Academic literature on the topic 'Adopted children in fiction'
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Journal articles on the topic "Adopted children in fiction"
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Khan Chaudhry, Mahmood Ali. "Note Child Labour - Facts and Fiction." LAHORE JOURNAL OF ECONOMICS 2, no. 2 (1997): 119–22. http://dx.doi.org/10.35536/lje.1997.v2.i2.a8.
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Child labour exists throughout the third world including Pakistan. For some unknown reason, the Western Press has chosen to single out Pakistan to decry the system. The May 1997 issue of the Readers’ Digest carried a particularly vicious article entitled `No Life for a Child’ giving harrowing tales of beatings and other forms of coercion to make little children in Pakistan to work in factories. Advantage is taken of the fact that there has been no census in the country for two decades to bloat the figures of child labour. One estimate going the rounds is 15 million. But the more popular figure is 8 million which both UNICEF and SAARC have adopted. ILO produced a figure of 6.3 million till, in 1996 it sponsored a survey which turned up the figure of 3.3 million. In a country with a population of 132 million, every man, woman and child of which is under a debt burden of about Rs 13,021 per annum the figure of 3.3 million labouring children should not take anyone by surprise. Not that this is any justification for child labour.
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Adhuze, Dr Helen Idowu. "The Face And Phases Of Anthropomorphism In Children’s Literature." Tasambo Journal of Language, Literature, and Culture 1, no. 1 (2022): 47–55. http://dx.doi.org/10.36349/tjllc.2022.v01i01.006.
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Anthropomorphism, the imposition of human traits on nonhuman objects and animals, is an ancient tradition in the art of storytelling. Existing studies on anthropomorphism in literature have mostly focused on its being a satirical device in adult fiction but paid less attention to how anthropomorphism is constructed in literature for children. This study was executed to examine the depiction of anthropomorphism through folktales, modern fables, and digitales-in selected contemporary Nigerian prose narratives for children intending to establish the use of anthropomorphized characters to bring abstract concepts to life. Jean Piaget’s cognitive constructivism was adopted as the theoretical framework for the study. Five narratives were purposively selected because of their relevance to the study. The narratives were subjected to critical analyses. The face of anthropomorphism is revealed as a rhetorical tool through personification and metaphoric expressions. Anthropomorphism in children’s narratives serves as an attention grabber and a means of giving concrete information on learning through cognitive constructivism which is effective through a literature-based learning experience. In juvenile literature, anthropomorphism is used in building a relational attitude between the young readers and the fictional characters in the text for subtle facilitation of knowledge.
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Tropin, Tijana. "The relationship between Arthurian tradition and science fiction in Diana Wynne Jones's novel 'Hexwood'." Kultura, no. 168 (2020): 14–27. http://dx.doi.org/10.5937/kultura2068014t.
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This paper analyses Diana Wynne Jones's use of the Arthurian tradition in her novel Hexwood and the links she establishes with the contemporary traditions of the fantasy novel for children and science fiction. By employing a complex non-linear narration and a rich network of intertextual allusions ranging from Thomas Mallory and Edmund Spenser to T. H. White, Wynne Jones creates an unusual and successful genre amalgam. The central concept of the novel, a version of virtual reality where individuals adopt false identities and act accordingly, enables a highly uncommon self aware use of motifs adopted from myth and literature.
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Stewart, Matthew, Alexander Keightley, Anne Maguire, et al. "Investigating the Management of Carious Primary Teeth in General Dental Practice: An Overview of the Development and Conduct of the Fiction Trial." Primary Dental Journal 4, no. 4 (2015): 67–73. http://dx.doi.org/10.1308/205016815816682146.
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The management of carious primary teeth is a challenge for patients, parents and clinicians. Most evidence supporting different management strategies originates from a specialist setting and therefore its relevance to the primary care setting is questionable. The UK National Institute for Health Research (NIHR) Health Technology Assessment (HTA) has commissioned the FiCTION (Filling Children's Teeth: Indicated Or Not?) trial; a multi-centre primary dental care randomised controlled trial (RCT) to determine the most clinically and cost-effective approach to managing caries in the primary dentition in the UK. This large trial began in 2012, is due to be completed in late 2017 and involves 72 practices and 1,124 children initially aged three to seven years with dentine caries, following randomisation to one of three caries management strategies. Clinical, radiographic, quality of life, treatment acceptability and health economics data are collected during the three-year follow up period. This article provides an overview of the development and conduct of FiCTION and discusses some approaches adopted to manage challenges and achieve the patient recruitment target.
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Sen, Erhan, and Sedat Karagul. "A Study of Secondary School Students’ Perceptions of Fictional Characters." International Journal of Educational Methodology 7, no. 3 (2021): 433–46. http://dx.doi.org/10.12973/ijem.7.3.433.
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<p style="text-align: justify;">Fictional characters give literary works a sense of reality. The actions of fictional characters play a crucial role in children's personality development. Young readers who lack critical reading skills are more likely to incorporate fictional characters into their lives because they have a hard time telling reality from fiction. Therefore, we should determine how children perceive fictional characters and teach them that they are imaginary figures. In this way, we can help them approach those characters' actions from an external and critical perspective. This study adopted a qualitative research design (case study) to investigate secondary school students' perceptions of fictional characters. The sample consisted of 45 secondary school students (28 female and 17 male). Data were collected through interviews and document review techniques. Data were analyzed using content analysis. Results showed that participants were more likely to be interested in and identify with characters with appealing personality traits. They had four types of approaches to fictional characters: (1) Wanting to change the storyline depending on what the fictional character goes through, (2) being influenced by them, (3) seeing them as role models, or (4) ignoring them. They wanted to change the storyline, especially when the villain got what he wanted or when the hero or the victim was unhappy, suggesting that they mostly took the protagonist's side (the good guy). While most participants attributed an ontological meaning to anthropomorphic characters, the symbolic meaning became of secondary importance. They were more interested in and identified more with characters with good living conditions and no death experiences.</p>
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Dr. Shabbir Ahmad, Dr. Neelum Almas, and Muhammad Iqbal. "Illness, Care, Love and Today’s American Family: A Comparative Study of the Novels “Miss Janie’s Girls and Sula”." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 307–13. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(307-313).
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This study examines how the novels Miss Janie’s Girls and Sula discussed the family life, illness, fight against pandemics, and need for care during a time of combatting the disease. This study has more importance in the context of the pandemic Covid-19 situation that laid stress on social distancing while the immediate demand of the patient is taking care of by the family members. This study establishes a link between fighting with a deadly disease and feminism, and for that, it brings a comparative analysis of the issues e.g. illness, care, love, and today’s American family from the 1970s to the 2020s selected fiction. The influence of changed living style on family relations, in contemporary American family life, with an emphasis on family love is underscored in facing the challenge of lethal diseases. However, this article concludes that the family also expands to the adopted children and fostered mothers.
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Belousova, Olga. "Education and home training in an aristocratic family in the mid-19th century: a case study of count S. D. Sheremetev." St. Tikhons' University Review 117 (April 30, 2024): 52–67. http://dx.doi.org/10.15382/sturii2024117.52-67.
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Education system S.D. Sheremetev was formed according to the established pattern adopted in noble families in the 40s and 50s. XIX century. It included education in basic disciplines, primarily in the humanities, as well as military training. Exceptional attention was paid to studying foreign languages with their native speakers, this made it possible to master them perfectly. Education involved, first of all, honing discipline and behavior that was normative for the noble class. A mandatory component of personality development was church education, which included regular attendance at church services and observance of church sacraments. From childhood, aesthetic tastes and ideas about beauty were instilled. However, this aspect of upbringing was uneven. If the closest attention was paid to reading fiction and musical classes (at least introductory), then painting, architecture, and theater were left to the discretion of families, and not all parents considered it necessary to introduce their children to these types of art. The most important area of education was class socialization, which involved teaching children from a very early age to behavior that was normative among the nobility and compliance with certain rules that were considered standard. All this instead made it possible to form, approximately in the middle of the second decade of life, a rather integral personality, an example of which was Count S.D. Sheremetev.
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Saunders, Bernadette J. "Words Matter: Textual Abuse of Childhood in the English-Speaking World, and the Role of Language in the Continuing Denial of Children’s Rights." International Journal of Children’s Rights 25, no. 2 (2017): 519–36. http://dx.doi.org/10.1163/15718182-02502010.
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This article focuses upon ‘the textual abuse of childhood in the English-speaking world’ (Saunders and Goddard, 2001). It highlights the significant role that the choice of words used to refer to children, and their experiences, plays in both the continued denial of children’s rights, and the perpetuation of children’s lesser status in relation to adults. The evolution in language apparent in international children’s rights documents is compared and contrasted with language adopted in some media articles, and in both fictional and academic literature, provoking thought about children and their experiences. Attention is particularly drawn to evidence of textual abuse in literature that ostensibly advocates for greater acknowledgement of each child as a person with human rights and an entitlement to dignity and respect. The author calls for a more critical awareness of language as a powerful influence on people’s attitudes and behaviours. It is argued that children occupy an ambivalent place in Western society – at once cherished, nurtured, precious and endearing, and yet ‘always othered’ (Lahman, 2008), and often belittled, subjugated, and subjected to ‘normalised’ violence as punishment for being a child. Children’s advocates ought to not only consciously adopt respectful and empowering written and spoken language in reference to children, they ought also to draw others’ attention to the potentially negative impact of ill-chosen or thoughtlessly adopted language. Fictional and academic literature, that thoughtfully and powerfully adopts language and expresses ideas that promote children’s rights, is recognised for its explicit and/or subliminal positive influence on children, adults and our future society.
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Simpson, Alyson. "Teaching with children's literature in initial teacher education: Developing equitable literacy pedagogy through talk about books." Journal of Literary Education, no. 4 (July 31, 2021): 172. http://dx.doi.org/10.7203/jle.4.21028.
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Teaching about children’s literature in pre-service teacher education is quite rare, even though research shows it is crucial for teachers to be good at teaching reading as well as being committed readers (Commeyras et al., 2003; Cremin et al., 2009). Emphasis on the reading process can sideline the importance of talking about quality literature to engage students in reading (Author, 2016). I have positioned the role of talk about books as a core part of our undergraduate degree. In this way, my pre-service teachers are alerted to the potential of the ‘fiction effect’ to improve equitable engagement with reading (Jerrim & Moss, 2019) for all students.
 
 The paper explores how an initial teacher education course in Australia partnered with local schools to create authentic interactions about children’s literature. A dialogic approach to learning (Alexander, 2020) was adopted to teach pre-service teachers to develop equitable literacy pedagogy informed by children's literature. During their education program the pre-service teachers received letters from school children who wrote about their reading preferences. The letters were discussed for evidence of reading habits and new books were sought as recommendations for children to read. Through considering their own reading identities pre-service teachers collectively developed their knowledge about children’s literature as they developed knowledge of literacy pedagogy. The development of habits of noticing (Simpson et al., 2020) through iterative discussion helped the pre-service teachers’ learn about their students, learn from their students, and encouraged them to take a more holistic view of the teaching of reading.
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Mashevskyi, O., and M. Baraboi. "THE QUEBEC NATIONAL QUESTION DURING THE WORLD WAR II AND IN THE POSTWAR PERIOD." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 132 (2017): 28–34. http://dx.doi.org/10.17721/1728-2640.2017.132.1.06.
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The paper deals with the Quebec national question during the Second World War and the postwar period in the context of the causes and preconditions of "Quiet Revolution" in 1960s in Quebec. Based on articles, memoirs, non-fiction literature, statements we analyze the views of the French-Canadian and the English-Canadian public and political figures on the crisis of conscription, as well as the impact of the crisis on the social and political situation in post-war Quebec. Particular attention is paid to an under-researched aspect in the historiography – to attempts of a reform in Quebec, in times of Adelard Godbout (1939 – 1944) as a prime-minister of Quebec. He was considered to be a precursor of the "quiet revolution" in 1960s. During his tenure in the Quebec government he adopted important laws on women suffrage, compulsory schooling of children from six years. It weakened the influence of foreign companies on the Quebec's economy. The Adelard Godbout's defeat in provincial elections in 1944 resulted in rise of a nationalist-conservative Maurice Duplessis. We thoroughly analyzed the post-war period in the history of Quebec, which is known as the "period of darkness" (1944 – 1959), when prime minister of Quebec Maurice Duplessis was elected on second term. The paper also focuses on the policy of the M. Duplessis's regime in Quebec, on how it contributed to further backlog in socio-economic development, which accelerated discontent of opposition which demanded major reforms. This discontent had become the catalyst of the "Quiet Revolution." The postwar period has transformed French-Canadian national question in Quebec. Basic issues during the government of M. Duplessis were not linguistic, religious or cultural ones. The main question was that of equality of the provinces in the federation and concerned expansion the autonomous rights of Quebec.
Dissertations / Theses on the topic "Adopted children in fiction"
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Burke, Andrew. "High Spirits - With an accompanying exegesis - Behind Dry Ink in Set Patterns." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/2063.
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This thesis is in the form of a novel titled 'High Spirits' and an exegesis, 'Behind Dry Ink in Set Patterns'.
The novel traces the life of an Australian girl from birth to her mid-teens. Rose Sommers is adopted by a couple who have returned from prisoner-of-war camps in Singapore after World War II. Set in the early 1960s, the narrative starts with Rose at thirteen running away from the family farm to Perth. The novel has six flashbacks in the first third to tell the story of how the parents adopted and treated her: her adoptive mother was unbalanced and her adoptive father was a weak man.
When she arrives in Perth, the buildings and crowded streets terrify Rose, so she runs straight through to bushland in Kings Park. There she teams up with Bela, a Hungarian refugee-and from there she is on her own. Through periods of great deprivation, including drug addiction and the birth of two children, Rose is in constant battle with the law and bureaucracy. From a religious rebel to a spiritual seeker, from a bikie's moll to a folksinging star, Rose's fortunes fluctuate wildly. She has relationships along the way, but as usual with relationships of those adrift in society, these come to grief. In the end, Rose battles to return to a 'normal' life for the benefit of her child-a scenario so often 'true to life' in contemporary society.
The exegesis comprises two independent but supportive essays. The first essay is autobiographical, exploring how I came to write a novel about a teenage girl in the 1960s with a drug problem. The second essay focuses on an exploration of the novel's similarities and differences to YA novels and how such literature can help shape a young person's thinking
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Haegert, Sheila Ann. "How does love grow? : attachment processes in older adoptees and foster children as illustrated by fictional stories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ37343.pdf.
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Barcons, i. Castel Natàlia. "Resilience in internationally adopted children." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/96520.
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Desde 1998, 45.696 menores procedentes de adopción internacional han llegado a España. Las investigaciones sobre la adaptación psicológica de estos niños y niñas indican que, a pesar de que la mayoría presentan un ajuste psicosocial adecuado, son más propensos a experimentar dificultades emocionales, conductuales y en habilidades sociales.
La investigación en los puntos fuertes personales y el papel que los recursos personales y sociales desempeñan en el desarrollo evolutivo, es un área de investigación reciente en resiliencia. Esta investigación se ha centrado en los factores que contribuyen positivamente al desarrollo de las habilidades sociales y de adaptación de los menores adoptados internacionalmente, como expresión de su capacidad de resiliencia.
Los resultados indican que el desarrollo de habilidades adaptativas y sociales, incluidas las relaciones interpersonales y las relaciones con los padres difieren significativamente dependiendo de diferentes factores analizados.
El patrón de apego seguro de los niños aparece como factor que favorece el desarrollo de estas habilidades, siendo el único factor significativo en las relaciones con los padres, independientemente de la edad de adopción o del tiempo transcurrido con la familia adoptiva.
La edad de adopción también aparece como un factor relevante, en cuanto que la edad de adopción temprana favorece el desarrollo de habilidades adaptativas y sociales, exceptuando que no ejerce ningún efecto en la escala de relaciones con los padres.
Los resultados de los tres artículos que componen la tesis, indican que los menores adoptados procedentes de países de la Europa del Este tienen más dificultades en problemas de atención, en desarrollar un patrón de apego seguro, en el desarrollo de habilidades adaptativas, en las relaciones interpersonales y en la escala de estrés social; confirmando otros estudios internacionales que informan de una deprivación más severa y de altos índices de exposición prenatal al tabaco y al alcohol, sugiriendo la posible existencia de Síndrome Alcohólico Fetal en la muestra y que debería desarrollarse como una línea de investigación futura.
La adopción implica la interacción de múltiples factores que hace de ella una situación de investigación compleja. Esta investigación ha puesto de manifiesto la importancia de cada uno de los factores analizados y futuras investigaciones deberían incorporar el efecto que ejercen las características individuales de los menores junto con factores post adoptivos en su entorno más cercano, tales como los estilos educativos familiares.<br>Since 1998, Spain has received 45,696 internationally adopted children. Research on the psychological adaptation of internationally adopted children indicate that most internationally adopted children present an adequate psychosocial adjustment, but they are more likely to develop behavioural and emotional difficulties and, they exhibit poorer social competence. The examination of personal strengths and the role that personal and social resources play in positive development, is a recent emerging area of research in resilience.
This research has focused on the factors that contribute positively to the development of the social and adaptive skills of the internationally adopted children, as an expression of their resilience.
The results indicate that the development of adaptive and social skills, including interpersonal relationships and relationships with parents differ significantly depending on various factors analyzed: the secure attachment pattern of the children appears as a factor that favours the development of these skills, being the only significant factor in relations with parents, regardless of age or time lived with the adoptive family.
The age of adoption also appears as a relevant factor, the younger age at adoption favours the development of adaptive and social skills, except that it has no effect on the scale of relationships with parents.
The results of the three articles in the thesis indicate that children adopted from Eastern European countries encounter greater difficulties to develop a secure attachment pattern, in the development of adaptive skills, in the interpersonal relationships and in the social stress scale. These results confirm other international studies that report a more severe deprivation and high rates of prenatal exposure to tobacco and alcohol in children from Eastern European countries, suggesting the possible existence of Fetal Alcohol Syndrome in the sample, a fact that should be developed as a future research line.
Adoption is a complex situation that implies the interaction of multiple factors. This research has highlighted the importance of each of the factors analysed and future research objectives should incorporate the effect of the childrens’ specific individual characteristics together with the post adoption environmental factors, such as the adoptive family parenting styles.
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Niemann, Sandra. "Attachment behavior in children adopted internationally." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3390066.
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Golan, Yael. "Kinder-egg children : identities and experiences of transracially adopted children." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599465.
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The aim of my study was to shed some light on the processes of how transracially adopted (TRA) children construct their ethnic and racial identities and to examine these identities in relation to their experiences outside of the home, mainly within the school context. Twelve TRA children, aged 8-12 years old, and their families participated in this study. It is a qualitative, grounded theory project, in which data was collected via in-depth interviews, observations and creative activities (drawings, photographs and games). The adoptees distinguish between their racial and ethnic identities as they consider themselves to be physically black and culturally white. The study demonstrates how a black TRA child has access to whiteness due to the situation in which she grew up, this is to say – white middle-upper class family, school and neighbourhood. It explores the process in which the TRA children reject any affiliation with the Ethiopian community. The study supports contemporary theories that see identities as not fixed and unitary but as something that individuals are able to negotiate. It explores how the adoptees position themselves in various categories at the same time, even if at first glance they seem to be opposite categories such as black and white. It challenges the notion of ‘correct social categories’ and pursues the notions of multiple subjectivities and positioning. The adoptees’ experiences highlight the role socioeconomic status plays in the construction of white identity in middle- and upper-middle milieus, and how whiteness became conflated with the privilege of “normalcy”. This study proves once again the significance of the triangle child-home-school. Furthermore, the connections between positive schooling social experience, academic success and financial resources come out clearly in this study.
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Sunder, Katherine Elizabeth. "Mothers Who Kill Children They Have Adopted." Wright State University Professional Psychology Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1407793224.
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Farmer, Mary Elizabeth. "Self-images of selected groups of adopted and non-adopted adolescents." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/76324.
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Family functioning has been an important part of adolescent self-image formation, according to many family therapy theorists. The aspects of family functioning that are the most positive in influencing self-image formation have not been specifically diagnosed, particularly as they apply to adoptive and foster families. The present research tied together family adaptability, cohesion, and communication from the Circumplex Model with self-image and analyzed the effect these aspects of family functioning had on a subjective measure of self-image as reported by the adolescent. The sense of family satisfaction that the adolescent had was also measured, and it was compared with the self-image of the adolescent as was the number of previous foster care placements for those adolescents who had been in foster care prior to adoption or who were presently in foster care.
Fifty-five adolescents (12 adoptees, 18 in foster care, and 25 living with their biological families) were administered the Offer Self-Image Questionnaire, FACES III and the Parent-Adolescent Communication Scale. Hypotheses included: (a) adolescents across the three family types who were rated as extreme or mid-range on the cohesion and adaptability aspects of the Circumplex Model would have lower self-image scores than those who were rated as balanced; (b) adolescents who achieved a higher family satisfaction score (distance from the center of the Circumplex Model) would have a higher self-image score than those with a lower family satisfaction score; (c) adolescents who report higher levels of mother and father communication will have higher self-image scores than those with lower levels of communication; (d) adolescents with two or fewer foster care placements would have higher self-image scores than those with three or more placements.
Statistical significance was found when the mother communication was divided into high and low categories and compared in an analysis of variance across the three family groupings. Perceived family cohesion was also found to be statistically significant in an analysis of variance across the three family groupings, and the interaction of family type by family cohesion (balanced, mid-range, or extrane) across the groupings was also statistically significant. The other variables related to family functioning did not prove to be statistically significant.<br>Ph. D.
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Kryder, Sandra. "Self and alma mater a study of adopted college students /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1997. http://www.icsw.edu/_dissertations/kryder_1997.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1997.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.
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Sayre, Jennifer Ann. "Grandparent Support for Families with Non-Biological Adopted Children." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/48426.
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Adoption is an important family structure in The United States. In 2013, more than 1.7 million children were adopted including domestic, International, and foster care adoptions in the U.S. I examine the perceived and received support from grandparents to adoptive families and the impact it has on the families' lives. Qualitative methods in the form of semi-structured open-ended interviews were used to conduct 28 interviews with adoptive parents. My findings reveal that maternal grandmothers were more likely to be supportive and involved in adoptive families compared to other grandparents. Secondly, perceived support was directly mentioned or implied by every adoptive family. Third, single mothers expressed more desire for and instances of grandparent support. Fourth, the majority of grandparents who were initially hesitant or reluctant about adoption were later supportive and accepting of the adopted child(ren). Fifth, most adoptive families received and perceived support. However, some families who did not receive or perceive much support were able to find alternative support systems. Finally, verbal and emotional supports were the most reported forms of support from grandparents to adoptive families. Almost all adoptive families reported some level of emotional and/or verbal support from one or more grandparent. Future research can more thoroughly examine family outcomes from grandparent support. Looking at the other support systems adoptive families use is an additional area of future research.<br>Ph. D.
Books on the topic "Adopted children in fiction"
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B, Blomquist Paul, and Lemieux Margo ill, eds. Zachary's new home: A story for foster and adopted children. Magination Press, 1990.
Find full textBook chapters on the topic "Adopted children in fiction"
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Podnieks, Elizabeth. "“their mothers, and their fathers, and everyone in between”: Queering Motherhood in Trans Parent Memoirs by Jennifer Finney Boylan and Trystan Reese." In Narratives of Motherhood and Mothering in Fiction and Life Writing. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17211-3_3.
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AbstractIn their respective memoirs Stuck in the Middle with You: A Memoir of Parenting in Three Genders (2013) and How We Do Family: From Adoption to Trans Pregnancy, What We Learned About Love and LGBTQ Parenthood (2021), Jennifer Finney Boylan and Trystan Reese illuminate how mother and father are concepts that are varied, mutable, and fluid. Boylan, a university professor at Colby College in Maine and best-selling author, reveals that she is a transgender woman, formerly a husband in a long-term marriage, and father of two. Boylan writes from her position as a second mother to her children, and as the still-married partner of Deirdre Boylan. Reese, a social justice advocate, is a transgender man who not only adopted two children with his husband, Biff Chaplow, but who also gave birth to their biological baby. In my analysis herein, I argue that through narratives that conflate the conventional and the radical, Boylan and Reese normalize trans parenthood while queering normativity. Drawing on scholarship from queer, maternal, and life writing studies, and foregrounding the themes of transitioning, reproduction, and childrearing, I showcase how Boylan and Reese use their memoirs to open up vital spaces for new and inclusive notions of family.
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Ferguson, Sam. "Autofiction and the Diary: The Radicalization of Autofiction in Works by Hervé Guibert and Christine Angot." In Palgrave Studies in Life Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78440-9_14.
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AbstractAutofiction has often been viewed as a hybrid of autobiography and the novel. This chapter argues that a new generation of writers who emerged from the 1990s onward drew heavily on the diary instead of autobiography to develop their own innovative autofictional forms and practices. Whereas some critics have argued that the diary is fundamentally attached to truth and resistant to fiction, Hervé Guibert’s Voyage avec deux enfants (“Journey with Two Children,” 1982) and Christine Angot’s Léonore, toujours (“Léonore, Always,” 1993) provide two examples of experimental writing projects where the diary provides the means for new modalities of truth and fiction, allowing the authors to adopt a new relation to their writing and the real world.
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Parr, Joy. "Apprenticed or Adopted." In Labouring Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003334057-5.
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Levi, Liliana López. "Adoption/Adopted Children." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_13.
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Martin, Lee. "Children in Fiction." In Wordsmithery. Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20775-2_11.
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Julian, Megan M. "Post-Institutionalized Adopted Children." In The Routledge Handbook Of Adoption. Routledge, 2020. http://dx.doi.org/10.4324/9780429432040-13.
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Elkin, Judith. "Children as Readers." In Teaching Children's Fiction. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_7.
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Wagner, Tamara S. "Children On Board." In Transport in British Fiction. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137499042_5.
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Hwa-Froelich, Deborah A. "Infants and Children Adopted Internationally." In Handbook of Pragmatic Language Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74985-9_20.
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Tunca, Daria. "Children at War." In Stylistic Approaches to Nigerian Fiction. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137264411_7.
Full textConference papers on the topic "Adopted children in fiction"
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Proctor, Chris, and Paulo Blikstein. "Interactive fiction." In IDC '17: Interaction Design and Children. ACM, 2017. http://dx.doi.org/10.1145/3078072.3084324.
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Aki Tamashiro, Mariana, Maarten Van Mechelen, Marie-Monique Schaper, and Ole Sejer Iversen. "Introducing Teenagers to Machine Learning through Design Fiction: An Exploratory Case Study." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3465193.
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Stanislavova, Zuzana. "VISUAL ARTS AS A THEME IN SLOVAK NON-FICTION FOR CHILDREN." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.2/s09.053.
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Iskra, Natalia, and Tatyana Dorofeeva. "BARRIERS IN THE SCHOOLING OF ADOPTED CHILDREN." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2098.
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Privalova, Svetlana Evgenievna. "VERBAL CREATIVITY IN PRESCHOOL CHILDREN IN THE PROCESS OF GETTING ACQUAINTED WITH FICTION." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-307.
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Sallot, Coleen. "Utilizing Virtual Play to Help Adopted Children with Trauma." In CHI PLAY '21: The Annual Symposium on Computer-Human Interaction in Play. ACM, 2021. http://dx.doi.org/10.1145/3450337.3483471.
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Kuleshir, M. M. "VERSATILITY OF PROBLEM AND THEME REPRESENTATIONS IN MODERN UKRAINIAN FICTION FOR CHILDREN AND YOUTH." In MODERN PHILOLOGY: THEORY, HISTORY, METHODOLOGY. PART 2. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-425-2-35.
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Ventä-Olkkonen, Leena, Netta Iivari, Sumita Sharma, et al. "Nowhere to Now-here: Empowering Children to Reimagine Bully Prevention at Schools Using Critical Design Fiction." In DIS '21: Designing Interactive Systems Conference 2021. ACM, 2021. http://dx.doi.org/10.1145/3461778.3462044.
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Clemente, Violeta, and Fátima Pombo. "From Utopia to Dystopia: Students Insights for the Development of Contemporary Societies through Design Fiction." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001421.
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This work describes an educational experience exploring the speculative essence of Design Fiction as a pedagogical tool to promote engineering students’ thinking skills within a Design Thinking course. The experience took place at a Portuguese University during the academic year 2021/2022. Students were challenged to speculate about the future of contemporary societies by developing a Design Fiction Scenario around the themes of Sustainability, Future and Technology. After describing the approach adopted and overall data about the intervention, some selected students ideas are presented. Then, students’ written essays content is analyzed regarding their awareness, concerns and hopes about the future of contemporary societies. Results show that while some of the teams followed the direction of utopia, envisioning desirable scenarios to the future, other teams adopted a less optimistic view and designed scenarios where contemporary societies and technology would lead to extreme situations or even chaos, a few of them even raising strong ethical issues. In some cases, it seems rather evident that students deliberately proceeded with these pessimistic scenarios intentionally trying to provoke reactions and stimulate debate among their peers. In other cases students appear to not be aware of those possible dangerous outcomes. Finally we discuss the value and limitations of our approach and conclude by suggesting some guidelines to apply in future interventions aiming to the role of Design as discipline in creating utopian and dystopian fictions regarding scenarios of future development.
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Ha, Tu Anh, and Phuong Anh T. Dang. "Non-Fiction Books on National Culture for Primary School Children in the Era Of Globalization: A Conceptual Study." In The Twelfth International Convention of Asia Scholars (ICAS 12). Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789048557820/icas.2022.025.
Full textReports on the topic "Adopted children in fiction"
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Oyekan, Khalimath, Ayodotun Ayorinde, and Oreoluwa Adenuga. The Problem of Out-of-School Children in Nigeria. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/058.
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In 2015, all United Nations Member States adopted the 2030 Agenda for Sustainable Development which outlines a blueprint to address global challenges across a broad range of themes including poverty, health, education, inequality, climate change, environmental degradation, peace and justice. The Goal 4 of the 2030 Agenda for Sustainable Development, otherwise referred to as the United Nations Sustainable Development Goal 4, seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Unfortunately, an approximated 263 million children remain out of school around the world. This number includes children who never started formal schooling and children who started school but later dropped out (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2016). Reducing the number of out-of-school children (OOSC) is a key priority for countries across Sub-Saharan Africa, including Nigeria. This is because more than half of children globally that have not enrolled in school live in Sub-Saharan Africa, and more than 85 percent of children in Sub-Saharan Africa are not learning the minimum (UNESCO Institute of Statistics, 2018). Moreover, education is a fundamental human right, a critical driver for economic advancement and a powerful tool for poverty reduction. Hence, no child of school age should be denied access to quality and equitable education, and an opportunity to acquire skills that guarantee future employability and long-term earning. In the Nigerian context, OOSC are prevalent in both rural and urban settings, but rural areas, and isolated or deprived areas in general, consistently show higher numbers of out-of-school children (World Bank, 2019). These children are spread across the country in varying proportions. This situation is of concern to the Federal Government of Nigeria as noted in the Nigeria Education Ministerial Plan (2018-2022) which outlines several strategies targeted at bringing children back to school. In spite of these strategies, the number of OOSC remains significantly high. This insight note aims to provide an overview of the most recent data on out-of-school children in Nigeria, including breakdowns by socioeconomic and other demographic indicators. This will be followed by suggestions of possible interventions, prime of which is the Accelerated Education Programme (AEP), and other interventions which could serve to strengthen the existing laid out strategies by the government in addressing the OOSC problem in Nigeria.
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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.
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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.
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Aked, Jody. Supply Chains, the Informal Economy, and the Worst Forms of Child Labour. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/clarissa.2021.006.
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As a cohort of people, ‘children in work’ have become critical to the everyday functioning of diverse supply chain systems. This Working Paper considers diverse commodity chains (leather, waste, recycling and sex) to explore the business realities that generate child labour in its worst forms. A review of the literature finds that occurrence of the worst forms of child labour (WFCL) in supply chain systems is contingent on the organising logics and strategies adopted by actors in both the formal and informal economies. Piecing together the available evidence, the paper hypothesises that a supply chain system is sensitive to the use of WFCL when downward pressure to take on business risk cannot be matched by the economic resilience to absorb that risk. Emergencies and persistent stressors may increase risk and reduce resilience, shifting norms and behaviour. There is a need for further work to learn from business owners and workers in the informal economy.
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.004.
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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
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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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Mazurkiewicz, Marek. ECMI Minorities Blog. German minority as hostage and victim of populist politics in Poland. European Centre for Minority Issues, 2022. http://dx.doi.org/10.53779/fhta5489.
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On 4 February 2022, the Polish Journal of Laws published a new ordinance of the Minister of Education and Science, implementing cuts in the funding of education of German as a minority language. Consequently, the hourly length of such lessons will be significantly reduced. This regulation applies exclusively to the German minority, and the official motive for introducing discriminatory measures is to improve the situation of Polish diaspora in Germany. This is the first time after 1989 when the Polish state authorities introduce a law limiting the rights of Poland’s citizens belonging to a national minority (in this situation children), as a retaliation for the alleged situation of a kin-community elsewhere. Importantly, the adopted regulations are not only discriminatory towards one of the minorities; their implementation may in fact contribute to the dysfunctionality of the entire minority education system in Poland. This is also an obvious violation of the constitutional principle of equality before the law, the right of minorities to ‘maintain and develop their own language’, international standards of minority rights protection, as well as a threat to the very functioning of human rights protection mechanisms in the country.
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Webair, Hana Hasan, Tengku Alina Tengku Ismail, and Shaiful Bahari Ismail. Health seeking behaviour among patients suffering from infertility in the Arab countries; a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.3.0034.
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Review question / Objective: To identify how much and what is already known about health-seeking behavior (HSB) among the Arab patients who experienced infertility. Our purpose is to map and describe the studies that have been done and what they assessed concerning HSB among patients who experienced infertility. This includes the studies which address the factors affecting HSB. This review is conducted to display gaps in HSB literature and to inform a systematic review in the Arab countries. Condition being studied: The review will study research articles which addressed the HSB among couples, men, or women suffering from infertility. We adopted the definition of HSB by Ward et al. (1997) which is the actions undertaken by the patients who perceive themselves as infertile for the purpose to conceive and get children (Ward, Mertens, & Thomas, 1997). This could be any action ranged from neglect to seeking advanced infertility care. We will study the operational definition of HSB in each study, HSB model, rate of seeking medical care and type of care sought, other sources of help sought, and factors influencing HSB. In addition, we will describe how HSB was studied by defining the characteristics of the retrieved studies including design, setting, participants, and sample size, and infertility operational definition.
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Nolan, Brian, Brenda Gannon, Richard Layte, Dorothy Watson, Christopher T. Whelan, and James Williams. Monitoring Poverty Trends in Ireland: Results from the 2000 Living in Ireland survey. ESRI, 2002. http://dx.doi.org/10.26504/prs45.
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This study is the latest in a series monitoring the evolution of poverty, based on data gathered by The ESRI in the Living in Ireland Surveys since 1994. These have allowed progress towards achieving the targets set out in the National Anti Poverty Strategy since 1997 to be assessed. The present study provides an updated picture using results from the 2000 round of the Living in Ireland survey. The numbers interviewed in the 2000 Living in Ireland survey were enhanced substantially, to compensate for attrition in the panel survey since it commenced in 1994. Individual interviews were conducted with 8,056 respondents. Relative income poverty lines do not on their own provide a satisfactory measure of exclusion due to lack of resources, but do nonetheless produce important key indicators of medium to long-term background trends. The numbers falling below relative income poverty lines were most often higher in 2000 than in 1997 or 1994. The income gap for those falling below these thresholds also increased. By contrast, the percentage of persons falling below income lines indexed only to prices (rather than average income) since 1994 or 1997 fell sharply, reflecting the pronounced real income growth throughout the distribution between then and 2000. This contrast points to the fundamental factors at work over this highly unusual period: unemployment fell very sharply and substantial real income growth was seen throughout the distribution, including social welfare payments, but these lagged behind income from work and property so social welfare recipients were more likely to fall below thresholds linked to average income. The study shows an increasing probability of falling below key relative income thresholds for single person households, those affected by illness or disability, and for those who are aged 65 or over - many of whom rely on social welfare support. Those in households where the reference person is unemployed still face a relatively high risk of falling below the income thresholds but continue to decline as a proportion of all those below the lines. Women face a higher risk of falling below those lines than men, but this gap was marked among the elderly. The study shows a marked decline in deprivation levels across different household types. As a result consistent poverty, that is the numbers both below relative income poverty lines and experiencing basic deprivation, also declined sharply. Those living in households comprising one adult with children continue to face a particularly high risk of consistent poverty, followed by those in families with two adults and four or more children. The percentage of adults in households below 70 per cent of median income and experiencing basic deprivation was seen to have fallen from 9 per cent in 1997 to about 4 per cent, while the percentage of children in such households fell from 15 per cent to 8 per cent. Women aged 65 or over faced a significantly higher risk of consistent poverty than men of that age. Up to 2000, the set of eight basic deprivation items included in the measure of consistent poverty were unchanged, so it was important to assess whether they were still capturing what would be widely seen as generalised deprivation. Factor analysis suggested that the structuring of deprivation items into the different dimensions has remained remarkably stable over time. Combining low income with the original set of basic deprivation indicators did still appear to identify a set of households experiencing generalised deprivation as a result of prolonged constraints in terms of command over resources, and distinguished from those experiencing other types of deprivation. However, on its own this does not tell the whole story - like purely relative income measures - nor does it necessarily remain the most appropriate set of indicators looking forward. Finally, it is argued that it would now be appropriate to expand the range of monitoring tools to include alternative poverty measures incorporating income and deprivation. Levels of deprivation for some of the items included in the original basic set were so low by 2000 that further progress will be difficult to capture empirically. This represents a remarkable achievement in a short space of time, but poverty is invariably reconstituted in terms of new and emerging social needs in a context of higher societal living standards and expectations. An alternative set of basic deprivation indicators and measure of consistent poverty is presented, which would be more likely to capture key trends over the next number of years. This has implications for the approach adopted in monitoring the National Anti-Poverty Strategy. Monitoring over the period to 2007 should take a broader focus than the consistent poverty measure as constructed to date, with attention also paid to both relative income and to consistent poverty with the amended set of indicators identified here.
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Understanding and supporting children looked after and adopted children - recording. ACAMH, 2024. http://dx.doi.org/10.13056/acamh.26660.
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For delegates only. It is recognised that the children looked after population is often on clinical caseloads, yet there appears to be little discussion around both the impact of their early life experiences on their neuropsychology, and the practical aspects of working with this specific population due to this. This webinar focused on the mental health of children looked after and adopted children.
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Adopted children can experience lasting mental health problems. National Institute for Health Research, 2020. http://dx.doi.org/10.3310/alert_40787.
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