Academic literature on the topic 'Wolf´s children'

It is an inconvenient truth that the state of the planet is likely to figure powerfully in both the real and the imagined lives of children, in whatever nation state children and young people are situated. Physical space as a literary trope, representing both outer and inner landscapes, has a long tradition in the telling of stories where the child listener/ reader/viewer is often positioned to see nature in terms of binary oppositions. From the survival story – where the island is represented as personally malevolent – to the country garden – where nature is represented as a benign healer; from the wild forest of the folktale – where the wolf-man/rapist roams – to the benevolent beach where children play innocently, children ‘read’ contradictory ideas about the natural world in the word. This article unlocks some of these binary oppositions in children’s literature through an examination of a range of South African and New Zealand picture books, seeking to reveal how various ideologies are inscribed in the visual and verbal space of the picture book. The article asserts that, in the context of globalisation, teachers must be awakened to the opportunity of including eco-criticism in a critical literacy curriculum, developing thus an emancipatory politic.

The beginning of the 20th century is a period of creative and printing experiments in the Ukrainian art. New generation of Ukrainian books was born in this period. The illustration of the children's books was a significant part of this process. Famous Ukrainian graphic artists, such as H. Narbut, M. Zhuk, O. Sudomora, V. Kononchuk, took part in the creation of a new Ukrainian children's book. Some little-known artists also worked with them, and their creativity was an important part of the artistic process. Petro Lapyn was one of those artists. From 1917 to 1929, he worked with the famous publishing houses, such as Vernyhora, Derzhavne Vydavnytstvo, Proliski, Knyhospilka and Rukh. Children's books, illustrated by P. Lapyn, are kept in the funds of the Pedagogical Museum of Ukraine, the National Library of Ukraine for Children, Ivan Fedorov Book Chamber of Ukraine and private collections. We have found about 30 of his projects. But the information about the artist himself and his life is quite limited. One of the first books he illustrated was the poem of S. Rudanskyi «Vovk, Sobaka ta Kit» («The Wolf, the Dog, and the Cat»), published in black and white in 1918. This early Petro Lapyn's work revealed his artistic outstanding peculiarities: vibrant linear drawing, harmonious combination of text and illustrations, variety of graphic techniques and skills in the representation of characteristic features. The high point of the artist's career is the illustration of «Crows and Owls», I. Franko’s fairy tale, printed in 1926 (Kharkiv, Rukh). It demonstrates the animalistic works of the artist. There are typical structural elements in fairy tale books: vignettes, drop caps. P. Lapyn uses decorative handwritten fonts and silhouette drawings for them. His graphic creations are full of emotions. Specific features of his work are: humour, emotionality, anthropomorphism, careful attitude towards literary material, and consistently high level of drawing.

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention.
 Keywords: ADHD Children, Antecedents, Consequences, Modification
 Reference:
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 Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4
 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press.
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 Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press.
 Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025
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 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu
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 DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press.
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 Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371
 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001
 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208
 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4
 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505
 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114.
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 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451
 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302
 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207.
 Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681
 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171
 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press.
 Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002
 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620
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 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201.
 Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia.
 Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press.
 Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press.
 Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5
 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887
 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746.
 Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A
 Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007
 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto.
 Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston.
 Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023
 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584
 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132.
 Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482
 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y
 Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21152355%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2998237
 U.S. Department of Health and Human Services. (2014). US Department of Health and Human Services. The Health and Well-Being of Children: A Portrait of States and the Nation, 2011-2012. (June), 1–109.
 Weiss, Gabrielle ; Hechtman, L. T. (1993). Hyperactive Children Grown Up. New York: Guildford Press.

In the COVID-19 pandemic scenario, parents need to be familiar with health literacy by applying clean and healthy living habits to their family members, especially those with early childhood. This study aims to explain parents' perceptions of health literacy for a clean and healthy behavior in their children during the COVID-19 pandemic. The method used in this study is a cross-sectional study involving 22 men and 62 female respondents. Respondent requirements were used in data analysis to determine parents' perceptions of health literacy and the efforts they have made to practice clean and healthy lifestyle in their children. The research findings show that knowing the health awareness of parents has an impact on a child's balanced lifestyle. Based on six measures of clean and healthy behavior for children, three indicators were determined in the category of discipline and high discipline: using clean water, using the toilet, and doing physical activity. The act of washing children's hands with soap indicators has a high discipline score and the use of masks in children has low discipline. If the use of masks is not disciplined by parents, exposure to COVID-19 in early childhood can be disrupted.
 Keywords: Early Childhood, Parental health literacy, Clean and healthy behaviors
 References:
 Abuhammad, S. (2021). Parents’ knowledge and attitude towards COVID‐19 in children: A Jordanian Study. International Journal of Clinical Practice, 75(2). https://doi.org/10.1111/ijcp.13671
 Bauza, V., Sclar, G. D., Bisoyi, A., Majorin, F., Ghugey, A., & Clasen, T. (2021). Water, sanitation, and hygiene practices and challenges during the COVID-19 pandemic: A cross-sectional study in rural Odisha, India [Preprint]. Epidemiology. https://doi.org/10.1101/2021.01.26.21250274
 Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low Health Literacy and Health Outcomes: An Updated Systematic Review. Annals of Internal Medicine, 155(2), 97. https://doi.org/10.7326/0003-4819-155-2-201107190-00005
 Bröder, J., Okan, O., Bauer, U., Schlupp, S., & Pinheiro, P. (2020). Advancing perspectives on health literacy in childhood and youth. Health Promotion International, 35(3), 575–585. https://doi.org/10.1093/heapro/daz041
 Center for Disease ontrol and Prevention (CDC). (2019). How to Protect Yourself and Others. https://www.cdc.gov/
 Chanchlani, N., Buchanan, F., & Gill, P. J. (2020). Addressing the indirect effects of COVID-19 on the health of children and young people. Canadian Medical Association Journal, 192(32), E921–E927. https://doi.org/10.1503/cmaj.201008
 Clouston, S. A. P., Manganello, J. A., & Richards, M. (2016). A life course approach to health literacy: The role of gender, educational attainment and lifetime cognitive capability. Age and Ageing, ageing; afw229v1. https://doi.org/10.1093/ageing/afw229
 Cooper, A. (2019). Health in the eyes of young people. The Lancet Child & Adolescent Health, 3(5), 299. https://doi.org/10.1016/S2352-4642(19)30085-9
 Duplaga, M. (2020). Determinants and Consequences of Limited Health Literacy in Polish Society. International Journal of Environmental Research and Public Health, 17(2), 642. https://doi.org/10.3390/ijerph17020642
 Duplaga, M., & Grysztar, M. (2021). The Association between Future Anxiety, Health Literacy and the Perception of the COVID-19 Pandemic: A Cross-Sectional Study. Healthcare, 9(1), 43. https://doi.org/10.3390/healthcare9010043
 Gagliardi, A. R., Berta, W., Kothari, A., Boyko, J., & Urquhart, R. (2015). Integrated knowledge translation (IKT) in health care: A scoping review. Implementation Science, 11(1), 38. https://doi.org/10.1186/s13012-016-0399-1
 Humphrys, E., Burt, J., Rubin, G., Emery, J. D., & Walter, F. M. (2019). The influence of health literacy on the timely diagnosis of symptomatic cancer: A systematic review. European Journal of Cancer Care, 28(1), e12920. https://doi.org/10.1111/ecc.12920
 Kementerian Kesehatan RI. (2011). Pedoman Pembinaan Perilaku Hidup Bersih dan Sehat (PHBS). Kementerian Kesehatan RI.
 Lee, P.-I., Hu, Y.-L., Chen, P.-Y., Huang, Y.-C., & Hsueh, P.-R. (2020). Are children less susceptible to COVID-19? Journal of Microbiology, Immunology and Infection, 53(3), 371–372. https://doi.org/10.1016/j.jmii.2020.02.011
 Nutbeam, D. (1998). Health promotion glossary. 13(4), 16. https://doi.org/10.1093/heapro/13.4.349
 O’Conor, R., Muellers, K., Arvanitis, M., Vicencio, D. P., Wolf, M. S., Wisnivesky, J. P., & Federman, A. D. (2019). Effects of health literacy and cognitive abilities on COPD self-management behaviors: A prospective cohort study. Respiratory Medicine, 160, 105630. https://doi.org/10.1016/j.rmed.2019.02.006
 Okan, O. (2019). The importance of early childhood in addressing equity and health literacy development in the life-course. 5(2), 8.
 Sentell, T., Vamos, S., & Okan, O. (2020). Interdisciplinary Perspectives on Health Literacy Research Around the World: More Important Than Ever in a Time of COVID-19. International Journal of Environmental Research and Public Health, 17(9), 3010. https://doi.org/10.3390/ijerph17093010
 Sørensen, K., Pelikan, J. M., Röthlin, F., Ganahl, K., Slonska, Z., Doyle, G., Fullam, J., Kondilis, B., Agrafiotis, D., Uiters, E., Falcon, M., Mensing, M., Tchamov, K., Broucke, S. van den, & Brand, H. (2015). Health literacy in Europe: Comparative results of the European health literacy survey (HLS-EU). The European Journal of Public Health, 25(6), 1053–1058. https://doi.org/10.1093/eurpub/ckv043
 Sørensen, K., Van den Broucke, S., Pelikan, J. M., Fullam, J., Doyle, G., Slonska, Z., Kondilis, B., Stoffels, V., Osborne, R. H., & Brand, H. (2013). Measuring health literacy in populations: Illuminating the design and development process of the European Health Literacy Survey Questionnaire (HLS-EU-Q). BMC Public Health, 13(1), 948. https://doi.org/10.1186/1471-2458-13-948
 Toussaint, L. L., Cheadle, A. D., Fox, J., & Williams, D. R. (2020). Clean and Contain: Initial Development of a Measure of Infection Prevention Behaviors During the COVID-19 Pandemic. Annals of Behavioral Medicine, 54(9), 619–625. https://doi.org/10.1093/abm/kaaa064
 Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., McIntyre, R. S., Choo, F. N., Tran, B., Ho, R., Sharma, V. K., & Ho, C. (2020). A longitudinal study on the mental health of general population during the COVID-19 epidemic in China. Brain, Behavior, and Immunity, 87, 40–48. https://doi.org/10.1016/j.bbi.2020.04.028
 Weston, D., Hauck, K., & Amlôt, R. (2018). Infection prevention behaviour and infectious disease modelling: A review of the literature and recommendations for the future. BMC Public Health, 18(1), 336. https://doi.org/10.1186/s12889-018-5223-1
 Zaben, K., & Khalil, A. (2019). Health Literacy, Self-Care Behavior and Quality of Life in Acute Coronary Syndrome Patients: An Integrative Review. Open Journal of Nursing, 09(04), 383–395. https://doi.org/10.4236/ojn.2019.94035

Abstract Background Clostridium difficile infection (CDI), a common cause of antibiotic-associated diarrhea, leads to substantial healthcare burden. In children and young adults, the incidence of CDI is increasing. Fidaxomicin (FDX) is a narrow-spectrum macrocyclic antibiotic treatment for CDI in adults, but pediatric data are limited. The primary objective of our study was to investigate safety and efficacy of FDX and vancomycin (VAN) in children. Methods Patients aged <18 years with new laboratory-confirmed CDI and diarrhea (watery diarrhea for patients aged <2 years, and ≥3 unformed bowel movements in 24 hours for patients aged ≥2 years) were enrolled in a randomized, investigator-blinded study. Participants were randomized (2:1) to 10 days of treatment with either FDX (oral suspension 32 mg/kg/day or tablets 200 mg BID) or VAN (oral liquid 40 mg/kg/day or capsules 125 mg QID). Concurrent use of other antibiotic treatment for CDI was not permitted. Randomization was stratified by age group. The primary efficacy endpoint was confirmed clinical response (CCR) at Day 12 (absence of diarrhea for 2 consecutive days on treatment and remaining well until treatment discontinuation). Other efficacy endpoints were also evaluated. Results Of 142 patients in the full analysis set (FDX n = 98; VAN n = 44), 30 were aged <2 years, 48 were aged 2 to <6 years, 36 were aged 6 to <12 years and 28 were aged 12 to <18 years. At baseline, 28.6% of the FDX arm and 22.7% of the VAN arm had prior confirmed CDI. Overall, 73.5% of the FDX arm and 75.0% of the VAN arm had ≥1 treatment-emergent adverse event. There were three deaths in the FDX arm during the study and two deaths in the VAN arm after end of study (post-Day 40); none were related to treatment. There was a trend to improved CCR and other efficacy outcomes for FDX (figure) and this was statistically significant for global cure (adjusted difference 18.8%; 95% CI 1.5%, 35.3%). Conclusions There was a consistent trend for improved efficacy outcomes with FDX compared with VAN, as shown by the adjusted treatment differences, although the small sample size precluded conclusions on most outcome differences. Figure. Disclosures J. Wolf, Astellas Pharma: Consultant and Non-Financial Support, Consulting fee and This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . K. Kalocsai, Astellas Pharma: Non-Financial Support, This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . C. Fortuny, Astellas Pharma: Non-Financial Support, This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . S. Lazar, Astellas Pharma: Non-Financial Support, This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . S. Bosis, Astellas Pharma: Non-Financial Support, This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . B. Korczowski, Astellas Pharma: Non-Financial Support, This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . A. Petit, Astellas Pharma: Non-Financial Support, This study was initiated and sponsored by Astellas. Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . D. Bradford, Astellas Pharma: Employee and Non-Financial Support, Medical writing support was provided by Cello Health MedErgy and funded by Astellas. and Salary. E. Incera, Astellas Pharma: Employee of Iqvia, a CRO contracted by Astellas, Medical writing support was provided by Cello Health MedErgy and funded by Astellas. . J. Melis, Astellas Pharma: Employee and Non-Financial Support, Medical writing support was provided by Cello Health MedErgy and funded by Astellas. and Salary. R. Van Maanen, Astellas Pharma: Employee and Non-Financial Support, Medical writing support was provided by Cello Health MedErgy and funded by Astellas. and Salary.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample.
 Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media
 References
 An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45–60. https://doi.org/10.1038/srep15999
 An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1). https://doi.org/10.21977/d99112867
 Austin, A. M. B., Blevins-Knabe, B., Ota, C., Rowe, T., & Lindauer, S. L. K. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181–1198. https://doi.org/10.1080/03004430.2010.520711
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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills.
 Keywords: Parental Perspective; Computer Learning; Early childhood education
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Background: Past studies using event-related potentials (ERPs) elicited to single syllable stimuli in unilateral and bilateral cochlear implant users have suggested reorganization of the auditory cortex within the first 6–8 mo postimplantation (Sharma et al, 2002a, 2002b, 2006; Bauer et al, 2006). Better behavioral performance with bilateral implants is expected when bilateral cochlear implantation is performed simultaneously or when a second implant is provided after a short interval of auditory deprivation at a younger age (Murphy and O'Donoghue, 2007; Wolfe et al, 2007; Steffens et al, 2008). Purpose: The purpose of this case study was to examine changes in various levels of auditory processing using single syllable and word-level stimuli in a child who received bilateral cochlear implants sequentially. Research Design: Brain responses were recorded at pre-activation and 2, 4, and 6 mo postactivation of a second cochlear implant using passive paradigms involving two types of auditory perception (speech and word level). Auditory stimuli were presented at 75 dB SPL(A) through a speaker above the participant's head with the cochlear implant(s) at typical user settings. Cortical responses were recorded from 128 electrodes. Study Sample: The participant was a 6-yr-old female with the diagnosis of bilateral profound sensorineural hearing loss. She received her first cochlear implant in her right ear (2 yr, 4 mo of age), underwent revision surgery (3 yr, 6 mo of age), and later received a bilateral cochlear implant (6 yr, 8 mo of age). Data Collection and Analysis: For the purposes of the case study, the waveforms were visually examined for morphology and amplitude or latency differences between conditions. The ERPs of the cochlear implant user were compared to those from a group of five children with normal hearing. Conclusions: The results suggest that sequential bilateral cochlear implantation contributes to improved auditory processing beyond the benefits of the single implant even in users with an extended period of deafness in the later-implanted ear.

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.

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.

This book explores the childhood reception of classical antiquity in Britain and the United States over a century-long period beginning in the mid-nineteenth century, with a focus on two genres of children’s literature– the myth collection and the historical novel—and on adults’ literary responses to their own childhood encounters with antiquity. The book recognizes the fundamental role in writing for children of adults’ ideas about what children want or need, but also attends to the ways in which child readers make such works their own. The authors first trace the tradition of myths retold as children’s stories (and as especially suited to children) from Nathaniel Hawthorne and Charles Kingsley to Roger Lancelyn Green and Ingri and Edgar Parin D’Aulaire, treating both writers and illustrators. They then turn to historical fiction, particularly to the roles of nationality and of gender in the construction of the ancient world for modern children. They conclude with an investigation of the connections between childhood and antiquity made by writers for adults, including James Joyce, Virginia Woolf, Naomi Mitchison, and H.D., and with a reading of H.D.’s novella The Hedgehog as a text on the border between children’s and adult literature that thematizes both the child’s special relation to myth and the adult’s stake in children’s relationship to the classics. An epilogue offers a brief overview of recent trends, which reflect both growing uncertainty about the appeal of antiquity to modern children and an ongoing conviction that the classical past is of perennial interest.

This book provides an overview and critical discussion of the main philosophical methods that have dominated the field of bioethics. The first three chapters outline some influential theories that are important to understanding the methodological approaches that follow. Chapter 1 offers a survey of the theory of principlism as expounded by Tom Beauchamp and James Childress, chapter 2 examines Bernard Gert’s defense of common morality, and chapter 3 discusses the so-termed new casuistry. The next three chapters trace a historical dialectic. Chapter 4 explores the shift that has increasingly occurred in bioethics away from the pursuit of objectivity or truth and toward narrative ethics, while chapter 5 uncovers the “classical” roots of American pragmatism and explains their ongoing relevance for contemporary bioethics. This paves the way for chapter 6’s examination of “freestanding” pragmatists such as Susan Wolf who, in contrast, see their approach as untethered to the classical canon of American pragmatism. With this background firmly established, the next two chapters handle some influential contemporary approaches. Chapter 7 considers the “internal morality” approach to medicine; chapter 8 discusses the method of reflective equilibrium, and chapter 9 summarizes and reflects on the results of the preceding eight chapters. Rather than staking out and defending a final position, the book aspires to uncover the costs and benefits of the respective methodological approaches that are surveyed. In the words of Kierkegaard, it aims to make life “harder” rather than “easier” for bioethics by uncovering some outstanding challenges.