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Dissertations / Theses on the topic 'Children as authors'
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Klein-Tumanov, Larissa Jean. "Between literary systems, authors of literature for adults write for children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0020/NQ46937.pdf.
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Velez, Milena E. "Writing for the Children of the Borderlands: Understanding the Rhetorical Practices of Parent-Authors Creating Multicultural and Multilingual Children's Literature." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1609436768901894.
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Handa, Satoko. "Saving 'the Age of Innocence' Catholicism, Revolution and representations of childhood in France, 1762-1830 /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508919.
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Cooke, Suzanne Gagne. "Writing and metacognition: Empowering young authors in the writing workshop." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3016.
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So, Kit-yuk. "A case study on the writing development of a Cantonese-speaking child in Hong Kong Yue yu er tong xie zuo neng li fa zhan de ge an yan jiu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958266.
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Chan, Wen-Chi. "A case study of Grace Lin's picturebooks on Chinese themes : "Why couldn't Snow White be Chinese?"." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1184185417.
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Burns, Kathryn E. "This other Eden exploring a sense of place in twentieth-century reconstructions of Australian childhoods /." Connect to full text, 2006. http://hdl.handle.net/2123/1691.
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Thesis (Ph. D.)--University of Sydney, 2007.<br>Title from title screen (viewed 25 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Degree awarded 2007; thesis submitted 2006. Includes bibliographical references. Also available in print form.
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Schank, Stefan. "Kindheitserfahrungen im Werk Rainer Maria Rilkes eine biographisch-literaturwissenschaftliche Studie /." St. Ingbert : Röhrig Universitätsverlag, 1995. http://catalog.hathitrust.org/api/volumes/oclc/35052536.html.
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Anandan, Prathim. "Child/subject : children as sites of postcolonial subjectivity and subjection in post-Independence South Asian fiction in English." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711768.
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Burns, Kathryn E. "This Other Eden: Exploring a Sense of Place in Twentieth-Century Reconstructions of Australian Childhoods." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1691.
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This thesis explores the sense of place formed during childhood, as remembered by adult Australians who reconstruct their youth through various forms of life writing. While Australian writers do utilize traditional tropes of Western autobiography, such as the mythology of Eden and the Wordsworthian image of the child communing with Nature, these themes are frequently transformed to meet a uniquely Australian context. Isolation and distance from Europe, and the apparent indifference of our landscape towards white settlement, have received much critical attention in Australian studies generally and, indeed, broadly influence the formation of children’s sense of place across the continent. However, writers are also concerned with the role of place on a more local level. Through a comparison of writing from Western Australia, Queensland and Victoria, this thesis explores regional landscape preoccupations that create an awareness of local identity, variously contributing to or frustrating the child’s sense of belonging. Western Australian writing is dominated by images of isolation, the fragility of white settlement in a dry land lacking fresh water, and a pervasive beach culture. A strong sense of the littoral pervades writing from this region. Queensland’s frontier mythology is of a different flavour: warm and tropical, nature here is exuberant, constantly threatening to overwhelm culture, already perceived as transient due to the flimsy aspect of the “Queenslander” house. Writing from Victoria, to some extent, tends to more closely follow English models, juxtaposing country and city environments, although there is a distinctly local flavour to many representations of urban Melbourne and its flat, grid-like organization. As Australian society becomes more concentrated on the coastal fringe, the beach is an increasingly significant environment. Though more prominent in writing from some regions than others, coastal imagery broadly reflects the modern Australian’s sense of inhabiting a liminal zone with negotiable boundaries.
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Slagle, Judith Bailey. "Literary Activism: James Montgomery, Joanna Baillie, and the Plight of Britain’s Chimney Sweeps." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/720.
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Excerpt: On 6 February 1824, Joanna Baillie Notified Her Friend Walter Scott that Scottish poet James Montgomery, then living in Sherrield, England, had written to ask her for a poem on the plight on chimney sweeps, also known as climbing boys.
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Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.
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Staas, Gretchen L. (Gretchen Lee). "The Effects of Visits by Authors of Children's Books in Selected Elementary Schools." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.
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Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.
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Smith, Jennifer. "The information behaviour of authors of children's and young adult literature." Thesis, Aberystwyth University, 2015. http://hdl.handle.net/2160/9b8f1496-436b-4791-a0a5-2241c2dea250.
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The study explored the information behaviour of authors of children's and young adult literature in both the United States and the United Kingdom. In addition, it sought to determine whether personality and cognitive styles had any influence on this behaviour. The contribution of this study to the research base is due to the focus on a group of creative professionals that has received little attention in the information seeking field and has so far been under-researched. The study followed a concurrent embedded qualitative dominant mixed methods research design. Instruments included in-depth, semi-structured interviews with 38 authors that took place in the natural work setting of these individuals, the BFI personality questionnaire, and the ASSIST learning styles questionnaire, modified to apply to the working lives of authors. Analysis of the qualitative interviews followed an inductive grounded theory approach with constant comparison and emerging codes while the quantitative results were analysed in SPSS with descriptive statistics and correlation analysis. Results from the quantitative elements demonstrated clear links between personality and cognitive styles and a significantly high openness to experience for this group of creative professionals. The qualitative data portrayed a group of authors with diverse and idiosyncratic needs. The combination of the two data sets showed relationships between all three elements, leading to the development of five information styles for authors and a model of information seeking for the group as a whole. Key recommendations to information providers include enhancing resource access for authors, developing programmes to assist them in learning more about library resources as well as subject matter related to their novels, and providing creative workspaces that would double as an ?office? environment. Recommendations for publishing professionals involves setting up a network of experts for authors to utilise for information, as well as obtaining key information from the target audience. These recommendations could assist authors in the development of their works and provide them with easier access to the sources they deem valuable. Future research could examine a larger sample of authors, including those who write for adults. Doing so could highlight any differences in author groups and further enhance the findings of this study.
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So, Kit-yuk, and 蘇潔玉. "A case study on the writing development of a Cantonese-speaking child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958266.
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Krasner, Sarah. "Adapting Skazki: How American Authors Reinvent Russian Fairy Tales." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1055.
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Adaptations of works have the potential to bring their subject matter to a new audience. This thesis explores the adaptation of Russian fairy tales into novels by authors Orson Scott Card and Joy Preble by looking at how they present Russian fairy tales, folkloric figures, and fairy tale structure to an American audience.
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Givens, Cherie Lynn. "An exploration of pre-censorship of children's books : perceptions and experiences of canadian authors and illustrators." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/24152.
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There is little documentation of pre-censorship of children’s literature. The discussion of pre-censorship is often submerged within more general censorship discussions and not specifically identified. It is addressed in snippets of information revealed in interviews and responses to questionnaires concerning censorship.
This study was designed to examine in detail the phenomenon of pre-censorship as experienced by Canadian children’s and young adult authors and illustrators. A qualitative, naturalistic methodology was selected to explore participants’ experiences through in-depth interviews with open-ended questions designed to encourage participants to speak at length and share thoughts, feelings, and insights.
Seventeen Canadian authors and illustrators, who self-identified as having experienced pre-censorship, participated in this study. Face-to-face interviews were conducted with all but one of the participants, whose interview was conducted by telephone and a follow-up in-person meeting. Most participants requested confidentiality, wishing to keep their names and the titles of the books undisclosed.
Participants provided concrete examples of they experienced pre-censorship. Types of pre-censorship were identified. Reasons given for pre-censorship make clear that marketing and sales concerns as well as a fear of censorship after publication are dominant motivating factors.
The incidents of pre-censorship discussed can be distilled down to several common threads that help to identify the essence of the experience. The main criterion that separates participants’ pre-censorship experiences from normal or acceptable editing is the feeling of loss of intellectual freedom or freedom of expression in having to make the changes. Almost all of the participants now self-censor in anticipation of censorship.
When participants’ experiences are compared to documented instances of pre-censorship of children’s and young adult authors in the U.K. and U.S., similarities can be seen in certain types of pre-censorship and self-censorship. Further investigation is needed to determine if there are certain types of pre-censorship that are common to countries such as Canada and the U.S. that share a similar culture and language, and if so where do they originate. Further investigation is also needed to determine whether Canadian children’s and young adult books are being Americanized at the cost of Canadian culture or simply evolving into a more global literature.
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Dorr, Christina H. "A descriptive study of intermediate grade students' extended transaction with the picturebooks of author/illustrator Patricia Polacco." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101158426.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 167 p.; also includes graphics. Includes bibliographical references (p. 146-152).
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Olsson, Hilma. "Barn skriver också litteratur : Ett sociokulturellt perspektiv på skrivande, litteratur och läsning." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96187.
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In this essay, I endeavour to broaden the concept of literature by introducing five children’s literary works. Primarily, literary scholars have concentrated their studies on literature written by adults, regarding children as readers rather than writers. I believe that such a concept fails to cover the diversity of the literary field and therefore needs to change. Approaching writing and reading from a sociocultural point of view, and reading children’s stories from a narratological perspective, I intend to show that a new concept of literature is not only possible but inevitable. Due to the dialectic relationship between sender and receiver, literary and linguistic conventions and deviations, the definition of literature is renegotiated continuously. The French sociologist Pierre Bourdieu emphasized the impact of the academy by illustrating that scholars are maintaining literary norms when putting titles on reading lists and acknowledging certain authorships. Writing this essay is thus a pledge of change. Adult research of children’s literary work encompasses a wide range of implicit age-related power issues (aetonormativity), according to the Swedish literary scholar, Maria Nikolajeva. In this essay, I show an insufficiency of some of these adult literary concepts when applied to children’s writing. I conclude that a partly new terminology, based on children’s writing, needs to co-exist with the older set of concepts. I also emphasize the need for further literary studies on children’s writing to question, criticize and complete mine, and to acknowledge the variety of literary aspects in children’s writing.
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Barai, Aneesh. "Modernist repositionings of Rousseau's ideal childhood : place and space in English modernist children's literature and its French translations." Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/7903.
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It is a little-known fact that several modernists wrote for children: this project will focus on T.S. Eliot‘s Old Possum‟s Book of Practical Cats, James Joyce‘s The Cat and the Devil, Gertrude Stein‘s The World is Round and Virginia Woolf‘s Nurse Lugton‟s Curtain. While not often thought of as a modernist, I contend that Walter de la Mare‘s short stories for children, especially The Lord Fish, take part in this corpus of modernist texts for children. These children‘s stories, while scarcely represented in critical circles, have enjoyed a wide popular audience and have all been translated into French. Modernism is often considered an elitist movement, but these texts can contribute to its reassessment, as they suggest an effort towards inclusivity of audience. The translation of children‘s literature is a relatively new field of study, which builds from descriptive translation studies with what is unique to children‘s literature: its relation to pedagogy and consequent censorship or other tailoring to local knowledge; frequently, the importance of images; the dual audience that many children‘s books have in relating to the adults who will select, buy and potentially perform the texts; and what Puurtinen calls ‗readaloud- ability‘ for many texts. For these texts and their French translations, questions of children‘s relations to place and space are emphasised, and how these are complicated in translation through domestication, foreignisation and other cultural context adaptations. In particular, these modernists actively write against Rousseau‘s notion of the ―innocent‖ boy delighting in the countryside and learning from nature. I examine the international dialogue that takes place in these ideas of childhood moving between France and England, and renegotiated over the span of the twentieth and twenty-first centuries. This study thus seeks to contribute to British modernist studies, the growing field of the translation of children‘s literature, and children‘s geographies.
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Michaels, Cindy Sheffield. "Determining Quality through Audience, Genre, and the Rhetorical Canon: Imagining a Biography of Eudora Welty for Children." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04222005-134328/.
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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Elizabeth Sanders Lopez, committee chair; Pearl A. McHaney, Mary E. Hocks, committee members. Electronic text (167 p.) : digital, PDF file. Description based on contents viewed July 17, 2007. Includes bibliographical references (p. 147-159).
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Dawson, Sian. "A lost legacy : a critical assessment and catalogue of the illustrated work of Ernest Aris : Alfred Ernest Walter George Aris (22 April, 1882-1963) children's author, illustrator and commercial artist." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/19515/.
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Ernest Alfred Walter George Aris FZS, SGA, (1882-1963) was born in Islington and moved to Bradford where he spent his formative years and attained a diploma at the Bradford Technical College of Fine Art in 1900. Aris was a professionally trained commercial artist, author, and prolific illustrator of 170 children’s and natural history books. He also illustrated over 250 books for other authors, including Enid Blyton, Beatrix Potter, and May Byron, as well as contributing to a number of leading periodicals, magazines and newspapers. Aris was not a member of any of the active artists’ clubs or societies and was possibly shunned by his contemporaries and peers, who considered him unoriginal and an unscrupulous opportunist. Volume I of this thesis seeks to examine these suggestions and assesses why Aris’s name, despite his significant output, has remained relatively anonymous and why much of his legacy appears to have been unidentified, overlooked or forgotten. Chapter 1 discusses the historical influences of anthropomorphism on Aris’s style and those of his immediate predecessors. I have categorised Aris’s books into three periods for this appraisal and examined his technical attributes and qualities, together with his trademark features and characteristics, with the purpose of identifying what makes Aris’s creative design instantly recognisable and his output of illustration so distinctive. Chapter 2 discusses Aris’s relationship with the children’s author and illustrator, Beatrix Potter. Aris holds a unique place in history in that he was commissioned by Beatrix Potter to provide illustrations for her book and was the only artist with whom she seriously contemplated a professional working partnership (1916). However, Frederick Warne and Beatrix Potter later accused Aris of plagiarism and of exploiting any opportunity to achieve a commercial advantage. There is an argument to suggest that Aris’s affiliation with Potter and the allegations of plagiarism had a significant impact on his long term reputation and was possibly the reason for adopting the pseudonym Robin A. Hood. Chapter 3 examines the creative scope and features of Aris’s prestigious commercial partnerships. These start from the beginning of his professional career at the turn of the twentieth century, which coincided with the technical development and advancement of the colour picture postcard. Aris was at the forefront of this revolution, designing several series of comic and humorous postcards for leading printers that are now associated with and representative of a bygone era. In 1915 Aris was commissioned to design six tram posters, which were selected by Frank Pick at London Transport, as part of the National Collection of Posters. Pick single handedly revolutionised poster art in Britain and was responsible for establishing the national collection, where these posters now reside and have remained forgotten and out of sight for the last century. In the 1920s the trend for collecting novelty cigarette cards enabled Aris to produce a number of outstanding natural history designs as well as the infamous Frisky series, where his mischievous sense of humour is much evident in his trademark characters. Perhaps Aris’s final and greatest legacy, however, lies in the legendary Cococubs campaign for Bournville Children’s Cocoa, which was described as ‘one of the cleverest publicity schemes of the year.’1 The success of the advertising campaign meant demand outstripped supply of the product, as youngsters eagerly sought the ‘free toy in every tin’ promotional figurines that Aris designed (1934-1936). Volume II of this thesis comprises of a unique catalogue of Aris’s creative output over fifty years and spans a range of commercial fields of art. The catalogue is divided into four parts. Part one consists of Aris’s literary publications, with a detailed bibliographic record and image of the cover of each book that he wrote and illustrated under his own name and pseudonyms, as well as prominent books Aris illustrated for other eminent authors and a compendium list of books Aris illustrated for authors and other publications. Part two is a record of Aris’s commercial work, including the early series of pictorial postcards that he completed for leading quality publishers at the start of his career (1904-1909) and the six pictorial natural history posters, which Aris was commissioned to undertake for the London Transport tram system (1915). Part three comprises of Aris’s collectables and contains the four unique series of cigarette cards that Aris designed for leading tobacco manufacturers (issued 1929-1935). Part four includes a comprehensive description of each of the limited editions and subtle colour variants of the Cococub lead figurines inserted into Bournville Children’s Cocoa (1934-1936). The aim of the thesis is to justify why I believe Aris deserves further merit for his contribution within the field of illustration and commercial artwork. I have sought to highlight the factors that make his contribution and the success of his creative designs within these different fields so significant. 1 The Grocery and the Provision Merchant Journal, November 1934, p. 276.
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Miskin, Kristana. "A Transnational Study: Young Adult Literature Exchanged Between the US and Germany." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1612.
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Both young adult literature and transnational literature occupy transitional spaces and defy simple classifications. Their commonalities naturally suit the two sets of literature for concurrent study. However, the field is underdeveloped, particularly in the United States. With a concentration on the exchanges taking place between the U.S. and Germany, this thesis addresses the need to assemble primary materials and pertinent critical commentary into a single place available to educators, scholars, and researchers to acquire background on transnational YAL themes. The thesis delineates methods used in conducting and compiling research on U.S.-German YAL exchange and highlights the translation and publication concerns associated with this process. It examines how prizes for translations are granted in each nation, identifying organizations that facilitate the process of exchange and describing transnational trends rising out of these circumstances. The concluding chapter visits concerns and complications raised during the investigation, posing questions for further study of the U.S.-German young adult literature relationship and advocating the pursuit of similar research in other world regions. The appendices provide sites for continued examination. They include lists of award-winning translations available in the U.S., novels by American authors that have been translated and published in Germany, and novels by German-language authors that have been translated and published in the U.S.
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Vergez-Sans, Cécile. "Edition et création : les collections d'albums pour la jeunesse depuis les années 1960." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0304.
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La thèse, construite sur des fonds d’archives inédits et de nombreux entretiens, porte sur les collections éditoriales d’albums pour enfants depuis les années 1960. Elle montre comment s'articulent et s’affrontent création et édition afin de proposer une réflexion sur la création éditoriale. Après un rappel des formes historiques, une cartographie des modèles de collections d’albums depuis les années 1960 est mise au jour. Loin d’être des lieux neutres, les collections font l’objet de contestations au tournant des années 1960-1970. La thèse analyse comment, dans de nouveaux contextes, les positions des différents acteurs des collections, auteurs, illustrateurs, directeurs de collection, éditeurs, se déplacent, et étudie les tensions de leurs interactions. Le dépouillement des archives de la Charte créée par les auteurs et illustrateurs, permet de mettre au jour leurs aspirations et combats. L’analyse du parcours éditorial de F. Ruy-Vidal montre les difficultés à introduire l’innovation éditoriale. La recherche sur les conditions de possibilité de la créativité éditoriale se poursuit au travers de trois modèles de fonctionnements innovants : le studio Delpire (ou : comment l’œil éditorial se forme-t-il et quelles sont les fonctions de l’équipe éditoriale ?) ; les collections du Rouergue dirigées par O. Douzou (quels sont les apports pour la créativité éditoriale d’un directeur de collection également auteur et illustrateur ?) ; et les éditions contemporaines Magnani (ou : peut-on sortir de la séparation collections pour enfants/collections pour adultes ?). En conclusion, une synthèse cherche à construire des outils d’analyse théorique de la créativité éditoriale<br>This thesis deals with French children’s picture book series since the 1960s. It highlights the difficulties to bridge creation and edition while providing an analysis of editorial creativity. After mentionning historical models of children’s series, we describe the evolution of series models (chapter 1 and 2). We show that this evolution was not without challenges. In the 60s and 70s, some authors and illustrators were craving for more legitimacy (chapter 3). At the same period, Ruy Vidal’s editorial career as publisher and editor allows us to discover the difficulties to introduce editorial innovations (chapter 4). It is then necessary to study the editorial conditions for creativity (chapter 5, 6, 7) through the examples of « Studio Delpire » (we wonder about his editorial « eye » and about the creative function of the editorial team), O. Douzou (Rouergue) (the question here is : what does an author-illustrator-editor provide ?), J. Magnani, a contemporary publisher (who tries to go beyond the frontier between children’s and adult’s books). All in all, these elements will help us discover ways to think of and analyze editorial creativity. The thesis is based on unexplored archives and numerous interviews with actors of the children’s picture books field
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O'Laughlin, Michael G. "Writing lives the writing processes of children's authors and their characters /." 1997. http://books.google.com/books?id=y_ZZAAAAMAAJ.
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Tseng, Sheer-song, and 曾喜松. "The Plight and the Future of Authors of Children''s Books in Taiwan." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/12544902205812611898.
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Etheredge, Susan Mary. "A constructivist instructional approach to arithmetic word problem-solving: Children as authors and collaborators." 1995. https://scholarworks.umass.edu/dissertations/AAI9541102.
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The National Council of Teachers of Mathematics (1989) has identified problem solving as a major goal of school mathematics. Arithmetic word problem solving is difficult for children. The primary cause of this difficulty is not computational, as once believed, but representational. Children have difficulty understanding and representing the information in the problem. The purpose of this study is to design, implement, and evaluate a constructivist instructional approach to help children be successful arithmetic word problem solvers. It is a three week meaning-based approach to problem writing implemented by the teacher in a third grade classroom in a college laboratory school. The approach has children working collaboratively to author their own word problems. Children write math "stories" based on their everyday experiences. The children then write different types of math stories, along the lines of the typology similar to that proposed by Riley, Greeno, & Heller (1983). Children next explore how these math stories can be turned into problems by deriving the many questions that can be asked from any one story, making it into several problems. Subsequent instruction introduces the idea of multi-step, multi-type story problems. The instructional approach is guided by the important underpinnings in constructivist theory of the need for discourse, collaboration, and knowledge construction. This dissertation is an empirical study, qualitative and descriptive in nature. My field notes, videotapes, and audiotapes of each day's session, and the children's oral and written work provide the raw data for the study. The schematic knowledge necessary to understand arithmetic word problems and Riley, Greeno, and Heller's word problem typology (1983) serve as the theoretical frameworks for the analysis of the data. The data show that children construct the schematic knowledge necessary to understand word problem structure across problem types, knowledge they did not have at the outset of the study. The stories and problems the children create collaboratively and the questions and discussions the children and the teacher pursue together in the spirit of mathematical discourse demonstrate that this approach holds promise as a basis for robust, meaning-based instruction in arithmetic word problem solving.
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Sun, Xuebo. "The variegated blossoms :: studies on the children characters in the literary productions of Chi Zijian/." 2007. https://scholarworks.umass.edu/theses/2016.
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Ngonyama, Luyanda George. "Exploring community resilience strategies on challenges faced by authors and vulnerable children affected by HIV and AIDS in Ekurhuleni Metropolitan Municipality, Gauteng." Diss., 2014. http://hdl.handle.net/10500/13357.
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Evidence suggests that caring for orphans and vulnerable children affected by HIV and AIDS remains one of the greatest challenges facing South Africa. Statistics indicate that there are 1.91 million AIDS orphans in the country (UNICEF, 2012; Statistics South Africa, 2009:8)). The majority of these orphans live in rural and poor urban households. Caring for orphans and vulnerable children places severe strain on support systems, such as the extended family; this spills over into the community. Providing care and support also places an extra burden on the already overstretched welfare sector and drains state resources.
The primarily objective of this study was to explore community resilience strategies on challenges faced by orphans and vulnerable children affected by HIV and AIDS in Ekurhuleni Metropolitan Municipality, Gauteng. A purposive sample of 32 participants was selected and field data were collected over a period of two months using a structured research guide. A combination of data collection methods was employed in order to explore different perspectives of community resilience strategies on challenges faced by orphans and vulnerable children affected by HIV and AIDS in Benoni.
Emerging data illustrate a clear account on the impact of the AIDS epidemic in Benoni. All of the respondents were directly or indirectly affected by the epidemic. This should be located within the high prevalence of HIV and AIDS and the high number of orphans in Ekurhuleni. The study findings further suggest a correlation between socioeconomic challenges and the AIDS epidemic in Ekurhuleni. This is demonstrated through the challenges experienced by orphans and vulnerable children in Benoni, which include: non-disclosure by parents of their illness; economic deprivation and disrupted schooling; children caring for an ill parent with AIDS and child-headed households; emotional, sexual and economic exploitation, stigmatisation and discrimination.
Despite these challenges, through community resilience the Benoni community has taken some initiatives to mitigate against these challenges. This includes the establishment of a community
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based organisation which provides basic services to orphans and vulnerable children in Benoni. To date this organisation has successfully provided material and psychosocial to more than 278 orphans. The success of this initiative confirms the importance of community driven interventions using the resilience framework to supports orphans and vulnerable, rather than dependency on the government imposed programmes- top down approach. However, community based programmes need to be strengthened by the government and non-governmental organisations in order to maximise benefits.
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Yoo, Hyunjoo. "Traumatized Girlhood and The Uncanny: Studies in Embodied Life Writing." Thesis, 2018. https://doi.org/10.7916/D8F77R24.
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This dissertation explores the work of specific female autobiographers or memoirists who have written about their endured emotional or physical wounds inflicted by trauma. Throughout history, women’s writings and experiences have been commonly devalued or excluded from those autobiographical texts within the traditional canon. Further, traumatized women have traditionally been regarded as pathologically divided victims who suffer holes in their psyches. Their stories about traumatized childhood and adolescence are thus treated as insignificant or dangerous and are easily silenced. As a result, life stories of traumatized women have been commonly considered as unfit texts for students to read in class (especially because of concerns about possibilities of (re)traumatizing readers), and thus are commonly omitted from the English curriculum. Considering that the literary world still is dominated by white male writers, this study examines not only traumatized women writers but also women writers who represent “difference” as well as have suffered trauma. This dissertation’s analyzed authors and texts include: Marguerite Duras’s The Lover, Rigoberta Menchú's I, Rigoberta Menchú: An Indian Woman in Guatemala, Susanna Kaysen’s Girl, Interrupted, Marjane Satrapi’s Persepolis, and Alison Bechdel’s Fun Home. These women writers variously demonstrate, through their embodied trauma writings, how easily a seemingly integrated/unitary self can be shattered, how unexpectedly the status quo can be destabilized by certain events in their life-writings, and how subversively the history of the female body can be rewritten. The life-writings by these women, who are non-heterosexual, non-white, and from the lower class, and/or who have lived with disabilities/illnesses, are far from that typical autobiographical writing that emphasizes tests of manhood, or beautifies the linear development of the masculine subject. In other words, they never emphasize their triumph over trauma, do not celebrate selfsufficiency or self-reliance, and are not interested in claiming any authority of their own personal experiences. Rather, they highlight the understanding of their own incompleteness, fragmentation, and self-contradiction, which serves to uncover the fictiveness or myths of self-control or self-mastery typically found in narratives by male and often white-only writers. In their life writings, the traumatized adolescent selves are continuously reshaped and discursively constructed, not as helpless victims of terrifying events, as is frequently assumed, but as those with rebellious, transgressive, and uncanny power, who can disturb patriarchal social norms or regulations in their life writing and come to terms with trauma in their own ways: Duras’s eroticizing trauma in The Lover, Menchú politicizing trauma in I, Rigoberta Menchú: An Indian Woman in Guatemala, Kaysen’s depathologizing trauma in Girl, Interrupted, Satrapi’s and Bechdel’s visualizing unrepresentable trauma in The Complete Persepolis and Fun Home. This study employs poststructural theories that “challenge the unity and coherence of the intact and fully conscious ‘self’ of Western autobiographical practices and the limits of its representations” (J. Miller, 49) to examine traumatized girlhood. In particular, based on feminist poststructural critiques of modernist, Enlightenment assumptions about autobiographical perspectives and voices, the following questions are examined in this dissertation: What words or images do this study’s examined authors utilize as a way to (re- )construct a self out of trauma? What understandings or insights do these authors achieve — or not achieve — while working to come terms with their traumas? In what ways might — or might not — these authors’ memoirs or life writings serve or disrupt a palliative/therapeutic role in what often is termed the healing process? What places, if any, might such autobiographical works focused on women’s experiences of trauma have in the English curriculum within the secondary classroom? And lastly, what and who constitutes the English literature canon, and what debates continue to characterize efforts to expand this canon to include voices of the marginalized?
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WU, CHIN-FENG, and 吳金峰. "Research of Children’s Scientific Readings and Author’s Characteristics." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/72405712045632071014.
Full textAbstract:
碩士<br>國立臺中教育大學<br>科學應用與推廣學系科學教育碩士班<br>97<br>Research of Children’s Scientific Readings and Author’s Characteristics
Abstract
This study is conducted through the viewpoints of the authors’ of children’s scientific readings. With the practice of semi-structural in-depth interviews method, this study goes into seriously the relative characteristics between scientific children’s readings and authors, and then taking this research as future reference for arranging creative talent training course. The self-developed interview outline has used in the course of research and the research data have been collected by interviewing ten selected standard-qualified outstanding authors of scientific children’s readings. Each interview has been conducted personally by the researcher. The following points are concluded from the transcribed and confirmed interview data by using the compiling and analytical principles: special characteristics of readings, current situation and future of readings, authors’ characteristics, elements of creation process, current situation of authors and recommendation of training. The conclusion is listed as follows:
A. The scientific children’s readings have extremely high importance and educational value. In addition, the readings are accurate, easy to understand, excellent in both pictures and literary compositions, vivid and interesting, new and separate, good and honest value, etc. All these above are the key contents of fine readings.
B. Experiences have profound influence on the authors’ of scientific children’s readings. Besides, the authors should reinforce the following aspects: psychology, science, literature, children and other conditions and abilities; furthermore, the authors ought to continually pursue self-growth.
C. The authors of scientific children’s readings should embody the enjoyment in creation motives and realize the dilemma and the ways to overcome. Then, they ought to enrich the knowledge on science, literature and children, furthermore, learn the model to give consideration to all the characteristics of science, literature and children.
D. The authors’ quality and quantity of scientific children’s readings in our country still have the space for improvement. The effective ways to break through the difficult position of authors are establishing training and breeding system for talents, creating a tranquil and relieved environment for creation, and then launching into the large Chinese market.
E. Scholars, experts, senior authors and students from various fields should be invited to the creative talent training courses. In addition, arrange a systematic training course from basic to advanced level by breaking the limits between disciplines with an integrated model.
Recommendations will be proposed to whom are willing to throw themselves in to this field, to the creative talent training courses, to the related governmental organizations and researchers according to the research conclusion.
Key Words：Children’s readings, Children’s scientific readings, Scientific reading and writing,
The authors of scientific children’s readings.
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SHIH, Hsin-Yu, and 施忻妤. "Study of Writing by Female Authors of Children’s Books in Taiwan between 1960 and 1979." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/67124217589372946969.
Full textAbstract:
碩士<br>東海大學<br>中國文學系<br>97<br>Female authors of children’s books often have to take care of their families when writing. Therefore, greater perseverance and patience are required. Women have to pay more to achieve the same accomplishments. Women began to have a power in life, writing and publication. In the development of children’s literature in Taiwan, female authors had a great number of works from 1960 to 1979. The paper arranges the data of twenty-one female authors in Taiwan in the hope to supplement historical data of children’s literature and reviews the children’s books then in the hope to the female authors’ ideas in writing and types of material selection to explore articles’ border-crossing and permeation as well as theme styles and atmosphere of the era.
The paper is divided into six chapters. The first one, Introduction, explains the study motive, reviews achievements of earlier researchers and explains study methods and purposes. The second, Female Authors of Children’s Books from 1960 to 1979, illustrates authors’ life, composition identities, and writing of children’s books in the hope to understand writing environment back then in Taiwan. Chapter III, Text, is divided into family and school life, memories of childhood and feelings of the hometown, stories in the past and folk legends, notes in life and encouragement in growth. The four dimensions explore writing of essays and life stories. The fourth, Wings of Imagination, discusses writing of children’s books to understand implicit life in works, fun of folk legends and imagination stories and experience love and friendship in animal stories. From the stories by foreign authors, it is found that female authors also did transportation in addition to writing. Chapter V contains singing of children’s songs, reading of children’s poems to explore children s’ songs and poems by earlier female authors in Taiwan who enriched composition of the categories with fairy tales and essays into poems. Chapter VI is Conclusions.
In addition to identifying with literature values of earlier female authors of children’s books in Taiwan, the paper also attempts to establish the writing history. These authors developed earlier children’ literature theory. Cross-border and transformation of permeation can be seen the literature category. Children’s books are for children and they often contain implicit education theme. Works then were in simple texts and single statements. They were the results of female authors from their hearts. Such works to be blueprint of education of language for children now will be of profound meaning.
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Brenna, Beverley A. "Characters with disabilities in contemporary children's novels: Portraits of three authors in a frame of Canadian texts." Phd thesis, 2010. http://hdl.handle.net/10048/1110.
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This qualitative study explored influences on three Canadian authors who present characters with disabilities in childrens fiction. Portraits of these authors are framed by a discussion of contemporary Canadian childrens novels, offering curriculum ideas within the framework of critical literacy. The research questions were: What patterns in the depictions of characters with disabilities appear in the context of Canadian novels, published since 1995, for children and young adults? What motivates and informs selected contemporary childrens authors construction of fictional characters with disabilities?
Portraiture was used as a variation on case study research. Methods for data collection and analysis included semi-structured interviews, personal narratives, and content analysis regarding three author portraits, including a self-portrait; content analysis was also applied to fifty childrens novels. Bakhtins conceptualization of the literary chronotope was utilized as a lens to explore aspects of time and space internal and external to these texts, and further delineated by aspects of time, social context, and placethree categories borrowed from the field of narrative inquiry.
Research on classic fiction illuminates particular patterns and trends regarding authors portrayals of characters with disabilities. This dissertation has identified and explored contemporary trends. While disability figured in all of the childrens novels in the study sample, ethnicity was strikingly absent, as were books for junior readers ages eight to eleven. The inquiry utilized Dresangs Radical Change theory to identify the landscape on which books about characters with disabilities reside, supporting the metaphorical conceptualization of the radical changes in childrens literature as a rhizome.
The resonance of what has informed authors, in addition to the exploration of the childrens books in this study, offers perspectives that impact critical literacy classroom approaches delineated within Lewison, Flint, and Van Sluys four dimensions framework: disrupting the commonplace, interrogating multiple viewpoints, focusing on socio-political issues, and taking action and promoting social justice. The latter dimension, while not accomplished through reading the texts themselves, may be approached through attention to author influences. The implications of the study relate to curriculum development as well as promote further research in Education, English Literature, and Disability Studies. An annotated bibliography is included.
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"A genre of longing and hope: idea of the child and children's literature in Hong Kong." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888911.
Full textAbstract:
by Chan Shin Kwan, Meimei.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.<br>Includes bibliographical references.<br>Appendix in Chinese.<br>ACKNOWLEDGEMENT --- p.i<br>TABLE OF CONTENTS --- p.ii<br>Chapter CHAPTER ONE --- INTRODUCTION --- p.1<br>Chapter I. --- Life and Form --- p.2<br>Chapter 1. --- Lukacs and alienation<br>Chapter 2. --- Longing and Form<br>Chapter II. --- Generic Form --- p.7<br>Chapter III. --- Idea of the Child --- p.10<br>Chapter IV. --- Longing and Hong Kong Children's Literature --- p.13<br>Notes --- p.17<br>Chapter CHAPTER TWO --- "LONGING, HOME AND THE HISTORY OF CHILDREN'S LITERATURE IN HONG KONG" --- p.19<br>Chapter I. --- The Chinese Idea of the Child --- p.21<br>Chapter II. --- Before the Sixties: Hong Kong - Mainland Interaction --- p.25<br>Chapter 1. --- Modern Children Magazine and Hong Kong-Mainland Interaction before1949<br>Chapter 2. --- The Fifties and Sixties: Blooming of Children's Magazines and Textbooks<br>Chapter III. --- Rise of Local Consciousness and the Development of Children's Literature System in the Seventies --- p.33<br>Chapter 1. --- Identity Formation<br>Chapter 2. --- Institutional Discourse on Children<br>Chapter 3. --- Realism in Children's Literature<br>Chapter IV. --- The Eighties: Formation of a Modern Cultural Production System --- p.40<br>Chapter 1. --- Emergence of a Full-fledged Children Literary System<br>Chapter A. --- Formation<br>Chapter B. --- The Children's Books Publishing Industry<br>Chapter C. --- Dominance of the Market Force<br>Chapter 2. --- The 1997 Factor<br>Chapter V. --- Ambivalence in the Nineties --- p.47<br>Chapter 1. --- "June Fourth, Emigration Wave and Other Adverse Conditions"<br>Chapter 2. --- Changing Ideas of the Child and the Return to Childhood<br>Chapter VI. --- Concluding Remarks --- p.52<br>Notes --- p.54<br>Chapter CHAPTER THREE --- CHILDREN'S LITERATURE AS A GENRE --- p.59<br>Chapter I. --- Definitions of Children's Literature --- p.59<br>Chapter II. --- A Brief Review on the History of Children's Literature --- p.62<br>Chapter III. --- Aesthetics versus Pedagogy --- p.67<br>Chapter IV. --- "Dialogism, The Evaluation of Children's Literature" --- p.74<br>Notes --- p.80<br>Chapter CHAPTER FOUR --- GENRE OF LONGING --- p.82<br>Chapter PART I --- Coming to Terms with Past Self -- Longing and Childhood Autobiography --- p.83<br>Chapter I. --- "Story, Text and Narration" --- p.84<br>Chapter II. --- Story on Death: Adults and Past Self in Me and Kissing --- p.85<br>Chapter III. --- "Dialogism, The Construction of Possible Worlds" --- p.92<br>Chapter 1. --- Possible Worlds and Children's Literature<br>Chapter 2. --- Credibility and Authenticity in Possible Worlds in Me and Kissing<br>Chapter 3. --- Construction of Subject Positions in Possible Worlds in Me and Kissing<br>Chapter IV. --- "Longing, Death, Childhood and Past Self" --- p.102<br>Notes --- p.104<br>Chapter PART II --- The Negotiation of Identity -- Short Story on Home --- p.106<br>Chapter I. --- "Longing, Home and Identity" --- p.106<br>Chapter 1. --- Longing and Home<br>Chapter 2. --- Hong Kong and Identity Crisis --- p.109<br>Chapter II. --- Home is What We Construct --- p.110<br>Chapter III. --- The Politics of Hope --- p.112<br>Notes --- p.116<br>Chapter Part III --- Longing For Utopia -- Social Criticism and Fables --- p.117<br>Chapter I. --- """Urban"" Fables" --- p.118<br>Chapter II. --- Intertextuality and Fables --- p.121<br>Chapter 1. --- Intertextuality and Establishment of New Values<br>Chapter 2. --- The Working of Intextuality: Scaffold and the Zone of Proximal Development<br>Chapter III. --- Dystopia and Utopia: The Collective and the Individual in A Nong's Fables --- p.127<br>Chapter IV. --- McMug and Dreams --- p.130<br>Chapter 1. --- Fantastic Urban Fables<br>Chapter 2. --- Intertextuality in McMug<br>Chapter 3. --- Longing and McDull<br>Chapter 4. --- A Dream in Ambivalence<br>Notes --- p.137<br>Chapter CHAPTER FIVE --- CONCLUSION --- p.138<br>WORKS CONSULTED --- p.148<br>Chapter I. --- Primary Works<br>Chapter II. --- Secondary Sources --- p.152<br>Chapter III. --- Annotated Bibliography of Critical Works on Children's Literature --- p.170<br>APPENDIX
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Brenna, Beverley. "Characters with disabilities in contemporary children's novels portraits of three authors in a frame of Canadian texts /." 2010. http://hdl.handle.net/10048/1110.
Full textAbstract:
Thesis (Ph.D.)--University of Alberta, 2010.<br>Title from pdf file main screen (viewed on April 28, 2010). A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Elementary Education, University of Alberta. Includes bibliographical references.
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Yen, Chia-Yi, and 顏嘉怡. "An Exploration upon the Images of Children and Adults of David Shannon’s Self-authored and Illustrated Picture Books." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25279408786220640051.
Full textAbstract:
碩士<br>國立臺東大學<br>兒童文學研究所<br>98<br>Using David Shannon’s self-authored and illustrated picture books as texts, this paper aims to analyze and categorize the images of children and adult characters, discussing the features of pictures and stories, and examining the values of upbringing and educating presented in the texts from the interaction between children and adults.
David Shannon’s works are known for tension, drama, and foreseeable aftermath. His early style resembles illustrated books, and later emphasized the interaction between pictures and words, hence brought a considerable difference to his image forming on children characters. Shannon’s careful observing upon children can be seen from his very first work which turns a boy into a hero, his using urban children as a prototype, a naught five-year-old boy created according his own experience, and a girl being in the stage of imaging and cares about others’ opinion. These characters all showed how children may act at different stages.
On presenting the images of adults, there are three aspects based on the techniques of pictures and words: written words, images of part, and the whole of the body. Other than this, adult characters are shaped as parents and educators at home; through the eyes of children characters, readers will be able to realize how adults are viewed by children.
Shannon’s works revealed different issues of upbringing, such as expectation upon children, overly accompanying, lack of fully understand, and spoiling. Also, the imperfect personalities of children in his works imply that values have changed and modern parents can accept children in picture books to be naughty and misbehaving.
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Pei-Ti, Chu, and 朱沛緹. "A Style Analysis of Taiwan Children’s Picture Books : Using Lai-Ma’s Self-Authored and Illustrated Picture Books." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/45354169916589016441.
Full textAbstract:
碩士<br>臺北市立教育大學<br>視覺藝術研究所<br>96<br>Since most analyses of picture books aim at the subjects and the stories; systematical analyses of the authors and the works are rarely seen. However, the authors and the works are the foundation for researching picture books. This study focuses on Lai-Mai’s self-authored and illustrated picture books.
The methodology includes the literature review, the content analysis, and the interview of the artist and the editor. The literature review is to develop a structure for picture books’ style analyses. The content analysis and the interview methods were used for further analyses of Lai-Mai works.
The results are the followings: A. Indices of picture books’ style analyses include (1) content analysis, (2) icon analysis, and (3) editorial design; B. Characteristics of Lai-Mai’s picture books are (1) warm, creative, interesting, and humorous story, (2) multi-dimensional application of picture and text relations, (3) plain and simple wordings, (4) natural and naïve image, (5) employing many animal roles, (6) decorative sense, and (7) live and integrated editorial style; C. Suggestions to the reader, the picture book researcher, and the creator are (1) background management should echo the subject, (2) Aesthetic sense in writing should be enhanced, (3) enrich scenario effect by making good use of the picture and text relationship, and (4) editorial design should be closely connected to the stories.
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Van, Duuren Linda Anne. "Children's voices on bereavement and loss." Diss., 2002. http://hdl.handle.net/10500/1061.
Full textAbstract:
In South Africa the death of a significant caregiver is a haunting possibility. Violence, crime, road accidents, HIV/AIDS, cancer, diabetes and substance abuse are household words that describe some of the causes of "untimely deaths" of parents who still have young, school-going children. These children carry their bereavement with them to school. The challenge of standing with them lies not only with their caregivers, but also with staff and children in our school community. In co-authoring conversations with children in our school who have experienced bereavement and loss, this qualitative study used research as co-search to uncover children's preferred knowledges and spiritualities about coping, hope, care and communities of concern. This study used therapy-as-research and participatory action research-as-therapy in what developed into a network of caring communities for the participants, caregivers and therapist.<br>Practical Theology<br>M. Th. (Pastoral Therapy)
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Kočová, Kamila. "Podoby současné české ilustrace pro nejmladší čtenáře." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312661.
Full textAbstract:
Kočová, K.: Forms of contemporary czech illustration for the youngest readers. /Thesis/ Prague 2011 - Charles University, Faculty of education, department of art education, 86 pages. The thesis deals with contemporary tendencies in illustrations for the youngest readers. It compare the work of contemporary Czech artists, who do illustrations for young children as a 'kitsch'. The thesis analyzes the phenomenon of 'kitsch' and utilizes concrete examples from books or magazines for children. The didactic section focuses on work with illustrations in the first grade of primary school. It explores children's reactions to the artwork of contemporary artists as well as the attitude of teachers to this art. Key words: children's book, contemporary illustration, kitsch, comparison, publishing house, authors of illustrations.
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VYHNALÍK, HRUŠKOVÁ Monika. "Otázky bez odpovědi, odpovědi bez otázek." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-153024.
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This diploma work consists of two parts ? theoretical and practical. The theoretical part concerns on questions which accompany man since his childhood till the end of his life. It looks for answers for questions from different points of view. It looks at the problems from religious, scientific and historical points of view. It connects questions in the historical context. It gives ideas how to make these questions accessible for children. It uses digital photos for displaying the pictures which are further adjusted by using the computer graphics. It thinks over the texts and visual works dealing with the questions which accompany a man and with looking for answers. It focuses mainly on questions about life, the meaning of life, death, life after death, violence and the end of the world. It explains the term ? artist?s book?, it is concerned with the history of this visual media and main representatives dealing with making of artists? books. The aim of this work is to make an author?s book which would be stimulation for thinking of the questions and looking for the answers for them. This book would be created with the help of graphic techniques and on the basis of theoretical knowledge and comparing different points of view.
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Bímová, Šárka. "Autorská obrazová kniha pro děti." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-353187.
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Bímová, Š.: Author children's picture book. [Diploma thesis] Prague 2015 - Charles University - Faculty of education, 91 s. How was perceived book in the history and today? Selection of several authors I am try to explain past and present trends in the children and children's authors book. Didactic part is mainly focuse on the status of the book in the context with art lessons and not only in the motivation part of the lesson, but also in topic of lesson. Both principles are use in the didactic project, which was built on the theoretical content of the work. Everything closes the practical part, which was applied as a result of a reaction to previous two parts. KEYWORDS author's book, children's book, book illustration, fantasy, material, imagination
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Sanytráková, Lada. "Vlastní literární tvorba s komentářem." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354603.
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The diploma thesis "Own literary work with a commentary" consists of, apart from the own literary work, a reflexion on this work, reviews (a review of a nursery school teacher, a secondary school teacher, a review of a regular reader, a review of an author of books for children), response to the reviews, partial conclusions with a feedback and the conclusion. The diploma thesis emphasizes the importance of own author's experience, mainly for the teachers who work with literature in the groups of children. It demonstrates the benefits of literary creative teacher's work for the children's reading experience. In the context, the thesis deals with the development of reading in nursery school, elementary school and family. The diploma thesis describes the features of original author's poetics. Simultaneously, based on the reviews, the author's work is included into the genre of fairy tales. Key words Own literary work, reflexion on own work, own author's experience, children's literature, reading development, author's poetics.
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Perglerová, Jitka. "Dětský čtenář - dětský básník." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-386952.
Full textAbstract:
The presented diploma thesis maps the situation of contemporary child's reading. It deals with the factors which form the child reader externally (especially family, school and libraries, or the projects supporting child's reading). The main part of the thesis presents an analysis of the contemporary poetry for children. It examines how the books can influence the readers and motivate them for further reading. For the text analysis, the books of poetry which were awarded in competitions of Zlatá stuha or Magnesia Litera in 2013-2017 were selected as representative samples, namely Poetický slovníček dětem v příkladech, Všelijaké řečičky pro kluky a holčičky and Moře slané vody by Radek Malý, Tetovaná teta by Daniela Fischerová, Vynálezárium by Robin Král and Hlava v hlavě by David Böhm and Ondřej Buddeus. When analyzing the illustrations, attention was paid to the selected books that won the art category of Zlatá stuha and the competition Nejkrásnější česká kniha roku (The Most Beautiful Czech Book of the Year) and to the books representing the model production of the publishing houses of Běžíliška, Meander and series Raketa in publishing house Labyrint. An aspect of illustration was analyzed in the concertina books Rekomando and Ferdinande! by Robin Král and concertina book O čem sní by Petr...
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Perglerová, Jitka. "Dětský čtenář a dětský básník pohledem současných oceněných básnických děl." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415851.
Full textAbstract:
The presented diploma thesis maps the situation of contemporary child's reading. It deals with the factors which form the child reader externally (especially family, school and libraries, or the projects supporting child's reading). The main part of the thesis presents an analysis of the contemporary poetry for children. It examines how the books can influence the readers and motivate them for further reading. For the text analysis, the books of poetry which were awarded in competitions of Zlatá stuha or Magnesia Litera in 2013-2017 were selected as representative samples, namely Poetický slovníček dětem v příkladech, Všelijaké řečičky pro kluky a holčičky and Moře slané vody by Radek Malý, Tetovaná teta by Daniela Fischerová, Vynálezárium by Robin Král and Hlava v hlavě by David Böhm and Ondřej Buddeus. When analyzing the illustrations, attention was paid to the selected books that won the art category of Zlatá stuha and the competition Nejkrásnější česká kniha roku (The Most Beautiful Czech Book of the Year) and to the books representing the model production of the publishing houses of Běžíliška, Meander and series Raketa in publishing house Labyrint. An aspect of illustration was analyzed in the concertina books Rekomando and Ferdinande! by Robin Král and concertina book O čem sní by Petr...
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Čejková, Markéta. "Moje Daisy Mrázková." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-369768.
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The thesis analyzes the illustrations and author books of Daisy Mrázková directed mainly to the children readers. The thesis puts this part of her artistic work in the context of her work as a whole as well as in the Czechoslovak artistic milieu from sixties till eighties. Detailed attention is paid to Daisy Mrázková's inspiration, her childhood and education, family life and relationship with her friends, especially those from the artistic group UB 12, and their influence on her work. The work also focuses on the influence of English children literature specifically due to the artist's family origin. Her illustrations and author books are compared to the books of the contemporary Czechoslovak fellow artists as well as her teachers and schoolmates. A significant part of the thesis describes and analyzes synesthesia, both in the artist own work as well as in the work of the Czech and foreign artists.
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Lee, Jungmin. "The economics of family and group decisions." Thesis, 2004. http://www.gbv.de/dms/zbw/546611265.pdf.
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Basson, Nerine Celeste. "Narrative pastoral practice at a primary school." Diss., 2001. http://hdl.handle.net/10500/1097.
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South African schools provide an enormous challenge for transformation towards inclusive and caring communities of learners, facilitators and caregivers. This qualitative study conducted at a primary school used narrative pastoral therapy-as-research and participatory action research-as-therapy to develop inclusive and caring practices. Co-authoring conversations with learners and caregivers from a diverse cultural and religious traditions and collaborating with facilitators challenged me to develop pastoral care as political care. This paved a way for future transformation of a school as a multi-religious community of care and respect. I engaged with participants in finding alternative ways of dealing with loss due to death of loved ones or separartion from caregivers. Children with chronic illness challenged their experiences of rejection and marginalisation at school by writing and producing a play while those whose voices were silenced chose other ways to inform learners and facilitators about their illness.<br>Practical Theology<br>M. Th. (Practical Theology with specialisation in Pastoral Therapy)