways. Our project’s primary aim is to design and develop an educational game employing hand movements using the Leap Motion Controller (LMC) as an interactive input device. The game aims to enhance children's understanding of arithmetic operations, specifically addition and subtraction, in an enjoyable and captivating manner. The use of LMC enables the recognition of children's gestures representing numbers, thereby providing an interactive learning experience. The objectives of the project include acquiring relevant background knowledge, establishing functional requirements and computational constraints, designing and developing a math game incorporating elements such as 3D animations and pictures, and validating the game's effectiveness in achieving its intended benefits for both children and their teachers.The paper is organized into five sections. Section 1 introduces the problem and outlines the aim and objectives of the project. Section 2 reviews related works in the field. Section 3 presents the system design. Section 4 describes the challenges anticipated during and after implementation. Finally, Section 5 concludes with a summary of our findings, future work, and design considerations.
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Pitic, Alina elena, and Ioana Moisil. "COMPUTERS IN SCHOOL. A CASE STUDY WITH CHILDREN 6 TO 12 YEARS OLD." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-086.
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For more than thirty years computers in schools has been a challenging research topic. Starting with Computer Aided Learnig (CAL), Computer Aided Trainig and Instruction (CAT and CAI) and up to present e-Learning, the research main goals were to improve learning and teaching in schools, to adapt teachin and learning to individual needs through personalized software, and last but not least, to provide the necessary learning resources at a lower cost. With the same aims in mind , we have carried out several experiments in order to better understand how educational software has to be designed and developed to better answer teachers and students expectations, to enhanced e-learnin usability. In our paper we are presenting some of the experiments concerning school children 6 to 12 years old. Children were introduced to a virtual environment – a library (the virtual image of the central university library) and their behaviour was observed. Children participating in the study were computer literate. We were interested in identifying key factors that can motivate children to read books from the library. The study started in 2009 with an simple 3D model of the library. Based on our observations and working with the children as design partners, the virtual library application was modified several times in order to obtain better answers to educational aims and a higher degree of satisfaction from the young user. Acknowledgment. A major part of the results presented in this paper were obtained by Alina -Elena Pitic during her work for the PhD thesis “Contributions to the modeling, the design and the development of user interfaces for educational software”.
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Santos, Isabelle Alex dos, Nataly Lacerda de Oliveira, and Edna Dias Canedo. "Exploring Gender Perspectives on Parenthood Experiences among Fathers and Mothers in the ICT Field." In Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2024. http://dx.doi.org/10.5753/wit.2024.2664.
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Context: Previous research has explored the beneficial effects of gender diversity within Information and Communication Technology (ICT) teams. Nonetheless, it’s widely acknowledged that women encounter numerous obstacles in sustaining their careers, particularly after becoming mothers, in contrast to fathers. Goal: This paper investigates the perceptions of practitioners mothers and fathers in the ICT field regarding the challenges they encounter in the job market concerning parenthood, with a particular emphasis on gender perspectives. Method: We have conducted a survey with fathers and mothers working in the ICT field to ascertain their perceptions of parenting challenges. Results: Our findings indicate that male practitioners find the organizational culture inclusive towards employees who are parents, while most women don’t feel the same way. Mothers have shown to feel insecure about the impact that maternity leave can have on their careers and reported receiving fewer job opportunities because they have children, while most fathers do not share these concerns. Furthermore, the majority of ICT practitioners who are parents said their coworkers are supportive regarding their parental responsibilities. Conclusions: The analysis highlights common challenges faced by parents in the ICT industry, such as balancing work and family responsibilities, workplace discrimination against women, and an organizational culture that lacks support for parents. Nevertheless, there is a growing acknowledgment of the necessity for inclusive policies and mutual support to tackle these challenges.