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Artículos de revistas sobre el tema "Child"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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1

Tapus, Adriana, Andreea Peca, Amir Aly, Cristina A. Pop, Lavinia Jisa, Sebastian Pintea, Alina S. Rusu y Daniel O. David. "Children with autism social engagement in interaction with Nao, an imitative robot". Interaction Studies 13, n.º 3 (19 de diciembre de 2012): 315–47. http://dx.doi.org/10.1075/is.13.3.01tap.

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This paper presents a series of 4 single subject experiments aimed to investigate whether children with autism show more social engagement when interacting with the Nao robot, compared to a human partner in a motor imitation task. The Nao robot imitates gross arm movements of the child in real-time. Different behavioral criteria (i.e. eye gaze, gaze shifting, free initiations and prompted initiations of arm movements, and smile/laughter) were analyzed based on the video data of the interaction. The results are mixed and suggest a high variability in reactions to the Nao robot. The results are as follows: For Child2 and Child3, the results indicate no effect of the Nao robot in any of the target variables. Child1 and Child4 showed more eye gaze and smile/laughter in the interaction with the Nao robot compared to the human partner and Child1 showed a higher frequency of motor initiations in the interaction with the Nao robot compared to the baselines, but not with respect to the human-interaction. The robot proved to be a better facilitator of shared attention only for Child1. Keywords: human-robot interaction; assistive robotics; autism
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2

Ramsey, Sarah. "Child Well-Being: A Beneficial Advocacy Framework for Improving the Child Welfare System?" University of Michigan Journal of Law Reform, n.º 41.1 (2007): 9. http://dx.doi.org/10.36646/mjlr.41.1.child.

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This Article explores the advantages and disadvantages of child well-being as a child welfare system advocacy framework. It examines the use of the concept of child well-being as a social indicator and the importance of poverty rates to the child welfare system. It also examines the use of child well-being as an outcome measure for the child welfare system, in particular in Child and Family Service Reviews ("CFSRs") and court evaluations. The possible impact of the child wellbeing concept is considered in the context of several programs, including income supports and problem-solving courts. The Article concludes that, overall, well-being provides a valuable framework for the future of child advocacy.
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3

Kaur, Rashmeet. "Child Trafficking". International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (31 de agosto de 2018): 1000–1003. http://dx.doi.org/10.31142/ijtsrd17023.

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4

Vyas, Atharva. "Child Trafficking". International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (31 de agosto de 2018): 1121–26. http://dx.doi.org/10.31142/ijtsrd17047.

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5

Nazif-Muñoz, J. I., J. Falconer y A. Gong. "Are child passenger fatalities and child passenger severe injuries equally affected by child restraint legislation? The case of Chile". International Journal of Injury Control and Safety Promotion 24, n.º 4 (24 de enero de 2017): 501–9. http://dx.doi.org/10.1080/17457300.2016.1278236.

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6

Ashton, Lynda. "Child and community health in southern chile". Paediatric Nursing 9, n.º 8 (octubre de 1997): 8–10. http://dx.doi.org/10.7748/paed.9.8.8.s8.

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7

kalyani, Vasantha y S. K. Mohanasundari. "Craniopharyngioma in Child". Pediatric Education and Research 4, n.º 2 (2016): 121–24. http://dx.doi.org/10.21088/per.2321.1644.4216.17.

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8

Tsibu, George. "The Child Brain". Clinical Medical Reviews and Reports 2, n.º 02 (24 de febrero de 2020): 01. http://dx.doi.org/10.31579/2690-8794/011.

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The brain is an organ is a part of the central nervous system created for responses and impulse of the movement of charges and information across the whole body.It is the major organ because it is the first portion to start growing immediately the zygote is form after fertilization .The weight of the brain is fully grown when the child reaches 15years.Boy did you fight your way through, that is unheard of,The embryo of male generative fluid is responsible for the characteristic of the kind of brain a child will have,The growing brain is having a shock recognisable in it shell,vast growth occurs in the next Seven month.
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9

Bhayana, Diksha. "Effects of Child Abuse on the Mental Health of the Child". International Journal of Science and Research (IJSR) 12, n.º 9 (5 de septiembre de 2023): 436–39. http://dx.doi.org/10.21275/sr23903170512.

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10

Stannard, Jaine. "Child-on-child abuse". SecEd 2017, n.º 13 (27 de abril de 2017): 7. http://dx.doi.org/10.12968/sece.2017.13.7.

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11

Graham, Julia. "Proud Child, Safer Child". Physiotherapy 85, n.º 2 (febrero de 1999): 107. http://dx.doi.org/10.1016/s0031-9406(05)66140-8.

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12

Greer, Jeptha V. "A Child is a Child is a Child". Exceptional Children 57, n.º 3 (diciembre de 1990): 198–99. http://dx.doi.org/10.1177/001440299105700302.

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13

Kirkland, Anna, David Moran y Angela Perone. "Child Abuse Evidence: New Perspectives from Law, Medicine, Psychology & Statistics: Introduction". University of Michigan Journal of Law Reform, n.º 50.3 (2017): 669. http://dx.doi.org/10.36646/mjlr.50.3.child.

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14

Handayani, Meni. "PERAN KOMUNIKASI ANTARPRIBADI DALAM KELUARGA UNTUK MENUMBUHKAN KARAKTER ANAK USIA DINI". JIV-Jurnal Ilmiah Visi 11, n.º 1 (25 de junio de 2016): 57–64. http://dx.doi.org/10.21009/jiv.1101.8.

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The involvement of family in developing academic competence and social behavior is badly needed. The role of parents particularly mother on the child of under 5 years old is very influential. The parents should keep parenting and educating their child to enable him/her socialize and communicate well. Interpersonal communication between the parents and the child is important to build the child’s character suitable to the parents’ style. The child’s character is established from the family, particularly how the parents transfer moral value, honesty, and religion to the child through good communication. The parents do not do it just by words but by behavioral modelling. The strategy of seeking information from the parents is achieved by observation and expression of the child. It is important to listen to the child’s expression. Inner character resulted from the child’s cultural background is developed from the family and community. Thus, the child can develop based on the character of his/her cultural roots. Universal education can be conducted in uniform but the culture based on local wisdom should be maintained, such as togetherness in the family, being ashamed of breaking the existing values, and being afraid of doing the wrong things.
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15

O'Connell Davidson, Julia. "Moving children? Child trafficking, child migration, and child rights". Critical Social Policy 31, n.º 3 (21 de julio de 2011): 454–77. http://dx.doi.org/10.1177/0261018311405014.

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16

White, Willard L. "Interviews with child I, child J, and child L". Roeper Review 12, n.º 3 (marzo de 1990): 222–27. http://dx.doi.org/10.1080/02783199009553276.

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17

de la Barra, Flora, Matias Irarrazaval, Ana Valdes y Gonzalo Soto-Brandt. "Evolving child and adolescent mental health and development programs in Chile". Revista Panamericana de Salud Pública 43 (17 de abril de 2019): 1. http://dx.doi.org/10.26633/rpsp.2019.33.

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This analysis reviews the situation of child and adolescent mental health in Chile, organizational determinants, and the initiatives and interventions implemented to enhance child development despite the country’s inequities. Progressive development of national mental health plans is covered, from the country’s first plan in 2000, to growing the number of mental health professionals and the training they receive, such as MhGAP, to the implementation of “Chile Crece Contigo,” whose preliminary evaluations are starting to show some effectiveness. However, the World Health Organization reports that progress in complying with the United Nations Convention of Children’s Rights is insufficient. A set off legislative initiatives on behalf of children and adolescents have been passed, while others are being discussed in Parliament. There is much to be done in the nation as a whole and within its health system to ensure improved child and adolescent mental health and wellbeing. More research into child and adolescent mental health should be undertaken. Adequate funding and policymaking are also crucial to giving priority to child and adolescent mental health in Chile.
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18

Dragoi, Calin. ""CHILD SOCIAL PROTECTION" RECODED". Journal Plus Education 18, n.º 2/2017 (8 de noviembre de 2017): 196–203. http://dx.doi.org/10.24250/jpe/2/2017/cd.

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19

BALAN, Cristiana. "CHILD ABUSE. CASE STUDY". SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, n.º 2 (24 de junio de 2016): 517–22. http://dx.doi.org/10.19062/2247-3173.2016.18.2.4.

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20

Khan, Mahbub Ul Karim. "Child giving birth to child". Community Based Medical Journal 3, n.º 2 (4 de agosto de 2014): 1–2. http://dx.doi.org/10.3329/cbmj.v3i2.53396.

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21

Bradshaw, Jonathan. "Child support and child poverty". Benefits: A Journal of Poverty and Social Justice 14, n.º 3 (octubre de 2006): 199–208. http://dx.doi.org/10.51952/audd4834.

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One aspiration of the new child support scheme was to reduce child poverty. Child support can do this directly by increasing the income of parents with care – although the £10 disregard on Income Support is a constraint on this. However, it may increase child poverty in the non-resident parent’s family. Child support can also reduce child poverty indirectly by encouraging employment or reducing lone parenthood. While it is possible to estimate the direct effects on parents with care there is no evidence concerning non-resident parents. Child support does reduce child poverty rates by over 60% for those lone parents in employment who receive it, and it could achieve more if the regime was more effective.
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22

BRODER, SHERRI. "CHILD CARE OR CHILD NEGLECT?" Gender & Society 2, n.º 2 (junio de 1988): 128–48. http://dx.doi.org/10.1177/089124388002002002.

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23

Khoo, Evelyn G., Ulf Hyvönen y Lennart Nygren. "Child Welfare or Child Protection". Qualitative Social Work: Research and Practice 1, n.º 4 (diciembre de 2002): 451–71. http://dx.doi.org/10.1177/14733250260620865.

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24

Pullan, C. R. "Child Development and Child Health". Archives of Disease in Childhood 65, n.º 7 (1 de julio de 1990): 816. http://dx.doi.org/10.1136/adc.65.7.816.

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25

Kleinman, Toby G. "Child Protection and Child Custody". Journal of Child Custody 1, n.º 1 (10 de febrero de 2004): 115–26. http://dx.doi.org/10.1300/j190v01n01_08.

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26

Pressman, Steven. "Child Exemptions or Child Allowances." American Journal of Economics and Sociology 51, n.º 3 (julio de 1992): 257–72. http://dx.doi.org/10.1111/j.1536-7150.1992.tb03478.x.

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27

Herman, Stephen P. "Child Custody and Child Psychiatry". Journal of the American Academy of Child & Adolescent Psychiatry 27, n.º 2 (marzo de 1988): 260. http://dx.doi.org/10.1097/00004583-198803000-00026.

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28

Eisenhauer, Gail L. y Robert C. Woody. "Child Neurology and Child Psychiatry". Psychosomatics 30, n.º 3 (agosto de 1989): 332–36. http://dx.doi.org/10.1016/s0033-3182(89)72281-7.

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29

Aptel, Cécile. "Child Slaves and Child Brides". Journal of International Criminal Justice 14, n.º 2 (15 de febrero de 2016): 305–25. http://dx.doi.org/10.1093/jicj/mqv078.

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30

Sharp, David. "Child labour versus child work". Lancet 348, n.º 9026 (agosto de 1996): 539. http://dx.doi.org/10.1016/s0140-6736(05)64688-0.

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31

Wells, Karen. "CHILD SAVING OR CHILD RIGHTS". Journal of Children and Media 2, n.º 3 (octubre de 2008): 235–50. http://dx.doi.org/10.1080/17482790802327475.

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32

Bax, Martin. "CHILD NEUROLOGY AND CHILD PSYCHIATRY". Developmental Medicine & Child Neurology 26, n.º 1 (12 de noviembre de 2008): 1–2. http://dx.doi.org/10.1111/j.1469-8749.1984.tb04398.x.

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33

Dempster, Tina. "Child law: The fostered child". Journal of Forensic Psychiatry 3, n.º 2 (septiembre de 1992): 335–38. http://dx.doi.org/10.1080/09585189208407776.

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34

West, Amanda. "Child Trafficking and Child Welfare". Journal of Human Trafficking 3, n.º 2 (5 de octubre de 2016): 125–35. http://dx.doi.org/10.1080/23322705.2016.1175046.

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35

Bradshaw, Jonathan. "Child poverty and child outcomes". Children & Society 16, n.º 2 (2002): 131–40. http://dx.doi.org/10.1002/chi.707.

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36

EDGAR, DON. "CHILD GROWTH, NOT CHILD POVERTY". Australian and New Zealand Journal of Family Therapy 10, n.º 3 (septiembre de 1989): iii. http://dx.doi.org/10.1002/j.1467-8438.1989.tb00756.x.

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37

Sapsağlam, Özkan y Ali Eryılmaz. "Building Child-Friendly Cities for Sustainable Child Development: Child-Friendly City Scale-Child Form". Sustainability 16, n.º 3 (1 de febrero de 2024): 1228. http://dx.doi.org/10.3390/su16031228.

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Designing child-friendly cities is very important for sustainable human development. Child-friendly cities encourage children to grow up in a healthy, safe, and supportive environment. The concept of the “Child-Friendly City” emerged in 1996 at the United Nations Habitat II Conference in Istanbul. This movement promoted supporting children’s development, assuring compliance with their basic rights, and pursuing their subjective well-being through the qualities of the environments of cities. Developing measurement tools to determine the effects of the qualities of the city and its environment on children and what is expected from “Child-Friendly Cities” is crucial. The first aim of this study was to utilize exploratory factor analysis (EFA) to develop the Child-Friendly City Scale-Child Form and provisionally examine its factor structure during this process. The second aim was to examine the factor structure of the developed scale through confirmatory factor analysis (CFA). Participants were 527 middle school students who were divided into two groups for CFA and DFA, 204 in the first group and 323 in the second group. The results of both EFA and CFA supported the developed scale, which has eight dimensions. The Child-Friendly City Scale-Child Form was found to be valid and reliable through various tests. This study contributes to the literature by providing an empirically tested 8-dimension tool to measure children’s perceptions of the child-friendliness of their cities.
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38

Ahmad Kamal Nik Mahmod, Nik, Marhanum Che Mohd Salleh, Ashgar Ali Muhammad y Azizah Mohd. "A Study on Child Labour as a Form of Child Abuse in Malaysia". International Journal of Social Science and Humanity 6, n.º 7 (julio de 2016): 525–30. http://dx.doi.org/10.7763/ijssh.2016.v6.704.

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39

Pearson, Jessica y Nancy Thoennes. "Child Custody, Child Support Arrangements and Child Support Payment Patterns". Juvenile and Family Court Journal 36, n.º 3 (agosto de 1985): 49–56. http://dx.doi.org/10.1111/j.1755-6988.1985.tb00553.x.

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40

Heitzinger, Kristen, Juan Carlos Vélez, Sonia G. Parra, Clarita Barbosa y Annette L. Fitzpatrick. "Caregiver perceptions of child nutritional status in Magallanes, Chile". Obesity Research & Clinical Practice 8, n.º 1 (enero de 2014): e98-e105. http://dx.doi.org/10.1016/j.orcp.2012.10.003.

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41

Vernoslova, E. I. y Yu I. Konshina. "Semantic environment of the Noun Child in John Dewey’s Monograph “The Child and the Curriculum”". Prepodavatel XXI vek, n.º 3, 2020 (2020): 355–67. http://dx.doi.org/10.31862/2073-9613-2020-3-355-367.

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The article dwells upon the semantic environment of the noun child as the most frequently used noun in J. Dewey’s monograph “The Child and the Curriculum”. Distributive analysis and continuous sampling methods applied to the noun “child” highlight lexical units semantically related to the noun “child”. The syntactic functions of the selected lexical units, their semantic classes according to the classification in Roget’s Thesaurus and the intersection areas of semantic classes are studied. The lexical units from the environment of the word “child” are allocated to semantic areas and subject rows. The structure of lexical units from the environment of the noun “child”, their semantic classes, semantic areas and subject rows, as well as the intersection areas of semantic classes are studied depending on the syntactic functions of the noun “child”. The results of the analysis are compared with the pedagogical ideas presented in the monograph under study, which allows making linguistically grounded conclusions concerning the topic of J. Dewey’s monograph. The description of a child in the framework of the monograph under study is analyzed and the nature of the described activity of the child is defined. The study of belonging of lexical units from the environment of the noun ’child’ to semantic classes, thematic rows, and semantic areas of words allows obtaining a collective image of a child and drawing conclusions about the practical application of J. Dewey’s ideas.
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42

Sivakami, N. "Tools in Child Rights Research - Indian Perspective". INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, n.º 1 (8 de julio de 2024): 60–63. http://dx.doi.org/10.48047/intjecse/v16i1.7.

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Child rights Research in Indian Perspective is gaining more attention in the recent times. The Concept of Child Rights Research is applied more as an approach of methodology to ensure the basic human rights of children. In this paper an attempt is made to summarize the tools in Child rights Research with an objective of understanding the research gaps. In this paper, the approaches to child rights research in Indian perspective is critically reconsidered thereby insisting the need for Interdisciplinary approach to Chidl rights Research in India. Firstly, this paper reviews the gaps and tools applied in Child Rights Research and secondly, it outlines the importance of interdisciplinary approach in building knowledge on child rights to the stakeholders. Highly cited articles based on child rights research in India, Case studies and Case Reports published in the newspapers are reviewed to draw the conclusions .The present study is carried out with the following objectives.
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43

Carr, Emily. "Child". Feminist Studies 37, n.º 3 (2011): 722. http://dx.doi.org/10.1353/fem.2011.0023.

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44

HENDERSON, JULIET. "Child". Critical Quarterly 33, n.º 2 (junio de 1991): 88–90. http://dx.doi.org/10.1111/j.1467-8705.1991.tb00955.x.

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45

Meadow, T. "Child". TSQ: Transgender Studies Quarterly 1, n.º 1-2 (1 de enero de 2014): 57–59. http://dx.doi.org/10.1215/23289252-2399596.

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46

Gubar, Marah. "Child". Victorian Literature and Culture 46, n.º 3-4 (2018): 616–21. http://dx.doi.org/10.1017/s1060150318000396.

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47

Jose, Nicola. "Child poverty: is it child abuse?" Paediatric Nursing 17, n.º 8 (octubre de 2005): 20–23. http://dx.doi.org/10.7748/paed.17.8.20.s21.

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48

Jose, Nicola. "Child poverty: is it child abuse?" Paediatric Care 17, n.º 8 (octubre de 2005): 20–23. http://dx.doi.org/10.7748/paed2005.10.17.8.20.c1007.

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49

Burgess, Ann Wolbert y Carol R. Hartman. "Child Abuse Aspects of Child Pornography". Psychiatric Annals 17, n.º 4 (1 de abril de 1987): 248–53. http://dx.doi.org/10.3928/0048-5713-19870401-08.

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50

ANME, Tokie. "Child Care Environment and Child Development". TRENDS IN THE SCIENCES 15, n.º 4 (2010): 28–33. http://dx.doi.org/10.5363/tits.15.4_28.

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