Academic literature on the topic 'Infant drawing'
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Journal articles on the topic "Infant drawing"
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Tanaka, Masayuki, Masaki Tomonaga, and Tetsuro Matsuzawa. "Finger drawing by infant chimpanzees ( Pan troglodytes )." Animal Cognition 6, no. 4 (December 1, 2003): 245–51. http://dx.doi.org/10.1007/s10071-003-0198-3.
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Quiñones, Gloria, Avis Ridgway, and Liang Li. "Collaborative drawing: A creative tool for examination of infant–toddler pedagogical practices." Australasian Journal of Early Childhood 44, no. 3 (June 27, 2019): 230–43. http://dx.doi.org/10.1177/1836939119855219.
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Evidence was gathered from an Australian long day care project ‘Educators of babies and toddlers; developing a culture of critical reflection’. A cultural–historical theoretical approach was sensitively interwoven with visual methodology. The innovative combination of visual methodology and cultural–historical theory involved the creation of three Collaborative Forums. The Collaborative Forums aimed for participants to collectively unravel their pedagogical knowledge. The visual methodology involved research tools such as video observations, images, collaborative drawings and group interview transcripts. The research tools of mapping promises and collaborative drawing provided opportunity to imagine and map educators’ pedagogical practices. The act of collaborative drawing was an improvised and imagined activity that strengthened understanding of the multiplicity of educators’ promises. The collaborative drawing elicited discussion that created an expansive collective agenda. Collaborative drawing offered an innovative research tool with ongoing capacity to generate expertise for imagining ideal practices for infant–toddler research. The findings suggest that collaborative drawing with educators is a creative and imaginative tool for expanding the infant–toddler research agenda.
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Jolley, Richard, and Zhi Zhang. "How Drawing is Taught in Chinese Infant Schools." International Journal of Art & Design Education 31, no. 1 (February 2012): 30–43. http://dx.doi.org/10.1111/j.1476-8070.2012.01726.x.
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Sansone, Antonella. "Working with Parents and Infants: A Psycho-Soma Integrative Approach." Nutrition and Health 19, no. 1-2 (July 2007): 69–76. http://dx.doi.org/10.1177/026010600701900209.
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Drawing on a single case of a mother-infant difficult relationship, I shall consider the inseparability of psyche and soma and the embodiment of psychosomatic health and illness. A dualistic perspective prevents acknowledging that the mother's concerns, conflicts and mental state can obstruct the milk flow and affect the infant's feeding pattern, the mother-infant relationship and the infant's health. The aim of psychotherapists and all those with a professional concern for parents and infants should be that of understanding the positive value of a symptom and facilitating the mind integration with the soma.
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Humaira, Bunga, and Febriniwati Rifdi. "ANALISIS KECEMASAN IBU DENGAN PERAWATAN BAYI BBLRDI RUMAH SAKITDR AHMAD MUCHTAR BUKITTINGGITAHUN 2018." Maternal Child Health Care 1, no. 2 (July 9, 2019): 76. http://dx.doi.org/10.32883/mchc.v1i2.591.
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<p><em>Low weight for infant is one of problem that often occurs in treatment infant when getting birth. The number of low weight for infant becomes the problems for health workers. Around a quarter of low weight for infants die before stable or in 12 hours first of living infant. Result of SDKI 2002-2003 percentages of low weight for infant shows 7.6%. Based on Riskesdas (basic health research) 2007 around 11.5% infant getting birth with low weight lack of 2500 gram (minister health 2008). So, purpose of this research is to know description mothers’ anxiety with treatment low weight for infants. This research is descriptive research, type of the research qualitative method to know description mothers’ anxiety with treatment low weight for infants in Ahmad Muchtar hospital Bukittinggi 2018. This research is started on june 20-august 15 2018. The total respondent is 10 respondents with purposive sampling. In this research is done input aspect, process</em><em>, o</em><em>utput is done by four steps, they are collecting data through interviewing collection, display and drawing. </em><em>Based on the result of the research shows that mother who has low weight infant causes anxiety is mothers’ anxiety to see the infant. It is suggested that workers health when giving the information is more skillful and service improvement. Mothers’ anxiety with treatment low weight for infant can be concluded that informant says that the causes of anxiety is the mother feels anxiety and worried toward the infant. </em></p>
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Ghetti, Claire, Łucja Bieleninik, Mari Hysing, Ingrid Kvestad, Jörg Assmus, Renee Romeo, Mark Ettenberger, et al. "Longitudinal Study of music Therapy’s Effectiveness for Premature infants and their caregivers (LongSTEP): protocol for an international randomised trial." BMJ Open 9, no. 8 (August 2019): e025062. http://dx.doi.org/10.1136/bmjopen-2018-025062.
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IntroductionPreterm birth has major medical, psychological and socioeconomic consequences worldwide. Music therapy (MT) has positive effects on physiological measures of preterm infants and maternal anxiety, but rigorous studies including long-term follow-up are missing. Drawing on caregivers’ inherent resources, this study emphasises caregiver involvement in MT to promote attuned, developmentally appropriate musical interactions that may be of mutual benefit to infant and parent. This study will determine whether MT, as delivered by a qualified music therapist during neonatal intensive care unit (NICU) hospitalisation and/or in home/municipal settings following discharge, is superior to standard care in improving bonding between primary caregivers and preterm infants, parent well-being and infant development.Methods and analysisDesign:international multicentre, assessor-blind, 2×2 factorial, pragmatic randomised controlled trial; informed by a completed feasibility study.Participants:250 preterm infants and their parents.Intervention:MT focusing on parental singing specifically tailored to infant responses, will be delivered during NICU and/or during a postdischarge 6-month period.Primary outcome:changes in mother–infant bonding at 6-month corrected age (CA), as measured by the Postpartum Bonding Questionnaire.Secondary outcomes: mother–infant bonding at discharge and at 12-month CA; child development over 24 months; and parental depression, anxiety and stress, and infant rehospitalisation, all over 12 months.Ethics and disseminationThe Regional Committees for Medical and Health Research Ethics approved the study (2018/994/REK Nord, 03 July 2018). Service users were involved in development of the study and will be involved in implementation and dissemination. Dissemination of findings will apply to local, national and international levels.Trial registration numberNCT03564184
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Cooper, Maria. "Reframing assessment: Reconceptualising relationships and acknowledging emotional labour." Contemporary Issues in Early Childhood 18, no. 4 (November 19, 2017): 375–86. http://dx.doi.org/10.1177/1463949117742784.
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Implementing relationships-based pedagogies in infant and toddler settings might assume that teachers’ experiences of emotional labour will be acknowledged. This assumption may be complicated by assessment practices that both rely on and detract from relationship-building opportunities with infants and toddlers. Assessment also relies on reciprocal relationships between teachers, and between teachers and families. Drawing on sociocultural theoretical perspectives, this article illustrates how one team of infant-toddler teachers in Aotearoa-New Zealand reframed their assessment understandings and practices to acknowledge their experiences of emotional labour with infants and toddlers. Consequently, positive changes in the teachers’ relationships with children, with families and with each other eventuated. The author argues that reconceptualising relationships in infant-toddler settings requires an understanding of assessment as a reflexive, relational process that can occur during everyday interactions, and emotional labour as central to relationship-building. Implications include teachers’ need for time, reflective dialogue and support to address tensions between assessment and relational pedagogy, so that relationships might be reconceptualised and the importance of emotional labour acknowledged.
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Urban, Elizabeth. "States of identity: a perspective drawing upon Fordham's model and infant studies." Journal of Analytical Psychology 43, no. 2 (April 1998): 261–75. http://dx.doi.org/10.1111/1465-5922.00024.
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Dasgupta, Susmita, Mainul Huq, and David Wheeler. "Drinking Water Salinity and Infant Mortality in Coastal Bangladesh." Water Economics and Policy 02, no. 01 (March 2016): 1650003. http://dx.doi.org/10.1142/s2382624x1650003x.
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This paper investigates the post-natal impact of pre-natal salinity exposure in coastal Bangladesh, drawing on extensive medical research that links the salinity of drinking water consumed during pregnancy to maternal hypertension, preeclampsia and post-partum infant morbidity and mortality. The research employs individual and household survey information from the Bangladesh Demographic and Health Surveys (DHS) for 2004 and 2007. In the absence of direct, household-specific measures of drinking water salinity, we construct monthly estimates for 2001–2009 using spatial interpolation of readings from soil salinity monitors that lie within 40[Formula: see text]km of the DHS clusters. The analysis uses probit and logit models to estimate mortality probability for infants less than two months old. Controlling for many other determinants of infant mortality, we find high significance for salinity exposure during the last month of pregnancy and no significance for exposure during the preceding months. The implied impact is comparable in magnitude to the estimated effects of traditionally-cited variables such as maternal age and education, gender of the household head, household wealth, toilet facilities, drinking water sources and cooking fuels.
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Chang, Tzu-Fen, Chamarrita Farkas, Daniela Vilca, and Claire Vallotton. "U.S. and Chilean Mothers’ Use of Mental References With Infant Girls and Boys: Comparison of Maternal Practices in Gender Socialization via Language in Two Countries." Journal of Cross-Cultural Psychology 48, no. 8 (July 21, 2017): 1271–87. http://dx.doi.org/10.1177/0022022117720752.
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Variability in parents’ socialization of gender across countries has been understudied. To address the gap, this study compares U.S. and Chilean mothers’ practices in socialization of gender through use of mental state language. Drawing on 90 Chilean and 52 U.S. mother–infant dyads, we examined variation in the frequencies of mothers’ utterances of five types of mental references—emotion, desire, physiological states, causal talk, and cognition—to determine whether they varied by country and infant gender. Infant age ranged between 10 and 15 months. The frequencies with which both U.S. and Chilean mothers in our sample talked about most mental references did not vary according to infant gender, with the exceptions of causal talk in the United States. Specifically, the U.S. mothers used more causal talk with girls than boys. There were more similarities than differences in maternal use of the mental references in the U.S. and Chilean samples. This study did not observe gendered socialization practices through the use of these mental references in infancy among the U.S. and Chilean mothers. Instead, the current study suggests that, using mothers’ mental references in the child’s first year as the indicator, both gender-neutral and cross-gendered socialization practices emerge in the United States, and only gender-neutral socialization practices emerge in Chile.
Dissertations / Theses on the topic "Infant drawing"
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Valeriano, Alessandra Rodrigues. "Era uma vez... significados atribuídos por uma criança com câncer às perdas do adoecimento." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/15461.
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Previous issue date: 2015-11-13Conselho Nacional de Desenvolvimento Científico e Tecnológico
This research had as objective to analyze the meanings attributed by the child to cancer to his or her disease. In the specific case of infant cancer, are highlighted the psychosocial aspects unleashed in the child s experience. The possibility of death and the losses due to the illness, experienced by the child, are, therefore, in the focus of this study. A qualitative research was carried out, as a case study with a four year old and nine months child with leukemia. An investigation method suitable to this age range was utilized with the usage of ludic observation and the Drawing-And-Story Procedure. The losses evinced by the participant are referred as the removal of home, of people sentimentally significant and the restrictions imposed by the treatment. This study highlights the importance of psycho-oncology in the comprehension of infant cancer and its splits in studies regarding family and human development
Esta pesquisa teve como objetivo analisar os significados atribuídos pela criança ao câncer à sua doença. No caso específico do câncer infantil, ressaltam-se os aspectos psicossociais desencadeados na experiência da criança. A possibilidade de morte e as perdas decorrentes do adoecimento, vivenciadas pela criança, estão, portanto, no foco deste estudo. Foi realizada uma pesquisa qualitativa, com estudo de caso com uma criança de quatro anos e nove meses com leucemia. Utilizou-se um método de investigação adequado a esta faixa etária com o uso de observação lúdica e o teste do Desenho-Estória. As perdas evidenciadas pelo participante referem-se ao afastamento do lar, de pessoas afetivamente significativas e às restrições impostas pelo tratamento. Este estudo ressalta a importância da psico-oncologia na compreensão do câncer infantil e seus desdobramentos nos estudos sobre família e desenvolvimento humano
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Miranda, Sérgio Luiz. "O lugar do desenho e o desenho do lugar no ensino de geografia : contribuição para uma geografia escolar crítica /." Rio Claro : [s.n.], 2005. http://hdl.handle.net/11449/104334.
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Orientador: Archimedes Peres FilhoBanca: Arleude Bortolozzi
Banca: Antonio Carlos Pinheiro
Banca: Bernadete Aparecida Caprioglio de Castro Oliveira
Banca: João Pedro Pezzato
Resumo: Este trabalho é orientado para a compreensão das abordagens do desenho no ensino de geografia, buscando possibilidades didáticas do desenho para abordar conteúdos curriculares nas séries iniciais da escola fundamental, tomando o conceito geográfico de lugar como eixo estruturador do currículo e a perspectiva crítica marxista como referencial na Geografia e na Educação, tendo em vista uma Geografia Escolar Crítica. Caracteriza-se como um estudo de caso com enfoque da dialética materialista histórica em que o pesquisador-professor volta-se para sua própria prática no ensino e na pesquisa enquanto práxis, considerando o processo de pesquisa como processo de conhecimento-aprendizagem numa perspectiva dialógica. Nos estudos e propostas para o ensino de geografia, identifica o lugar do desenho limitado a um lugar de passagem para o mapa, como um caminho natural balizado pelos estudos piagetianos. Reduzindo o desenho aos aspectos geométricos do espaço gráfico e orientando-se pelo construtivismo piagetiano, o ensino de geografia reproduz uma orientação conservadora da Educação. O estudo de outras abordagens do desenho e do ensino e a vivência experimental em sala de aula com o desenho do lugar apontaram para as contribuições de Vigotski para se rever e se ampliar a atividade do desenho em aula e o ensino como um todo, na perspectiva de uma Geografia Escolar Crítica.
Abstract: This study is oriented towards the comprehension of the drawing approaches in teaching geography, finding didactic possibilities to deal with the contents of the initial grades of primary education, taking the geographic concept of place as structural axle of the curriculum and the marxist critical perspective as reference in Geography and Education, aiming at a critical scholastic geography. Its characterized by a Case Study, with a focus of the historical materialistic dialectic, in which the teacher-researcher uses his own teaching experience and research as praxis, considers the research process as knowledge/learning process and as dialogue. In the studies and proposals for the teaching of geography, the place of the drawing is limited to a passage way to the map, a natural way regulated by piagetian studies. Reducing the drawing to the geometric aspects of the graphical space and orienting itself by Piagets constructivism, the geography teaching it reproduces a conservative orientation of the Education. The studies of other drawing and teaching approaches and the classroom experience with the drawing, indicated the Vigotskis contributions to reconsider and increase the activity of the drawing in class and the teaching as a whole, in the perspective of a critical scholastic geography.
Doutor
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Gama, Renata Lúcia de Assis. "Desenho : diálogos étinicos e culturais com crianças Guarani." Universidade Federal do Espírito Santo, 2011. http://repositorio.ufes.br/handle/10/6087.
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Previous issue date: 2011-06-06Esta pesquisa busca investigar nos desenhos das crianças Guarani, suas relações com seu ambiente natural e cultural, buscando o olhar das mesmas sobre o seu próprio universo, para que conheçamos aspectos de seus costumes e tradições. Para este fim realizamos uma pesquisa qualitativa de cunho etnográfico, na escola indígena Guarani do município de Aracruz (Espírito Santo), com as turmas de 1º ao 5º ano do ensino fundamental. Foram abordadas teorias sobre desenho infantil contidas nas obras de Iavelberg, Brent Wilson, Cola, entre outros autores que consideram o desenho como produto cultural de uma determinada sociedade. Os dados coletados foram analisados baseando-se na semiótica greimasiana, com ênfase no plano de expressão e conteúdo
This research investigates children s drawings in Guarani, their relationships with their natural and cultural environment, seeking the same look on your own universe, so we know aspects of their customs and traditions. To this end we conducted a qualitative research, ethnographic, school Guarani indigenous municipality of Aracruz (Espírito Santo), with classes from 1st to 5th year of elementary school. Were discussed theories about children s drawing from the works of Iavelberg, Brent Wilson, Cola, among other authors who consider the design as a cultural product of a given society. The collected data were analyzed based on semiotics greimasiana, with emphasis in the plan of expression and content
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Miranda, Sérgio Luiz [UNESP]. "O lugar do desenho e o desenho do lugar no ensino de geografia: contribuição para uma geografia escolar crítica." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/104334.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho é orientado para a compreensão das abordagens do desenho no ensino de geografia, buscando possibilidades didáticas do desenho para abordar conteúdos curriculares nas séries iniciais da escola fundamental, tomando o conceito geográfico de lugar como eixo estruturador do currículo e a perspectiva crítica marxista como referencial na Geografia e na Educação, tendo em vista uma Geografia Escolar Crítica. Caracteriza-se como um estudo de caso com enfoque da dialética materialista histórica em que o pesquisador-professor volta-se para sua própria prática no ensino e na pesquisa enquanto práxis, considerando o processo de pesquisa como processo de conhecimento-aprendizagem numa perspectiva dialógica. Nos estudos e propostas para o ensino de geografia, identifica o lugar do desenho limitado a um lugar de passagem para o mapa, como um caminho natural balizado pelos estudos piagetianos. Reduzindo o desenho aos aspectos geométricos do espaço gráfico e orientando-se pelo construtivismo piagetiano, o ensino de geografia reproduz uma orientação conservadora da Educação. O estudo de outras abordagens do desenho e do ensino e a vivência experimental em sala de aula com o desenho do lugar apontaram para as contribuições de Vigotski para se rever e se ampliar a atividade do desenho em aula e o ensino como um todo, na perspectiva de uma Geografia Escolar Crítica.
This study is oriented towards the comprehension of the drawing approaches in teaching geography, finding didactic possibilities to deal with the contents of the initial grades of primary education, taking the geographic concept of place as structural axle of the curriculum and the marxist critical perspective as reference in Geography and Education, aiming at a critical scholastic geography. It s characterized by a Case Study, with a focus of the historical materialistic dialectic, in which the teacher-researcher uses his own teaching experience and research as praxis, considers the research process as knowledge/learning process and as dialogue. In the studies and proposals for the teaching of geography, the place of the drawing is limited to a passage way to the map, a natural way regulated by piagetian studies. Reducing the drawing to the geometric aspects of the graphical space and orienting itself by Piaget s constructivism, the geography teaching it reproduces a conservative orientation of the Education. The studies of other drawing and teaching approaches and the classroom experience with the drawing, indicated the Vigotski s contributions to reconsider and increase the activity of the drawing in class and the teaching as a whole, in the perspective of a critical scholastic geography.
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Mathias, Elisângela de Freitas [UNESP]. "O desenho que provoca o riso: o desenho de humor nas aulas de arte como incentivo à prática do desenho." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155942.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este artigo propõe a observação de como o desenho de humor pode ser trabalhado em sala de aula com crianças e adolescentes visando o desenvolvimento simbólico e do desenho em si. O estudo tem como hipótese a incorporação da linguagem do humor gráfico ao ensino-aprendizagem do desenho a partir de propostas para pensar, elaborar e criar a partir de referências experimentadas através da apropriação do alfabeto gráfico por parte do aluno. A intenção é provocar a reflexão sobre o quanto o incentivo ao desenho, por meio de uma abordagem interacionista, possibilita e fomenta a prática desenhista numa fase de possível bloqueio do desenvolvimento gráfico do sujeito.
This article proposes the observation of how the humor drawing can be worked in the classroom with children and adolescents aiming at the symbolic development and the drawing itself. The study’s hypothesis is the incorporation of the language of graphic humor into the teaching-learning of the drawing from proposals to think, elaborate and create from references experienced through the appropriation of the graphic alphabet by the student. The intention is to provoke reflection on how much the incentive to draw, through an interactionist approach, enables and encourages the designer practice in a phase of possible blocking of the person’s graphic development.
CAPES: 5629532
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Soares, Maria Carolina Cossi. "Os processos de intercâmbio entre crianças e a aprendizagem do desenho em contextos educativos." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18122014-100949/.
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Desde o surgimento das escolas de Educação Infantil, o desenho da criança já foi interpretado de diversas maneiras e as situações didáticas planejadas pelos educadores têm variado a depender da concepção de aprendizagem e de desenho que se adota. Mesmo sendo o desenho tema de análise frequente, os educadores pouco fazem uso das teorias mais recentes para planejarem situações didáticas significativas que contribuam para o seu desenvolvimento. É comum, nas instituições desse segmento, que o desenho se constitua como atividade que não requer reflexão ou planejamento. Tomando o desenho como uma linguagem utilizada para diferentes finalidades a depender do meio circundante , entende-se que ele se desenvolve, em parte, graças ao contato das crianças com as imagens do entorno, tanto aquelas produzidas por artistas, quanto as produzidas por seus pares. Com base em pesquisas realizadas anteriormente, que constatam que, ao longo do processo de aprendizagem em desenho, as crianças tomam emprestadas imagens produzidas por parceiros mais experientes e recriam seus esquemas aprimorando o que são capazes de produzir, buscou-se investigar como ocorrem os processos de intercâmbio entre as crianças enquanto desenham na escola a fim de compreender em que medida eles colaboram para o desenvolvimento de seus esquemas gráficos. Mais do que analisar os produtos, ou seja, os desenhos, procurou-se observar e analisar as ações das crianças nessas situações, numa tentativa de compreender que movimentos realizam para aprender umas com as outras e como incorporam esquemas gráficos de colegas aos seus próprios desenhos para aprimorá-los. Foi utilizado o método clínico de Piaget como base para os procedimentos adotados por se entendê-lo o mais adequado e útil para guiar as observações e análises realizadas. Como critério para selecionar a escola, pesquisou-se um espaço que empregasse uma concepção de educação alinhada àquela adotada pela pesquisa que valorizasse o desenho das crianças como eixo de aprendizagem e entendesse que as situações de intercâmbio entre elas colaboram para o seu desenvolvimento. Quanto à faixa etária, estipulou-se observar crianças de 4 e 5 anos por se entender que seus desenhos se modificam com frequência e também por possuírem uma linguagem mais clara e eficiente se comparadas às mais novas no segmento da Educação Infantil. De acordo com o objetivo da pesquisa, ao longo das observações e análises foi possível conhecer como as crianças trocam informações e aprendem a desenhar umas com as outras aprendizagem compartilhada e de que maneira incorporam esquemas gráficos em seus desenhos, aprimorando o que já sabem. Concluiu-se que situações de aprendizagem compartilhada contribuem significativamente para o desenvolvimento do desenho e que as atitudes dos professores podem colaborar para que aconteçam com mais intensidade, auxiliando as crianças a enriquecer seus esquemas gráficos e torná-los cada vez mais complexos.Since the emergence of kindergarten schools, childrens drawing has been interpreted in several ways, and the didactic situations planned by educators vary according to the learning and drawing conception that is adopted. Even though the drawing can be considered a topic of frequent analysis, educators still make restrict use of the latest theories in order to plan meaningful didactic situations that contribute to its development. It is common in this kind of institutions that the drawing is seen an activity that requires no thought or planning. Taking the drawing as a language used for different purposes depending on the environment in which it is we understand that its development happens also through the contact between children and the images of the surroundings, either those produced by artists as those produced by their peers. Basing ourselves on previous research which note that throughout the process of learning to draw, children borrow images produced by more experience partners and recreate their own schemes improving what they are able to produce, we aimed to investigate how the process of exchange between children occur at school while drawing in order to understand to what extent they contribute to the development of their graphic schemes. Rather than analyzing the products, in other words, the drawings we seek to observe and analyze the childrens actions in these situations in an attempt to understand what kind of movements they perform to learn with each other and how they incorporate graphic schemes from their colleagues to the improvement of their own drawings. We used Piagets clinical method as the basis for the procedures adopted by the most suitable and useful to guide the observations and analysis. As a criterion to select the school, we looked for an institution that had a concept of education that would align to that adopted by the research which valued the childrens drawing as the hub of learning axis and understand that situations of exchange between children collaborate for their development. Regarding the age, we chose to observe children of four and five years old since we understand that during this period their drawings change frequently and also by having clearer and more efficient language if compared to younger kids in preschool. According to the research objective, along the observations and analysis was possible to know how children exchange information and learn to draw with each other what we call shared learning and how they incorporate graphic schemes in their drawings improving what they already know. We concluded that shared learning situations collaborate significantly to the development of the drawing and that the attitudes of teachers can collaborate to make then happen with more intensity, helping children to enrich their graphic schemes and make then increasingly complex.
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Araujo, Claudia Campos Machado. "Linguagem e desenho infantil : aspectos do desenvolvimento simbolico da criança surda e implicações terapeuticas." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/308765.
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Orientador: Cristina Broglia Feitosa de LacerdaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: O interesse pelo desenho infantil data dos fins do século XIX, e tem sido objeto de estudo de vários especialistas, pelo fato da representação pictográfica ser considerada um meio para o acompanhamento e compreensão do desenvolvimento da criança. O caminho a ser percorrido neste trabalho, pretende abordar o desenho, como uma das formas de representar, nomear e significar a realidade, visando ao desenvolvimento de linguagem da criança surda, como também a produção de novos conhecimentos e conseqüente atuação no cotidiano do trabalho fonoaudiológico. Para tanto, serão destacados conceitos da teoria Histórico-Cultural que abordam o funcionamento psíquico humano e sua constituição social, bem como o papel central da história e da cultura no desenvolvimento das funções psicológicas superiores, por meio da linguagem e da inserção da criança no circuito do simbólico. Com base no referencial de análise qualitativa, foram utilizados os construtos teóricos e metodológicos da perspectiva Histórico-Cultural e de sua articulação com a análise microgenética. Os sujeitos da pesquisa foram duas crianças surdas bilíngües, em fase de aquisição tanto da língua de sinais, quanto da escrita da língua portuguesa, cursando a 2ª série do Ensino Fundamental. Ambas eram do sexo masculino, na faixa etária de 9 e 10 anos, e diagnóstico audiológico de surdez profunda bilateral. Os dados coletados ao longo de um ano contêm 30 horas de filmagem, e relatórios de 27 sessões semanais de 120 minutos (60 minutos destinados ao atendimento clínico-terapêutico e 60 minutos ao aprendizado e desenvolvimento da Língua Brasileira de Sinais). Os recortes dos episódios construídos destacaram a produção de desenhos e as relações obtidas com o gesto, a narrativa, o jogo, a escrita e a língua de sinais. O foco das análises privilegiou a emergência dos processos em mudança na dinâmica das interações entre os sujeitos que constituíram o espaço pesquisado, considerando o aspecto particular e global na sua ocorrência e constituição. Os resultados demonstraram os processos pelos quais as crianças, quando imersas no simbólico, principalmente na atividade do desenho, como recurso sígnico visual bastante utilizado, lançaram mão para demarcar seus modos de operar sobre, com e na linguagem. Mais especificamente, o desenho, como representação da realidade, assegurou a objetividade e a significação que a língua de sinais, ainda por ser incipiente, não conseguia transmitir. Ademais, o trabalho com o desenho, perpassado pelos processos interacionais e semióticos, possibilitou às crianças acessos iniciais à leitura e escrita da língua portuguesa, tão necessárias às práticas sociais cotidianas. Em suma, o desenho revelou-se como um instrumento facilitador e propulsor do desenvolvimento social, portanto, simbólico, significativo, interativo e cognoscitivo para a criança surda, constituindo-na como sujeito da/na/pela linguagem. De fato, o estudo sobre o tema, propicia profundidade ao olhar da prática clínica fonoaudiológica, e pode se configurar em uma linha de pesquisa aberta a novas e futuras interpretações
Abstract: The interest for children¿s drawing goes back to the last half of the Nineteenth Century and has been the object of several specialized studies because pictographic representation is considered a way for observing and understanding children¿s development. The present work intends to approach drawing, as one of the ways of representing, naming and signifying reality, aiming at promoting deaf children¿s language development, but also the production of new knowledge and the corollary effects in phonoaudiologic work¿s daily practices. With this aim in view, concepts of a Historic-Cultural theory that approach human psychic functioning and its social constitution, as well as the central role of history and culture in the development of higher psychological functions by means of language and children¿s introduction in the circuit of the symbolic. From the point of view of a qualitative analysis, theoretical and methodological constructs stemming from a Historic-Cultural perspective and its articulation with the microgenetic analysis were used. Research subjects were two male deaf children passing through a process of bilingual language acquisition - Brazilian sign language and the written modality of Brazilian Portuguese; both were second graders of Brazilian elementary education level, with ages between 9 and 10 years and both had an audiologic diagnosis of deep bilateral deafness. Data were gathered during a whole year and produced 30 hours of video, besides reports about 27 weekly sessions of 120 minutes each (60 minutes for physical-therapeutic assistance and 60 minutes for learning and development of Brazilian Sign Language). Sections of the constructed episodes were selected for analysis in order to emphasize the production of drawings and their relationships with gestures, narratives, games, writing and sign language. The focus of the analysis privileged the emergence of the changing processes happening in the dynamics of interactions between the research subjects, taking into account the particular and global aspects in its occurrence and constitution. Results brought to the surface the processes which the children mobilized, when immersed in the symbolic order, mainly through the drawing activity, as a very used signic visual apparatus, to establish their ways of operating on, with and in language. More specifically, drawings, as a representation of reality, assured the objectivity and the signification that sign language, due to being incipient, was not able to convey. Besides, the work with drawing, interlaced with interactive and semiotic processes, allowed the children a first access to reading and writing in Portuguese, a much-needed resource for daily social practices. To sum up, drawing proved to be an instrument able to promote and propel social, and therefore, symbolic, significant, interactive and cognitive, development for deaf children, making them subjects of, in, and through language. Thus, the study on this subject makes deeper the vantage point of phonoaudiologic clinical practice, and can configure a new trend of research open to new and future interpretations
Doutorado
Saude da Criança e do Adolescente
Mestre em Saude da Criança e do Adolescente
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Hojda, Audrey. "Desenho infantil e ensino de artes visuais em dois livros de Edith Derdyk: bases para um ensino inclusivo." Universidade do Estado de Santa Catarina, 2012. http://tede.udesc.br/handle/handle/682.
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This research examines two books, Formas de pensar o desenho (1994) and Desenho da figura humana (1990), both written by the Brazilian artist and educator Edith Derdyk. The author writes about drawing as visual language for the arts, the techniques and the sciences; about the development of children´s drawings and about the specificity of drawing in the visual arts. The investigation employed two categories of analysis: promoting factors of transformations in children s drawings related to the learning stage; and the possible uses of images and information, connected to the teaching contents of drawing and visual arts. In each category I have identified internal dissonances. Therefore, drawing on authors such as Iavelberg (1995 e 2008) and Wilson and Wilson (1987 e 1997) I was able to argue that Derdyk understands sociocultural factors as a necessary influence upon children s drawings. However the author also sees them with negativity, generating a concept which I synthesized as what authors like Rizzi (2008) refer to as spontaneism on Brazilian Art-education. In the second category I indicate that Derdyk has developed consistent literature and visuals for the process of learning drawing and visual arts. I have linked them to contemporary art teaching proposals such as to the Triangular Proposal to Art teaching by Barbosa (2002 2008). Nonetheless Derdyk does not suggest that such proposal should be used while teaching children, but only during teacher training. At the same time, I understand that the way Derdyk suggests the participation of the whole child´s body in the action of drawing and her exposure about the artists actions and their works of art are extremely useful in teacher training. Based on references provided by Derdyk herself and on the conception of procedures of creation formulated by Duarte (2001) I have elaborated strategies of art teaching to children that assessed their anxieties and difficulties related to their productions and, besides that, were able to enhance the abilities and benefit both standard children and children with special needs. This complex simultaneity of learning conditions was the core motivation of this research: how to elaborate alternative teaching strategies that would address in an effective way the anxieties and doubts that standard children and children with special needs presented while drawing
A presente pesquisa trata da análise de dois livros, Formas de pensar o desenho (1989-1994) e Desenho da figura humana (1990), ambos da artista e educadora Edith Derdyk. Nestas publicações a autora versa sobre o desenho como linguagem para as artes, a técnica e as ciências; sobre o desenvolvimento do desenho infantil; e, sobre a especificidade dos usos do desenho nas artes visuais. A investigação se deu por meio de duas categorias de análise: fatores promotores das mudanças nos desenhos infantis, relacionada à instância da aprendizagem; e usos de imagem e informações, referente ao conteúdo de ensino de desenho e artes visuais. Em cada categoria identifiquei uma dissonância interna. Assim sendo, a partir de autores como Iavelberg (1995 e 2008) e Wilson e Wilson (1987 e 1997), pude apontar que Derdyk compreende os fatores socioculturais como necessária influência no desenhar infantil. Mas ao mesmo tempo a autora os vê com negatividade, gerando uma visão de desenho infantil que relacionei ao que autores como Rizzi (2008) chamam de espontaneísmo no ensino de arte. Na segunda categoria de análise, indiquei que Derdyk constrói um consistente material de referência textual e visual para a aprendizagem do desenho e das artes visuais Esta estruturação de conteúdos foi por mim relacionada às propostas contemporâneas de ensino de artes visuais como a Proposta Triangular de Barbosa (2002 e 2008). Entretanto, Derdyk não sugere que tal estruturação seja usada para o ensino das crianças, apenas para a formação dos professores. Ao mesmo tempo, compreendo que a maneira como Derdyk propõe a atuação integral do corpo da criança em suas construções gráficas e a sua exposição sobre as ações e obras de artistas, são extremamente úteis à formação dos professores. Com base nas referências fornecidas por Derdyk e na concepção de procedimentos de criação formulada por Duarte (2001), construí estratégias de ensino de desenho e artes visuais para crianças que além de trabalhar as dúvidas e dificuldades em relação ao desenho, pudessem potencializar numa mesma estratégia de ensino as capacidades de crianças standards e das portadoras de necessidades especiais. Essa complexa simultaneidade de condições de aprendizagem foi a geradora da questão central desta pesquisa: como pensar em estratégias de ensino alternativas que pudessem contribuir concomitantemente com a diversidade de dúvidas e dificuldades que crianças standards e portadoras de necessidades especiais apresentam em relação aos seus desenhos
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Fassina, Marice Kincheski. "Desenhação: um estudo sobre o desenho infantil como fonte de múltiplas possibilidades no ensino fundamental." Universidade do Estado de Santa Catarina, 2010. http://tede.udesc.br/handle/handle/776.
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This study is dedicated in analyzing the construction and the development of the childish drawing during the literacy in the initial school years of the first grades. The investigation followed the drawing of Amon, Laura, Mariana and Jefferson, of the preschool that started in March 2006 to the end of the first grade, in November 2007. The main goal of this investigation is to research which is the contribution of the childish drawing in the literacy in two distinct environments, realizing which the relations that are established in this process are. This way this research is divided in three moments or phases, oriented each one for one question and grouped according the period data acquiring, outlining this way the specific goals, in knowing: 1) the relation of the human figure structuring with the ethical and aesthetics codes structuring 2) the relation of the childish drawings contributions in the writing and reading s development 3) the relation of the graphical narrative in the organization and construction of the argumentative thought of the language and writing. The research is methodologically configured in the patterns of the case study and uses the participative observation as research technique. The theoretical dialogue intertwines different conceptions, organized in three theoretical concepts: the first one is about the relations between teaching and learning and is based in the theory of Vygotsky (1991); the second one discusses the literacy and the writing and is based in authors as Freire (2006), Freinet (1977), Teberosky (1999), Lúria (1986), Ferreiro (2001), and the third one discusses te childish drawing, based in authors as Luquet (1927), Duarte (1995; 2007), Darras (1996; 2007) and Iavelberg (1995; 2006). It investigates the hypothesis of the drawing as a mediator instrument in the process of literacy, as auxiliary graphical form of signification of the verbal and written text, that develops in two slopes, as communicational drawing and as a drawing the searches the artistic. It is shimmered this way, a real possibility of thinking the childish drawing through another sloping, not only as a complementary activity of the different disciplines, but also as a language, as a way to express, as instrument of signification in literacy, as a possibility of renewal and transformation of the pedagogical practices, in an act of respect for the child and her contents
Este estudo dedica-se a analisar a construção e o desenvolvimento do desenho infantil durante a alfabetização nas séries iniciais do Ensino Fundamental. A investigação acompanhou o desenhar de Amon, Laura, Mariana e Jefferson, do préescolar iniciado em março de 2006 até o final da primeira série, em novembro de 2007. O objetivo central desta investigação reside em pesquisar qual a contribuição do desenho infantil na alfabetização em dois ambientes distintos, percebendo quais as relações que se estabelecem nesse processo. Desta forma esta pesquisa está divida em três momentos ou fases, orientados cada um por uma questão e agrupados de acordo com o período de obtenção dos dados, delineando desta forma os objetivos específicos, a saber: 1) relação da estruturação da figura humana com a estruturação dos códigos éticos e estéticos; 2) relação das contribuições do desenho infantil no desenvolvimento da leitura e da escrita; 3) relação da narrativa gráfica na organização e na construção do pensamento argumentativo da fala e da escrita. A pesquisa é configurada metodologicamente nos moldes do estudo de caso e utiliza observação participante como técnica de pesquisa. O diálogo teórico entrelaça diferentes concepções, organizadas em três aspectos teóricos: o primeiro trata das relações entre ensino e aprendizagem e está fundamentado na teoria de Vygotsky (1991), o segundo discute a alfabetização e a escrita e está fundamentado em autores como Freire (2006), Freinet (1977), Teberosky (1999), Lúria (1986), Ferreiro (2001), e o terceiro discute o desenho infantil, fundamentado em autores como Luquet (1927), Duarte (1995; 2007), Darras (1996; 2004) e Iavelberg (1995; 2006). Investiga-se a hipótese do desenho ser instrumento mediador no processo de alfabetização como forma gráfica auxiliar de significação do texto verbal e escrito, que se desenvolve em duas vertentes: como desenho comunicacional e como desenho que busca o artístico. Vislumbra-se assim, uma possibilidade real de pensar o desenho infantil por outro viés, não apenas como atividade complementar das diferentes disciplinas, mas também como uma linguagem, forma de expressão, como instrumento de significação da alfabetização, como possibilidade de renovação e transformação das práticas pedagógicas num ato de respeito à criança e seus conteúdos
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Augusto, Silvana de Oliveira. "Ver depois de olhar - a formação do olhar do professor para os desenhos de crianças." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01092009-152645/.
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Comumente os professores de educação infantil não possuem formação específica na área de arte. Este estudo apresenta alguns instrumentos teóricos e metodológicos usados para favorecer a compreensão dos desenhos de crianças em um programa de formação inicial de professores de educação infantil. Como o olhar atento e cuidadoso do professor no centro de educação infantil (CEI) é uma peça chave importante para se estabelecer as condições próprias para o desenvolvimento gráfico das crianças, é razoável esperar que esse olhar seja considerado como um elemento importante na formação inicial do professor. A metodologia desta pesquisa primeiramente descreveu o contexto de trabalho definido como formação inicial em serviço, ocorrido em São Paulo, no Programa ADI-Magistério, depois, apresentou referenciais teóricos - Luquet, Lowenfeld, Mèredieu and Kellogg que deram suporte ao material didático utilizado como apoio pelas auxiliares de desenvolvimento infantil (ADI) participantes do programa, e por último, analisou desenhos produzidos por crianças dos Centros de Educação Infantil. As análises produziram para os professores referências visuais mais ricas, definindo um ambiente próprio para as significações a partir do estabelecimento de relações mais interessantes e uma nova forma de comunicação com as crianças.Usually teachers are not introduced to any kind of formal art`s study. This research presents some theoretical benchmarks and a methodology used to improve the comprehension of young childrens drawings and paintings by caregivers involved in a teacher formation program. As a thoughtful and careful approach from the teacher in the daycare center (CEI) is of key importance to establish the proper conditions to the full development of the child`s drawing ability, it`s quite reasonable to expect that the development of that approach should be an important element in the teacher`s formation. Our methodology first describes the professional learning environment defined by a in-service teacher formation program sponsored by the City of São Paulo, Brazil, government, called Program ADI-Magistério, secondly reviews the theoretical benchmarks - Luquet, Lowenfeld, Mèredieu and Kellogg - that support the study material that was provided to the caregivers (ADIs) in the program, and last it analyzes the drawings and paintings that were produced by the children in those classes. The analyses provided to the teachers new and more rich visual references, defining a proper and meaningful environment for them to establish interesting relations and a new level of communication with the young children.
Books on the topic "Infant drawing"
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Cox, M. V. Children's drawings of the human figure. Hove (UK): Lawrence Erlbaum Associates, 1993.
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Cox, M. V. Children's drawings of the human figure. Hove (UK): Lawrence Erlbaum Associates, 1993.
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Drawings from the newborn: Poems and drawings of infants in crisis. Port Angeles, Wash: Ben-Simon Publications, 1986.
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Baby hands & baby feet: Poems and drawings from the nursery. Petaluma, CA: NICU INK Book Publishers, 1995.
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Golomb, Claire. The child's creation ofa pictorial world. Berkeley: University of California Press, 1992.
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The child's creation of a pictorial world. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 2004.
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The child's creation of a pictorial world. Berkeley: University of California Press, 1992.
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Child art therapy: 25th anniversary edition. 3rd ed. Hoboken, NJ: John Wiley, 2005.
Find full textBook chapters on the topic "Infant drawing"
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Joseph, June, Pranee Liamputtong, and Wendy Brodribb. "Drawing Method and Infant Feeding Practices Among Refugee Women." In Handbook of Research Methods in Health Social Sciences, 1757–75. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_44.
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Joseph, June, Pranee Liamputtong, and Wendy Brodribb. "Drawing Method and Infant Feeding Practices Among Refugee Women." In Handbook of Research Methods in Health Social Sciences, 1–19. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2779-6_44-1.
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Tissaw, Michael A. "A Conceptual Investigation of Inferences Drawn from Infant Habituation Research." In A Wittgensteinian Perspective on the Use of Conceptual Analysis in Psychology, 292–311. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137384287_16.
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Locke, Abigail. "Parenting ideologies, infant feeding and popular culture." In Social Experiences of Breastfeeding, 147–62. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447338499.003.0011.
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This chapter takes a critical social and health psychological perspective to bring together different strands of the contemporary debate around infant feeding, drawing on ideas across the social and health sciences to explore key points of tension. These include media representation of infant feeding, health promotion discourse in a ‘neoliberal’ society, and the impact of contemporary parenting ideologies on parenting practices and parenting subjectivities. It argues that some of the complexities and nuances of the infant feeding debates may be one way of explaining discrepancies in rates and the difficulties inherent in breastfeeding promotion strategies. Some of this stems from the ways in which it is approached — as a topic in its own right or as part of a larger jigsaw of early parenting. The former approach runs the risk of ignoring wider issues that are impacting on infant feeding; the latter runs the risk of downplaying infant feeding methods. The chapter aims to reach a deeper understanding of the ways that competing discourses about what it means to be a ‘good parent’, and how we feed our infants, become operationalised in these different standpoints, using contemporary examples to illustrate these points of tension.
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Stuebe, Alison M., and Kristin P. Tully. "Optimizing Maternal-Infant Health." In Integrating Evolutionary Biology into Medical Education, 67–88. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198814153.003.0005.
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In this chapter, we use an evolutionary lens to deepen understanding of maternal and family needs in the early postpartum period so that health care can be more aligned with confronted realities. The discussion is centered around the concept of the 4th trimester, which is the period between birth and the first 3 months postpartum. This framework encourages a holistic understanding of perinatal health by drawing attention to evolved maternal-infant needs. By addressing these ultimate-level contributors to health issues, we can facilitate more effective clinical support, comprehensive research, and a fuller “village” to enable new families to thrive. Core to this approach is the concept of trade-offs between parents and offspring, exemplified by lactation as a prime example of the complexities of dyadic needs and gap between the current culture of health and optimal support.
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Wagner, Tamara S. "Competitive Infant Care in Domestic Fiction." In The Victorian Baby in Print, 156–215. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198858010.003.0004.
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This chapter analyses the critical representation of changing baby care methods in Charlotte Yonge’s fiction to parse the growing awareness of competitive parenting advice in Victorian culture. As a religious novelist dedicated to producing realist accounts of family life, Yonge creates unidealized infant protagonists who exhibit realistically described, age-appropriate behaviour. While they demonstrate the effects of different childrearing methods, Yonge avoids producing model children or parents. Instead, she depicts baby care as demanding domestic work that is rendered more difficult by the growing onslaught of contrasting opinions. Whereas her early marriage novel Heartsease (1854) describes maternal involvement in the day-to-day care of the young heroine’s first-born with unprecedented detail, both The Daisy Chain (1856) and Nuttie’s Father (1885) highlight the difficulties of a ‘mother-sister.’ In asserting the superiority of domestic realism over sensationalism, moreover, Yonge rewrites popular infant impostor plots while drawing on child abduction cases in the press and, in her late novel That Stick (1892), critically tackles the notorious vilification of workhouse nurseries. This still seldom discussed domestic writer thus negotiates shifting attitudes to and representations of babies and baby care. Her comments on changing practices alert us to the competitive parenting prevalent in Victorian Britain, how such a sense of competition was fostered by divergent childrearing advice, how damaging this could be, and how it already began to attract critical remarks at the time.
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Winnicott, Donald W. "Introduction to Playing and Reality." In The Collected Works of D. W. Winnicott, 261–64. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271411.003.0051.
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Winnicott’s introduction to his book Playing and Reality is a development of his paper ‘Transitional Objects and Transitional Phenomena’, drawing attention to the paradox involved in the use by the infant of the transitional object and its value for every individual who is capable of being enriched by the cultural link with past and future. He is no longer making direct observations, but notes much research in this area done by Renata Gaddini, Joseph Solomon, Olive Stephenson and others.
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Bingham, Matthew C. "“Between Us and the Compleat Anabaptists”." In Orthodox Radicals, 62–89. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912369.003.0004.
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Chapter 3 explains and analyzes why the first Baptists rejected infant or paedobaptism, rooting the rejection of paedobaptism in the prior embrace of a congregational ecclesiology, thus serving to both explain the emergence of baptistic congregationalists while also reinforcing the historical connection drawn in chapter 2 between “Baptists” and more mainstream congregationalists. Drawing on close readings of theological treatises published during the 1640s, chapter 3 demonstrates that baptistic congregationalists understood their embrace of believer’s baptism to be the logical outworking of their congregational principles. The chapter also demonstrates that episcopalian and presbyterian critics of both “Baptists” and congregationalists understood the two groups to be closely allied to one another, an insight that further buttresses the chapter’s overarching contention that it was congregational ecclesiology which made the rejection of paedobaptism a viable, mainstream, intellectual possibility for the first time in England’s history.
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Kewes, Paulina. "Parliament and the principle of elective succession in Elizabethan England." In Writing the history of parliament in Tudor and early Stuart England, 106–32. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9780719099588.003.0005.
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The question of precisely how far parliament should be involved in settling the succession to the crown constitutes a neglected strand of the Elizabethan succession debate. Patrick Collinson and his successors have examined in detail the attempts undertaken by committed Protestants from the 1560s through to the 1580s to secure legislation debarring Mary, queen of Scots. However, this chapter demonstrates that a necessary corollary of the campaign for exclusion was the argument that parliament, even one summoned after Elizabeth’s death without statutory warrant, could determine the identity of her rightful successor or even choose the next ruler. Theoretical justifications of this scenario, however, were seldom disinterested, and were typically designed with a practical purpose and a specific person in mind. It may be a mistake to treat them as expressions of abstract political thought. Drawing on new archival evidence, this chapter reveals that he intended beneficiary of the boldest such scheme propounded in 1586, when the Scottish queen was still alive, was her infant son James. It concludes by reflecting on the memory and polemical uses of Elizabethan parliaments in late Stuart England.
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Ugwumadu, Austin. "General and specific infections in pregnancy including immunization." In Oxford Textbook of Obstetrics and Gynaecology, edited by Sabaratnam Arulkumaran, William Ledger, Lynette Denny, and Stergios Doumouchtsis, 213–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198766360.003.0017.
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Until very recently, the discussion about infections in pregnancy was focused on specific microorganisms, how the pregnant mother acquired the organism and transmitted it to the fetus, the effects of the infection on fetal survival, fetal loss, fetal growth, and development, and on the long-term sequelae. The narrative applied to the ‘TORCHES’ group of infections namely toxoplasmosis, rubella, cytomegalovirus, herpes, and syphilis, dominated the scene before the emergence of newer perinatal infections such as parvovirus B19 and HIV in the later years of the twentieth century. Numerically, the TORCHES group of infections accounts for fewer perinatal complications and morbidity than the more common but less specific ascending subclinical infections encountered clinically as chorioamnionitis and its precursors such as bacterial vaginosis, intermediate vaginal flora, aerobic vaginitis, group B streptococci, and other variants of abnormal lower genital tract flora. The contribution of ascending subclinical infections to the incidence of preterm delivery, long-term neurological and respiratory morbidity, and exacerbation of intrapartum hypoxic ischaemic injury is grossly understated worldwide while disproportionate amounts of resources continue to be expended globally on screening for and the management of the TORCHES group and related infections. In this chapter, the authors aim to cover the common and important perinatal infections and attempt to redress the imbalance in emphasis by drawing attention to the role of ascending subclinical infections in the aetiology of major adverse perinatal outcomes such as brain injury in both the term and the preterm infant.
Conference papers on the topic "Infant drawing"
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Adams, Eileen. "The Campaign for Drawing." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-06.
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Carvalho, Sérgio, and Liliana Couto. "Drawing unusual objects after making their acquaintance by touch." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-48.
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Kaname, Mariko. "Considering the Drawing Education for Children during the 19th Century to the 20th Century in England." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-30.
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Savchenko, R. A. "Analysis of losses of German troops during the assault on the Brest Fortress in June 1941." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-38.
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The article examines conditions of the garrison and heavy weapons placement in the Brest fortress just before the Nazi Germany attack the USSR. Much attention is drawn to the level of the 45th German Infantry Division's human and material losses during the fortress capture at the beginning of the Great Patriotic War. The author analyzes the Red Army soldiers’ surrender reasons during the battle. The heroism and courage of the Brest Fortress’ defenders who fought with the superior enemy forces is underlined.
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Hamulyák, K., P. P. Devilée, W. Nieuwenhulzen, and H. C. Hemker. "THE PROLONGATION OF THE THROMBOTEST CLOTTING TIME IN NEWBORNS." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644269.
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We investigated 40 human umbilical cord plasma samples of healthy full term infants. The samples were drawn under conditions which minimize in vitro activation of the haemostatic mechanism. In 67% clotting inhibiting material was present as judged from thrombotest dilution curves. The prothrombin (factor II) clotting activity (one stage method) ranged from 28 to 74% (mean value 50.6% ± 12.1). The correlation coefficient between the thrombotest clotting times and theprothrombin levels was -0.46. Using sensitive immuno assays for fibrin degradation products (XDP) and fibrinogen degradation products (FDP) based on monoclonal antibodies, we found that no degradation products could be demonstrated in the non-inhibited group (in the thrombotest dilution curves) whereas small amounts of these products were present in the inhibited group. These small amounts were undetectable using conventional assays. The most striking finding was the presence of fibrin and fibrinogen degradation products. The prolongation of the thrombotest clotting time could be imitated by adding small amounts of purified degradation product fragment X to umbilical cord plasma with a normal thrombotest clotting time. The thrombotest clotting time is often used in clinical practice to obtain an impression of the levels of the vitamin K-dependent coagulation factors. We conclude that the thrombotest clotting time is of limited value in the assessment of the vitamin K-dependent coagulation factors in umbilical cord plasma because in 67% of the cases a further ("false") prolongation of the thrombotest clotting time is caused by small amounts of fibrin(ogen) degradation products. As utmost care was taken to avoid proteolytic breakdown in vitro, our findings most likely reflect an enhanced fibrino(geno)lytic activity in umbilical cord plasma in vivo.
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Kandukuri, Sastry Yagnanna, and Ole-Bjørn Ellingsen Moe. "Quality Assurance Framework to Enable Additive Manufacturing Based Digital Warehousing for Oil and Gas Industry." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31261-ms.
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Abstract Additive manufacturing (AM) makes it possible to produce parts on demand, close to operations, with significantly reduced lead times compared to conventional manufacturing. However, without standardization or guidelines, additively manufactured parts could raise the risk of unexpected or premature failures due to inherent variation of mechanical and metallurgical properties associated with this new technology. This is especially true when the reduced lead time is the desired advantage, where speed may be prioritized over quality. A standardised framework is proposed to free up value locked in physical warehouse inventory and reduce inventory management cost through digital warehousing in a safe and cost-efficient way. Through a joint industry project, with participating companies throughout the entire AM value chain, we propose an assurance framework that answers questions such as: can the digital drawing be available when needed? Can the parts be made ‘first time’ right when needed? Can it be made with the same quality at another location next time? Which party is responsible for the different stages? What requirements should be in place for the companies who wish to manufacture on demand? The digital warehouse assurance framework discussed in this work demonstrates that digital warehousing powered by AM could potentially shorten lead times for sourcing parts and reduce the need for costly storage, maintenance and coordination of spare parts that are rarely used. We also discuss the different variants of digital warehousing we may see, and the roles and responsibilities various digital warehouse stakeholders have for facilitating unambiguous communication. AM is already disrupting supply chains in many other industries, but it is in its infancy in the oil & gas, offshore and maritime sectors as they ponder challenges with intellectual property (IP) and usage rights for original equipment manufacturers (OEM) designs, standardization of technology interfaces and the lack of knowledge and trust of the technology. The digital warehouse quality assurance framework proposed and discussed in this work is unique and has potential to not only accelerate adoption of AM in oil & gas and offshore sectors, but also contribute to a significant reduction of emissions, including greenhouse gases.
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Jacobus, Frank, and Marc Manack. "Remote Control: The Natural Language of Architecture." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.30.
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The architectural design process is a means of translating information into form, and has long relied on indirect (“remote”) control mechanisms for communicating and translating the architect’s authorial intent into a built work. These methods have generally evolved from a more direct, physical basis, as both technology and the discipline have evolved. To communicate design ideas, architects have relied on methodologies that range from an extreme desire for control, to models that attempt to relinquish many controls entirely. Early communication models, in part due to lack of material, form, and program diversity, allowed for a less systematic and complex descriptive method; inscriptions in the earth, physical detail models along with a set of instructions, or simple scale models of the intention were all that was required.2 As cultures and their technologies advanced, communication methods such as scaled orthographic drawings, specifications and other forms of written instructions, and now fully realized Building Information Models, have become normative practice in a profession that looks for total control of the built work before it is physically realized. Apart from the communicative control models mentioned above, there are authorial models which have also progressed in complexity and abstraction alongside societal advancements. In the discipline’s infancy, authorship involved subtle evolutions of proportion and order within a well-established typological system. In modernism, the authorial models evolved as architects experimented with increased typological invention in response to a radically changing technological and social environment. Advancing to the contemporary “digital” moment, architects continue to develop systems to control complexities within the work, mapping strategies that deal with collecting and spatializing data, while others see contemporary design tools as a means to relinquish some design control to outside forces whose unexpected potential is compelling. This paper gives examples of remote communicative and authorial controls, and posits a new theory of the potential meaningful effects of leveraging these control mechanisms in new ways using three projects by SILO AR+D.