Relevant bibliographies by topics / Children got hurt

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Children got hurt'

Author: Grafiati
Published: 24 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Children got hurt"

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Knowles, William B., Irving Streimer, and John R. Donoghue. "Children's Safety Knowledge." Proceedings of the Human Factors Society Annual Meeting 30, no. 7 (September 1986): 721–24. http://dx.doi.org/10.1177/154193128603000724.

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This study was conducted to determine the extent to which eight-year old children are aware of the dangers in several situations, including climbing a tree near an electric power line. Thirty-seven third-grade students were shown drawings of children engaged in ten activities. First, the students were asked what the children in the drawings were doing. Then, they were asked how the children in the drawings could get hurt. The results indicate 84% to 100% of the students appropriately identified activities depicted in the drawings, and 86% to 100% of the students identified significant dangers. In the power line situation 97% of the students identified the danger from electric shock.
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Tannock, Michelle. "Young Children’s Rough and Tumble Play: Apprehensions and Opportunities." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 4–12. http://dx.doi.org/10.18357/jcs.v36i1.15133.

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Young children in early childhood settings are engaging in rough and tumble play, sometimes to the dismay of the educators seeking to guide their behaviour. The children at play often display expressions of delight, as educators become concerned that someone might get hurt. Rough and tumble play evokes levels of apprehension while also affording opportunities for unique experiences. This article highlights research investigating the rough and tumble play of young children and the perceptions of educators and parents who guide the play. The study resulted in an increased understanding of rough and tumble play for early childhood educators and child development specialists seeking awareness and opportunities to effectively interpret and manage the play.
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Toews, Michelle L., and Autumn M. Bermea. "“I Was Naive in Thinking, ‘I Divorced This Man, He Is Out of My Life’”: A Qualitative Exploration of Post-Separation Power and Control Tactics Experienced by Women." Journal of Interpersonal Violence 32, no. 14 (June 18, 2015): 2166–89. http://dx.doi.org/10.1177/0886260515591278.

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The purpose of this study was to explore women’s perceptions of the power and control tactics used by their former husbands post-separation. A total of 22 in-depth interviews with divorced mothers who reported male-initiated partner abuse (psychological and/or physical) during and/or after their marriages were analyzed. The most common themes to emerge from the narratives were, in order of prevalence, as follows: Using the Children; Using Threats, Harassment, and Intimidation; Emotional Abuse; Economic Abuse; “Stuff to Try to Hurt Me”; Disrupting Her Relationships With the Children; Using the System; and Physical Violence. We also found that the violent and coercive behaviors men used during the marriage continued to influence the women’s perceptions of the power and control their former husbands had over them post-separation. As a result, many of the women described how they gave up everything just to get out of their abusive marriages.
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Tandon, Pooja S., Emily Kroshus, Katharine Olsen, Kimberly Garrett, Pingping Qu, and Julie McCleery. "Socioeconomic Inequities in Youth Participation in Physical Activity and Sports." International Journal of Environmental Research and Public Health 18, no. 13 (June 29, 2021): 6946. http://dx.doi.org/10.3390/ijerph18136946.

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Access to opportunities for physical activity and sports, and therefore potential benefits of participation, are distributed inequitably. The aims of this study were to describe and compare youth experiences related to sport and physical activity by socioeconomic factors. A cross-sectional survey was conducted of students in 5–12th grades in King County, Washington, USA. Students were asked about physical activity and sports experiences and about demographic factors including family affluence, which was categorized as low, medium, and high. Participants were 1038 youth (50% girls, 58% non-White, and 32% from homes where languages other than English are spoken). Children from low-affluence families reported fewer days/week of physical activity, fewer sports sampled, and lower rates of ever playing sports. Greater proportions of children from low-affluence families reported these barriers to sports: (1) don’t want to get hurt, (2) don’t feel welcome on teams, (3) too expensive, and (4) transportation. Middle school children from high-affluence families had three times higher odds of meeting physical activity recommendations, and high-affluence high schoolers had three times higher odds of ever participating in sports compared to peers from low-affluence families. Socioeconomic status was inversely associated with outcomes related to youth physical activity and sports participation. The disproportionately reported barriers to sports participation are modifiable, and cross-sector solutions can help promote play equity.
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Yundari, Bella, and Hari Soetjiningsih. "Pemaafan (Forgiveness) oleh Istri terhadap Suami yang Berselingkuh untuk Mempertahankan Keutuhan Rumah Tangga." Humanitas (Jurnal Psikologi) 2, no. 3 (December 6, 2018): 199–216. http://dx.doi.org/10.28932/hmn.v2i3.1747.

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Forgiveness is the attitude of individuals who have been hurt not to commit acts of revenge against perpetrators, no desire to stay away from the perpetrator, on the contrary the desire to reconcile and do good to the perpetrator, although the perpetrator has done a painful behavior. The purpose of this study is to explore more deeply about what a wife's forgiveness picture has ever been cheated by her husband. This study uses a qualitative approach involving two participants who experienced an affair by her husband to this day. The results showed that both participants have forgiven the husband who cheated, can be seen from the actions and behavior of both participants daily who still serve the needs of her husband. Participants still survive in marriage due to children, economic dependence on her husband and assume if she is divorced not necessarily participants will get a better husband than her current husband. Keywords: Forgiveness, infidelity, wife
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Aprilia, Karina, and W. Wantoro. "Information on How to Interact and Love Dogs for Children Through Illustration Books." International Journal of Design 1, no. 1 (2021): 27–36. http://dx.doi.org/10.34010/injudes.v1i1.4830.

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Violence in animals, especially dogs, is increasing every day. The lack of education and knowledge about loving dogs is also less given to the wider community. For dog owners will understand more about how to interact and treat dogs, but for those who do not have or get used to the existence of dogs it will be very difficult to love dogs. With the rapid development of age and technology, violence against animals, especially dogs, is becoming increasingly visible by uploading to social media for the purpose of having fun. The rise in violence against animals has led the rest of the world to denounce by making laws that ensnare perpetrators. In reality the community itself does not care about this troubling behavior and ignores the current law. Providing education about dogs can be done early so that when growing up the child does not hurt and love the dog. Therefore, this design was created with the aim of providing information to the public on how to interact and love dogs for children. Giving an education to the child can go through a pleasant thing so as not to feel burdened. Educating through an illustration book will make it easier for the child to learn, this can be done when the child will go to sleep, because the information will be absorbed faster and remembered longer when given at night.
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Blumoff, Theodore Y. "Justifying Punishment." Canadian Journal of Law & Jurisprudence 14, no. 2 (July 2001): 161–211. http://dx.doi.org/10.1017/s0841820900000473.

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Our reactions to actual crime-disbelief about the act committed, anger at the hurt caused, a desire to get even, and fear for ourselves and our children-arrive in an indecipherable rush of emotion. We perceive strong, intuitive, and sometimes oppositional reactions at once. So it is little wonder that no single traditional moral justification for punishment is satisfactory. Traditional theories, both retributive and utilitarian, are grounded in a priori truths that ignore the convergence of the theoretical, the practical and the emotional that gives rise to the need to punish. In their stead, we should embrace an advertently pragmatic theoretical approach, which recognize the primary need to protect ourselves against danger, but looks as well to providing reformation wherever possible. Such an approach does not ignore the traditional rationales. To eschew retribution entirely is to deny a deeply-rooted moral intuition and forego efforts to tame it. To jettison utility is to condemn the victim and community to perpetual fear; just to the extent that retributive impulses, by any name, undermine necessary forward-looking concerns about our future's safety, they poorly serve our needs, which include service to the victim, the community and the offender.
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Jørgensen, Hanne Hede, and Helle Marie Skovbjerg. "”Det gjorde sygt, sygt ondt”." Forskning i Pædagogers Profession og Uddannelse 4, no. 2 (October 19, 2020): 13. http://dx.doi.org/10.7146/fppu.v4i2.122507.

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ResumeMed afsæt i en pilotundersøgelse baseret på Design-Based-Research og etnografisk intervention præsenterer denne artikel et legedesign som ramme for studier af børns deltagelsesmuligheder i leg. Studiet tager udgangspunkt i legen som stemningspraksis og viser, at børns viden om at slå-for-sjov samt deres kendskab til et dø-dramatisk-narrativ har betydning for, om legen opleves som god, mens børn, der har forestillinger om virkelig, fysisk smerte, umiddelbart ikke oplever at være inkluderet i leg. Artiklen diskuterer afslutningsvis, hvordan børns viden om leg kan udgøre et pædagogisk potentiale, samt hvorfor legen bør sættes på den pædagogiske dagsorden i skole og SFO. Abstract”It hurts awesomely”. Designing inclusive play environment in schools in collaboration with pedagoguesStarting from a pilot study based on Designed-Based-Research and ethnographic intervention this article presents a play design. The play design is based on play as a mood practice and frames a study on children´s possibilities to participate in play. The study discloses how knowledge on hitting for fun and a narrative of dramatic death is significant for the children´s experiences of good play. Children, however, who do not experience themselves included in play, tend to speak of real pain. Finally, the article discus the pedagogical potential of children´s knowledge of play and why play ought to be part of a pedagogical agenda in schools and leisure time clubs.
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Short, Brian. "Conservation, Class and Custom: Lifespace and Conflict in a Nineteenth-century Forest Environment." Rural History 10, no. 2 (October 1999): 127–54. http://dx.doi.org/10.1017/s0956793300001758.

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Cannon… is busy now bringing fern from the moor to use as bedding, he has cut it about a mile off up the lane behind Belle Green. It is a rough road to bring it down. I think I will go up next time with the cart and help the children to rake it, it is such a nice crackly fern.At the East Grinstead Petty Sessions in March 1868 Charles, sixth Earl De La Warr brought ten poor men forward charged with oak and beech underwood cutting and trespass. George Edwards the Reeve had discovered six men cutting and tying, another three with handbills but who were not actually cutting at the time, and Abraham Card ‘a woodbuyer, etc.’ loading the wood onto his wagon. Edwards had cautioned the men against cutting: ‘When I got to them I read a paragraph from Mr Hunt's letter [Hussey Hunt, De La Warr's steward, warning against litter cutting]. They laughed and went on cutting. I then gave them all into custody’. It appears that the men were handcuffed and led away. Daniel Heasman, one of the men once again, was convicted and originally imprisoned for 21 days, the other defendants were originally fined 1s. damages, 1s. penalty and costs.
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Picchietti, Daniel L., Robert A. Arbuckle, Linda Abetz, Jeffrey S. Durmer, Anna Ivanenko, Judith A. Owens, Jens Croenlein, Richard P. Allen, and Arthur S. Walters. "Pediatric Restless Legs Syndrome." Journal of Child Neurology 26, no. 11 (June 2, 2011): 1365–76. http://dx.doi.org/10.1177/0883073811405852.

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The specific aims of this study were to collect and analyze detailed symptom descriptions from patients with pediatric restless legs syndrome, ages 6 to 17 years, as well as assess symptom impact and the usefulness of drawings. Trained qualitative interviewers conducted face-to-face audio-recorded interviews of children and adolescents who met criteria for definite restless legs syndrome. Thirty-three patients in 3 age groups used 16 different categories of descriptors for restless legs sensations, with a mean of 3 or more categories used per patient in each age group. “Need to move/kick,” “pain/hurts,” “uncomfortable/cannot get comfortable,” and “like bugs or ants/crawling” were the most common descriptors. Two-thirds reported daytime sensations, and nearly half had arm involvement. They described impact on sleep, cognitive function, and affect. Drawings provided useful diagnostic information. These detailed empirical data will be useful in clinical practice, as well as in the development of formal diagnostic tools and severity measures.
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Dissertations / Theses on the topic "Children got hurt"

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Lundquist, Ann-Charlotte. "I skolan medvetandegörs hot och våld : Intervjustudie med personal från gymnasieskolor." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53552.

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Syftet med denna uppsats var att redogöra för det förebyggande arbetet kring hot och våld men också hantering av hot och våld i gymnasieskolan. Därmed användes en kvalitativ intervjustudie med rektorer, lärare samt en kurator som gav svar på följande frågeställningar; hur förebyggdes hot och våld i gymnasieskolan, hur identifierades hot och våld i gymnasieskolan samt hur bemöttes hot och våld i gymnasieskolan. Personalens svar på dessa frågeställningar analyserades utifrån Paulo Freires befrielseteori och därmed gavs en tydligare bild av skolans situation gällande hot och våld. Medvetandegöra-(conscientização) innebar att handlingsplanerna kritiskt reflekterades över som uppdaterades årsvis samt granskning av elevenkäter och medarbetarenkäter. I arbetslaget samtalades och delades erfarenheter som var en del i att hot och våld medvetandegjordes. Förutom i arbetslaget delades olika erfarenheter genom föreläsningar, litteratur och poddar, vilket ökade kunskapen om hot och våld. Eleverna diskuterade värdegrunden, normer och de förtryckta samt förtryckarnas världsbild. Därtill fick elever kännedom om den hjälp som fanns såsom kurator, socialtjänst och utväg om de hamnade i en våldsam eller hotfull situation. Det förebyggande arbetet kring hot och våld sammanfattades i följande strategier: skapandet av en trygg arbetsmiljö samt ökning av elevers och lärares kunskap. Dessutom behövdes både teoretiska och praktiska kunskaper om hur elever och lärare skulle agera vid hotfulla och våldsamma situationer. Olika handlingsplaner tillämpades vid olika hotfulla och våldsamma situationer. Vid övning av inrymning förbereddes lärare och elever hur de skulle agera vid våldsamma och hotfulla situationer. Dessutom behövdes kännedom om vilka aktörer som fanns inom skolan såsom elevhälsoteam, som oftast bestod av kurator, psykolog och skolläkare. Därutöver bestod en krisgrupp av andra professioner såsom pastor, diakon, mentor, präst eller imam. I samhället fanns det vid större katastrofer och olyckor stöd och råd från socialtjänsten och POSOM-gruppen att tillgå. Begrepp: Hot och våld medvetandegjordes, i skola, i nära relationer, i hemmet, barn for illa, elevhälsoteam, Krisgrupp, Socialtjänsten, Polisen, POSOM-gruppen
The purpose of this essay was to account for the preventive work on threats and violence but also the management of threats and violence in high school. Thus, a qualitative interview study was used with principals, teachers and a counselor´s who provided answers to the following questions; how threats and violence were prevented in high school, how threats and violence   were indentified in high school and how threats and violence in high school were adressed. The staff´s answers to these questions were analyzed on the basis of Paulo Freire´s liberation theory and thus gave a clearer picture of school´s sitaution regarding threats and violence. Awareness-raising (conscientização) meant that the action plans were critically reflected on, which were updated annually, as well as a review of student surveys and employee surveys. The work team discussed and shared experinces that were part of raising awareness of threats and violence. In addition to the work team, different experiences were shared through lectures, litterature and podcasts, which increased knowledge about threats and violence. The students discussed the values, norms and the world of oppressed and the opressors. In addition, students become aware of the help that was available, such as a counselor, social services and a resort if they ended up in a violent or threatening situation.  The preventive work on threats and violence was summarized in the following strategies: the creation of safe working environment and an increase students and teachers knowledge. In addition, both theoretical and practical knowledge was needed about how students and teachers should act in threatening and violent situations. Different action plans were applied in different threatning and violent situations. When practicing accomodation, teachers and students were prepared to act in violent and threatening situations. In addition, knowledge was needed about which actors were present within the school, such as student health teams, which usually consisted of a counselors, psychologists and school doctor. In addition, a crisis group consisted of other professions such as pastor, deacon, mentor, priest or imam. In the event of major disasters and accidents, support and advice from the social services and the POSOM group were availible. Concepts: Threats and violence were made aware, in school, close relationships, at home, children got hurt, student health team, Crisis-group, Social services, Police, POSOM group
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Bergström, Kavita. "Hur bemöter man idag tibetanska flyktingbarn i Dharamsala? /." Karlstad : Karlstad University. Faculty of Arts and Education, 2008. http://www.diva-portal.org/smash/get/diva2:5769/FULLTEXT01.

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Björnlund, Kristian, and Per Gustafsson. "En god utemiljö i förskolan och skolan : En studie om hur utemiljön bör se ut." Thesis, Växjö University, School of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1921.

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Under grundskolan spenderar barn en stor tid i skolans utemiljö. I förskolan är

uteaktiviteter ett vanligt inslag under dagen. Detta gör att det ställs krav på utemiljöns

utformning och funktion för att barnen ska stimuleras så mycket som möjligt. Syftet

med arbetet är att få kunskap om vad man bör tänka på när man utformar en utemiljö

och vilken konsekvens det kan få. Tre frågeställningar har styrt arbetet: Vad skall man

tänka på när man utformar en utemiljö i förskolan/skolan? Hur beskriver forskningen

en bra utemiljö för barnen att vistas i? Hur syns en bra utemiljö på två nybyggda

skolor? Undersökningen är genomförd på en nybyggd förskola och en nybyggd F-6

skola. Metoden består av en kvalitativ studie med intervjuer av pedagoger och

landskapsarkitekter samt observationer av de två skolornas utemiljöer. Vi kan

konstatera att, för att uppfylla kraven på en god utemiljö bör utemiljön vara

variationsrik och naturrik samt ska ha möjligheter att utvecklas och förändras efter

barnens behov. Barnen bör vara delaktiga i utformningen av utemiljön eftersom det är

barnen som ska använda den. En god utemiljö får positiva konsekvenser i form av att

barnens sociala och motoriska förmågor tränas och deras hälsa främjas.

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Hanna, Hellman, and Andersson Julia. "Professionalitet eller föräldrarskap? : Hur gode män till ensamkommande barn konstruerar innebörden av godmanskapet." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49001.

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The aim of this study was to examine constructions of the guardianship to unaccompanied asylum-seeking children. More specifically its aim was to, through the guardians’ perspective, understand and analyze how they construct the guardianship. The study was based on individual semi-structured interviews with questions concerning the guardianship and the role as a guardian. Seven interview-participants, who are active as guardians in diverse municipalities in southern Sweden, are included in this study. The analysis was based on how the guardians describe the assignments in the guardianship, the unaccompanied asylum-seeking children and their needs and how they describe the relationship to them. As a conclusion we found two different constructions of the guardianship; one characterized by a guardianship based on limits, distance, clarity of role and assignments and a guardian similar to a tutor. The other perspective is characterized by a guardianship based on no limits for assignments, a close and familiar relationship to the children and a guardian similar to a parent or a friend. We found that the guardians are dominated by different types of social actions that affect the guardianship based on how they constructed the guardianship, the unaccompanied asylum-seeking children and the relationship.
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Liljegren, Lisa, and Emilia Eriksson. "Hur kan barn trots svåra uppväxtförhållanden erhålla god psykosocial funktion? : En innehållsanalys av vuxna barns upplevelser av att växa upp med en förälder med psykisk ohälsa." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100726.

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The aim of this study was to describe and analyze the coping strategies and emotional expressions that children experience while growing up with a parent with mental illness. The theory used in this study was emotion sociology and the concept of resilience is applied in the results and analysis to explain and understand how children’s actions and emotional expressions are related. In this way, the study can contribute with knowledge about how children, despite growing up conditions that may involve risks, can obtain a good psychosocial function. Our study was based on a qualitative method where four autobiographies written by adult children have been used as empirical data. In order to describe and analyze the coping strategies and emotional expressions that children experience while growing up with a parent with mental illness. The results show that anxiety, fear, longing for affection and unpredictability in the parent’s behaviour were common feelings among the authors. The authors developed strategies during their childhood and had the ability to adapt successfully even though they grew up in a risky home environment.
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Suncevska, Sandra. "”Det måste ju vara hjärtat i botten” : En kvalitativ studie om hur gode män för ensamkommande barn presenterar sig själva och sin roll." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78088.

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Sweden is one of the countries in Europe that has received the highest number of unaccompanied children. Every unaccompanied children who comes to Sweden should get a legal guardian who is responsible for the children’s personal, economic and legal questions. The legal guardian is an important person for the children’s well-being. It is important that the legal guardian is conscious about his role as a legal guardian and that he is following the chief guardian committee’s rules. The legal guardian should for example be conscious that they should not act like a father or mother. The purpose of the study is to get an understanding of which self-presentations the legal guardian is doing in an interaction with me as an interviewer and which presentation he is doing of his role as a legal guardian. The purpose is also to investigate which formal rules and informal rules are directed him into his role as a legal guardian and his actions. The data in the study has been gathered through a qualitative research method and ten interviews are conducted with five female legal guardians and five male legal guardians. The data is analyzed with Goffman’s dramaturgical perspective and how people act when they interacts with the entourage. The results of the study shows that legal guardians are presenting a positive side of themselves. They are presenting themselves as a competent legal guardians. The results also show that the legal guardians are conscious about the Chief guardian committee’s rules at the same time as they are directed by informal rules. The legal guardians are directed by chief guardian committee’s rules, religion-related norms, family-related norms and professional ideals.
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Books on the topic "Children got hurt"

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Mains, Karen Burton. I spy God: A God hunt book for kids. Wheaton, Ill: Mainstay Church Resources, 2003.

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I'll hold you while it hurts: True stories that take you straight to the arms of God. Hagerstown, MD: Review and Herald Pub. Association, 2006.

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Coleman, Joshua. When Parents Hurt: Compassionate Strategies When You and Your Grown Child Don't Get Along. Collins, 2007.

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When Parents Hurt: Compassionate Strategies When You and Your Grown Child Don't Get Along. Collins, 2007.

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Book chapters on the topic "Children got hurt"

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Linakis, Seth. "My Belly Hurts—And I Got Hit by the Hulk." In Pediatric Traumatic Emergencies, 59–66. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190946623.003.0007.

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Abdominal trauma in pediatric patients can result in a variety of serious pathologies including solid organ lacerations, hollow viscus injuries, and others. Physical findings can provide insight to specific injuries. Management of children with intra-abdominal injuries should be guided by clinical picture and hemodynamic status rather than imaging, although imaging and laboratory testing are still frequently a useful part of the workup. Most patients may be managed nonoperatively in the case of solid organ injury, although a somewhat higher proportion receive packed red blood cells. Hollow viscus injuries can be more difficult to diagnose, as there are no reliable modalities for detecting them. Overall, however, most children with abdominal trauma recover and do very well long-term.
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Silva, Salatiel Dantas, Francisco Milton Mendes Neto, Rodrigo Monteiro De Lima, Patrício de Alencar Silva, Karla Rosane Do Amaral Demoly, and Ilara Nogueira da Cruz. "A Serious Game as an Auxiliary Tool for the Learning Process of Children With ASD." In Handbook of Research on Immersive Digital Games in Educational Environments, 524–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch018.

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This chapter presents the game K-Hunters, a serious game with the purposes of decreasing the isolation time and helping the learning process of children with autistic spectrum disorder (ASD). The game uses geolocation, virtual reality, and augmented reality techniques to provide an environment to hunt and capture virtual monsters, holders of knowledge. These monsters are geographically spread throughout the real world and can be associated to learning objects. Through mobile devices, the users can go out hunting the monsters, capture them, and view their learning object-related content. Thus, the users are encouraged to get out of their isolation, to search for the virtual monsters, to obtain knowledge, as well as being inserted in scenarios favorable to interpersonal interaction.
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Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

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Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.
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4

Bennett, Peggy D. "Introduction." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0002.

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At the age of five, dear reader, I walked into my first- grade classroom and fell in love with learning. I must have become seriously smitten, for not one year since that time have I not been in schools . . . and it’s been more than sixty years! My passions have been consistent: education, learning, teaching. Teachers, students, schools. Scholars, writers, thinkers. Seeking, studying, wondering. Writing, speaking, mentoring. I remain committed to helping my fellow learners as we navigate our way through our lives. I did my first teaching as a fifth grader, when I showed a first grader how to tap- dance for the annual school play. Maybe that was when I got hooked on teaching. The majority of my career has been spent in university settings, guiding future teachers and working with children. Through it all, I have been consistently drawn to the nuggets. Whether I’m reading a book, listening to a lecture, or studying great thinkers, the small gems of wisdom I’ve found have always made me shiver. When I discovered a bit of simple wisdom, I felt it to my core. I would remember it. I would look for and ponder connections. I would begin to see its scope and profundity, and I would try to tell everyone about the idea. Those nuggets became my bedrock for trying to understand people. From my undergraduate days, I realized that I was pri­vately more passionate about studying and understanding peo­ple than I was about studying and understanding music, which I had thought would be my career. Early on, I knew that my des­tiny was not on the performance stage: it was in teaching, writ­ing, and mentoring. In the 1990s, after a year of extreme conflict and adversity, I decided I wanted to learn about mediation. I wanted to under­stand how we experience conflict and what we can do to resolve it. I became certified in basic mediation, family mediation, and victim- offender mediation. For seventeen years, I have volun­teered to mediate cases for Justice Court in Bozeman, Montana. Mediation continually teaches me about people: what hurts us, what threatens us, what reconciles us, what smooths our troubles.
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