Academic literature on the topic 'Polish children's book'
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Journal articles on the topic "Polish children's book"
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Biernacka-Licznar, Katarzyna, and Natalia Paprocka. "Children's Books in Translation: An Ethnographic Case-Study of Polish Lilliputian Publishers' Strategies." International Research in Children's Literature 9, no. 2 (2016): 179–96. http://dx.doi.org/10.3366/ircl.2016.0201.
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This article is part of a larger research project investigating small, innovative Polish children's publishing companies. As shown in previous studies, these ‘Lilliputian publishers’ were important initiators of change in the cultural repertoire of children's books available in Poland at the turn of the millennium. The change they initiated is closely related to the fact that translations account for two-thirds of their output. Drawing on interviews and a case study of children's literature imported from France, the research reported in this article identifies and analyses the criteria and mechanisms of book selection for translation with a view to expanding understanding of the role of publishers in the literary translation event and their interactions with other actors in this process. The article explores also the impact of the studied publishers' literary imports on children's literature in Poland and, more generally, the role of the small, independent publishers as leaders of innovation in children's literature.
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Szerszunowicz, Joanna. "Imię Piotr jako komponent związków frazeologicznych w ujęciu konfrontatywnym (na materiale wybranych języków europejskich)." Białostockie Archiwum Językowe, no. 7 (2007): 185–94. http://dx.doi.org/10.15290/baj.2007.07.15.
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In the present paper English, German, French, Italian and Polish phraseological units containing the anthroponym Peter are discussed in a confrontative pcrspective with a special focus on the onym. In the phraseologisms the anthroponymic component functions as: the saint's name, the element of the name of a children' s book hero (Peter Pan), the first name followed by a surname (Peter Funk, Peter Jay), the deproprial name of a children's game (der schwarze Peter). The most numerous groups of idioms in the languages compared is composed of the units containing the saint's name. Many of them belong to recessive phraseology, others are of international character. The name of the children's book hero functions as a component of units found in all languages analyzed. The idioms realizing the model 'the first name followed by a surname' are found in English phraseology, while the deproprial name of a children's game is a component of a German idiom.
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Boguszewska, Anna. "About visual education in the context of artistic illustration: historical and contemporary aspect." Problemy Opiekuńczo-Wychowawcze 587, no. 2 (2020): 14–23. http://dx.doi.org/10.5604/01.3001.0013.8194.
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This article presents the aspect of aesthetic education using issue of artistic book graphics for pre-school children and early school education students. It presents the assumptions of education in this field. Particular attention was focused on the educational impact of book illustrations. A brief historical outline of Polish artistic illustration in the children's book was presented. Key development trends and representative figures of Polish illustration have been pointed out. Examples of the use of an outstanding author's book by the authors for workshop forms of book culture animation among children were presented. They constitute a reference and justification of activities initiated in the implementation of the “ZA PROGIEM – wyprawy odkrywców” project at the pedagogical faculty of the Maria Curie-Skłodowska University in Lublin and “Warsztaty językowo-czytelnicze” [en. “Language and reading workshops”] conducted by Małgorzata Centner-Guz. In the era of new media, which for the young generation are an extremely important element of their life, not just communication life, for the youngest recipients contact with the book is still important.
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Omar, Rosmani, and Siti Ezaleila Mustafa. "Pembangunan Buku Digital Interaktif Kanak-kanak di Malaysia: Bersediakah Penerbit?" Jurnal Pengajian Media Malaysia 20, no. 2 (2018): 55–67. http://dx.doi.org/10.22452/jpmm.vol20no2.5.
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In Malaysia, the development of information and communication technology (ICT) has created an impact on children’s book in the publishing world. Subsequent to this development, local book publishers were challenged to produce reading material in interactive digital form for children. Recognizing the importance of ICT and the benefit brought to the society, the government has implemented both the National Creative Industry Policy (DIKN) and the Malaysian Education Development Plan (2013-2025). Under this policy, players in the broadcasting and publishing industry in Malaysia were encouraged to develop the country's creative industry in order to raise the Gross Domestic Product (GDP). However, how prepared are players in the bookkeeping industry to produce interactive digital books for children? This is because the number of publications until 2017 is still small. This article will analyze the publishing status of children's digital books produced by the local publishers. Additionally, this article aims to investigate the readiness of publishers to publish interactive digital books for children in Malaysia. The method used in this study is through the analysis of children’s book titles in digital format from the website. In addition, the study also interviewed the management of the publishing house. Results showed Malaysian book publishers sought to bring the organization's direction towards the publication of interactive digital books. However, a few were found to be reluctant to change. In conclusion, Malaysian publishers will do well with the support of all parties in order to strive for the publication of children's interactive digital books via the online platform.
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Bentley, Anna. "The Fortunes of Hungarian Children’s Literature at Home and in the English-Speaking World." Hungarian Cultural Studies 14 (July 16, 2021): 145–63. http://dx.doi.org/10.5195/ahea.2021.433.
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This paper asks why so few works of Hungarian children’s literature have made it to publication in English-speaking countries. It finds that few translated children’s books make it onto the English-language market and those translations that are successful mainly appear in major European languages. Representation at the Bologna Children’s Book Fair has been dogged by a lack of financial resources and polish while Hungarian State funding has lacked continuity. Nearly all the English translations of Hungarian children’s books available today have been published in Hungary, although a book will occasionally find its way to foreign publishers by informal means. This paper also follows the development of Hungarian children’s literature from the late nineteenth century to the present day, noting changes in terms of character, subject matter and attitudes to diversity and use of the fairy-tale tradition. It outlines one recent controversy surrounding the publication of Meseország mindenkié [’Storyland for Everybody’], a book which aims, in contrast to the current regime’s ideology, to represent the marginalized in Hungarian society. It also details recent clashes sparked by the new Hungarian National School Curriculum and one writer’s feminist critique of a classic text.
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Has-Tokarz, Anita. "Przyjemność (z) konsumowania… Książki kucharskie jako element systemów rozrywki dla dzieci (konteksty kultury konsumpcyjnej i medialnej)." Literatura i Kultura Popularna 25 (July 28, 2020): 127–47. http://dx.doi.org/10.19195/0867-7441.25.8.
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The contemporary market of books for children and teenagers, despite observable short-term periods of decline, is still one of the most stable and profitable segments of the Polish publishing and book market as publishing industry reports show. Publishing houses obtain guaranteed profits first of all from global bestsellers targeted both at the youngest readers and at teenagers. The present article discusses the phenomenon of branding, i.e. the creation of global brands in the sector of books for young readers. Branding has now become an important instrument of international book marketing, while the so-called brand policy occupies a significant position in the marketing tactics of publishers operating in the segment of books for young readers. The observation of the media in the worldwide and domestic market allows us to see a ten-dency towards the professionalisation of children’s culinary culture. A manifestation of this phenom-enon is inter alia the development of the toy industry associated with the manufacture of culinary accessories, as well as the annexation of the media space reserved for children and the young. Within it, we can notice the multiplication of culinary TV programmes, while more and more Internet culin-ary projects, little chef online games, and applications for mobile devices are becoming available. A culinary “thematic turn” is also taking place in the book market for children and young people. After 1989, impressive qualitative and quantitative changes took place in the cookbook segment for the youngest readers. This evolution covered their new thematic variants and editorial styles, as well as media formats (culinary audiobooks and e-books), which reflected the global fash-ions and ideas characteristic of consumer culture, as well as evidenced the culinary emancipation of the youngest. The report will show diverse variants of present-day cookbooks for young readers linked with children’s entertainment supersystems.
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Alderson, Priscilla. "Justice, Rights, Agency and Childhood Research." International Journal of Children’s Rights 23, no. 3 (2015): 667–76. http://dx.doi.org/10.1163/15718182-02303013.
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The three books in this review are very different, but they illuminate one another in sharing strong themes of justice, rights and agency. Two books by lawyers on justice and mercy and on liberty and equality are linked to a book by a sociologist on children and agency. The review considers how practitioners, policy makers and researchers can work together to promote children’s rights to justice and liberty.
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Adam, Helen. "When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds." Education Sciences 11, no. 1 (2021): 32. http://dx.doi.org/10.3390/educsci11010032.
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The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.
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Austin, Sara, and Ann Marie Wainscott. "Children's Literature as a Front in the War on Terror: Ineffective Policy, Ineffective Literature." International Research in Children's Literature 14, no. 1 (2021): 52–66. http://dx.doi.org/10.3366/ircl.2021.0377.
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Morocco is often praised for its proactive and innovative CVE (countering violent extremism) programme. This article analyses a three-part Arabic-language book series, Maʿ Naṣir wa Basma [With Nasir and Basma], produced by an organ of the Moroccan religious bureaucracy, the Mohammedan League of Religious Scholars, that ostensibly seeks to discourage adolescents from being susceptible to recruitment to VE (violent extremist) organisations. Starring two young Moroccan children, these books portray jihadists as old, ridiculous, or inept and the main characters as in need of protection by a paternalistic state, leaving children, especially young men, underprepared for the recruiting efforts of such organisations. The books emphasise state intervention over child action, suggesting the books are directed more at Western investors in need of reassurance than at children, supporting the critique made by some observers that CVE is more about security theatre than preventing violence.
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Krasuska-Betiuk, Marta. "Medialne reprezentacje kultury literackiej, czyli wiedza o książce dla dzieci – (nie) tylko w Sieci." Problemy Wczesnej Edukacji 38, no. 3 (2017): 102–15. http://dx.doi.org/10.26881/pwe.2017.38.08.
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The purpose of the text is to identify and description certain dimensions of literary culture that are represented in digital media and relate to the children’s recipient. The method used content analysis, mainly Polish websites, indicate the dominant media enabled representations of knowledge about children’s book and its contexts (reading culture, the role of intermediary). Described some forms of presence of literature for children and youth in cyberspace, such as portals and blog reviewers, websites writers and books, journals and literary blogs, forums readers, radio and TV programs. Scientific knowledge of literary culture is represented in the network to a lesser extent in comparison to popularizing, commercial and promotional activities of publishers and other entities. The source of scientific information are the pages of international conferences, associations, organizations and libraries. To a lesser degree, open source licenses are digitally released as original scientific studies, such as books, journals and research reports.
Dissertations / Theses on the topic "Polish children's book"
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Himler, Heidi L. "Exploring teachers' perceptions implementation of a school wellness policy /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460761.
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Adepelumi, Paul Adebayo. "Psychological Consequences of the Boko Haram Insurgency for Nigerian Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5151.
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Studies have examined the causes and impacts of terrorism in Nigeria; however, no known research has documented the psychological impacts of witnessing ongoing Boko Haram terrorist violence based on the lived experiences of Nigerian children. The purpose of this qualitative phenomenological study was to examine the psychological consequences of the Boko Haram insurgency based on the lived experience of Nigerian children exposed to terrorism in Nigeria. The study's theoretical framework combined Piaget's theory of cognitive development and punctuated equilibrium theory. The central research question examined the adverse psychological effects of the Boko Haram insurgency for Nigerian children residing in Nigeria. Data for this study were collected through interviews from a purposeful sample of 8 participants who were exposed to the Boko Haram insurgency in Nigeria and a review of literature that primarily included peer-reviewed articles and studies relevant to the psychological theories. Colaizzi's method of phenomenological analysis was employed for data analysis. Results showed that all the participants reported negative symptoms of mental health disorders, which did not lead to permanent mental health illnesses. Among the participants, the primary factors that moderated the symptoms, preventing progression to permanent mental health illnesses, were fasting and religious support. Implications for positive social change include giving voice to voiceless Nigerian children and providing the Nigerian populace, multilateral and bilateral organizations, and the Nigerian government with information necessary to understand the effects of terrorism on children and promote resilience in children who have experienced terrorism.
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Renner, Jasmine R. "Kidogo Kidogo Inajaza Pot." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1500428434.
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"Kidogo Kidogo Inajaza Pot" ni hadithi moyo-joto kuhusu usugu na uamuzi wa kijana mdogo ambaye seti nje kujaza sufuria na maji na kuingiza kupitia tabia mbaya ya kupata kazi kufanyika. Yeye unaweka kukamilisha kile kinachoonekana kuwa kazi haiwezekani kwa kujaza sufuria kwa maji kidogo kidogo na kuwapa maji kwa watoto ambao walihitaji zaidi. Na changamoto nyingi juu ya njia yake na msaada wa Wasamaria wengi nzuri, thamani masomo juu ya ujasiri usugu, na uvumilivu ni alionyesha kwamba thrill, kuburudisha na kuimarisha mtoto wako au watoto. Kuja na sisi kama sisi kuanza safari hii thrilling ya kujaza sufuria kidogo kidogo na kufanya ndoto ya ajabu kweli kwa ajili ya watoto wengi.
"Little by Little fills the Pot" is a heart-warming story about the persistence and determination of a boy who set out to fill a pot with water and to maneuver through odds to get the jobs done. He sets out to accomplish what appeared to be an impossible task by filling the pot with water little by little and giving the water to children who needed it the most. With many challenges and the assistance of so many good Samaritans, valuable lessons on patience, perseverance and persistence are demonstrated that will thrill, entertain and enrich your child.<br>https://dc.etsu.edu/etsu_books/1078/thumbnail.jpg
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Renner, Jasmine R., and Daniel Renner. "I Did It! I Said Thank You: Thanksgiving Devotional for Children of All Ages." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/1501094319.
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Children like it simple, powerful and compelling, don't they? The "spirit" of this book makes the art of thanksgiving for children a simple, powerful yet compelling force. I Did It! I Said Thank You is a collection of short and simple thanksgiving notes for children during this month of thanksgiving and all throughout the year. Through the eyes and heart of a five-year old, we have captured and compiled short focused notes about the true essence of "why" and "what" children are thankful for. We have attempted to organize and compile it into daily reasons for thanksgiving for a whole month to preserve this all important "trigger" for children all around the world. "THANK YOU" is an "eight-letter word" so simple, yet so powerful and profound. Children are taught to include the art of thanksgiving in their quiver of manners and vocabulary. Children can and will learn about the valuable gift of thanksgiving through vivid visual illustrations and the compelling simple thanksgiving notes. This book is written for all children in every nation and every continent who want to simply say THANK YOU to the eternal source of all things precious and for the gift of life. Join us as we explore the world of thanksgiving through the eyes and heart of a kid. Enjoy!<br>https://dc.etsu.edu/etsu_books/1081/thumbnail.jpg
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Souza, Fernanda Cristina de. "\"Como lobo na pele de cordeiro\": discursos das diferenças em textos narrativos infantis sobre a pessoa com deficiência." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012012-101005/.
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As políticas da diversidade/diferença ocuparam um lugar de destaque na gestão do governo Luiz Inácio Lula da Silva (2003-2010), influenciando as políticas educacionais desse período. Na educação especial, propriamente, o discurso do direito à diferença norteou uma série de documentos de orientação técnica da Seesp/MEC e serviu como subsídio para que os sistemas de ensino organizassem estratégias de consolidação do processo de inclusão escolar de alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação. Nesse período, um exemplo de ação de governo pautada pelo princípio do direito à diferença foi a implantação do PNBE/ESP 2008 pela Seesp/MEC, em que foram indicados livros de literatura infantojuvenil para compor as bibliotecas das escolas públicas de todo o país, considerando as especificidades da população a ser contemplada pelos serviços da educação especial, no que tange à acessibilidade da leitura em diversas modalidades, entre elas: Libras, Braille, caracteres ampliados, áudio e tinta. Nesse cenário, a presente pesquisa teve como objetivo analisar os discursos sobre as diferenças, presentes nos textos narrativos infantis dos livros sugeridos pelo PNBE/ESP 2008, especialmente naqueles em que se propõe abordar a temática da pessoa com deficiência, em tempos de ebulição das discussões acerca da inclusão escolar. Como parte deste estudo foram também consideradas as concepções de diferenças presentes nos documentos oficiais de educação especial no período de 2003 a 2010, na tentativa de discutir as interfaces entre o discurso oficial sobre as diferenças e as (im)possíveis formas de materialização desses discursos nas enunciações dos livros indicados pelo programa citado. O referencial de análise das diferenças foi balizado por autores da corrente dos chamados Estudos culturais, dentre eles Bhabha (2007) e Silva (2007). Foram apropriados, ainda, os conceitos de dialogismo e polifonia, na perspectiva de autores situados no Círculo de Bakhtin, como forma de estabelecer um olhar mais atento aos discursos dos livros analisados, considerando os efeitos de sentido provocados no leitor de literatura infantil. Os resultados nos levaram a concluir que as obras estudadas podem constituir-se numa espécie de lobo em pele de cordeiro, quando, em nome do forçoso apelo do respeito às diferenças, colaboram para o processo de mercantilização da própria diferença, escancarando as contradições da política educacional vigente.<br>The politics of diversity/difference occupied a prominent place in Luiz Inacio Lula da Silvas government management (2003-2010), influencing educational policies of this period. In special education, specifically, the discourse of the right to difference has guided a series of technical guidance documents of SEESP/MEC and served as a subsidy for school systems to organize strategies to consolidate the process of school inclusion of students with disabilities, pervasive developmental disorders and high ability/gifted students. During this period, an example of government action guided by the principle of the difference was the implementation of PNBE/ESP 2008 by SEESP/MEC, wherein children\'s and youth literature books were appointed to be further acquired by the public school libraries across the country considering the specifics of the population to be covered by the special education services, in terms of accessibility of reading in various ways, including: LIBRAS (Brazilian Language of Signs), Braille, extended characters, audio and ink. In this scenario, the present study aimed to analyze the discourses on the differences present in children\'s narrative texts from the books suggested by PNBE/ESP 2008, especially those in which is approached the issue of disabled people in times of boiling discussions about school inclusion. As part of this study were also considered the views of these differences in the official documents of special education in the period of 2003 to 2010 in an attempt to discuss the interfaces between the official discourse on the differences and the (im)possible forms of materialization of these discourses in the program appointed book utterances. The so-called \"cultural studies\" school, including Bhabha (2007) and Silva (2007) supported the differences analysis. The concepts of dialogism and polyphony of Bakhtin Circle were applied in order to set a closer look at the discourses of the analyzed books, considering the meaning effects caused in the reader of children\'s literature. The results led us to conclude that the works can be studied in a kind of \"wolf in sheep\'s clothing\" when, compelled to appeal on behalf of the respect for differences, collaborate to the commodification of difference itself, exposing the contradictions of education policy in force.
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Renner, Jasmine R. "Inspiring Kidz Leadership Lessons from African Proverbs." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1489577688.
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Many hands, light work -- Chasing two antelopes, at the same time -- The boat, the leader and the water -- A child crawls, then stands -- The monkey, a jump and a tree -- A tree is cut down -- Moving the elephant in one day -- The tree, over the top and the earth -- an army, a sheep, and a lion -- Bundle of sticks are unbreakable.
Children like it simple, powerful and compelling, don't they? The "spirit" of this book makes leadership lessons for kids simple, powerful yet compelling. This "treasure trove" of illustrated stories from African Proverbs is filled with compelling leadership lessons for children all over the world. This book is written for children in every nation whose little minds are curious, who love to explore new and different worlds and who love to listen to stories. "Inspiring Kidz Leadership Lessons from African Proverbs" contains the Proverb, the Story, the Lesson and the country. Proverbs and sayings are found in almost every culture in the world and so not only will children respond to its meaning but adults will find it enriching. In this children's leadership book, the sayings of African proverbs form the basis of the leadership lesson. Not only will you read it and hear it. Your child(ren) will glean life-long leadership nuggets and lessons from it. Stories are like magic, taking us everywhere: backwards, forwards or happening right in the present time, transporting us to many places and situations we might never go. There is a world of wisdom contained in each proverb and we can learn a lot about children's Leadership Lessons from them. So sit down with your toddler, infant, child or children and teach them these simple, profound and compelling leadership lessons through African Proverbs and storytelling. It is hoped that at the very least, proverbs can be a source of entertainment if not a learning tool to teach and entertain your child.<br>https://dc.etsu.edu/etsu_books/1082/thumbnail.jpg
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Shone, Laura Pollard. "Deterring crowd-out in state children's health insurance programs how would waiting periods affect children in New York?" 2003. http://books.google.com/books?id=DzNYAAAAMAAJ.
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Sohn, Woosung. "Fluid consumption and fluoride intake among children in the United States implications for water fluoridation policy." 2000. http://books.google.com/books?id=JThYAAAAMAAJ.
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Dombkowski, Kevin John. "Estimating risk factors for delays in childhood immunization using the National Health Interview Survey." 2001. http://books.google.com/books?id=3TNYAAAAMAAJ.
Full textBooks on the topic "Polish children's book"
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Ireland. Department of Health and Children. The children's book about foster care. Stationery Office, 2003.
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Orden, Phyllis Van. Library service to children: A guide to the research, planning, and policy literature. American Library Association, 1992.
Find full textBook chapters on the topic "Polish children's book"
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Lynch, Gordon. "‘A Serious Injustice to the Individual’: British Child Migration to Australia as Policy Failure." In UK Child Migration to Australia, 1945-1970. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69728-0_1.
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AbstractThe Introduction sets this book in the wider context of recent studies and public interest in historic child abuse. Noting other international cases of child abuse in the context of public programmes and other institutional contexts, it is argued that children’s suffering usually arose not from an absence of policy and legal protections but a failure to implement these effectively. The assisted migration of unaccompanied children from the United Kingdom to Australia is presented, particularly in the post-war period, as another such example of systemic failures to maintain known standards of child welfare. The focus of the book on policy decisions and administrative systems within the UK Government is explained and the relevance of this study to the historiography of child migration and post-war child welfare is also set out.
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Dymel-Trzebiatowska, Hanna. "The Dilemma of Double Address. Polish Translation of Proper Names in Tove Jansson’s Moomin Books." In Negotiating Translation and Transcreation of Children's Literature. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_10.
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Ward, Harriet, Lynne Moggach, Susan Tregeagle, and Helen Trivedi. "Conclusion: Implications for Policy and Practice." In Outcomes of Open Adoption from Care. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76429-6_9.
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AbstractThe book focuses on a study of 210 children in out-of-home care in Australia who were adopted over a 30-year period; 93 were traced for an average of 18 years after placement. The requirement for regular face-to-face contact with birth parents was considered beneficial by 69% of participants. Other findings show the adoptees’ extreme vulnerability, improved stability post adoption and the importance of adoptive parents’ commitment in facilitating positive outcomes. They also imply that child protection policy should focus on strengthening family support and more timely decision-making when parents cannot overcome their difficulties. Policy for children in long-term foster care should focus on reducing instability, increasing the quality of care and providing better care leaving support. Internationally, adoption policy needs to reflect the increased similarities between adoption and fostering engendered by open adoption from care, and acknowledge their implications for recruitment, training, contact arrangements and post-adoption support.
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von Mering, Sabine. "Dalia Ofer and Lenore J. Weitzman (eds.) Women in the Holocaust." In Polin: Studies in Polish Jewry Volume 15. Liverpool University Press, 2002. http://dx.doi.org/10.3828/liverpool/9781874774716.003.0042.
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This chapter discusses Women in the Holocaust. This book shows how men and women experienced the Holocaust differently owing to culturally defined gender roles, gender-related expectations, and differences in the way the Nazis treated them. The twenty-one original articles in this book present a wide spectrum of historical detail, personal narrative, short fiction, description of experiences, statistical evidence, and theoretical conclusions. They highlight women’s suffering and ingenuity, their mistakes, and their unfailing resilience in nurturing relationships, supporting others, and sacrificing everything for their children. They also tell the story of women’s professional versatility, courage, and even creativity in the face of a monstrous machinery of death.
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Dybiec-Gajer, Joanna. "Lokalizacja a przekład dla dzieci. Jak utwory strasznieją i mądrzeją w tłumaczeniu na przykładzie Stasia Straszydło i Mądrej Myszy." In Beyond Language. Æ Academic, 2018. http://dx.doi.org/10.52769/bl1.0014.jdyg.
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In translation studies, the term localization is mostly associated with areas connected to new technologies, such as software, websites or computer games. The origins of localization in the form known currently is dated to the mid-1980s, with the dynamic development of computers available to the masses (Schäler 2010). The main aim of this article is to explore whether the concept of localization can be used in a meaningful way to analyse other types of texts in interlingual and intercultural transfer, including texts written before the modern form of localization appeared. The analysis will be illustrated by two case studies taken from the field of children’s literature. The first concerns the Polish rendition of the 19th century classic Der Struwwelpeter while the second one a Polish translation of a contemporary book from the Lesemaus series. Both texts are examples of multimodal texts, that is, picture books for children.
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Littell, Franklin. "Nechama Tec Defiance: The Bielski Partisans." In Polin: Studies in Polish Jewry Volume 11. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774051.003.0036.
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This chapter assesses Nechama Tec's book, Defiance: The Bielski Partisans, which introduces a new aspect to the history of the Holocaust period. The book details how several hundred men, women, and children in western Belorussia during the Second World War maintained a surviving and fighting community. These Jewish partisans were blessed with a gifted leader, Tuvia Bielski. Bielski emerged out of the chaos of war conditions and the assault on the Jewish people, an assault not only by the Germans but by some sectors of the peoples subject to their military occupation. Around him he gathered a triad of loyal and gifted aides: his brothers Asael and Zus, and his chief of staff Lazar Malbin. Their relationship with Russian partisan groups ranged from precarious to friendly, depending on the measure of overt antisemitism on the part of the other partisans. The Bielski group pursued a policy of harsh retribution towards villagers who collaborated with the Germans and helped to recapture Jews. The non-Jewish villagers came to respect the courage and efficiency of the Jewish partisans and there were fewer denunciations and safer roads as a result.
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Sanders, April M., Laura Isbell, and Kathryn Dixon. "LGBTQ+ Literature in the Elementary and Secondary Classroom as Windows and Mirrors for Young Readers." In Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch007.
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Educators looking for books to offer to children and young adult readers with LGBTQ+-inclusive themes can use these results to review award winning books and the themes found in the texts. This critical content study includes children's and young adult books winning the Stonewall Award from the American Library Association. The selected books are reviewed for themes applicable to mirrors and windows that are provided to readers in the text. Windows provide a way for readers to see an experience unlike their own while mirrors offer a reflection of experiences the reader has experienced. Both offer a way for readers to connect with the text.
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Milosevic, Tijana. "Toward a Culture of Dignity." In Protecting Children Online? The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037099.003.0009.
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This chapter functions as a conclusion to the results presented in the book by applying the dignity framework to the findings, and placing the policy in the context of broader social and cultural context –showing how bullying is a form of humiliation and dignity deprivation that is by no means unique to youth. This less discussed aspect of the issue is nonetheless of key relevance to policy development. A policy framework that balances the need for child protection with child participation and empowerment, is proposed, thus honoring the full spectrum of children’s human rights. The proposed lens through which the issue can be approached is not so much about “protecting children from what happens on the platforms” but rather about finding a way to protect the vulnerable while ensuring participation in digital spaces that is necessary for children’s development.
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Body, Alison. "The action imperative to do things differently?" In Children's Charities in Crisis. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447346432.003.0009.
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Chapter 8, the conclusion of this book discusses the potential way forwards. Children’s services are in crisis and change is an imperative. Traditional institutions such as health, education and social care, are in crisis. Whilst this break down of traditional institutions and subsequent blurring of the boundaries creates significant problems for vulnerable children, it now provides the ‘action imperative’ to develop innovative commissioning responses. We therefore conclude this chapter by proposing commissioning approaches which step outside of the traditional and policy ‘rule bound’ boundaries to find collective solutions. Reflecting on the policy drivers outlined in the UK Civil Society Strategy 2018, collaborative commissioning as a concept is receiving increased attention from policy makers, practitioners and academics alike. As an emerging idea however it is still an unknown. In this concluding chapter we discuss the potential of collaborative commissioning as a way forwards for children’s early intervention services and the continued unknowns surrounding it.
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"The background to the book: the school, the research and recent developments in policy and theory." In Understanding Young Children's Learning through Play. Routledge, 2012. http://dx.doi.org/10.4324/9780203156346-8.
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