Thematische Bibliographien / Young adult fiction, disabilities

Auswahl der wissenschaftlichen Literatur zum Thema „Young adult fiction, disabilities“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Young adult fiction, disabilities"

Vogt, Matthew T., Yuen Pun Chow, Jenny Fernandez, Chase Grubman und Dylan Stacey. „Designing a Reading Curriculum to Teach the Concept of Empathy to Middle Level Learners“. Voices from the Middle 23, Nr. 4 (01.05.2016): 38–45. http://dx.doi.org/10.58680/vm201628571.

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Postmodern forms of young adult literature encourage readers to not only question and challenge the status quo but to implement changes to the world around them.—Realistic YA fiction works like Wonder by R.J. Palacio and The Absolutely True Diary of a Part-Time Indian by Sherman Alexie are no exception to this phenomenon.—Both push young readers to view people with disabilities and people from unfortunate economic circumstances from empathetic rather than sympathetic perspectives.—Realistic picturebooks, specifically ones that explore concepts of disabilities and social class, also play a role in classrooms with older children. Works like—Fly Away Home by Eve Bunting and Keeping Up With Roo by Sharlee Mullins Glenn both address social class and disabilities but do so in a potentially superficial—and stereotypical way. This does not mean that such works are without value in upper-age classrooms since they provide a basic introduction to these concepts.—This article takes on four separate and brief studies that discuss how the selection of the aforementioned texts can speak to students who have been ostracized by—the schools they attend. Each section analyzes themes, ideologies, representations of accuracy and authenticity, and classroom applications to illustrate how the—careful selection of realistic fiction can lead to quality instruction.

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MacRae, Cathi Dunn. „Presenting Young Adult Fantasy Fiction“. English Journal 88, Nr. 3 (Januar 1999): 115. http://dx.doi.org/10.2307/821601.

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Belbin, David. „What is young adult fiction?“ English in Education 45, Nr. 2 (Juni 2011): 132–45. http://dx.doi.org/10.1111/j.1754-8845.2011.01094.x.

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White, Donna R. „Young Adult Science Fiction (review)“. Lion and the Unicorn 24, Nr. 3 (2000): 473–75. http://dx.doi.org/10.1353/uni.2000.0036.

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Crowe, Chris. „Young Adult Literature: Sports Literature for Young Adults“. English Journal 90, Nr. 6 (01.07.2001): 129–33. http://dx.doi.org/10.58680/ej2001808.

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Harrison, Jennifer. „Why Young Adult Speculative Fiction Matters“. Libri et Liberi 7, Nr. 1 (11.09.2018): 172–73. http://dx.doi.org/10.21066/carcl.libri.2018-07(01).0009.

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Kaywell, Joan F., und Kathleen Oropallo. „Young Adult Literature: Modernizing the Study of History Using Young Adult Literature“. English Journal 87, Nr. 1 (01.01.1998): 102–7. http://dx.doi.org/10.58680/ej19983519.

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Presents brief annotations of 61 books of young adult historical fiction and nonfiction that address other time periods (biblical time period, the 1700s, the 1800s, the 20th century, political unrest overseas, and chronicles) that could be used in the classroom as part of a unit of study. Describes possible activities using five of the books.

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Wilson, Kim. „Abjection in Contemporary Australian Young Adult Fiction“. Papers: Explorations into Children's Literature 11, Nr. 3 (01.12.2001): 24–31. http://dx.doi.org/10.21153/pecl2001vol11no3art1325.

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Basu, Balaka. „Female Rebellion in Young Adult Dystopian Fiction“. Contemporary Women's Writing 10, Nr. 1 (23.07.2015): 147–49. http://dx.doi.org/10.1093/cww/vpv013.

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Rochelle, Warren. „Young Adult Science Fiction (review)“. Children's Literature Association Quarterly 25, Nr. 4 (2000): 223–24. http://dx.doi.org/10.1353/chq.0.1323.

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Dissertationen zum Thema "Young adult fiction, disabilities"

Hodge, Diana Victoria, und dhodge@utas edu au. „Victorianisms in twentieth century young adult fiction“. Deakin University. School of Communication and Creative Arts, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060525.151043.

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Abstract: This thesis investigates the origins of contemporary fictional constructions of childhood by examining the extent to which current literary representations of children and childhood have departed from their Victorian origins. I set out to test my intuition that many contemporary young adult novels perpetuate Victorian ideals and values in their constructions of childhood, despite the overt circumstantial modernity of the childhoods they represent. The question this thesis hopes to answer therefore is, how Victorian is contemporary young adult fiction? To gauge the degree of change that has taken place since the Victorian period, differences and points of continuity between representations of nineteenth century childhood and twentieth century childhood will be sought and examined in texts from both eras. The five aspects of fictional representation that I focus on are: notions of innocence; sexuality; the child as saviour; the use of discipline and punishment to create the ideal child; and the depiction of childhood and adulthood as separate worlds. The primary theoretical framework used derives from Michel Foucaults concepts of the construction of subjectivity through discourse, discipline and punishment, and his treatment of repression and power, drawn mainly from The History of Sexuality vol. 1 (1976) and Discipline and Punish; the Birth of the Prison (1977). I have chosen to use Foucault primarily because of the affinity between his work on the social construction of knowledge and the argument that childhood is a constructed rather than essential category; and because Foucaults work on Victorian sexuality exposes links with current thinking rather than perpetuating assumptions about sexual repression in this period.

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Lou, Sabrina. „Paradise girls : contemporary realistic young adult fiction /“. Access resource online, 2009. http://scholar.simmons.edu/handle/10090/12593.

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Escuadro, Nicole. „Desire and discourse in innovative young adult fiction“. CONNECT TO ELECTRONIC THESIS, 2008. http://dspace.wrlc.org/handle/1961/5526.

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Moore, Belinda S. „Young adult dystopian fiction in the postnatural age“. Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101535/1/Belinda_Moore_Thesis.pdf.

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This creative works thesis comprises an exegesis and a novel. Both explore the ways that a postnatural perspective can shape the reading and writing of young adult dystopian fiction. Approaching literature from a postnatural perspective can highlight a connection between shifts in a novel's key terms and the development of the protagonist towards understanding their world as an interconnected ecosystem. Through its grounding in ecocriticism and children's literature criticism, this research investigates the contributions a postnatural perspective offers young adult dystopian fiction generally, and specifically, in the development of the novel When the Cloud Hit the Kellys.

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Jangula, Mootz Kaylee Blanche. „Resisting Rape Myths in Young Adult Fiction: An Analysis of Young Adult Novels Speak and Crank“. Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/28035.

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Introducing young people to fiction that depicts rape is important in that reading this type of fiction can be a more effective strategy for reducing rape-myth acceptance in young people than lecture-based prevention programs. To be fully effective, literature used for lowering rapemyth acceptance must fully resist rape myths. This paper analyzes Speak by Laurie Halse Anderson and CRANK by Ellen Hopkins to find the ways in which each novel resists and conforms to rape myths, to determine whether these texts would be suitable for reducing rapemyth acceptance, and to identify ways in which future texts that aim to reduce rape-myth acceptance in young readers can be more effective. Neither Speak nor CRANK fully resists rape myths, which reinforces the validity of rape myths to young adult readers. Both novels resist rape myths that attempt to deny the reality of rape while conforming to rape myths that blame the victim.

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Lawrinson, Julia Michelle. „Skating the Edge : A Young Adult Novel“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/366.

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Skating the Edge is a contemporary Young Adult novel, set partly in an adolescent psychiatric hospital in the narrated present time, and partly in the school and home of the protagonist Caitlin Michaels, in the narrated past. The novel deals with Caitlin's attempts to understand the suicide of one of the residents of the hospital, Anna, and also to understand the events that led to her own hospitalisation, which include her complicated relationship with her talented older brother, Nick. As the narrative unfolds, it is evident that Anna's suicide has been prompted by serial sexual abuse at the hands of her father and the inappropriate relationship between Anna and a male psychiatric nurse.

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Martin, Patricia L. „Minority protagonists in the young adult historical fiction novel“. [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/PMartin2007.pdf.

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Moore, John Noell. „Tracing the weave : reading and interpreting young adult fiction /“. Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-02022007-133645/.

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Komninou, Nikolitsa. „The awarded young adult novel in Greece (1985-2004)“. Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2764.

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The purpose of this study was to examine the adolescent novels that were awarded in Greece from 1985 till 2005 by four major organizations. The primary focus was to outline the main characteristics of the awarded adolescent novel that developed during the last 20 years in Greece and secondly, to examine the main characteristics of those awarded novels so as to understand the importance of this newly formed genre and the important role it can play in the development of the adolescent. In the first part of the study we outlined the development and the main characteristics of the adolescent novel while we focused on the different criteria that are used by the four major organizations that award and promote this literary genre in Greece. The second part of the study analyzes the various stages of the buildingsroman as it’s seen through the themes of the novels, while a major component of it deals with the way the Greek identity is portrayed and promoted as well as the model of the adolescent hero. The study suggested that adolescence is the period between childhood and adulthood, during which the adolescent changes both biologically and psychologically and those changes are directly related to his/her future personality. The study also indicates that the adolescent novel describes that period that coincides with the final stages of the maturation of the teenager. Therefore, the adolescent readers identify themselves with the heroes, their emotions, and the various problems with references to the surrounding environment and the every day life. It was also suggested that the adolescent reader can discover a role model in the novel’s heroes and heroines which could lead to a self evaluation and an evaluation of the others around him, while at the same time he/she can enjoy the entertainment and aesthetic values of the novel.

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Komninou, Nikolitsa. „The awarded young adult novel in Greece (1985-2004)“. University of Sydney, 2006. http://hdl.handle.net/2123/2764.

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Master of Philosophy
The purpose of this study was to examine the adolescent novels that were awarded in Greece from 1985 till 2005 by four major organizations. The primary focus was to outline the main characteristics of the awarded adolescent novel that developed during the last 20 years in Greece and secondly, to examine the main characteristics of those awarded novels so as to understand the importance of this newly formed genre and the important role it can play in the development of the adolescent. In the first part of the study we outlined the development and the main characteristics of the adolescent novel while we focused on the different criteria that are used by the four major organizations that award and promote this literary genre in Greece. The second part of the study analyzes the various stages of the buildingsroman as it’s seen through the themes of the novels, while a major component of it deals with the way the Greek identity is portrayed and promoted as well as the model of the adolescent hero. The study suggested that adolescence is the period between childhood and adulthood, during which the adolescent changes both biologically and psychologically and those changes are directly related to his/her future personality. The study also indicates that the adolescent novel describes that period that coincides with the final stages of the maturation of the teenager. Therefore, the adolescent readers identify themselves with the heroes, their emotions, and the various problems with references to the surrounding environment and the every day life. It was also suggested that the adolescent reader can discover a role model in the novel’s heroes and heroines which could lead to a self evaluation and an evaluation of the others around him, while at the same time he/she can enjoy the entertainment and aesthetic values of the novel.

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Bücher zum Thema "Young adult fiction, disabilities"

Neuman, Alison. Ice rose: A young adult spy novel. Lady Lake, Fla: Fireside Publications, 2010.

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Brenna, Beverley. Stories for every classroom: Canadian fiction portraying characters with disabilities. Toronto: Canadian Scholars' Press, 2015.

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Jon, Proctor, Hrsg. Last pick. New York: First Second Books, 2018.

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Ramdarshan Bold, Melanie. Inclusive Young Adult Fiction. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8.

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1944-, Sullivan Charles Wm, Hrsg. Young adult science fiction. Westport, Conn: Greenwood Press, 1999.

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Jewell, Lisa. Roommates wanted: A novel. New York: Harper, 2007.

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Jewell, Lisa. Roommates wanted: A novel. New York: Harper, 2007.

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Reid, Suzanne Elizabeth. Presenting young adult science fiction. New York: Twayne Publishers, 1998.

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Corsaro, Julie. Young adult fiction core collection. Ipswich, Massachusetts: H.W. Wilson, a division of EBSCO Information Services, Inc., 2015.

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Everything I Know. Enslow Publishing, LLC, 2023.

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Buchteile zum Thema "Young adult fiction, disabilities"

Hintz, Carrie. „Young Adult (YA) Fiction“. In The Palgrave Handbook of Utopian and Dystopian Literatures, 191–201. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88654-7_15.

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Ramdarshan Bold, Melanie. „Introduction: ‘In an Era of Fear and Division, Fiction Plays a Vital Role in Dramatising Difference and Encouraging Empathy’“. In Inclusive Young Adult Fiction, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_1.

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Ramdarshan Bold, Melanie. „A [Brief] History of Young Adult Fiction (YA)“. In Inclusive Young Adult Fiction, 21–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_2.

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Ramdarshan Bold, Melanie. „The ‘Diversity’ Status Quo in the UK Publishing Industry“. In Inclusive Young Adult Fiction, 45–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_3.

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Ramdarshan Bold, Melanie. „The Construction of (Racialised) Author and Reader“. In Inclusive Young Adult Fiction, 93–144. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_4.

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Ramdarshan Bold, Melanie. „Conclusion: ‘Until There Are Enough People Like Us in Books, Writing Books, in the Industry, It’s Not Going to Change’“. In Inclusive Young Adult Fiction, 145–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_5.

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Flanagan, Victoria. „Posthumanism in Young Adult Fiction“. In Technology and Identity in Young Adult Fiction, 11–38. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137362063_2.

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Waller, Alison. „Amnesia in Young Adult Fiction“. In Memory in the Twenty-First Century, 286–91. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137520586_35.

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Deininger, Michelle. „Young Adult Fiction and Ecofeminism“. In The Routledge Handbook of Ecofeminism and Literature, 448–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003195610-45.

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York, Sloane L., und Cassing Hammond. „Adolescents with Disabilities“. In Contraception for Adolescent and Young Adult Women, 147–65. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6579-9_10.

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Konferenzberichte zum Thema "Young adult fiction, disabilities"

Sityaev, K. A. „DESIGNING GENDER-ORIENTED LAYOUT FOR YOUNG ADULT FICTION BOOK“. In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-148.

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Moore, Amber. „Romantic Rewritings of Respair in Young Adult Sexual Assault Narrative Fan Fiction“. In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2005867.

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Hamilton-McKenna, Caroline. „"I Disrupted Something": (Re)Mapping Power, Belonging, and Public Space With Young Adult Fiction“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2013893.

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Hernandez, Eric. „Influence of Young Adult Fiction on Developing Science Identity of LGBTQ+ Youth in Texas“. In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2061621.

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Jozwik, Sara. „An Analysis of the Portrayal of Learning Disabilities in Children's and Young Adult Literature“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445504.

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Jung, Eunyoung. „What Do Young Korean Adults Labeled With Intellectual and Developmental Disabilities Have to Say About Important Things in Their Adult Lives?“ In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2108010.

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Hurrell, C., M. Batchelor und S. Maguire. „G487(P) Designing the optimal model for transition from child to adult services for young people with disabilities and/or developmental difficulties“. In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.471.

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MERKYS, Gediminas, Daiva BUBELIENE und Nijolė ČIUČIULKIENĖ. „SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS“. In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.

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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.

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Berichte der Organisationen zum Thema "Young adult fiction, disabilities"

Hamann, Matthew. The Affects of Physical Activity on the Behavior in a Young Adult With Disabilities A Single Subject Case Study. Ames (Iowa): Iowa State University, August 2022. http://dx.doi.org/10.31274/cc-20240624-1395.

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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry und Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, Juni 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.

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