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Journal articles on the topic 'Books for children and youth'
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1
Alshevskaya, O. N. "New practices of literature distribution for children and youth in Siberia and the Far East." Bibliosphere, no. 4 (February 18, 2021): 61–69. http://dx.doi.org/10.20913/1815-3186-2020-4-61-69.
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The article describes the directions of distribution of books for children in the Eastern regions of Russia that have appeared in the last decade. Based on a combination of landscape-reconstructing principles, surveys, and comparative typological analysis, the article presents data that expand previously studied aspects of the functioning of the main channels for the sale of books for children in the Siberian-Far Eastern region. It is shown that books for children are the largest segment of the Russian book market, which has been growing since 2008. At the regional level, they are widely presented in all book distribution channels: bookselling networks and independent stores; online stores; book departments of supermarkets (non-core retail); kiosks and stalls; book fairs. The purpose of the article is to analyze the current trends in the distribution of books for children in the region. Positive trends typical for the children book market in the Siberian-far Eastern region are identified. They are: the activity of children book supermarkets, the appearance of independent small stores of club-backstage format, the organization of specialized children Internet projects; increasing the importance of regional book exhibitions, fairs, festivals and holidays in the distribution of books for children; projects support by major Russian patrons. The significance of the study of new practices for the distribution of literature for children and youth in the region is determined by their influence on the formation of a new conceptual model for the popularization of reading, based on the idea of culture as a powerful lever of socio-economic development of territories.
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Hombrecher, Hartmut, and Judith Wassiltschenko. "The Well-Worn Book and the reading child: cultural and cognitive aspects of materiality in German children’s literature." Neohelicon 47, no. 2 (August 28, 2020): 537–57. http://dx.doi.org/10.1007/s11059-020-00551-0.
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AbstractChildren’s books often feature complex material aspects. Despite that fact, little research has been done on questions of materiality in children’s and youth books. The article aims at outlining the field of the materiality of historical German-language children’s books. By analyzing historical author’s pedagogical statements as well as the design of historical children’s and youth fiction, the article summarizes different approaches concerning the materiality of children’s books. Based on the historical development and the generic study on how children modify the materiality of their books, the article further investigates the book-as-object and emphasizes the child’s point of view by scrutinizing the adult-culture book-toy distinction. It will become apparent that the specific forms of children’s book reception emerge since the materiality of the book and its exploration present a new embodied experience. The specific reception forms can be embedded into a semiotic model of the text-reader interaction in reference to Roland Barthes’ concept of écriture and scription.
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Moreva, Olga V. "Childhood Reading on the Cusp of the 19th and 20th Centuries (Basing on the Material of the V. G. Belinsky Yekaterinburg Public Library)." Observatory of Culture, no. 5 (October 28, 2015): 103–6. http://dx.doi.org/10.25281/2072-3156-2015-0-5-103-106.
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On the basis of the V. G. Belinsky Yekaterinburg Public Voluntary Library’s records for the period from 1899 to 1914, the article defines the range of readers’ preferences of the Ural children and youth: which sorts of books and which authors were the most popular. The books of the French writer Jules Verne had the greatest success among the young readers. Reasons for this popularity of Jules Verne’s books are established in the article through the documents of management and record keeping, Russian book publishing development statistics, memoirs and other documents. History of Reading
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Williams, Virginia Kay, and Nancy Deyoe. "Controversy and Diversity: LGBTQ Titles in Academic Library Youth Collections." Library Resources & Technical Services 59, no. 2 (May 11, 2015): 62. http://dx.doi.org/10.5860/lrts.59n2.62.
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Academic libraries supporting education and library science programs collect youth literature to support courses that teach students to evaluate and use books with children and teenagers. Although children’s and young adult literature with lesbian, gay, bisexual, transgender, and queer (LGBTQ) content is often controversial, this literature is being discussed in both the education and library literature. This paper discusses the literature on LGBTQ youth literature, explores the extent to which academic libraries supporting education and library science programs collect recently published LGBTQ youth literature, and concludes that academic librarians responsible for youth collections should evaluate their LGBTQ holdings to ensure that they are meeting the needs of future teachers and educators for access to these books. The paper offers suggestions for assessing collections, locating LGBTQ youth titles, and updating selection procedures to build a more inclusive collection.
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Abramova, Ksenia V. "Avant-Garde Children’s Magazines and Newspapers of the 1920s – 1930s in Siberia." Studies in Theory of Literary Plot and Narratology 14, no. 2 (2019): 84–105. http://dx.doi.org/10.25205/2410-7883-2019-2-84-105.
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The purpose of this article is to analyze the magazines and newspapers for children and youth issued on the territory of Siberia in 1920s – 1930s. A great many children’s books were issued that years, moreover, the approach to design of that books and to the contents of writings for children changed significantly: the topics had to be actual, associated with the construction of the new society. At the same time, exactly in children’s press in 1920s, the new principles of book graphics were formed. There are a large number of magazines and newspapers aimed at youth audiences were published in Siberia in the 1920s and 1930s, but they did not have a long history. Some of them appeared only once or twice, after that they closed. But all the more interesting is the study of these rare publications as experiments that influenced how the Soviet children’s and youth magazine was formed. Viewing magazines and newspapers allows you to observe how the rubrication and the genre system of Soviet publications for children evolved, as well as identify trends that have become a definite “sign of the times”. The article explores archive materials and examines the contents of printed issues, peculiarities of the approaches to the inner composition of the material and design techniques, discovers the features of the “Soviet avant-garde” development in children’s and youth periodicals. It indicates that the majority of the Siberian Children’s and youth magazines issued within that period has demonstrated a strongly demonstrated ideological overtone, claiming its purpose raising the new type of human and orientation on the “iterature of fact”. The article covers the peculiarities of the illustration techniques in Siberian post-revolutionary magazines. The article marks that up to the mid – late 1920s, the children’s and youth periodicals design became composed of such elements as insets, plane drawings based on a contrast combination of black and white, photography and photographic compilation. Furthermore, it describes a number of self-presentation techniques, developed exactly by the avant-garde art. As can be seen from the above, it can be stated that Siberian children’s and youth journalism acquired the avant-garde trends of the first third of the 20th century, however, they haven’t been gradually and fully realized.
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Jenkins, Elwyn. "NAMIBIAN CHILDREN’S AND YOUTH LITERATURE WRITTEN IN ENGLISH." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 75–92. http://dx.doi.org/10.25159/0027-2639/1652.
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This article examines 15 works of fiction written in English for children and young adults which have a Namibian setting. The earliest was published in the 1920s and the latest in 1998. The books are examined in order to ascertain what the Namibian setting has contributed: whether the authors have engaged with the history of the country; what they make of the setting; and whether there are any particular plots and themes that emerge.A notable trend in the English-language books published after the 1960s is that they focus on the personal growth of the protagonists. Rather than serving as a background for adventure, as the earlier books did, the Namibian settings and social circumstances serve as catalysts for psychological drama, while the landscapes with their flora and fauna play out as objective correlatives to the characters’ interior struggles. In keeping with this subject matter, the writing is usually sensitive and lyrical.
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Pavlova, I. F. "Activation of Book Publishing for Children and Youth by means of the Regional Target-Oriented Programs (on the materials of Udmurt Republic)." Bibliotekovedenie [Library and Information Science (Russia)], no. 6 (December 28, 2014): 50–56. http://dx.doi.org/10.25281/0869-608x-2014-0-6-50-56.
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The article discusses the republican and municipal target-oriented programs enacted in the Udmurt Republic in 1990-2000 with the aim of preserving the cultural heritage of the region, the revival and development of the native language, encouraging publication of children's and youth books. The Programs «Memory of Udmurtia», «Children of Udmurtia», Program for Implementation of the UR Law «On the State Languages of the UR...», «Children of Izhevsk» and «Memory of Sarapul» enriched the repertoire of the Udmurt children's books.
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Petríková, Martina. "Illustrated Philosophical stories from Norwegian children and youth literature translated into Slovak after 2010." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 135–50. http://dx.doi.org/10.2478/jolace-2018-0029.
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Abstract Among the artistically valuable philosophical stories with illustration which have been translated into Slovak from Norwegian literature for children and youth since 2010 are the books of Jostein Gaarder (Knižka otázok / English –Questions Asked, 2013;Anton a Jonatán / English –Anton and Jonathan, 2014), Jon Fosse (Kant, 2015) and Elisabeth Helland Larsen (Ja som smrť / English – Life and I: A Story about Death, 2016). The mentioned authors have all published books in which a narrower philosophical function is linked with an implicit aesthetic function. These writers and/as philosophers reflect in their books subjects and issues which are represented in a smaller measure in Slovak intentional literature and take on questions about the meaning of existence in the face of death, whether through experiences with death, or death as an integral component of life or about the boundaries of knowledge. In this contribution we will devote ourselves to selected artistic texts with the philosophical issues of boundaries (between life and death, of knowing) in literary and creative interpretation in order to emphasize that their reflection in literature may lead to more integrated identification of the world of children.
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Wiltse, Lynne. "Mirrors and Windows: Teaching and Research Reflections on Canadian Aboriginal Children’s Literature." Language and Literacy 17, no. 2 (June 9, 2015): 22. http://dx.doi.org/10.20360/g2rw21.
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In this reflective paper, an expanded version of my LLRC pre-conference paper, I draw on thirty or so years of teaching and research experience, augmented by the occasional foray into my childhood, to consider issues of resonance and representation in children’s literature. In doing so, I draw on Patsy Aldana’s speech, Books that are Windows. Books that are Mirrors. How Can we Make Sure that Children see Themselves in Their Books? Aldana, then President of the Canadian Coalition for School Libraries, delivered her speech to the IBBY (International Board on Books for Young People) Congress in Malaysia, 2008.[i]As a teacher and now as a teacher educator, I am reminded by Aldana’s speech to pay close attention to the children and youth who cannot take for granted, as I was able to, “hear(ing) one’s own words, see(ing) one’s own face…in a book” (Aldana, 2008).[i] In her speech, Aldana uses this metaphor as presented by Elisa Bonilla, former director of educational materials at the Mexican Ministry of Education (SEP) of Mexico, in her address to the IBBY congress in Macau, 2006.
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Stone, Albert E. "Children, Literature, and the Bomb." Prospects 19 (October 1994): 189–223. http://dx.doi.org/10.1017/s036123330000510x.
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If hiroshima as fact and metaphor marks a turning point of modern secular and spiritual history, what has this fact meant to American children and youth? The thinkable event with the unthinkable implications has, for four decades and more, offered unique challenges and opportunities to all sorts of writers working in popular and esoteric forms with adult audiences. One of the least esoteric but most neglected of these literary forms is children's books, written and illustrated, for the very young and for adolescents. As with works for adults, writings for children are rich sources of cultural information on and attitudes about the nuclear age. They create, vicariously but affectively, informative and imaginative encounters with earthshaking events and their aftershocks long antedating young consciousnesses but present in children's lives as adult conversations, media messsages, and significant silences. Such books often build early imaginal memories on which adult thought and feeling about the Bomb are deeply based.
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Putri, Ranti Gatrizka, Dewi Wahyuni, and Umar Hamdan Nasution. "KOLABORASI MAHASISWA DAN KARANG TARUNA MELALUI PROGRAM GEROBAK BACA SEBAGAI UPAYA MENINGKATKAN MINAT BACA ANAK." Martabe : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (March 26, 2021): 159. http://dx.doi.org/10.31604/jpm.v4i1.159-170.
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The background of this activity is the lack of reading books for children in Nelayan Indah Village and the inaccessibility of reading activities throughout the community in Nelayan Indah Village. The Read Cart program aims to facilitate reading activities to increase children's reading interest in Nelayan Indah Village by bringing useful reading books to various areas in Nelayan Indah Village. The cart program is carried out with students in collaboration with the Youth Organization in Nelayan Indah Village with the target audience being children in Nelayan Indah Village. The method of implementation in this program starts with the initial survey and identification of problems in Nelayan Indah Village, then needs analysis and solutions are carried out to the existing conditions, then the program is compiled and implemented, namely (1) Socialization of the Making of Reading Carts and Social Media Accounts for Reading Carts; (2) Designing Carts by Youth and Student Organizations; (3) Making a reading cart which is carried out offline; (4) Socialization of the Making of Carts Read Social Media Accounts; (5) Reading Cart Activities in the Field and Procurement of Competitions, as well as evaluation. The results achieved were the creation of 2 reading carts with the same model and variation, there were more than 300 reading books consisting of fairy tale books, novels, story books, and general knowledge books, the creation of reading cart social media accounts, there were a module on how to create a social media account for Karang Taruna, and the implementation of competitions for children in Kelurahan Nelayan Indah.
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Ruppert, Kathleen C. "HORTICULTURAL YOUTH EDUCATION: THE MISSING LINK." HortScience 30, no. 3 (June 1995): 433c—433. http://dx.doi.org/10.21273/hortsci.30.3.433c.
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Most college professors spend little time helping youth (kindergarten to 12th grade) learn about horticulture, and the elementary and secondary schools seem to have created a dividing line between scientific concepts and practical life-long skills. Biology classes continue to emphasize the chemical processes of photosynthesis and deemphasize the nurturing, caring, dependability, responsibility, sense of accomplishment, and other life-long skills that can be obtained from growing plants. However, retail garden centers and chain stores are increasingly offering books and supplies on gardening and related activities for children. Seed companies market and package seeds just for children. Botanical gardens and arboretums are including youth horticultural activities as part of their on-going educational programs. The involvement of university educators in horticultural youth education can assist the “trickle up” theory to the parents of children along with affecting future voters. Take the first step to see what classroom horticultural materials are available in your state. Currently many teachers have an interest in learning more about horticulture but need educational materials. In addition, there is a large number of volunteers interested in this endeavor. Do your part and help develop accurate horticultural materials for these instructors to use in formal and informal educational settings.
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Anderson, Colleen. "Youth Space Education and the Future of the GDR." Central European History 53, no. 1 (March 2020): 146–67. http://dx.doi.org/10.1017/s0008938919000980.
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AbstractHistorians of East Germany often see the state as future-looking, but questions remain about the kinds of futures that East Germans expected. Youth space education provides one example of how East Germans thought about the future. Across the country, spaceflight formed an important part of youth education through books, the Jugendweihe, and places like cosmonaut clubs. Although these activities show how East German adults taught children about space travel, they also illuminate expectations for the future of spaceflight and the future of East Germany's children. In a state that continually proclaimed the imminent future of everyday spaceflight, East German adults, even party members, adopted a particular vision of the future. They taught children that the ideas of space travel would be important for their lives on Earth, while simultaneously questioning the state's optimistic vision for everyday spaceflight.
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Mohler, James W., and Thomas Kimber. "Book Review: The Five Smooth Stones: Essential Principles for Biblical Ministry." Christian Education Journal: Research on Educational Ministry 6, no. 1 (May 2009): 126–30. http://dx.doi.org/10.1177/073989130900600112.
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Below, 15 books are reviewed, presented in the following general order: foundations, children/family ministry, youth ministry, adult ministry, teaching-learning process, leadership/administration, and spirituality/spiritual formation—although reviews may not appear for each area. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej . A list of each area and responsible editors appears after the last review. In this addition, we express appreciation to Dr. Norma Hedin and her team for compiling the excellent textbook review section in the area of foundations of Christian educational ministry.
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박찬수 and PARK Tchi Wan. "The Actual Publication Condition and Future Values of Philosophy Books for Children and Youth." Journal of Culture Contents ll, no. 8 (December 2016): 173–201. http://dx.doi.org/10.34227/tjocc.2016..8.173.
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McIntosh, John L. "Survivors of Suicide: A Comprehensive Bibliography Update, 1986–1995." OMEGA - Journal of Death and Dying 33, no. 2 (October 1996): 147–75. http://dx.doi.org/10.2190/bcwl-bl0j-nly2-k161.
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An update of a 1985–86 Omega bibliography of the literature on survivors of suicide is presented. Following brief introductory comments, including the identification of research and therapy needs and unresolved issues, the bibliography listings are organized by the following subtopics: general references on family members and friends as suicide survivors; children, adolescents, youth, and parents as survivors; school and educational settings; parental suicide; elderly suicide survivors; mental health professionals and clinicians in training as survivors; survivors of professionals' suicides; and research on attitudes toward survivors. Published works in professional journals, books, book chapters, and doctoral dissertations on the topic of survivor-victims are included.
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Lan, Wu. "Rynek wydawniczy literatury dziecięcej i młodzieżowej w nowych Chinach." Gdańskie Studia Azji Wschodniej 19 (2021): 64–83. http://dx.doi.org/10.4467/23538724gs.20.050.13490.
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Children’s and youth literature in new China The author describes the difficult beginnings of publishing in new China, a country devastated in large part by the Japanese occupation and civil war. Publishing houses of all types were then scattered over a huge territory and very few. This was particularly the case for publishing children’s and youth literature. Despite this difficult situation, as early as the end of 1950, the first specialized publishing house for children and youth audiences was established in Shanghai. The author shows the difficult further way of building a large publishing movement and institutions cooperating with it, which specialized in work for children and youth audiences. It indicates the role of the publishing movement in expanding the education of children and young people in China. It signals the collapse of an excellent business in the gloomy period of the cultural revolution, and then shows a gradual rebirth, and then, again, the dynamic development of the industry in the early 1980s in connection with the implementation of the “reform and opening up” policy. An important stage in this dynamic development was the formation of a new media group aimed at children and youth audiences in 2000 – the Chinese youth and children’s information and publishing cooperative. This has led to the creation of similar media groups throughout China. Over 70 years of operation, new China has made tremendous progress in the field of children’s and youth literature and publishing. Interestingly, this process, especially in the initial period, was carried out in cooperation with its counterpart in Poland. Many Polish books for young Chinese readers have appeared on the Chinese market and this phenomenon continues to be beneficial for both sides.
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Krasuska-Betiuk, Marta. "Medialne reprezentacje kultury literackiej, czyli wiedza o książce dla dzieci – (nie) tylko w Sieci." Problemy Wczesnej Edukacji 38, no. 3 (May 24, 2017): 102–15. http://dx.doi.org/10.26881/pwe.2017.38.08.
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The purpose of the text is to identify and description certain dimensions of literary culture that are represented in digital media and relate to the children’s recipient. The method used content analysis, mainly Polish websites, indicate the dominant media enabled representations of knowledge about children’s book and its contexts (reading culture, the role of intermediary). Described some forms of presence of literature for children and youth in cyberspace, such as portals and blog reviewers, websites writers and books, journals and literary blogs, forums readers, radio and TV programs. Scientific knowledge of literary culture is represented in the network to a lesser extent in comparison to popularizing, commercial and promotional activities of publishers and other entities. The source of scientific information are the pages of international conferences, associations, organizations and libraries. To a lesser degree, open source licenses are digitally released as original scientific studies, such as books, journals and research reports.
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Dietz, Feike. "Mediated education in early modern travel stories: How travel stories contribute to children’s empirical learning." Science in Context 32, no. 2 (June 2019): 193–212. http://dx.doi.org/10.1017/s026988971900019x.
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ArgumentLinking up with recent studies on the experience of space and place in modern youth literature, this article analyzes how the “journey” as a narrative line and motif transformed Dutch early modern travel books for children from classical teaching instruments into explorative knowledge places. In the popular seventeenth-century Glorious and Fortunate Journey to the Holy Land, young readers were invited to travel within the book, which was presented as a place that covers material pages to observe as well as imagined places to read about. Eighteenth-century travel books, for example written by Joachim Heinrich Campe, shifted from an inner to an empirical mode of travelling. They raised the suggestion that they offered unmediated observations and travel experiences, as if reading about places was equal to seeing places. Since travel literature facilitated active knowledge quisition among youngsters, but also left little room for autonomous innovations or different interpretations, this article reveals the emancipatory as well as restrictive character of such places of learning. By turning reading into a kind of travelling, travel books served as a substitute for travel.
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Gombos, Peter. "What and how do Hungarian children read?." Escuela Abierta, no. 23 (December 15, 2020): 3–17. http://dx.doi.org/10.29257/ea23.2020.01.
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The first representative survey about reading habits in Hungary was conducted in 1964. Among others it gauged the number of people reading and what they read. Since then only four researches were pursued of the kind, thus it was time we carried out a new analysis at the end of 2017. While compiling the questionnaire and analyzing the result I had the possibility to work with data that could be interesting for researchers beyond the borders of Hungary. In my study I focus on children in the 3–18 age range divided to age groups, and I present the types of books they read. I also examine other components of their behavior related to their reading habits (What they read apart from books, which part of the week/day they dedicate to reading, which genres they prefer etc.). Talking about digital natives, I pay special heed to the correspondence between reading aptitude and the time they invest in using the internet and their smart phones. Last but not least I make an attempt to sketch a general picture of Hungarian reading habits (laying special emphasis on the youth), and the changes we can notice compared to the previous surveys.
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Acord, Darcy. "Expanding Early Literacy Services: A Quick Bibliography of Resources." Children and Libraries 15, no. 4 (December 1, 2017): 12. http://dx.doi.org/10.5860/cal.15.4.12.
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Public service to families with small children has long been a traditional and respected role of public libraries. Storytimes for preschool children and collections of books for that age level have been mainstays in public library youth services since the 1940s.However, in recent years, public libraries have moved beyond their role as resource providers, becoming, in addition, centers for early literacy education. Public libraries now provide intentionally focused storytime experiences, physical space and activities that support early literacy development, educational programming and interactions for adult caregivers, and outreach programming for high-needs families to ensure school readiness for young children.
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Papali'i, Mona. "REVIEW: Crucial Pasifika achievement in an era of intense political conciousness." Pacific Journalism Review : Te Koakoa 12, no. 2 (September 1, 2006): 196–99. http://dx.doi.org/10.24135/pjr.v12i2.873.
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Review of Polynesian Panthers by Melani Anae, Lautofa Luli, Leilani Burgoyne. Auckland: Reed Books, 2006.
This book is the story of the Polynesian Panther Party, a political group of inner city Pacific Island and Maori youth brought together through the shared experience of racism and more importantly, the shared determination to fight it and the marginalisation in its wake. Edited by ex-Polynesian Panther Melani Anae (director of Pacific Studies at Auckland University) and contributed to by a number of fellow members and friends of the party, Polynesian Panthers depicts an era of awakening political conciousness among New Zealand's newest migrants— in particular, through the eyes of their NZ-born children.
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Appel, Charlotte. "Titler, typografi og andre tilpasninger." Fund og Forskning i Det Kongelige Biblioteks Samlinger 59 (January 4, 2020): 71. http://dx.doi.org/10.7146/fof.v59i0.123731.
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Charlotte Appel: Titles, typography and other adjustments. A study of Morten Hallager as a media-savvy publisher of Danish books for children during the last decades of the eighteenth century
This article investigates the involvement of Morten Hallager (1740–1803) in the book business, and how he contributed to shaping a new commodity in Denmark: books for children. Until recently, Hallager has not attracted much scholarly attention due to a traditional focus on authors who made original contributions to Danish literature. However, Hallager’s combined experience as a printer (1771–84), a schoolteacher (from 1785) and an expert in German and French gave him a unique background to act as a transnational agent, introducing European Enlightenment literature for children (by J. H. Campe, C. K. J. Dassel, K. T. Thieme, A. Berquin etc.) to Danish readers.
After an outline of Hallager’s life and career, the article presents a survey of his publications. He was particularly active as an author, translator, compiler and publisher of books for children c.1791–1804 (his last books were published posthumously), and during this period he published 38 individual titles – and 57 editions in all (including 19 second or later editions) – corresponding to c.11 per cent of all Danish titles for a young readership. Four main types of intervention that characterise Hallager’s books for children are analysed. First, he took great care over titles and the contents of title pages. Most of them would include an explicit reference to ‘child’, ‘children’ or ‘youth’, and Hallager would present himself as a schoolteacher and thus an expert in the field. Next, when it came to the physical appearance of the books, Hallager made use of his professional know-how. His initial success, a small reader in sextodecimo from 1791 (reprinted ten times), for example, demonstrated how he made choices concerning format, typeface etc. Third, Hallager made a number of pedagogical adjustments to the translated texts, reflecting his ambition to be as specific and concrete as possible and also to include variety, so that his young readers were never bored. Fourth, the article maps his impressive range of strategies with regard to translating, transforming and ‘localising’ foreign texts, so that they would become more digestible and relevant for a Danish audience.
Finally, the conclusion argues that Hallager’s experience in every role and every position within Robert Darnton’s famous communication circuit (1982) was a key to his success – and may explain his wish to explicate his publishing strategies in great detail. For this reason, a study of Hallager’s publications provides us with new insights not only into his own book business but also into the emerging market for children’s books in general.
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Ribeiro, P., R. Bedin, and B. Ribeiro. "Sexology in Brazil at The Beginning of the 20th Century: The Work of Monsignor Alvaro Negromonte and the Historiography of Sexual Education." Klinička psihologija 9, no. 1 (June 13, 2016): 178. http://dx.doi.org/10.21465/2016-kp-p-0039.
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Objective: This study has the objective of analyzing the work of Monsignor Alvaro Negromonte, one of the pioneers of Sex Education in Brazil. He wrote a series of books focused on christian formation of youth. Advocate for education in chastity, presented this way of life in his book Sexual Education (1937), his best known and most famous work, which influenced catholic education in Brazil in the early decades of the twentieth century. Design and Method: Using historic bibliografy research, the authors located and examined this important book published by Negromonte that contains information and descriptions about sexual conception and attitudes considered ideals for Negromonte and the catholic church. Results: We verified that the Catholic Church, with conservative ideals, which challenged the secularism in republican educational field, giving way to the discussion of sex education in youth. Consequently, Negromonte points out the need of essentially christian sexual education for young people. This work shows that the consolidation of Sexology in Brazil occurred in the first decades of 20th Century not only from the action of doctors and educators that created extensive work divulged in books and communications in scientific associations, but also by action of catholic church. Conclusions: Despite the conservative aspect of the work of Negromonte, we can not help but note his fundamental driving feature about the issue of sex education for children and adolescents. Like others pioneers, Negromonte made part of a movement that promoted intense, organized, bold and still unknown today actions in sex education in the first decades of XX Century.
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McLeod, Heather Skye. "Review of “Good Question: Arts-based approaches to collaborative research with children and youth” edited by Michael J. Emme and Anna Kirova (2017)." Art/Research International: A Transdisciplinary Journal 3, no. 2 (September 15, 2018): 373–80. http://dx.doi.org/10.18432/ari29389.
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In this edited volume published as an e-book, Good Question: Arts-based Approaches to Collaborative Research With Children and Youth, Michael Emme and Anna Kirova wonder whether communities of adult researchers, artists, educators, and youth working in collaborative and playful ways can co-construct inquiry practices which support young people to lead their own research investigations. The collection is composed of three parts. The first part, “Comics,” focuses on research methods designed for children and youth. The second and third parts, entitled “Collaborations” and “Theory” respectively, include chapters written by new and experienced researchers/scholars who elaborate examples of collaborative arts-based research with children and youth. The design of Emme and Kirova’s contribution to the literature is highly imaginative. In a time of burgeoning interest in arts-based research approaches, the volume has earned a key place. It will no doubt become an essential work for those interested in such innovative research with children and youth.
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Parkes, Fritha. "“Crossover” children in the youth justice and child protection systems." Aotearoa New Zealand Social Work 33, no. 1 (May 2, 2021): 120–22. http://dx.doi.org/10.11157/anzswj-vol33iss1id831.
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Rimal, Hem Sagar, and Archana Pokharel. "Corporal punishment and its effects in children." Journal of Kathmandu Medical College 2, no. 3 (March 3, 2014): 156–61. http://dx.doi.org/10.3126/jkmc.v2i3.9968.
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Corporal punishment in children is still a major problem throughout the globe and more common in developing countries like Nepal. Several researches done across the globe have clearly established the fact that use of corporal punishment at home, school or alternative settings is associated with higher prevalence of externalizing behaviour of youth, substance use, depression, juvenile delinquency, poor academic performance and marital conflict as an adult. Authors have reviewed the journals, websites and books to find out the magnitude of problem in the national as well as international context. It has also looked at the long-term and short term adverse effects of corporal punishment in children, current legislative status, and suggested strategies to discipline children. Reinforcing legal actions against this practice can contribute to expedite the process to end corporal punishment of children globally with strong advocacy from paediatricians and other health professionals.Journal of Kathmandu Medical College Vol. 2, No. 3, Issue 5, Jul.-Sep., 2013 Page: DOI: http://dx.doi.org/10.3126/jkmc.v2i3.9968Uploaded date : 3/4/2014
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Salhiová, Martina. "Stárnou pohádkové bytosti v současné české literární tvorbě pro děti a mládež?" Slavica Wratislaviensia 163 (March 17, 2017): 591–98. http://dx.doi.org/10.19195/0137-1150.163.49.
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Do the fairytale creatures grow old in contemporary Czech literature for children and youth?The literary creation for children and youth does not avoid the literary realizations of attitudes towards old age. In this article, we will introduce three diverse ways to capture the aging process, but also the rejuvenation of the mythical creatures. In the prose with a child hero Dračí polévka, the Vietnamese grandfather was reborn as a lush dragon, in the fairy tale Lichožrouti, three different fairytale creatures are preparing for the end of their lives and in the book for children František zkaštanu, Anežka ze slunečnic, a metaphor of autumn is used to describe the cyclicality of the life in nature. Although the mentioned books are dissimilar, the description of old or aging persons is carried in the positive note, they become a pattern for little readers.Остаряват ли приказните същества в съвременните чешки произведения за деца и юноши?Дори в литературата за деца и юноши не отсъстват литературни реализации на отношението към старостта. В тази статия ще бъдат представени три различни начина за улавяне на процеса на стареене, но и подмладяване на митични същества. В прозата с дете герой Dračí polévka виетнамски дядо се преражда в буен дракон, в приказката Lichožrouti трима различни приказни герои се подготвят за края на живота си, а в книгата за деца František z kaštanu, Anežka ze slunečnic използва метафората на есента, описваща цикличността на живота в природата. Въпреки че споменатите книги са много различни, описанието на стари или застаряващи лица се извършва в положителен тон, те се превръщат в модел на малките читатели.
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Mohammad, Rehanna, Shari McMahan, Michele Mouttapa, and Yuese Zhang. "Kick Start Your Day." Californian Journal of Health Promotion 10, SI-Obesity (August 1, 2012): 26–33. http://dx.doi.org/10.32398/cjhp.v10isi-obesity.1468.
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Obesity rates among Hispanic/Latino youth are 5-10% higher than Caucasian youth. Kick Start Your Day was a six-week intervention that was pilot tested in a low-income, predominantly Latino community. The intervention consisted of nutrition education for parents, fun physical activities for children, low glycemic breakfasts and snacks for parents and children, and bilingual resources (e.g., recipe books) to take home. Fifty-six Latino parents (n= 25 intervention, n= 31 control) and their children ages 6-12 participated, and completed both baseline and end-of-program self-report questionnaires. Logistic regression models were used to examine intervention effects on increases in nutrition knowledge, while linear regression models were used to examine intervention effects on changes in parents’ and children’s physical activity. All models adjusted for outcome scores at baseline. Results indicated that intervention group parents were more likely to learn that eating breakfast can help their child pay attention and can prevent moodiness, and that nutrition labels contain information about sodium content. Intervention group parents also had greater increases in vigorous physical activity. This study provided preliminary evidence that a low-cost, family-centered intervention can lead to increases in knowledge and behavior change.
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Thakor, Mitali. "Trafficked Children and Youth in the United States: Reimagining Survivors, by Elżbieta M. Goździak." Refuge: Canada's Journal on Refugees 32, no. 3 (November 23, 2016): 150–51. http://dx.doi.org/10.25071/1920-7336.40429.
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Jindra, Miroslav. "Homosexual parenthood in children’s literature." Acta Univeristatis Lodziensis. Folia Librorum 1, no. 28 (June 25, 2019): 105–24. http://dx.doi.org/10.18778/0860-7435.28.05.
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Homosexuality in children’s literature is still a controversial topic in many countries of the world. Not only are people afraid to talk about this theme with children, they do not know how. The history of this topic in children’s literature dates back to the 80s of the 20th century, when the first books were published. In 20th century, human society went through many changes which were reflected in all the fields of art (theatre, fine arts, literature, etc.). Writers had a need to familiarise children readers with ‘taboo topics’ such as homosexuality, death, drugs, etc. They wanted to introduce homosexuals as ordinary men and women, who live their own lives with their joys and worries. Today, we can find three main themes in children’s literature: coming out, the life of homosexuals and homosexual parenthood. Each theme has its own specifics and typical reader age group of children or youth. This characterisation can help us to deeper identify the topic. The literature offers children and youth better and easier cognition of the world with its differences. The aim is to learn about the history of homosexuality in children’s literature and go deeper into its individual themes, especially homosexual parenthood. Children need to know everything about life and have no taboos. Why are we afraid to talk about it?
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De Vries, Dawn, Zoe Brennan, Melissa Lankin, Rachel Morse, Brandi Rix, and Teresa Becl. "Healing With Books: A Literature Review of Bibliotherapy Used With Children and Youth Who Have Experienced Trauma." Therapeutic Recreation Journal 51, no. 1 (2017): 48–74. http://dx.doi.org/10.18666/trj-2017-v51-i1-7652.
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Batstra, Laura, Linda Foget, Caroline van Haeringen, Sanne te Meerman, and Ernst Daniël Thoutenhoofd. "What children and young people learn about ADHD from youth information books: A text analysis of nine books on ADHD available in Dutch." Scandinavian Journal of Child and Adolescent Psychiatry and Psychology 8 (2020): 1–9. http://dx.doi.org/10.21307/sjcapp-2020-001.
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Jordan, Joshua. "Sources: Becoming a Media Mentor: A Guide for Working with Children and Families." Reference & User Services Quarterly 56, no. 3 (April 3, 2017): 209. http://dx.doi.org/10.5860/rusq.56n3.209a.
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Librarians wishing to provide materials for youth and families increasingly find themselves in the role of media mentor. Media mentors don’t just know what books to suggest for children, they also know which learning apps, DVDs, databases, websites, programming, and other new media will be most beneficial for the child. The breadth of content available to families can often be overwhelming. Effective media mentors help families sift through the noise to find the highest-quality media—in whatever form it may take. In short, the media mentor is a content expert who relies on the context of the interaction and the individual child to help inform families’ healthy media decisions. Together these “3 Cs” guide the media mentor in theory and practice.
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JAWORSKA, JOANNA. "BEATA ZIÓŁKOWSKA, JOWITA WYCISK, SELF-DESTRUCTION OF CHILDREN AND YOUTH." Society Register 3, no. 1 (August 14, 2019): 169–72. http://dx.doi.org/10.14746/sr.2019.3.1.10.
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Anyone who works with the youth knows that the period of adolescence is a specific life-phase for young students. “Socio-cultural changes, changing family patterns, too many incentives and the social pressure in many areas of human’s life” (p. 252) can cause problems, and teenagers often don’t deal appropriately with their feelings, emotions, and expressions. Also during this time, we have come to expect different and often rebellious, as well as undesirable behaviour from the young boys and girls. Every teacher, educator or someone who takes care of such young people, is inclined to support them effectively and when the functional disorders start to appear, they want to react positively towards them and work together to solve their problems. For those people, I would highly recommend the book “Self-destruction children and youth” written by Beata Ziółkowska and Jowita Wycisk.
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Sitasari, Almira, and Andika Trisurini. "Comic Education Media On Food Label With Folklore Character For Children." Jurnal Teknologi Kesehatan (Journal of Health Technology) 14, no. 1 (May 31, 2018): 5–13. http://dx.doi.org/10.29238/jtk.v14i1.85.
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Lack of awareness in food label reading could be a problem of eating habit in Indonesian especially in youth. School-aged children are susceptible group to have risk from unsafe packaged snack food. Comic book would be one of good education media for them. Aim of the study was to raise awareness to food label reading and to make a good media to educate youth to read packaged food/snack label. This study was a research and development study (R and D study) with 4 D approach (define, design, develop, disseminate). After designing the media (including storyline and cover design) the media was rated by 2 media experts, tested in school-aged children, and also requested feedback from school teachers. Quantitative data were shown in percentage of feasibility, while qualitative data were analyzed by saturation of data. The rating test from experts showed that overall comic feasibility was 87,86% (means feasible to use). The testing from users or school-aged children showed that overall comic feasibility was 96,41% (means feasible). The school teachers gave positive feedbacks on comic book. The conclusion of the study is that the comic book about food labelling with folklore character is feasible to use.
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Bogel, Gayle. "Choosing the Right Book: Factors that Affect Children’s Reading." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 74. http://dx.doi.org/10.18438/b83g8j.
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A Review of:
Maynard, S., Mackay, S., & Smyth, F. (2008). A survey of young people's reading in England: Borrowing and choosing books. Journal of Librarianship and Information Science, 40(4), 239-253.
Objective – To analyze factors affecting book choice: reading recommendations, reasons for choosing series books, book reviews, and school libraries.
Design – This secondary analysis of data is based on a selection of findings from a larger 2005 survey that monitored trends in youth reading habits. The large scale 2005 study was designed as a follow up to a 1996 survey. The 2005 survey used online questionnaires and formal statistical analysis to compare gender and age groups. The data on factors affecting book choice were derived from the original questions, responses, and analyses.
Setting – Questionnaires were administered in
22 primary and 24 secondary schools in the UK with access to computers and internet.
Subjects – Almost 4,200 students from 4 to 16 years of age.
Methods – Study authors invited approximately 150 schools to participate in the survey. Forty-six schools (31%) responded. A total of 22 primary and 24 secondary schools participated in the original study between April and June 2005.
This study used comparative analysis to examine factors affecting book choice between gender and age groups. Statistical significance was defined as one percent. Other demographic information was collected, such as ethnicity, language spoken at home, and religion, but was deemed insufficient for any meaningful analysis.
There were 4,182 responses to the survey, separated into three age groups: ages 4 to 7 (KS1), ages 7 to 11 (KS2), and ages 11 to 16 (KS3&4).
Students were asked to describe themselves as readers by responding to multiple choice questions, and then to provide specific information on the places or people most frequently used as book borrowing sources. Participants were considered “enthusiastic” readers if they “read a lot with pleasure” and “average” readers if they “read an ordinary amount”. Participants responded to additional multiple choice questions on specific factors related to borrowing books and book choices, the process of choosing series, fiction, and nonfiction books.
Main Results – Readers: The number of children who described themselves as “enthusiastic” readers decreased with age, and approximately half of the children between 7 and 16 years of age described themselves as “average” readers, average rating increasing slightly through this age group. Investigators found a marked difference in gender within the 4 to 7 year olds: 49.7% percent of girls in this age group considered themselves “enthusiastic,” compared to 37.3% of boys. Only 18.5% of girls considered themselves “reluctant” readers, compared to 28.1% of boys.
The longitudinal comparison to the earlier 1996 study found that although the percentage of boys from ages 7 to 16 who described themselves as reluctant readers stayed about the same, the percentage of girls who described themselves as reluctant increased. There was also a dramatic drop in the number of girls who described themselves as enthusiastic; from 51% in 1996 to 17% in 2005.
Borrowing Books: Libraries of all types (school, classroom and public) were the prime sources for borrowing books. Girls borrowed more books from schools than boys, and girls also borrowed more books from non-library sources (family members and friends) than boys. Both boys and girls increasingly reported borrowing more books from friends than from libraries as they grew older.
Over half of each age group rated the school library or classroom book corner as having “enough” books. The perception of “too many books” decreased with age. The perception of quality of the classroom or school library also decreased with age. The number of students in the younger age groups who rated the quality of books in the classroom or school library as “very good” was significantly higher than students in the older age groups. The number of student who rated the quality as “okay” doubled from the lower to the higher age group.
Choosing Books: Children were asked six questions related to whether the physical book itself provided motivation to read, and six questions related to other factors for book recommendation. Younger readers were more likely to choose a book for its visual appeal, although this factor (interesting cover or illustrations inside) was more consistent for boys of all age groups than girls. The author’s name and book blurb were stronger factors for girls in the 7 to 16 age group than for boys.
The study authors sought to explore the idea of “shared reading” and asked children in the 7 to 11 and 11 to 16 age groups how often they chose a book based on a recommendation from a friend or family member, a public or school librarian, or other adults. Friends were the strongest recommendation source (43.2% for 7 to 11 year olds and 38.4% for 11to 16 year olds). Recommendations from school or public librarians rated only three to six percent for both age groups.
All age groups were asked about choosing series books, and the questions were simplified for the younger age group. All students reported that appealing factors were the consistency of characters, familiar storylines, and familiar writing styles. Some students also noted that the availability of series books positively affected their choices.
Print or online book reviews were used “hardly ever or never” by over 40% of the 7 to16 year old age groups, while television or magazine reviews or recommendations were highly rated by over 50% of respondents in the same age groups. Participants chose informational or non-fiction books because of personal interests, hobbies, or recommendations from friends, while they selected fiction or poetry for the blurb, title, or appearance and design of the cover. Celebrity recommendations and books about celebrities were popular reasons for choosing books.
When asked who helped them choose books, 53.2% in the 7 to11 age group and 66.1% in the 11to 16 age group stated that no one ever helps them. Of the students who had help choosing books, “family members” was the most common response. Local librarians were not used as a source for recommendations.
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Fleener, A. W., C. W. Robinson, J. D. Williams, and M. Kraska. "Literature in the Garden Curriculum Effects on Life Skills of Children." HortTechnology 21, no. 4 (August 2011): 424–28. http://dx.doi.org/10.21273/horttech.21.4.424.
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Children's gardens have recently been shown to increase life skills. The purpose of this study was to assess the effects that gardening/plant activities from the Junior Master Gardener curriculum, Literature in the Garden, have on children's life skills. The life skills examined were leadership, teamwork, self-understanding, decision-making skills, and communication skills. About 130 third-grade students from a Lee County, AL, school participated in the study. Students were equally divided into control and experimental groups, and each student was given the youth life skills inventory (YLSI) as a pre- and posttest. The experimental group participated in eight gardening/plant activities after the pretest, whereas the control group did not complete the activities. No significant differences were found between pretests and posttests for teamwork, self-understanding, decision making, communication, and overall life skills. Significant decreases from pretest to posttest were found on leadership skills for the experimental group. Several trends were observed with students who read more for fun, read more each week, and read more garden books generally increasing in life skills.
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Fọlárànmí, Stephen, and Eyitayo Tolulope Ijisakin. "Re-Inventing African Literature through Visual Arts." Mediterranean Journal of Social Sciences 10, no. 4 (July 1, 2019): 76–89. http://dx.doi.org/10.2478/mjss-2019-0054.
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Abstract Evidence abounds of the synergy that exists between literature and visual arts in Africa. Illustrations are known to have given more meaning to books, while the text plays the role of the storyteller, the illustration acts out the story or scene on the pages of the book. Illustrations also make readership very easy and appealing to children and the uneducated people in our local communities. In recent times however, studies have shown a sharp decline in the inclusion of very good, insightful and inspiring illustrations into African literary text. When included, it is often poor and limited to the cover page of the book. This paper examines the merits derivable from the inclusion of visual arts into African literature as well as the reason for its decline with a view to suggesting how it can be used to reinvent African literature. It is expected that by so doing, publishers and authors will see the need and importance of using more illustrations in their books. This will, in turn, generate more interest in the culture of reading among the youths of the 21st century as well as the development of literature directed towards children and the unread.
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Kohútová, Katarína, and Angela Almašiová. "Extracurricular Activity as Apredictor of the Use of Legal Addictive Substances by Pupils of Elementary and Secondary Schools." Psychology and Pathopsychology of Child 52, no. 2 (June 1, 2018): 151–63. http://dx.doi.org/10.2478/papd-2018-0014.
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Abstract Introduction: The study is focused on potential predictors of the use of legal addictive substances by children and youth. Methods: The survey sample consists of 5370 elementary and secondary school pupils aged 9 to 20. In quantitative research (author’s questionnaire), legal and illegal addictive substances were examined, while more detailed analysis in the context of leisure time was focused on the use of legal addictive substances. Data were analyzed by factor and regression analysis. Conclusions: The main results include the finding that the protective factors of drug use include reading books, attending school, attending extra curriculum activities, talking to parents, attending church and risk factors include going to discos/entertainment, part-time working and going out with friends.
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Savkina, Svetlana V., and Julia V. Zhegulskaya. "Multimedia Interactive Products as Means of Attracting Children to Reading." Bibliotekovedenie [Library and Information Science (Russia)] 68, no. 4 (August 27, 2019): 363–73. http://dx.doi.org/10.25281/0869-608x-2019-68-4-363-373.
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The decrease in children’s interest in reading is a global and national problem, which causes noticeable social risks in the children personal development and their further social integration. The paper considers popularization of books and formation of reading culture as important tasks of contemporary library-information activities. The authors emphasize that modern library visitors prefer electronic sources of information that actualizes the development and use of electronic information products in the practice of library services for children and youth. The purpose of the article is to determine the possibilities of using multimedia library products in attracting children to reading. The paper presents the results of the analysis of publication activity in 2014—2018 devoted to the attracting children to reading, including the use of multimedia. The authors draw attention to 33 publications, reflecting various aspects of reading promotion in children’s audience, as well as reveal the tendency of decrease in publication activity on this subject. The sociological survey of 150 children of primary school age allowed to determine their basic reading preferences and confirmed the importance of reading in the life of modern children. The paper notes that the results of study of reading interests of younger schoolchildren should be taken into account in the implementation of different forms of library work with users and should be used in the creation of information products aimed at popularization of books. The authors explain the relevance of using interactive multimedia products to attract children to reading: preference to children playing activities, combination of multimedia multiple information types and available interactivity. The paper considers the types of multimedia library products, approbated in the course of activities to attract children to reading, analyses their opportunities in involving children in reading and reveals their advantages and features. The authors characterize different types of interactive activities, give the examples of their use, as well as describe multimedia product abilities in attracting children to reading, their advantages and disadvantages. The paper concludes that the use of interactive multimedia products contributes to attract children to reading and can serve as a supplement to traditional library activities, as well can be used independently.
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Polishchuk, Tetiana, and Oleksandra Kravchuk. "Implementation of media practices in the work of libraries for children and youth." Obraz 33, no. 1 (2020): 42–50. http://dx.doi.org/10.21272/obraz.2020.1(33)-42-50.
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The relevance of the study is due to the expansion of the media space of Ukrainian libraries for children and youth and the use of media practices on their pages in social networks. The aim is to study and compare the applied media practices by domestic libraries for children and youth, to consider new forms of work with the use of media content by libraries for young people and to illustrate their attractiveness to the user. To solve the tasks, the method of analysis of library content in new media, methods of comparison, generalization and sociocommunication were used. The presence of libraries in new media attracts the attention of young people, and information and communication technologies become intermediaries between the book collection and the user. An important component of the attractiveness of the library’s page in social networks is not only the expansion of new channels of communication, but also the creation of the author’s media content.
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Timofeeva, Yu V. "Educational reading of Siberian and Far Eastern population in the late XX - early XXI centuries." Bibliosphere, no. 3 (September 30, 2017): 56–62. http://dx.doi.org/10.20913/1815-3186-2017-3-56-62.
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The article is devoted to reading modification, which is most widespread today, educational reading. For the first time educational reading of Siberian and Far Eastern residents became a subject of an independent research. Its importance to develop a personality, society, state is reasoned. The author considers the corpus making educational reading, to which refers textbooks, manuals, reference books, encyclopedias, fiction according to school curricula and other editions that addressing is related to educational activity. The audience of educational reading is revealed and characterized, its age and gender structure is defined. Children, teenagers, youth entered it by age criterion, mainly women by a gender one. Pupils made the most group of users of municipal and state libraries on number. Among them senior school children more often addressed to libraries for preparation to classes. Requests for educational literature averaged from 60 to 90% of all requirements in municipal libraries of the region. Author's definitions of the term «educational reading» are offered to a scientific community for discussion.
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Suárez Ramírez, Miriam. "La expresión oral y los libros de texto. Estudio de los manuales escolares de Ed. Primaria para conocer el número de actividades orales de las distintas editoriales." Investigaciones Sobre Lectura, no. 6 (July 28, 2016): 76–86. http://dx.doi.org/10.37132/isl.v0i6.155.
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We all know the importance of oral and communication skills and the difficulties presented by our children and youth to make use of them.On the other hand, we continue checking the importance of exercise textbooks or textbooks in schools. To this it is added that still too often teachers still considers these textbooks or textbooks as the main resource to organize their teaching-learning process.We believe the textbooks or textbooks remain a very important tool for students and teachers weight. So, what these books or manuals will propose what then put into practice in the school daily.So we've looked at the primary school textbooks that are present in various colleges Ed. To analyze the extent to propose activities that develop oral expression of students.
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Suárez Ramírez, Miriam. "La expresión oral y los libros de texto. Estudio de los manuales escolares de Ed. Primaria para conocer el número de actividades orales de las distintas editoriales." Investigaciones Sobre Lectura, no. 6 (July 28, 2016): 76–86. http://dx.doi.org/10.24310/revistaisl.vi6.10977.
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We all know the importance of oral and communication skills and the difficulties presented by our children and youth to make use of them.On the other hand, we continue checking the importance of exercise textbooks or textbooks in schools. To this it is added that still too often teachers still considers these textbooks or textbooks as the main resource to organize their teaching-learning process.We believe the textbooks or textbooks remain a very important tool for students and teachers weight. So, what these books or manuals will propose what then put into practice in the school daily.So we've looked at the primary school textbooks that are present in various colleges Ed. To analyze the extent to propose activities that develop oral expression of students.
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Nüzket Özen, Neriman. "Heidi's sacrifice, Biene Maya's courage, Pippi Langstrumpf's freedom: Gender stereotypes of traditional and modern German child and youth literature figuresHeidi'nin fedakarlığı, Biene Maya'nın cesareti, Pippi Langstrumpf'un özgürlüğü: Gelenekselden moderne Alman çocuk ve gençlik edebiyatı figürlerinin toplumsal cinsiyet kurguları." Journal of Human Sciences 14, no. 4 (October 31, 2017): 3366. http://dx.doi.org/10.14687/jhs.v14i4.4932.
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Heidi, Biene Maja and Pippi Langstrumpf books, which are important and well-known works of children and youth literature in the Western World, are also books with quite important functions beyond being mere children 's books. In the 18th century, the great developments of the Enlightenment period have undoubtedly brought certain duties to children’s and youth literature.It has also been a pioneer in the creation of desirable children's images, which sometimes require ideological and sometimes gender-sensitive content due to social conditions.While performing this, they reached their readers with implicit messages or by clearly addressing and communicating their message. The purpose of this study is to find out how these three books, which are included in children’s literature, are actually loaded with different meanings.The points that will be taken into consideration in this process are different characteristics of the texts. Does the Heidi figure act for any specific purpose with the seemingly cute and optimistic attitude? Is Biene Maja just a little girl bee looking for freedom? How did Pippi Langstrumpf start a new era of many years, breaking the authoritarian, didactic and sexist tendencies that dominate child and young girl literature? These questions have been tried to be answered through gender studies as a guide in the process of searching for answers.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBatı dünyası çocuk ve gençlik edebiyatının önemli ve tanınmış eserlerinden olan Heidi, Biene Maja ve Pippi Langstrumpf kitapları birer çocuk kitabı olmanın ötesinde oldukça önemli işlevleri olan kitaplardır aynı zamanda. 18. Yüzyılda Aydınlanma dönemi ile yaşadığı büyük gelişmeler şüphesiz çocuk ve gençlik edebiyatına belli bazı görevler de yüklemiştir. Kimi zaman ideolojik kimi zaman da toplumsal cinsiyet kurgusunu sağlayan içeriklerle toplumsal şartlar gereği arzu edilen çocuk imgesinin oluşturulmasında da öncü olmuştur. Bunu gerçekleştirirken okurlarına kimi zaman açıkça hitap edip mesajını iletirken kimi zamansa örtük mesajlarla ulaşmıştır. Bu çalışmanın amacı çocuk edebiyatına dahil edilen bu üç kitabın aslında görünürden farklı ne tür anlamlarla yüklü olduklarını çözümlemektir. Bu süreçte göz önünde bulundurulacak olan noktalar metinlerin birbirinden farklı ne tür karakteristik özellikler taşıdıklarıdır. Heidi figürü görünürdeki sevimli, iyimser tavrı ile her hangi bir amaca yönelik mi hareket eder? Biene Maja sadece özgürlük arayışında olan küçük bir kız arı mıdır? Pippi Langstrumpf uzun yıllar boyunca çocuk ve genç kız edebiyatına hakim olan otoriter, didaktik ve cinsiyetçi eğilimi nasıl kırılmaya uğratarak yeni bir dönem başlatmıştır? Bu sorulara cevap arama sürecinde yol gösterici olarak toplumsal cinsiyet araştırmalarından yola çıkılarak önemli noktalar görünür kılınmaya çalışılmıştır.
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Bittner, Thomas. "Punishment for Criminal Attempts: A Legal Perspective on the Problem of Moral Luck." Canadian Journal of Philosophy 38, no. 1 (March 2008): 51–83. http://dx.doi.org/10.1353/cjp.0.0010.
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In the criminal law, the law of attempts is of comparatively recent vintage. It is part of an important contemporary legal trend towards early intervention in the criminal process. There are now a substantial number of crimes on the books that, like the crime of attempt, only require that the perpetrator start down the road to carrying out his criminal intentions and do not require him actually to have harmed (or, in some cases, even identified) his victim. Besides the law of attempts, these new crimes include conspiracy and solicitation, forgery and counterfeiting, the possession offences (drugs, burglary tools, counterfeit money, automobile master keys, etc.), even corruption of youth (children). In all these cases, the law is stepping in to forestall harm, rather than waiting until a harm has already happened.
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Marchuk, Oxana. "The Problems of the Youth Education and Up-Bringing on the Volin Territory of the Nineteenth - the First Half of the Twentieth Century in Scientific Research." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 127–42. http://dx.doi.org/10.31470/2415-3729-2019-10-127-142.
Full textAbstract:
The article examines the historiography of the problem of education and upbringing children and youth living in the Volyn province and the Volyn region in the XIXth – the first half of XXth century. The purpose of the article is to analyse the publications and scientific works about the children and youth education and upbringing at the territory of Volyn in the XIXth- the first half of the XXth century and to make recommendations about their using in the educational institutions of today. Three groups of the scientific works were distinguished: a) the publications of the late XIXth – the early XXth centuries; b) the scientific works of the mid-XXth century; c) the scientific books written at the period of the independent Ukraine. It is noted that scientists of the late XIXth – the early XXth centuries analysed the education and upbringing of children and young people, they emphasized the need for the formation of the children’s scientific worldview, bringing them up in the Christian spirit. The scientific works of the early XXth century were nationally oriented so the researchers highlighted the issues of the children national mentality fostering. The monographs written in the mid-XXth century are politically influenced but they provide the information about the number of the educational institutions, students in schools and analyse the patterns of the educational process. In the dissertations of the late XXth – the early XXIth centuries the scientists have objectively explored the various aspects of the education and upbringing of Volyn youth in the XIXth – the first half of the XXth century. The article provides the recommendations of these research using in modern educational institutions.
The author analysed the scientific works of M. Barsov about public schools, schools in the Volyn and Podilia. The article describes in detail the scientific books by M. Teodorovich, which described the schools of the Volyn province and church-parish schools, their numbers and students. The researcher described the activities of Prince K. Ostrozky and gave the positive assessment of the work of A. Bludova, who founded schools in Ostroh in the mid-XXth century.
The analysis of scientific explorations of different historical epochs has led to the following conclusions: a) the process of the children’s and youth’s education and upbringing in Volyn of the XIX th - at the beginning of the XXth century was the object of scientific searches since the middle of the XIXth century to the present day; b) education and up-bringing were covered in light of educational policy and socio-cultural status; c) the researchers of different historical epochs provided information about the number of schools, their types, the material and technical base of schools. It is explained that teachers must study scientific works about the education and upbringing of children in the territory of Volyn. The author of the article believes that the proper studying of scientific research about education in different regions of Ukraine contributes the deeper understanding of the studying process and provides the opportunities for better using of pedagogical achievements in the context of reforming the modern education system.
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Zhitin, Ruslan M., Aleksey G. Topilsky, and Lyudmila N. Patrina. "Tambov Governorate Library and the development of librarianship in Tambov in 1920–1937." Tambov University Review. Series: Humanities, no. 192 (2021): 216–24. http://dx.doi.org/10.20310/1810-0201-2021-26-192-216-224.
Full textAbstract:
We consider the stage of development of library business in the Tambov region during the formation of Soviet power. We describe the systematization in the funds of state and trade union libraries of books nationalized from private collections, the reconstruction and expansion of the network of local (district and sub-district) libraries, reading rooms, mobile libraries that contributed to educational work among the population of the region. The activities of the new government on administrative regulation of the system of relations between libraries, libraries with other cultural and educational institutions and local authorities are studied. The work shows the activities of the management of the Central Governorate Library (CGL) to improve labor discipline, the level of education and political literacy of librarians. We describe the management of the Central Governorate Library and its policy of hiring employees, the fight against the manifestation of per-sonal conflicts of librarians in the workplace, the theft of books and careless attitude towards them. Mass events that were practiced along with the distribution of books in the library are considered: meetings of political education, excursions for pioneer children, atheistic anti-religious evenings. We describe the creation of children’s and youth departments that contributed to the development of education. It is shown that the library staff created a developed system of libraries in the region, which allowed to meet the cultural needs of the population.
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Mašek, Petr. "Knihovny na zámku Konopiště." 66-1-2 66, no. 1-2 (2021): 79–86. http://dx.doi.org/10.37520/amnpsc.2021.006.
Full textAbstract:
The first library at Konopiště Castle was built by František Karel Přehořovský of Kvasejovice at the turn of the 18th century, but it was later scattered and its traces can be found in various places. After the sale of the castle in 1887, the second library, established by the counts of Wrtba, was moved to Křimice Castle. The current library was founded by the new owner of the castle, Archduke Franz Ferdinand of Austria. He had brought to Konopiště an older library created by the counts of Fünfkirchen and the counts of Stadion-Warthausen from Chlum Castle near Třeboň. He also added the library of his father, Archduke Karl Ludwig. Franz Ferdinand received a number of books as gifts from their authors. He supplemented some fiction books with evaluation notes. The library contains legal, political and historical works, especially on the history of Austria and the Habsburg dynasty, as well as works on hunting, natural sciences and militaria. It can be assumed that the library was also enriched by his wife Sophie, Duchess of Hohenberg, and their children, who signed mainly textbooks and works for youth.