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Books on the topic 'Children in art Social aspects Australia'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Shards of glass: Children reading and writing beyond gendered identities. Cresskill, N.J: Hampton Press, 1993.

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2

Davies, Bronwyn. Shards of glass: Children reading and writing beyond gendered identities. Cresskill, NJ: Hampton Press, 2002.

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3

Shards of glass: Children reading and writing beyond gendered identities. St. Leonards, N.S.W., Australia: Allen & Unwin, 1993.

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4

Christine, Dixon, and National Gallery of Australia, eds. 1968. Canberra, ACT: National Gallery of Australia, 1995.

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5

Seeking the centre: The Australian Desert in literature, art and film. Cambridge, UK: Cambridge University Press, 1998.

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6

Fairy Tales and the Art of Subversion. London: Taylor and Francis, 2006.

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7

Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Routledge, 1991.

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8

Zipes, Jack David. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Routledge, 1991.

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9

Zipes, Jack David. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Methuen, 1988.

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10

Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Methuen, 1988.

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11

The Henson case. Melbourne, Vic: Text Pub., 2008.

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12

Fairy tales and the art of subversion: The classical genre for children and the process of civilization. 2nd ed. New York: Routledge, 2006.

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13

The ingrained art of survival: The nexus between competence and migration as reflected in refugee biographies. Köln: Rüdiger Köppe Verlag, 2007.

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14

Egloff, Brian. Bones of the ancestors: The Ambum Stone : from the New Guinea highlands to the antiquities market to Australia. Lanham, MD: AltaMira Press, 2008.

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15

The art of video games: From Pac-Man to mass effect. New York: Welcome Books, 2012.

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16

Pytlik, Edward C. Technology, change, and society. Albany, N.Y: Delmar Publishers, Inc., 1985.

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17

P, Lauda Donald, and Johnson David L. 1941-, eds. Technology, change, and society. Worcester, Mass: Davis Publications, 1985.

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18

The country of lost children: An Australian anxiety. Cambridge: Cambridge University Press, 1999.

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19

L'enfant juif de Varsovie: Histoire d'une photographie. Paris: Seuil, 2009.

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20

Davies, Bronwyn. Shards of Glass: Children Reading and Writing Beyond Gendered Identities (Language and Social Processes). Hampton Pr, 2003.

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21

1944-, Prescod Colin, ed. Zapping through wonderland: Social issues in art for children and young people. Amsterdam, The Netherlands: Royal Tropical Institute, 1998.

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22

Dixon, Christine, and Michael Desmond. 1968. Thames & Hudson, 1996.

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23

Zapping Through Wonderland: Social Issues in Art for Children and Young People (Kit Publications). KIT Publishers, 1998.

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24

Haynes, Roslynn D. Seeking the Centre: The Australian Desert in Literature, Art and Film. Cambridge University Press, 1999.

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25

Mindsharing: The Art of Crowdsourcing Everything. Penguin Publishing Group, 2015.

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26

Mindsharing: The art of crowdsourcing everything. Portfolio/Penguin, 2015.

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27

The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life. 2018.

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28

Srinivasan, Prasanna. Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan, 2014.

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29

Zipes, Jack David. Fairy Tales and the Art of Subversion: The Classical Genre for Children and the Process of Civilization. Routledge, 1985.

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30

Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan, 2014.

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31

Srinivasan, P. Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan Limited, 2014.

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32

Srinivasan, P., and Prasanna Srinivasan. Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan, 2014.

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33

The Aesthetic Preferences of Young Children (Mellen Studies in Education). Edwin Mellen Press, 2000.

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34

Mills, Martin, Amanda Keddie, Peter Renshaw, Susan Monk, and David Geelan. Politics of Differentiation in Schools. Taylor & Francis Group, 2016.

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35

Mills, Martin, Sue Monk, Amanda Keddie, and Peter Renshaw. Politics of Differentiation in Schools. Taylor & Francis Group, 2018.

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36

Children in the Films of Alfred Hitchcock. Palgrave Macmillan, 2014.

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37

Olson, Debbie. Children in the Films of Alfred Hitchcock. Palgrave Macmillan, 2014.

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38

Education of African Canadian Children: Critical Perspectives. McGill-Queen's University Press, 2016.

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39

Walking the Color Line: The Art and Practice of Anti-Racist Teaching (Teaching for Social Justice, 3). Teachers College Press, 2000.

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40

Art of Video Games: From Pac-Man to Mass Effect. Rizzoli International Publications, Incorporated, 2015.

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41

White Vanishing Rethinking Australias Lostinthebush Myth. Editions Rodopi B.V., 2012.

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42

Lauda, Donald P., and David L. Johnson. Technology, Change and Society. 2nd ed. Van Nostrand Reinhold, 1992.

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43

1935-, Lasker G. E., International Institute for Advanced Studies in Systems Research and Cybernetics., and International Conference on Systems Research, Informatics, and Cybernetics. (10th : 1998 : Baden-Baden, Germany), eds. Advances in sociocybernetics and human development: Culture of peace: design issues, peace, autonomy and freedom, contemporary effect of ideology on life & culture, art and consumption: commercial aspects, promises of information society, cyberspace technologies, geomantic design in a virtual reality environment, global information sharing, creating a sense of place for global culture, developing kind and caring behaviour in children. Windsor, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 1998.

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44

Straub, Gerard Thomas. When Did I See You Hungry? Saint Anthony Messenger Press, 2002.

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45

Marschark, Marc, and Harry Knoors, eds. The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190054045.001.0001.

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In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.

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46

Myers, Alicia. Blessed Among Women? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677084.001.0001.

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Mothers appear throughout the New Testament. Called “blessed among women” by Elizabeth in the Gospel of Luke, Mary, the mother of Jesus, is the most obvious example. But Mary is joined by Elizabeth, a chorus of unnamed mothers seeking healing or promotions for their children, as well as male mothers, including Paul (Gal 4:19–20) and Jesus. Although interpreters of the New Testament have explored these maternal characters and metaphors, many have only recently begun to take seriously their theological aspects. This book builds on previous studies by arguing maternal language is not only theological but also indebted to ancient gender constructions and their reshaping by early Christians. Especially significant are the physiological, anatomical, and social constructions of female bodies that permeate the ancient world where early Christianity was birthed. This book examines ancient generative theories, physiological understandings of breastmilk and breastfeeding, and presentations of prominent mothers in literature and art to analyze the use of these themes in the New Testament and several, additional early Christian writings. In a context that aligned perfection with “masculinity,” motherhood was the ideal goal for women—a justification for deficient, female existence. Proclaiming a new age ushered in by God’s Christ, however, ancient Christians debated the place of women, mothers, and motherhood as a part of their reframing of gender expectations. Rather than a homogenous approval of literal motherhood, ancient Christian writings depict a spectrum of ideals for women disciples even as they retain the assumption of masculine superiority.

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47

Dryfoos, Joy G. Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.001.0001.

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Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.

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