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Relevant bibliographies by topics / Childhood and youthmangan, lucy

Academic literature on the topic 'Childhood and youthmangan, lucy'

Author: Grafiati

Published: 25 July 2024

Last updated: 26 July 2024

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Journal articles on the topic "Childhood and youthmangan, lucy"

1

Iswarya, M., and Dr C. Bibinsam. "Psychosomatic Impediments: A Study of Lucy Christopher’s Novel Stolen." Think India 22, no. 3 (September 5, 2019): 199–203. http://dx.doi.org/10.26643/think-india.v22i3.8109.

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This paper entitled Psychosomatic Impediments: A Study of Lucy Christopher’s novel Stolen tries to venture the psychological problems of an individual result from the emotional problems of early childhood. It also traces how the fragmented childhood of an individual becomes a root cause for the psychological problems in adulthood. Through the character Ty in the novel Stolen, the problems of fragmented childhood is clearly analyzed in this paper.

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2

Grace Lee, Tin Yan. "Being “Rightly Known”: Otherness and the Ethics of Reading in Charlotte Brontë’s Villette." Victorians Institute Journal 50 (November 1, 2023): 54–77. http://dx.doi.org/10.5325/victinstj.50.2023.0054.

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Abstract Villette (1853), Charlotte Brontë’s last novel, is famously riddled with ambiguity: its narrator-protagonist, Lucy Snowe, avoids disclosing details about her childhood, fails to reveal to readers the identity of characters she recognizes from her past, and refuses to confirm if her love interest, M. Paul, has died at sea. Believing Lucy’s ambiguous narrative style to be a tool she uses to train readers to better understand her, many critics have focused on trying to interpret Lucy’s silences and evasions “correctly,” thereby turning themselves into Lucy’s or Brontë’s “ideal” authorial readers. However, throughout her life, Lucy has resisted being read by people who assume they can fully know and fit her into their worldview. Unwilling to impose her views on others, Lucy’s autobiography encourages readers to make their own meaning without deciphering how she intends for it to be read. She maintains that she is ultimately unknowable to her readers, just as they are to her, and preserves, rather than erases, the distance between reader and author. By constructing an authorial reader who does not seek to think as Lucy does, Villette invites readers into an ethical relationship with Lucy in which otherness is respected and intimacy is possible despite differences.

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3

Harris, Amy. "Childhood, Youth and Religious Dissent in Post-Reformation England by Lucy Underwood." Journal of the History of Childhood and Youth 9, no. 1 (2016): 159–60. http://dx.doi.org/10.1353/hcy.2016.0016.

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4

Christensen, Lois McFadyen. "Lucy Sprague Mitchell’s Perspectives on Social Education Meet Social Justice." Social Studies Research and Practice 3, no. 3 (November 1, 2008): 108–12. http://dx.doi.org/10.1108/ssrp-03-2008-b0009.

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Lucy Sprague Mitchell's belief was that active, experiential learning, in particular human geography, was the core to which all content areas were tied. Given that life is lived in a social context, she believed that early childhood education should mirror the same. At Bank Street, education began with the child's world. Educators linked it to the community and moved outward. Children learned how their lives of the here and now connected to other places and people in the world. Mitchell was a forerunner in curriculum development and qualitative research methods. She envisioned teaching critical pedagogy, although, she did not use the verbiage. Mitchell's commitment to social justice was that of a renaissance educator.

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5

Yang, Yunjeong. "Childhood Imagination in Anne of Green Gables." Korean Society for Teaching English Literature 26, no. 2 (August 30, 2022): 233–54. http://dx.doi.org/10.19068/jtel.2022.26.2.09.

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This paper intends to study the pastoral world of childhood in Lucy Maud Montgomery’s Anne of Green Gables (1908). The work has a vivid childhood imagination that expresses the writer’s own experiences, such as a deficiency in childhood and wish-fulfillment, a satire of religious practice, and awareness of a national important issue regarding the preservation of rural Canada in a literary way. Anne, an 11-year-old orphan girl and main character, was a hopeless, skinny child who was initially exposed to all kinds of excesses. However, she slowly grows up in a loving home provided by Matthew and Marilla, taming passion and imagination, and learns to live up to Avonlea’s social and behavioral expectations. Anne not only brings Matthew and Marilla a much more fulfilling and happy life than ever before, but she also influences the Avonlea community. Anne never loses her childhood imagination, even though she grows up to be a great member of Avonlea. Anne’s childhood imagination lets her move forward, keeping her and the community’s desperate needs alive in search of a utopia.

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6

Clary, Deidre, Amy Johnson Lachuk, Andrew M. Corley, and Lucy Spence. "Professional Book Reviews Critique! Design! Engage! Opening New Spaces for Multimodal Experiences." Language Arts 89, no. 2 (November 1, 2011): 136–40. http://dx.doi.org/10.58680/la201118222.

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Professional books about digital tools entice us to Critique! Design! and Engage! Deidre Clary, Amy Johnson Lachuk, Andrew M. Corley, and Lucy Spence invite us to read teachingmedialiteracy.com: A Web-Linked Guide to Resources and Activities (Beach, 2007), Artifactual Literacies (Pahl & Rowsell, 2010), and Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education (Educating the Young Child) (Narey, 2009) to discover how we can improve our practice by integrating these exciting tools.

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7

Rorke-Adams, Lucy Balian. "My Journey." Annual Review of Pathology: Mechanisms of Disease 18, no. 1 (January 24, 2023): 1–18. http://dx.doi.org/10.1146/annurev-pathmechdis-031621-025854.

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This is the life story of Dr. Lucy B. Rorke-Adams, who was raised in the rural Midwest of the United States by Armenian immigrant parents during the Depression. The youngest in a family of five girls, she was lovingly nurtured by her parents and sisters. She was encouraged to become educated in order to lead a worthwhile life and contribute to society. She chose medicine, specifically the specialty of pediatric neuropathology, and over her long career succeeded in advancing the field. In particular, she made major contributions to understanding childhood brain tumors, central nervous system (CNS) malformations, and pathophysiology of abusive CNS injury in infants and children.

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8

Dolan, Loretta. "Childhood, Youth and Religious Minorities in Early Modern Europe ed. by Tali Berner and Lucy Underwood." Journal of the History of Childhood and Youth 16, no. 1 (January 2023): 162–64. http://dx.doi.org/10.1353/hcy.2023.0019.

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9

Cortés Vieco, Francisco José. "Unravelling the Body/Mind Reverberations of Secrets Woven into Charlotte Brontë’s Villette." Prague Journal of English Studies 4, no. 1 (July 1, 2015): 25–45. http://dx.doi.org/10.1515/pjes-2015-0002.

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Abstract The pervasive psychological realism of Charlotte Brontë’s Villette (1853) challenges scholarly assumptions based on her biography or her indoctrination to Victorian medical discourses, as it explores dysfunctional body/mind interrelations, particularly those evidencing patriarchal pressures and prejudices against women. Under the guise of her heroine Lucy, the author becomes both the physician and the patient suffering from a female malady of unnamed origin. This article intends to prove that, instead of narratively unravelling her creature’s past trauma with healing purposes, the author conceals its nature to protect her intimacy and she focuses on the periphery of her crisis aftermath to demonstrate its severity by means of the psychosomatic disorders that persistently haunt her life: depression, anorexia nervosa and suicidal behavior. Brontë’s literary guerrilla of secrecy aims, simultaneously, to veil and unveil the core of Lucy’s clinical case with an unequivocal diagnosis: a harmful, mysterious event from her childhood/adolescence, whose reverberations repeatedly erupt during her adulthood and endanger her survival. Unreliable but “lucid”, this heroine becomes the daguerreotype of her creator to portray life as a sad, exhausting journey, where professional self-realisation - not love or marriage - turns into the ultimate recovery therapy from past ordeals, never successfully confirmed in the case of Lucy, who epitomises a paradigm of femininity in Victorian England: the impoverished, solitary, middle-class woman

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10

Frank, Jeff. "The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning." Studies in Philosophy and Education 31, no. 4 (October 2, 2011): 327–38. http://dx.doi.org/10.1007/s11217-011-9275-2.

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Books on the topic "Childhood and youthmangan, lucy"

1

Larcom, Lucy. A New England girlhood: Outlined from memory. Boston: Northeastern University Press, 1986.

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2

Larcom, Lucy. A New England girlhood. Place of publication not identified]: Feather Trail Press, 2010.

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3

Bookworm. Ulverscroft Ltd, 2019.

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4

Little, J. I. Love Strong As Death: Lucy Peel's Canadian Journal, 1833-1836 (Studies in Childhood and Family in Canada Series). Wilfrid Laurier University Press, 2001.

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Larcom, Lucy. A New England Girlhood. IndyPublish.com, 2002.

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Larcom, Lucy. A New England Girlhood. Blue Unicorn Editions, 2001.

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7

Larcom, Lucy. A New England Girlhood. Book Jungle, 2007.

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8

Larcom, Lucy, and Nancy F. Cott. A New England Girlhood: Outlined from Memory. Northeastern University Press, 1985.

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9

Larcom, Lucy. A New England Girlhood. IndyPublish.com, 2001.

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10

A New England Girlhood. Echo Library, 2007.

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Book chapters on the topic "Childhood and youthmangan, lucy"

1

"A YORKSHIRE CHILDHOOD." In Lucy Osburn, a Lady Displaced, 12–23. Sydney University Press, 2006. http://dx.doi.org/10.2307/jj.455889.6.

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2

Woods, G. A. "The (W)rite of Passage: From Childhood to Womanhood in Lucy Maud Montgomery’s Emily Novels." In Gender and Narrativity, 147–58. McGill-Queen's University Press, 1997. http://dx.doi.org/10.1515/9780773584310-007.

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3

Smith, Vanessa. "Bildung Blocks." In Toy Stories, 110–36. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531503574.003.0005.

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This chapter foregrounds violent play as fundamental to the representation of childhood within the Bildungsroman. It argues that the Bildungsroman’s toy stories encapsulate a counter-imperative of regression working against its developmental propulsion: one that exposes the thesis of the novel’s maturation—from sentiment to realism, from the depiction of flat to rounded character, from the picaresque to the Bildungsroman—as comparably marked by formal reversion and compromised interiority. It focuses on two female Bildungsromane: Charlotte Brontë’s Villette (1853) and George Eliot’s The Mill on the Floss. The first-person narrative of Lucy Snowe, the most intransigent of Brontë’s “little, poor and plain” heroines, is understood here not as a record of traumatized affect, but as a tale of Kleinian envy, wrought in a character landscape that is as much toy-world as the achieved realism to which Brontë claimed to aspire. Maggie Tulliver’s “grinding and beating” of her broken wooden doll in Dorlcote Mill’s attic is recast as a toy model for understanding the larger scale and insistent ways in which undercurrents of rage and remorse damage beloved objects in this backward-glancing Bildungsroman.

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Reports on the topic "Childhood and youthmangan, lucy"

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Impact of Childhood Adversities on the Mental Health of LGBT+ Youth. ACAMH, October 2022. http://dx.doi.org/10.13056/acamh.21312.

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In this podcast, we are joined by Lucy Jonas to discuss her recent JCPP Advances paper ‘A systematic review and meta-analysis investigating the impact of childhood adversities on the mental health of LGBT+ youth’.

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2

Do ADHD and ASD symptoms have similar characteristics in childhood and young adulthood? ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14097.

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