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Relevant bibliographies by topics / Wolf children

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Academic literature on the topic 'Wolf children'

Author: Grafiati

Published: 24 April 2022

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Journal articles on the topic "Wolf children"

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Richardson, Joan. "Maryanne Wolf." Phi Delta Kappan 96, no. 3 (2014): 14–19. http://dx.doi.org/10.1177/0031721714557447.

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Reading scholar Maryanne Wolf believes that every child needs an array of digital skills in their learning repertoire. Her research focuses on how best to introduce technology in terms of reading acquisition so children can develop deep reading skills over time. Educators must focus on a carefully considered trajectory in order to develop a truly biliterate child who knows what is best for different kinds of reading.

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Sprindytė, Jūratė. "“Negative” Anthropology in Texts about “Wolf Children”." Žmogus ir žodis 16, no. 2 (2014): 54–67. http://dx.doi.org/10.15823/zz.2014.034.

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Strandén-Backa, Sofie. ""Bara en fot och en känga"." Budkavlen 99 (November 10, 2020): 63–89. http://dx.doi.org/10.37447/bk.99531.

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 ‘A foot and a boot’. Narratives about children killed by wolves in Finnish folk tradition and media material    Sofie Strandén-Backa    Keywords: wolf attacks in Finland 1880–1881, children, living tradition, mass and social media   The article focuses on narratives about children and wolves, and the material consists of different texts that deal with children who have been killed by wolves in Finland in earlier times. The particular events in question are a series of well-known and documented wolf attacks on children in the Turku region during 1880 and 1881. Older newspaper articles, as well as contemporary texts, are analysed. One aim of the study is to investigate what is set in motion when the relationship between wolves and children is discussed and which underlying patterns emerge as part of that discussion. Another aim is to allow for narrative elements to create a base for discourse about the dangerous wolf. The analysis covers peoples’ comments on websites where the discourse is both defended and challenged and where negotiations about the prerogatives of the animal are made visible. Ever-returning narratives about the dangerous wolf are part of a legend process, where one goal is to convince the audience of the truth of the stories. One way of doing so, throughout the years, has been to present what could be called ‘the bloody list’, a list that consists of the name and age of the dead children, the circumstances under which they were killed and what was left of their bodies. In the stories, there was no way to protect the children, and there is nothing the parents could have done once the wolf got hold of their child. The message in these stories from the 1880s is that there is no rescue from the wolf. This message is passed down to parents and further to the children of today, creating a child-eating beast of (every) wolf. Another goal is to keep the stories alive for future generations, since the events are viewed as so important that they are not to be forgotten. The stories have a somewhat emblematic character, since they reflect an original myth about the genesis of modern Finland, freed from untamed nature and the chaos of wolves.

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Seidenberg, Mark S., Margaret Bruck, Gail Fornarolo, and Joan Backman. "Who is dyslexic? Reply to Wolf." Applied Psycholinguistics 7, no. 1 (1986): 77–83. http://dx.doi.org/10.1017/s0142716400007207.

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Reading educators and clinicians dating from Orton (1928) have asserted that dyslexic children exhibit impairments in one or more aspects of the reading process that are not seen in nondyslexic children. There has been chronic disagreement about the identity and causes of these impairments, but their existence has been generally assumed. We will term this the standard view of dyslexia.

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Kwok, L. Stephen, Barbara K. Pierscionek, Mark Bullimore, Helen A. Swarbrick, John Mountford, and Gerard Sutton. "Orthokeratology for myopic children: wolf in sheep's clothing?" Clinical and Experimental Ophthalmology 33, no. 4 (2005): 343–47. http://dx.doi.org/10.1111/j.1442-9071.2005.01059.x.

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Kuodytė, Paulina. "Vilko vaikų traktuotė grožinėje ir dokumentinėje literatūroje." OIKOS: lietuvių migracijos ir diasporos studijos 28, no. 2 (2019): 109–24. http://dx.doi.org/10.7220/2351-6561.28.6.

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Fayzulloyev, Otabek Mukhammedovich, and Dilnoza Durdimurodovna Durdiyeva. "TECHNOLOGY FOR THE SELECTION OF ADEQUATE OPTIONS IN THE TRANSLATION OF CHILDREN'S GAMES." Scientific Reports of Bukhara State University 4, no. 6 (2020): 175–80. http://dx.doi.org/10.52297/2181-1466/2020/4/6/9.

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Background. Games are figuratively meaningful in that they are created primarily on the basis of the interplay of strong and weak animals. In this way, the oppression of people who are physically or economically strong is revealed to those who are weak in this respect. Methods. It is based on the ancient beliefs of our people about the wolf and the ancient notion that the wolf is a protector of children. There is also the fact that the image of the wolf is also found in the children's games of non-Turkic peoples. Results. The game of knucklebone attracts attention not only by the history of its origin, but also by the method of its organization and types. It is observed that the types of this game are directly related to the intended purpose.

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Sharathkumar, Anjali, Melanie Kirby, Melvin Freedman, et al. "Malignant hematological disorders in children with Wolf-Hirschhorn syndrome." American Journal of Medical Genetics 119A, no. 2 (2003): 194–99. http://dx.doi.org/10.1002/ajmg.a.20080.

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Fisch, Gene S., Nancy Carpenter, Patricia N. Howard-Peebles, et al. "Developmental Trajectories in Syndromes With Intellectual Disability, With a Focus on Wolf-Hirschhorn and Its Cognitive–Behavioral Profile." American Journal on Intellectual and Developmental Disabilities 117, no. 2 (2012): 167–79. http://dx.doi.org/10.1352/1944-7558-117.2.167.

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Abstract Few studies exist of developmental trajectories in children with intellectual disability, and none for those with subtelomeric deletions. We compared developmental trajectories of children with Wolf-Hirschhorn syndrome to other genetic disorders. We recruited 106 children diagnosed with fragile X, Williams-Beuren syndrome, or Wolf-Hirschhorn syndrome, assessing their intellectual and adaptive behavior abilities. We retested 61 children 2 years later. We compared Time 1 and Time 2 difference scores related to genetic disorder, age, initial IQ, or adaptive behavior composite. Results show genetic disorder and initial IQ score were significant factors for IQ differences, but only genetic disorder affected adaptive behavior differences. Results suggest different gene-brain-behavior pathways likely exist for these genetic disorders. Different developmental trajectories will influence the type and intensity of intervention implemented by caregivers.

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Trainor, Laurel J., and Sandra E. Trehub. "The Development of Referential Meaning in Music." Music Perception 9, no. 4 (1992): 455–70. http://dx.doi.org/10.2307/40285565.

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We explored the development of children's ability to relate musical forms to extramusical concepts. In Experiment 1, we presented four excerpts from Prokofiev's Peter and the Wolf and asked 4-and 6-yearold children to match each excerpt to a picture of a wolf, bird, cat, or duck (four-alternative forced choice). Children matched appropriate animal pictures to musical excerpts significantly better than chance but identified the wolf and bird more readily than the cat and duck excerpts. In Experiment 2, 3-year-olds participated in a simplified version of the task (two-alternative forced choice). The order of difficulty of matching the various music-animal pairs was comparable across all age groups. In Experiment 3, we replicated Experiment 1 with less familiar music, specifically Saint Saen's Carnival of the Animals. Again, performance was above chance, increasing the likelihood that children's success in Experiments 1 and 2 was not attributable to previous exposure to the music. We discuss the results in relation to theories of musical meaning.

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Dissertations / Theses on the topic "Wolf children"

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Deakin, Joanne. "Who's afraid of the big bad wolf? : children's fears and victimisation." Thesis, University of Manchester, 2000. https://www.research.manchester.ac.uk/portal/en/theses/whos-afraid-of-the-big-bad-wolf(1b2d4dba-78e6-4062-a866-d8f3d20248e5).html.

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Taylor, Elspeth Anne. "Disruption and disappointment: relationships of children and nostalgia in British interwar fiction." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/1090.

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Children in modernist literature have been largely ignored in critical study; an odd oversight, since children in Victorian and contemporary literature have been sources of rich material for literary critics. In novels published from 1930 until 1934, Wyndham Lewis, Virginia Woolf, and Evelyn Waugh address the relationships between children/childhood and nostalgia in The Apes of God (Lewis), The Waves (Woolf), and A Handful of Dust (Waugh). Their complicated and often conflicting depictions of childhood and desire for the past reveal children's overlooked importance in British modernism, as well as a lack of singularity in the manifestations of children and nostalgia that is crucial to contemporary understandings of both terms.

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Sand, Veronica. "Translation or rewriting of proper names : A study of children’s literature across a century." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102022.

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The translation of names is a topic for discussion within many fields, no less so within translation studies. Furthermore, the translation of proper names in children’s literature is a topic with on-going changes. There is a divide between those who believe that the names should be translated into proper cultural equivalent and those who believe it is time to have faith in children being able to handle foreign names. That is what this study will focus on. Approx. 15 names from seven children’s books from 1865 to 2011 were studied to conclude that there seems to be a greater faith in children’s ability to handle foreign names. Three languages were compared English, Spanish, and Swedish with the majority of the 337 names studied being kept in their original format, with spelling intact.<br>Översättningen av namn är ett diskussionsämne inom många områden, inte minst inom översättningsstudier. Utöver detta är översättningen av egennamn inom barnlitteratur ett ämne som är under ständig förändring. Det finns en klyfta mellan de som menar att namn borde bli översatta till sin kulturella likvärdighet och de som menar att det är på tiden att lita på att barn kan hantera främmande namn. Det är denna diskussion som kommer vara fokus för denna uppsatsen. Ca. 15 namn från sju barnböcker från 1865 till 2011 studerades för att visa att det verkar finnas en större tilltro till barns förmåga att hantera främmande namn. Tre språk jämfördes, engelska, spanska och svenska. Var utav de 337 namnen som studerades var majoriteten oförändrade i översättningarna.

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Tun, Wen-jei, and 涂文瑞. "A study on the image of the wolf in children''s stories." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40924165789777487074.

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碩士<br>國立臺南大學<br>國語文學系碩士班<br>99<br>Under the impact of the multicultural, children’s books break through the limitation of the tradition and existing moral and values and rise a rewriting tendency in recent years. With the tendency, whether the established image of wolves would be changed and be given more positive and multiple images, are the questions worthy to be researched and discussed. The essay is divided into six chapters. The content of the chapters are narrated: Chapter 1 Preface: Summarize the research motivation and purpose, the research methods and steps, the research range and limitation and literature discussion. Chapter 2 External and internal characterization of the wolves: Discuss from the wolves’ appearance, habits and characteristics to the images, prototype and symbolism. Chapter 3 Analysis of the wolves’ roles and image in the works: Arrange the related theories about the fairy tales including their definition, characteristics and types. Overview the works of children’s books about the wolves and analyze the roles and discuss the images about them. Chapter 4 Creating the new image of the wolves: Fine characters of the wolves, and emphasize the ecological values of the wolves, the maternal love feelings of the wolves and the spirit skilled in competition. Chapter 5 The new thought about wolves from writers and readers: Discuss whether the wolves have to die, the relationship between the sheep and the wolves, whether we should promote the wolf culture, whether children should read the《Aesop’s Fables》or not and the relationship between the wolves and the human. Chapter 6 Conclusion: Arrange the results and the suggestions and expectations for parents and children.

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BENEŠOVÁ, Michaela. "Subdeprivace a její následky pro školní vývoj dítěte." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-45462.

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This dissertation deals with the question whether there is in the course of time some change in the background and atmosphere of the children´s homes herewith the children ´s psyche because of the stay in such institutions. This work targets the children from children´s homes, the children from families and the tests made with them. This dissertation is divided into two parts {--} theoretical nad practical. The theoretical part deals with terminology, explanation of terms and bringing into the history of the children´s homes. This part of work also describes today´s types of the institutional upbringing, their insufficiencies and it discusses also the psyche of those children, who has passed through these upbringing institutions. The practical part is divided into the parts accordant with the tests of the experimental and the control groups. Due to these tests it is verified whether the children from the experimental group suffer from subdeprivation and wheteher there is a difference between the experimental and the control groups.

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Lin, Su-Chun, and 林素淳. "An Application Study of Chromaesthesia in Wordless Story Book for Children as Exemplified by Peter and the Wolf." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/p36k4r.

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碩士<br>國立臺灣藝術大學<br>圖文傳播藝術學系碩士班<br>101<br>This study is based on the theories of Chromaesthesia and SDT(semantic differential technique) to analyze what color will 7~11 years old children from New Taipei City feel through Chromaesthesia and paint on wordless picture book by 11 tones crayon when they hear sounds from 8 instruments in the symphony named Peter and the Wolf and semantics of the 8 instruments. The result shows that String gives a yellow image and comprised of semantics such as young, joy and brave. Flute gives a blue image and related to semantics like lighthearted. Oboe and clarinet are both bring orange, noisy, elusive qualities. Bassoon gives a red image and comprised of semantics such as old, angry, old-fashioned and authoritative. French horn gives a black image and comprised of semantics such as elegant and the terror. Woodwind gives a red image and related to semantics like expeditious. Timpani(kettledrum) and drum(Bass drum) Voices are given black impression and comprised of semantics such like threatening. It also found that personal color preference, age and gender are didn’t show a significantly associated with Chromaesthesia. The result of study is willing to bring wordless picture book a new look.

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楊晨希. "Perception of Friendship between Children in Taiwan and China: Narrative about “Pleasant Goat and Big Big Wolf” Cartoon." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/v5n57x.

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Lin, Jui-Min, and 林瑞敏. "Kindergarten Children’s Storytelling Responses to “Big Bad Wolf” Picture Story Books." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47316616600720683529.

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碩士<br>國立臺北教育大學<br>幼兒與家庭教育學系碩士班<br>102<br>This study compared the responses of preschool children to stories with written texts to generalize genres of reading response. The children demonstrated reading response by retelling the stories after they read selected picture books in which the Big Bad Wolf was the main character. The researcher spent 11 weeks with 29 preschool children (10 children from the pre k-4 class and 19 children from the pre k-5 class) in the Little Star class. During the initial 6 weeks, the researcher focused on becoming acquainted with the children and building relationships with them; and during the last 5 weeks, the researcher collected the children’s responses to the stories. The selected readings were from 5 picture books in which the Big Bad Wolf was the main character; the books were all listed on the “great books” booklist from the Taipei Public Library. According to the characteristics of the main characters in the stories, 5 picture books were chosen and read in the following sequence: What Does the Wolf Say to the Moon?, Big Wolf and Little Wolf, What a Lucky Day Today Is, A True Story of Three Little Pigs, and The Big Bad Wolf’s Shorts. After the researcher read the books with the children, a total of 101 responses to the stories were collected. The children’s responses to the stories were transcribed, and the content and style of the responses were analyzed according to the tones and pauses the children used to create sentences. (a) Content of responses to the stories: • The plot and structure. According to the extent of the discrepancy between the children’s responses to the stories and the texts read during the week, the plot and structure were categorized into groups of “identical,” “similar,” and “different.” Plot and structure were frequently “similar.” Among the responses to the stories, 79% of the plots that children retold were similar to that of the text, and 52% of the structures that children used in their retellings were similar to that of the text. • The main character of the stories. To distinguish whether the main character was the Big Bad Wolf, responses were categorized into “the Big Bad Wolf was the main character” and “the Big Bad Wolf was not the main character.” The results indicated that 91% of the children responded that the Big Bad Wolf was the main character. (b) Style of responses to stories: According to the content of children’s responses to stories and their retellings, their responses were categorized into “restating the story text,” “integrating life experiences into the story,” “linking to other texts,” “narrating other stories heard previously,” and “narrating self-created stories.” The style that the children most frequently applied while responding to the stories was “linking to other texts,” which accounted for 52% of all responses. Based on the relationship between the children’s responses to the stories and the texts read during the week, 3 genres of reading responses were determined: “restatement,” in which the content of the response to the story was identical to that of the text; “alteration,” in which the plot of the response to the story was similar to that of the text, but the children had integrated other texts or life experiences into the story; and “no clear association,” in which no clear similarities were observed in the plot and structure between the responses to the stories and the text. The most common genre observed was alternation, accounting for 78% of responses. Based on the reading culture and context in the Little Star class, the researcher discussed how the plots and structures of the story books possibly affected the children’s responses to the stories, which were compared with current literature. Finally, the researcher provided suggestions for future research directions.

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Mitts, Smith Debra. "What is a wolf : the construction of social, cultural, and scientific knowledge in children's books /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3269982.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2707. Adviser: Elizabeth Hearne. Includes bibliographical references (leaves 411-442) Available on microfilm from Pro Quest Information and Learning.

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CHEN, CHIU-PING, and 陳秋萍. "Young Children’s Reading Responses to Subversive Picture Books with Wolf and Pig as Main Characters." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7ev44y.

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碩士<br>國立屏東大學<br>幼兒教育學系碩士班<br>107<br>This study aims to explore 4 to 6 year old children's responses to seven subversive picture books whose main roles are wolves and pigs, including to explore young children's responses during reading picture books with the researcher and participating the extension activities designed by the researcher; different responses between children age 4-5 years and age 5-6 years and children's changed view on the two main roles after the research process. This qualitative study collected and recorded 26 young children's response behaviors to story plots and roles during reading picture books and extension activities after reading instructions, as well as in the learning centers. The following are the results of data analysis. 　　Young children's responses to the subversive picture books during the instruction: The plots, characters, and illustrations of subversive picture books induce young children to respond to the subversive stories in multiple ways, including facial, body, and oral expression, as well as artistic creation. Such response behaviors occurred not only in picture book teaching activities, but also in the learning centers outside the instructions. 　　The difference of reading response among young children with different ages: According to the reading response behaviors to subversive picture books, 4 to 5 year old children's thinking level is higher than that of the 5 to 6 year old. While deciding the preference of picture books, the children at 4-5 years of age considered the appearance of characters. The children at 5-6 years of age considered character traits, relationships between characters and plots. 　　The young children's subversive views on wolves and pigs after the teaching activities: Reading subversive picture books helps young children to subvert the stereotype of the characters, and to understand these two characters from multiple perspectives. Teachers designed extension activities, such as: drama games, music games, clay creation, book creation, etc., and the spontaneous creation in the learning centers played important roles to subvert young children's thinking. They helped young children to get out of role stereotypes, to find possible diversities of the role evaluation, and to recreate new images of the characters. 　　Finally, based on the results, recommendations are provided for the reference of preschool teachers and future researchers.

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Books on the topic "Wolf children"

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ill, Yū (Manga artist), and Allen Jocelyne 1974 ill, eds. Wolf children Ame & Yuki. Yen Press, 2014.

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Shrikumar, A. K. Wolf. Children's Book Trust, 1987.

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Big Wolf & Little Wolf. Enchanted Lion Books, 2009.

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Jordan, Sherryl. Wolf-woman. Houghton Mifflin, 1994.

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Jordan, Sherryl. Wolf-woman. Bantam Doubleday Dell Books for Young Readers, 1994.

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Yolen, Jane. Children of the wolf: A novel. Puffin Books, 1993.

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Maclear, Kyo. Virginia Wolf. Kids Can Press, 2012.

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Greg, Pyers, ed. Wolf cry. Sundance, 2000.

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Bell, Hilary. Wolf lullaby. Currency Press, 1997.

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Nordan, Lewis. Wolf whistle: A novel. Algonquin Books of Chapel Hill, 1993.

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Book chapters on the topic "Wolf children"

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Hermes, Mary, and Michelle Haskins. "Unbecoming Standards Through Ojibwe Immersion: The Wolf Meets Ma’iingan." In Language Practices of Indigenous Children and Youth. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-60120-9_5.

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Snyman, Dirk P., Gunther R. Drevin, Hennie A. Kruger, Lynette Drevin, and Johann Allers. "A Wolf, Hyena, and Fox Game to Raise Cybersecurity Awareness Among Pre-school Children." In Human Aspects of Information Security and Assurance. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81111-2_8.

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"Stories: Wolf Children." In My Shining Archipelago. Yale University Press, 2017. http://dx.doi.org/10.12987/9780300146585-017.

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Schulte, Rolf. "‘She transformed into a werewolf, devouring and killing two children’." In She-wolf. Manchester University Press, 2018. http://dx.doi.org/10.7765/9780719098192.00006.

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"Feral Children and Tame Wolves." In Picturing the Wolf in Children's Literature. Routledge, 2012. http://dx.doi.org/10.4324/9780203723784-14.

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Brown, Rebecca A. "From Aggressive Wolf to Heteronormative Zombie." In Reading in the Dark. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496806444.003.0004.

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Rebecca A. Brown examines the evolution of monstrous picturebooks, comparing the 1960s favorites Where the Wild Things Are and There’s a Nightmare in My Closet to contemporary picturebooks that make vampires, Frankensteinian monsters, and zombies the protagonists and considering them in relation to boys’ cultures dominant at the time of their publication. Brown concentrates especially on the role of the monstrous picturebook in young American boys’ negotiations of identity formation, as well as their domestication of otherness. Brown argues that while Sendak’s and Mayer’s books served to socialize children to the normative behaviors of 1960s American culture and ultimately demonstrate children’s ability to defeat or domesticate the monstrous, today’s monstrous picturebooks ask young boys to identify with the monster – to find traits within themselves that they share with the monsters in the books’ pages and to empathize with them. Brown ultimately shows, however, that despite their differences, both forms fixate on, challenge, and, in some cases, queer the boy’s social and gendered identity development within their specific historical contexts. The claims made in her essay can be used to examine the performance of gender in other picturebooks and horror texts for children and young adults that utilize horror elements to focus explicitly on the masculine experience of American culture and identity formation.

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"Wolf Undone." In Picturing the Wolf in Children's Literature. Routledge, 2012. http://dx.doi.org/10.4324/9780203723784-11.

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"Wolf as Canine." In Picturing the Wolf in Children's Literature. Routledge, 2012. http://dx.doi.org/10.4324/9780203723784-12.

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"Wolf as Predator." In Picturing the Wolf in Children's Literature. Routledge, 2012. http://dx.doi.org/10.4324/9780203723784-9.

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"Wolf as Social Being." In Picturing the Wolf in Children's Literature. Routledge, 2012. http://dx.doi.org/10.4324/9780203723784-10.

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Conference papers on the topic "Wolf children"

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Kure, Sari. "Wolf children." In SIGGRAPH Asia 2013 Computer Animation Festival. ACM Press, 2013. http://dx.doi.org/10.1145/2542398.2542434.

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Frontier, Digital. "Wolf children." In ACM SIGGRAPH 2013 Computer Animation Festival. ACM Press, 2013. http://dx.doi.org/10.1145/2503541.2503635.

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Reports on the topic "Wolf children"

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Cognitive flexibility in OCD: challenging the paradigm. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.10627.

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