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Relevant bibliographies by topics / Childhood and youthmangan, lucy

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Academic literature on the topic 'Childhood and youthmangan, lucy'

Author: Grafiati

Published: 25 July 2024

Last updated: 31 July 2025

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Journal articles on the topic "Childhood and youthmangan, lucy"

1

Iswarya, M., and Dr C. Bibinsam. "Psychosomatic Impediments: A Study of Lucy Christopher’s Novel Stolen." Think India 22, no. 3 (2019): 199–203. http://dx.doi.org/10.26643/think-india.v22i3.8109.

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This paper entitled Psychosomatic Impediments: A Study of Lucy Christopher’s novel Stolen tries to venture the psychological problems of an individual result from the emotional problems of early childhood. It also traces how the fragmented childhood of an individual becomes a root cause for the psychological problems in adulthood. Through the character Ty in the novel Stolen, the problems of fragmented childhood is clearly analyzed in this paper.

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Grace Lee, Tin Yan. "Being “Rightly Known”: Otherness and the Ethics of Reading in Charlotte Brontë’s Villette." Victorians Institute Journal 50 (November 1, 2023): 54–77. http://dx.doi.org/10.5325/victinstj.50.2023.0054.

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Abstract Villette (1853), Charlotte Brontë’s last novel, is famously riddled with ambiguity: its narrator-protagonist, Lucy Snowe, avoids disclosing details about her childhood, fails to reveal to readers the identity of characters she recognizes from her past, and refuses to confirm if her love interest, M. Paul, has died at sea. Believing Lucy’s ambiguous narrative style to be a tool she uses to train readers to better understand her, many critics have focused on trying to interpret Lucy’s silences and evasions “correctly,” thereby turning themselves into Lucy’s or Brontë’s “ideal” authorial

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3

Harris, Amy. "Childhood, Youth and Religious Dissent in Post-Reformation England by Lucy Underwood." Journal of the History of Childhood and Youth 9, no. 1 (2016): 159–60. http://dx.doi.org/10.1353/hcy.2016.0016.

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4

Christensen, Lois McFadyen. "Lucy Sprague Mitchell’s Perspectives on Social Education Meet Social Justice." Social Studies Research and Practice 3, no. 3 (2008): 108–12. http://dx.doi.org/10.1108/ssrp-03-2008-b0009.

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Lucy Sprague Mitchell's belief was that active, experiential learning, in particular human geography, was the core to which all content areas were tied. Given that life is lived in a social context, she believed that early childhood education should mirror the same. At Bank Street, education began with the child's world. Educators linked it to the community and moved outward. Children learned how their lives of the here and now connected to other places and people in the world. Mitchell was a forerunner in curriculum development and qualitative research methods. She envisioned teaching critica

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Yang, Yunjeong. "Childhood Imagination in Anne of Green Gables." Korean Society for Teaching English Literature 26, no. 2 (2022): 233–54. http://dx.doi.org/10.19068/jtel.2022.26.2.09.

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This paper intends to study the pastoral world of childhood in Lucy Maud Montgomery’s Anne of Green Gables (1908). The work has a vivid childhood imagination that expresses the writer’s own experiences, such as a deficiency in childhood and wish-fulfillment, a satire of religious practice, and awareness of a national important issue regarding the preservation of rural Canada in a literary way. Anne, an 11-year-old orphan girl and main character, was a hopeless, skinny child who was initially exposed to all kinds of excesses. However, she slowly grows up in a loving home provided by Matthew and

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6

Clary, Deidre, Amy Johnson Lachuk, Andrew M. Corley, and Lucy Spence. "Professional Book Reviews Critique! Design! Engage! Opening New Spaces for Multimodal Experiences." Language Arts 89, no. 2 (2011): 136–40. http://dx.doi.org/10.58680/la201118222.

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Professional books about digital tools entice us to Critique! Design! and Engage! Deidre Clary, Amy Johnson Lachuk, Andrew M. Corley, and Lucy Spence invite us to read teachingmedialiteracy.com: A Web-Linked Guide to Resources and Activities (Beach, 2007), Artifactual Literacies (Pahl & Rowsell, 2010), and Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education (Educating the Young Child) (Narey, 2009) to discover how we can improve our practice by integrating these exciting tools.

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7

Rorke-Adams, Lucy Balian. "My Journey." Annual Review of Pathology: Mechanisms of Disease 18, no. 1 (2023): 1–18. http://dx.doi.org/10.1146/annurev-pathmechdis-031621-025854.

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This is the life story of Dr. Lucy B. Rorke-Adams, who was raised in the rural Midwest of the United States by Armenian immigrant parents during the Depression. The youngest in a family of five girls, she was lovingly nurtured by her parents and sisters. She was encouraged to become educated in order to lead a worthwhile life and contribute to society. She chose medicine, specifically the specialty of pediatric neuropathology, and over her long career succeeded in advancing the field. In particular, she made major contributions to understanding childhood brain tumors, central nervous system (C

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8

Dolan, Loretta. "Childhood, Youth and Religious Minorities in Early Modern Europe ed. by Tali Berner and Lucy Underwood." Journal of the History of Childhood and Youth 16, no. 1 (2023): 162–64. http://dx.doi.org/10.1353/hcy.2023.0019.

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Cortés Vieco, Francisco José. "Unravelling the Body/Mind Reverberations of Secrets Woven into Charlotte Brontë’s Villette." Prague Journal of English Studies 4, no. 1 (2015): 25–45. http://dx.doi.org/10.1515/pjes-2015-0002.

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Abstract The pervasive psychological realism of Charlotte Brontë’s Villette (1853) challenges scholarly assumptions based on her biography or her indoctrination to Victorian medical discourses, as it explores dysfunctional body/mind interrelations, particularly those evidencing patriarchal pressures and prejudices against women. Under the guise of her heroine Lucy, the author becomes both the physician and the patient suffering from a female malady of unnamed origin. This article intends to prove that, instead of narratively unravelling her creature’s past trauma with healing purposes, the aut

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Butler, Catherine. "Heard But Not Seen: Gardens and Their Child Ghosts in Rudyard Kipling, T. S. Eliot and Lucy M. Boston." Modernist Cultures 19, no. 1 (2024): 58–80. http://dx.doi.org/10.3366/mod.2024.0418.

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The post-Romantic idealisation of childhood in much late-Victorian and Edwardian literature often makes use of a garden setting as a locus amoenus associated (like childhood itself) with qualities of innocence. There was inevitably a disjunction between this idealised image and the lives of actual children, however. One aspect of that difference was the high incidence of child mortality, a phenomenon notably absent from most Golden Age children’s literature, though present in the lives of many of its authors. The depiction of child ghosts was one way of acknowledging this trauma. Rudyard Kipli

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Books on the topic "Childhood and youthmangan, lucy"

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Bookworm: A Memoir of Childhood Reading. Penguin Random House, 2018.

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Bookworm: A Memoir of Childhood Reading. Penguin Random House, 2019.

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Bookworm. Ulverscroft Ltd, 2019.

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Bookworm. Audible Studios on Brilliance, 2018.

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Bookworm. Penguin Random House, 2018.

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6

Little, J. I. Love Strong As Death: Lucy Peel's Canadian Journal, 1833-1836 (Studies in Childhood and Family in Canada Series). Wilfrid Laurier University Press, 2001.

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7

Larcom, Lucy. A New England Girlhood. IndyPublish.com, 2002.

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Larcom, Lucy. A New England Girlhood. Blue Unicorn Editions, 2001.

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Larcom, Lucy. A New England Girlhood. Book Jungle, 2007.

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Larcom, Lucy, and Nancy F. Cott. A New England Girlhood: Outlined from Memory. Northeastern University Press, 1985.

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Book chapters on the topic "Childhood and youthmangan, lucy"

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"A YORKSHIRE CHILDHOOD." In Lucy Osburn, a Lady Displaced. Sydney University Press, 2006. http://dx.doi.org/10.2307/jj.455889.6.

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2

Woods, G. A. "The (W)rite of Passage: From Childhood to Womanhood in Lucy Maud Montgomery’s Emily Novels." In Gender and Narrativity. McGill-Queen's University Press, 1997. http://dx.doi.org/10.1515/9780773584310-007.

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Smith, Vanessa. "Bildung Blocks." In Toy Stories. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531503574.003.0005.

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This chapter foregrounds violent play as fundamental to the representation of childhood within the Bildungsroman. It argues that the Bildungsroman’s toy stories encapsulate a counter-imperative of regression working against its developmental propulsion: one that exposes the thesis of the novel’s maturation—from sentiment to realism, from the depiction of flat to rounded character, from the picaresque to the Bildungsroman—as comparably marked by formal reversion and compromised interiority. It focuses on two female Bildungsromane: Charlotte Brontë’s Villette (1853) and George Eliot’s The Mill o

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Reports on the topic "Childhood and youthmangan, lucy"

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Impact of Childhood Adversities on the Mental Health of LGBT+ Youth. ACAMH, 2022. http://dx.doi.org/10.13056/acamh.21312.

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In this podcast, we are joined by Lucy Jonas to discuss her recent JCPP Advances paper ‘A systematic review and meta-analysis investigating the impact of childhood adversities on the mental health of LGBT+ youth’.

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Do ADHD and ASD symptoms have similar characteristics in childhood and young adulthood? ACAMH, 2020. http://dx.doi.org/10.13056/acamh.14097.

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