Revision 2019 A child's world is complex yet simple! When tragedy befalls Michael and his family it seems as if all hope is lost. As you read Michael's story you will find yourself over whelmed with such a young child's struggle as he tries to make since of it all. Michael a small child himself feels helpless as his family is torn apart. Even though this story is emotionally charged it carries with it a message of hope too never give up. Based on actual events we live thru Michael's eyes the events that took place over a two week period that literally changed the lives of a whole family forever. A child's plea will have you searching your hearts and minds, praying for relief for Michael and his family who are miraculously brought back literally from the point of emotional death! This is a story you will not soon forget as you remember the joy and laughter as well as the pain and the tears of "Why a Child's Plea"!
Times have changed since you were a child. - The world has changed - Childhood has changed - Our perceptions have changed And for most children today – whether they're ready for it or not – stress is a fact of life. Today's children must learn more, compete more, cope with more temptations, and work harder than at any time in history to achieve the bare essentials of life. We have created the hurried household that produces the hurried child. And the affect on our complex, ever-changing, hectic world is often beyond the coping capacity of our children. What's a parent to do? In an easy-to-read format, Edwina Patterson gives parents practical suggestions of ways to equip their children with the skills needed to deal successfully with daily stress. In this book, you'll discover Stress-Proofing Strategies that include: - What causes stress for children - How stress is affecting your child - How to reduce the stress at home - Equipping your child with healthy coping skills
The adoption in November 1989, by the UN General Assembly, of the United Nations Convention on the Rights of the Child heralded the arrival of a new era in the development of children's rights. As of March 1991 over 75 states have ratified the Convention. Using the Convention as a frameworkthe contributors to this volume set out to re-evaluate the advantages and disadvantages of approaching issues of children's welfare and well-being through the lens of a `rights' approach. The aim is to take a fresh look at these issues and to do so with specific reference to an international treatythat is certain to be ratified by a very large number of countries in every region of the world and which will soon be legally binding in many states.This is a special issue of the International Journal of Law and the Family.Contributors: Tom Campbell, Onora O'Neill, Michael Freeman, Ngaire Naffine, Margaret Coady, Tony Coady, Sheila McLean, Frances Olsen, and John Eekelaar.
The more the global north has learned about the existential threat of climate change, the faster it has emitted greenhouse gases into the atmosphere. In Trauma and the Discourse of Climate Change, Lee Zimmerman thinks about why this is by examining how "climate change" has been discursively constructed, tracing how the ways we talk and write about climate change have worked to normalize a generalized, bipartisan denialism more profound than that of the overt "denialists." Suggesting that we understand that normalized denial as a form of cultural trauma, the book explores how the dominant ways of figuring knowledge about global warming disarticulate that knowledge from the trauma those figurations both represent and reproduce, and by which they remain inhabited and haunted. Its early chapters consider that process in representations of climate change across a range of disciplines and throughout the public sphere, including Al Gore’s An Inconvenient Truth, Barack Obama’s speeches and climate plans, and the 2015 Paris Agreement. Later chapters focus on how literary representations especially, for the most part, participate in such disarticulations, and on how, in grappling with the representational difficulties at the climate crisis’s heart, some works of fiction—among them Cormac McCarthy’s The Road and Russell Hoban’s Riddley Walker—work against that normalized rhetorical violence. The book closes with a meditation centered on the dream of the burning child Freud sketches in The Interpretation of Dreams. Highlighting the existential stakes of the ways we think and write about the climate, Trauma and the Discourse of Climate Change aims to offer an unfamiliar place from which to engage the astonishing quiescence of our ecocidal present. This book will be essential reading for academics and students of psychoanalysis, environmental humanities, trauma studies, literature, and environmental studies, as well as activists and others drawn to thinking about the climate crisis.
Stories accompany us through life from birth to death. But they do not merely entertain, inform, or distress us—they show us what counts as right or wrong and teach us who we are and who we can imagine being. Stories connect people, but they can also disconnect, creating boundaries between people and justifying violence. In Letting Stories Breathe, Arthur W. Frank grapples with this fundamental aspect of our lives, offering both a theory of how stories shape us and a useful method for analyzing them. Along the way he also tells stories: from folktales to research interviews to remembrances. Frank’s unique approach uses literary concepts to ask social scientific questions: how do stories make life good and when do they endanger it? Going beyond theory, he presents a thorough introduction to dialogical narrative analysis, analyzing modes of interpretation, providing specific questions to start analysis, and describing different forms analysis can take. Building on his renowned work exploring the relationship between narrative and illness, Letting Stories Breathe expands Frank’s horizons further, offering a compelling perspective on how stories affect human lives.
This work uses data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It develops concepts for teachers to use in organising their understanding and knowledge of children's mathematics, and concludes with theoretical accounts of learning and teaching.
