Artigos de revistas: "Foster children – Great Britain"

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Belo, L. Yu. "FOSTER CARE OF CHILDREN IN THE USA AND GREAT BRITAIN". State and Regions. Series: Law, n.º 2 (2021): 17–21. http://dx.doi.org/10.32840/1813-338x-2021.2.3.

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Rosner, Anna M. "Kindertransporty – brytyjskie akcje ratowania żydowskich dzieci w latach 1938–1939". Zagłada Żydów. Studia i Materiały, n.º 12 (30 de novembro de 2016): 141–68. http://dx.doi.org/10.32927/zzsim.412.

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The article talks about Kindertransports – the major rescue action organized by British-Jewish organizations, and run from the territory of Great Britain between 1938 and 1939. The Kindertransports aimed at gathering and sending to Great Britain Jewish children under the age of seventeen, in order to prevent them from witnessing, or being victims of the acts of violence in Nazi controlled Europe. Once in Great Britain, the children were supposed to spend several weeks with British families willing to give them shelter and support. Those for whom foster parents would not be found, were to be sent to boarding schools or temporary shelters. In the action’s planning phase the institutions involved considered the Kindertransports to be a temporary solution. As the situation of the Jewish population in Nazi controlled Europe worsened, it became clear that the character of the action needed to be revised, and the families were expected to guest the children for a longer and unspecified time. In the end approximately 10.000 Jewish children, who travelled to the Isles, were allowed to stay throughout the times of war. In 1945 it became clear that vast majority of them had no place or family to get back to. They stayed in Great Britain becoming an important and vital part of the British society, with British citizenships granted shortly after the end of the war. The article discusses the organization of the Kindertransport and talks about other solutions taken under consideration both by the program organizers, and the British government. It elaborates on the experiences the children shared, that is being separated from their families, feeling homesick, or finding oneself in the new environment. It explains the question of the lost identity of the participants of the program and speaks on how the subjects dealt with it. It also shows how the British legislature and laws connected to the Enemy Alien status together with the Defence Regulation 18B influenced lives of the underage survivors. The article ends with an attempt of estimation of what happened to the Kindertransport children after the war. How many of them remained in Great Britain and considered themselves British, how many shown high level of mobility and spend their lives changing their place of residence. In the end how many of them kept their self-identification as Jews, and how many converted.

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Walancik-Ryba, Karolina. "System pieczy zastępczej w Wielkiej Brytanii a polskie rodziny zastępcze". Studia Edukacyjne, n.º 52 (15 de março de 2019): 245–56. http://dx.doi.org/10.14746/se.2019.52.16.

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The article “Foster care system in Great Britain and Polish foster families” is devoted to the British system of foster care, which allows to create a foster family by Polish citizens. The article discusses the main principles on which the foster care and its forms are based. National standards and requirements for candidates to foster families were presented as well as issues related to the implementation of foster care, including these regarding support for foster parents and housing or financial requirements.

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Holman, Bob. "Private Fostering: Old Problems, New Urgency". Adoption & Fostering 27, n.º 1 (abril de 2003): 8–18. http://dx.doi.org/10.1177/030857590302700103.

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Private fostering has a long history but few studies have been made of it. Bob Holman traces the development of private fostering in the last 50 years and then analyses what is known about it at present. He shows that, contrary to popular conception, far from being confined to West African children in Britain, private fostering now includes a number of different groupings. The evidence suggests that some private foster carers provide satisfactory care, but there is little doubt that numbers of private foster children are vulnerable to abuse. Black children are usually placed with white foster carers and their cultural and racial needs may not be met. Local authorities already possess considerable duties and powers concerning private fostering but few fully apply them. Proposals are made as to how private foster children can be properly safeguarded.

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Meltzer, H., R. Gatward, R. Goodman e T. Ford. "Mental health of children and adolescents in Great Britain". International Review of Psychiatry 15, n.º 1-2 (janeiro de 2003): 185–87. http://dx.doi.org/10.1080/0954026021000046155.

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Van Holen, Frank, Lisa Van Hove, Ann Clé, Camille Verheyden e Johan Vanderfaeillie. "How do foster children placed in long-term family foster care experience school?" Developmental Child Welfare 3, n.º 2 (5 de maio de 2021): 135–49. http://dx.doi.org/10.1177/25161032211013819.

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Background: Foster children often experience school problems and perform less well than average. This may result in failed school careers and compromised future career paths. Nonetheless, few studies have focused on the perspective of foster children regarding education. Method: Semi-structured interviews were conducted with 27 foster children (M = 14 years, range = 12–18 years) placed in long-term family foster care about their experiences regarding “school.” Results: A thematic analysis distinguished four main themes: (1) the importance of school for foster children; (2) the impact of the foster care placement on the school performance (3) support foster children receive with regard to their functioning and performance at school; and (4) the fear of stigmatization. Discussion: Foster children attach a great importance to school and receive support from different persons. Yet, many foster children are confronted with school difficulties, such as bullying, hindered concentration, and negative reactions to being placed in foster care. Interventions should be developed to support this group and improve their performances. Furthermore, actors who get in touch with foster children should be better acquainted with foster care.

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Ramsay-Irving, Mary. "The Foster Care Systems are Failing Foster Children: The Implications and Practical Solutions for Better Outcomes of Youth in Care". Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 7, n.º 1 (15 de março de 2015): 55–86. http://dx.doi.org/10.29173/cjfy24298.

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Although the foster care systems in North America are set up with good intentions for best practices for foster children, in reality these systems are failing youth in care. Many foster children experience more psychological, social, educational, behavioural, and emotional problems as compared to children who are not in foster care, and this can continue into adulthood. Attachment theory can help to explain why some children experience these problems. Professionals who work with this population need to have a good understanding of foster children’s unique experiences in order to help them as much as possible. Literature has addressed the problems that foster children have faced for decades, but there seems to be little change that happens to address and prevent these problems. There is no doubt that there is a great need for change in the current foster care systems in North America because current outcomes for many foster children are negative. This paper reviews the literature on foster care and explains the issues that foster children experience. It also addresses why the foster care system is failing youth, and gives practical suggestions for solutions.

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Shelton, Nicola, e Emily Grundy. "Proximity of Adult Children to their Parents in Great Britain". International Journal of Population Geography 6, n.º 3 (2000): 181–95. http://dx.doi.org/10.1002/1099-1220(200005/06)6:3<181::aid-ijpg181>3.0.co;2-u.

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Danon, Leon, Jonathan M. Read, Thomas A. House, Matthew C. Vernon e Matt J. Keeling. "Social encounter networks: characterizing Great Britain". Proceedings of the Royal Society B: Biological Sciences 280, n.º 1765 (22 de agosto de 2013): 20131037. http://dx.doi.org/10.1098/rspb.2013.1037.

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A major goal of infectious disease epidemiology is to understand and predict the spread of infections within human populations, with the intention of better informing decisions regarding control and intervention. However, the development of fully mechanistic models of transmission requires a quantitative understanding of social interactions and collective properties of social networks. We performed a cross-sectional study of the social contacts on given days for more than 5000 respondents in England, Scotland and Wales, through postal and online survey methods. The survey was designed to elicit detailed and previously unreported measures of the immediate social network of participants relevant to infection spread. Here, we describe individual-level contact patterns, focusing on the range of heterogeneity observed and discuss the correlations between contact patterns and other socio-demographic factors. We find that the distribution of the number of contacts approximates a power-law distribution, but postulate that total contact time (which has a shorter-tailed distribution) is more epidemiologically relevant. We observe that children, public-sector and healthcare workers have the highest number of total contact hours and are therefore most likely to catch and transmit infectious disease. Our study also quantifies the transitive connections made between an individual's contacts (or clustering); this is a key structural characteristic of social networks with important implications for disease transmission and control efficacy. Respondents' networks exhibit high levels of clustering, which varies across social settings and increases with duration, frequency of contact and distance from home. Finally, we discuss the implications of these findings for the transmission and control of pathogens spread through close contact.

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Al Jawdah, Catherine. "Challenges to the Fostering and Adoption of Muslim Children in The British Care System". Journal of the Contemporary Study of Islam 1, n.º 2 (29 de junho de 2020): 61–87. http://dx.doi.org/10.37264/jcsi.v1i2.6.

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The number of Muslim foster children coming into care in the UK is increasing; however, the number of Muslim foster carers is not. Should care workers attempt to place Muslim children in Muslim homes? Or – as some have suggested – could this be deleterious to them, or be simply irrelevant? While many Muslim children are in foster care in the UK, there is often insufficient cultural training among workers, and some unfortunate situations have resulted in the suffering or even suicide of Muslim children in care. At the same time, it is not always apparent why there is a lack of Muslim foster carers – is it a religious concern, or due to some other reason? In response to these pressing concerns, this article examines the legal and practical implications of fostering and adoption law and policy in Britain. It includes an examination of the barriers preventing Muslim carers from coming into fostering and adoption, as well as the sensitive issue of caring for maḥram and non-maḥram children. It also reviews Islamic principles of adoption to determine how religious concerns intersect with the concerns of the state. Ultimately it aims to determine if British law, policies, or social work practices should be revised.

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Koven, Seth. "Remembering and Dismemberment: Crippled Children, Wounded Soldiers, and the Great War in Great Britain". American Historical Review 99, n.º 4 (outubro de 1994): 1167. http://dx.doi.org/10.2307/2168773.

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Downer, M. C. "Changing Trends in Dental Caries Experience in Great Britain". Advances in Dental Research 7, n.º 1 (julho de 1993): 19–24. http://dx.doi.org/10.1177/08959374930070010201.

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Periodic national surveys of dental health since 1968, and a coordinated program of local surveys of children since 1985, have provided a comprehensive picture of trends in dental caries experience in Great Britain over the course of two decades. This review of some of the findings examines changes in adult caries experience, together with the related phenomenon of total tooth loss; presents evidence of a cohort effect in the decline in caries among children and young adults; and considers likely future trends and their implications for the dental services. Conclusions drawn were: (1) Although the proportion of the population with no natural teeth is declining rapidly among young adults, levels of edentulousness among older age groups will remain high for some time to come; (2) in England and Wales, a modest decline in caries experience of young adults between 1968 and 1978 accelerated between 1978 and 1988 [The greatest change in annual rate of reduction over two decades was in 16-24-year-olds, and in absolute terms, mean DMFT in this age group decreased from 15.7 to 10.4 during the period.]; (3) a cohort effect is discernible in the changing pattern [Thus, caries has apparently stabilized in young children, whereas in adolescents and young adults the rate of decline has increased.]; and (4) smaller improvements in dental health have occurred in Scotland than in England and Wales.

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Hawgood, Barbara J. "Sir Michael Foster MD FRS (1836–1907): the rise of the British school of physiology". Journal of Medical Biography 16, n.º 4 (novembro de 2008): 221–26. http://dx.doi.org/10.1258/jmb.2008.008009.

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In 1867 William Sharpey (1802–80), Professor of General Anatomy and Physiology at University College, London, appointed Michael Foster to the unique post of Teacher of Practical Physiology; in Britain the study of experimental physiology was dormant. In 1870 Foster accepted a Praelectorship in Physiology at Trinity College, Cambridge, and soon established a school of physiology. He was the first Cambridge Professor of Physiology (1883–1903). Foster, a great teacher, had a remarkable ability to attract talented students and to inspire them to undertake research. He himself took inspiration from the scientific philosophy of Thomas Henry Huxley (1825–95) and of Claude Bernard (1813–78). Foster was active in the foundation of the Physiological Society (1876), and founded and edited the Journal of Physiology (1878). He was interested in the scientific training of medical students and wrote a highly lauded Text Book of Physiology (1877). Physiology became a profession in its own right and British physiologists were in the vanguard of research.

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Rowntree, G. "Accidents among children under two years of age in Great Britain". Injury Prevention 4, n.º 1 (março de 1998): 69–76. http://dx.doi.org/10.1136/ip.4.1.69.

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Jawoniyi, Oduntan. "Fulfilling Article 29:1 of the United Nations Convention on the Rights of the Child—the Aims of Education—through Religious Education". Religion and Human Rights 9, n.º 1 (14 de março de 2014): 31–59. http://dx.doi.org/10.1163/18710328-12341263.

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Abstract This article examines whether or not the ubiquitous model of religious education (i.e., non-confessional multifaith religious education (re)) in state schools in Great Britain is capable of fulfilling the aims of education articulated in the United Nations Convention on the Rights of the Child (uncrc). It maintains that to the degree that this re model aims to promote critical, rational, and cognitive understanding of religion, it seeks to facilitate the development of children’s mental abilities. It also contends that to the extent that re curriculum contents mirror the theistic worldviews and non-theistic ideologies identified within its pluralistic social order, this curriculum subject aims to foster children’s development of respect for: human rights and fundamental freedoms; individual identity, affiliation, cultural diversity and pluralism; mutual understanding and peaceful coexistence; and, the natural environment. In these respects, re in state schools in Great Britain aspires to fulfil the educational aims enunciated in the uncrc.

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Southern, Stephen. "Introduction to the Special Issue". Family Journal 20, n.º 4 (12 de setembro de 2012): 351. http://dx.doi.org/10.1177/1066480712454253.

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The Family Journal publishes special issues that address topics held to be of great importance by the members of the editorial board. This special issue on adoption and foster care explores the experiences of children and adults who have been affected by adoption or foster care. The authors discuss counseling implications and interventions.

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Volodymyr Fedorovych, CHERKASOV. "CONTENT OF EDUCATIONAL WORK IN INSTITUTIONS OF SECONDARY EDUCATION OF GREAT BRITAIN". Academis notes. Series: Pedagogical sciences 7 (26 de abril de 2024): 68–72. http://dx.doi.org/10.59694/ped_sciences.2024.07.068.

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The article substantiates the content of the organization of educational work in secondary education institutions of Great Britain based on the analysis of research by domestic and foreign scientists, the generalization of the work experience of state and private schools, the introduction of music classes, which positively affects the formation of the personality of the future citizen and defender of general cultural and national values. On the basis of a comparative analysis of the reform of secondary education institutions in Great Britain, we tried to identify psychological-pedagogical and moral-ethical problems of humanizing the educational process, the results of which were aimed at the formation of universal and national values in students. Based on the analysis of the scientific intelligence of British researchers, we were convinced that the reform of the content of educational work in Great Britain led to a shift in emphasis to internal centralization processes, which included the introduction of educational standards and programs of autonomous school management in Great Britain. At the same time, it should be recognized that educators and teachers also provide schoolchildren with leisure time and ensure that students lead a healthy lifestyle. In their free time from classes, school teachers organize excursions for children, organize various sports competitions and involve them in interest clubs. In most boarding houses, music programs have been developed, where children participate in vocal ensembles and learn to play musical instruments. Jazz ensembles, playing electronic musical instruments, and participation in solo singing groups are popular. Keywords: educational work, secondary education institutions, Great Britain.

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Whatmore, Richard. "Vattel, Britain and Peace in Europe". Grotiana 31, n.º 1 (2010): 85–107. http://dx.doi.org/10.1163/187607510x540231.

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AbstractThis paper underlines Vattel's commitment to maintaining the sovereignty of Europe's small states by enunciating the duties he deemed incumbent upon all political communities. Vattel took seriously the threat to Europe from a renascent France, willing to foster an equally aggressive Catholic imperialism justified by the need for religious unity. Preventing a French version of universal monarchy, Vattel recognised, entailed more than speculating about a Europe imagined as a single republic. Rather, Vattel believed that Britain had to be relied upon to prevent excessive French ambition, and to underwrite the independence of the continent's smaller sovereignties. Against those who saw Britain as another candidate for the domination of Europe, Vattel argued that Britain's commercial interests explained why it was a different kind of state to the great empires of the past. The paper goes on to consider the reception of Vattel's ideas after the Seven Years War. Although further research is required into readings of Vattel, especially in the smaller states of Europe in the later eighteenth century, the paper concludes that by the 1790s Vattel was being used to justify war to defeat the gargantuan imperialist projects of newly republican France, in order to maintain Europe itself, and the smaller states within it.

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Jenkins, Joseph. "Philosophy for Children Programme at a Gloucestershire Comprehensive School in Great Britain". Thinking: The Journal of Philosophy for Children 6, n.º 3 (1986): 33–37. http://dx.doi.org/10.5840/thinking19866321.

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Grundy, Emily, e Nicola Shelton. "Contact between Adult Children and Their Parents in Great Britain 1986–99". Environment and Planning A: Economy and Space 33, n.º 4 (abril de 2001): 685–97. http://dx.doi.org/10.1068/a33165.

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Marlow, Christine. "Women, children and employment: responses by the United States and Great Britain". International Social Work 34, n.º 3 (julho de 1991): 287–97. http://dx.doi.org/10.1177/002087289103400305.

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Moran, Paul, Tamsin Ford, Georgia Butler e Robert Goodman. "Callous and unemotional traits in children and adolescents living in Great Britain". British Journal of Psychiatry 192, n.º 1 (janeiro de 2008): 65–66. http://dx.doi.org/10.1192/bjp.bp.106.034876.

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SummaryFew studies have assessed psychopathic traits in community samples of young people. We investigated the predictive utility of callous and unemotional traits in a representative sample of 5770 young people from Great Britain. Teachers provided information on the presence of callous and unemotional traits and parents completed the Strengths and Difficulties Questionnaire to determine the level and impact of psychiatric problems at baseline, 12 and 24 months later. Baseline callous and unemotional trait scores independently predicted the number and intensity of conduct, emotional and hyperactivity symptoms at follow-up. Callous and unemotional traits are longitudinally associated with the level and impact of childhood psychiatric problems.

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Waterson, Patrick, Cara Pilcher, Siân Evans e Jill Moore. "Developing Safety Signs for Children on Board Trains: Findings from Great Britain". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 54, n.º 11 (setembro de 2010): 788–92. http://dx.doi.org/10.1177/154193121005401111.

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Davies, PSW, CJ Bates, TJ Cole, A. Prentice e PC Clarke. "Vitamin D: seasonal and regional differences in preschool children in Great Britain". European Journal of Clinical Nutrition 53, n.º 3 (1 de março de 1999): 195–98. http://dx.doi.org/10.1038/sj.ejcn.1600697.

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Bertoldi, Paolo, Silvia Rezessy e Diana Ürge-Vorsatz. "Tradable Certificates for Energy Savings: Opportunities, Challenges, and Prospects for Integration with other Market Instruments in the Energy Sector". Energy & Environment 16, n.º 6 (novembro de 2005): 959–92. http://dx.doi.org/10.1260/095830505775221498.

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Policy portfolios that include tradable green certificates have been introduced in several European countries to foster market-driven penetration of renewable energy sources. Another widely analysed type of market-based instrument in the energy sector is the tradable emission allowance. Recently tradable certificates for energy savings as a tool to stimulate energy efficiency investments and deliver energy savings have attracted the attention of policy makers. While such schemes have been introduced in different forms in Italy and the Great Britain and considered in other European countries, there is an ongoing debate over their effectiveness and applicability. The paper describes the concept and main elements of schemes that involve tradable certificates for energy savings (TCES) and how these have been put into practice in Italy and the Great Britain. It then compares TCES schemes with energy taxation and mandatory demand-side management (DSM) programs using a set of four criteria. Integration with green certificates and CO2 emissions trading schemes is examined and some possibilities for practical implementation are outlined.

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Ruszkowska, Marzena, e Piotr Zdunkiewicz. "Nie(równość) szans edukacyjnych zdolnych podopiecznych pieczy instytucjonalnej". Yearbook of Pedagogy 45 (30 de junho de 2023): 107–18. http://dx.doi.org/10.14746/rp.2022.45.7.

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The issue of abilities and talents is of great importance, as young people are required to possess a solid education and creativity, which talented people can certainly benefit from, especially if they are surrounded by adequate education and a supportive family environment. Unfortunately, the latter aspect is lacking in children in foster care (especially in institutional care). The researches and analyses of analyzed phenomenon allow to conclude that children in foster care are often a neglected group in terms of upbringing, education, personal models, values, and life priorities. Foster care should be an educational environment designed to compensate for deficiencies in the care, upbringing, or education of the child entrusted to it, including gifted children. Research on the educational opportunities for gifted foster care children was carried out in 6 Polish voivodeships: Lublin, Warmia-Masuria, Podlasie, Subcarpathia, Świętokrzyskie and Masovia, over a two years period – from April 2018 to June 2020. The research was quantitative and qualitative in nature. It allowed authors to conclude that a gifted child in institutional care faces numerous problems, including the lack of adequate support from both educational institutions and the foster care system in developing passions, interests, and abilities.

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Gromakina, E. V., V. G. Mozes, K. M. Saidzhamolov, N. V. Tunina e I. M. Tsenter. "Endophthalmitis in children with open eye injury: epidemiology, risk factors, treatment". Russian Ophthalmological Journal 15, n.º 4 (14 de dezembro de 2022): 150–55. http://dx.doi.org/10.21516/2072-0076-2022-15-4-150-155.

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The article provides an overview of endophthalmitis cases in children with open eye injury — prevalence, causes and treatment results in Great Britain, USA, China, India, Vietnam, Saudi Arabia, and other countries with different healthcare facilities, lifestyle and traditions.

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Yablonskaya, Olga V. "Emigration of British minors to Canada: Reasons for resettlement from Great Britain". Izvestiya of Saratov University. History. International Relations 23, n.º 1 (21 de fevereiro de 2023): 45–52. http://dx.doi.org/10.18500/1819-4907-2023-23-1-45-52.

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The article examines the circumstances of emigration of children from Great Britain in the XIX–ХХ centuries based on the material of the sources. It is proved that the resettlement was caused by the pauperization of the urban population in the conditions of industrialization. In Canada, minors could be adopted or work on farms, as servants, receiving maintenance and wages. The children had to go to school. It was a prerequisite. Children’s emigration made it possible to fill the labor shortage in Canada, help in the development of the British periphery, strengthen the ties of the metropolis and overseas possessions. Emigration was also the deportation of an overweight population and juvenile delinquents. The lack of proper supervision has led to child abuse and exploitation. The author concludes, that the majority of British migrant children have adapted to Canada, have been given the opportunity to self-actualize.

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O'Driscoll, Mervyn. "Explosive Challenge: Diplomatic Triangles, the United Nations, and the Problem of French Nuclear Testing, 1959–1960". Journal of Cold War Studies 11, n.º 1 (janeiro de 2009): 28–56. http://dx.doi.org/10.1162/jcws.2009.11.1.28.

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France's first nuclear tests in Algeria in 1960 occurred at a critical moment in the Cold War. The United States, Great Britain, and the USSR had suspended their tests in 1958 and had been holding test ban talks in Geneva. British Prime Minister Harold Macmillan faced a vociferous anti-nuclear movement at home and wanted to foster East-West détente. The U.S. State Department wished to prevent Soviet propaganda in the Third World, including the newly independent African and Asian states that strongly opposed French testing. Nonetheless, both Britain and the United States adopted a sympathetic stance toward France in the run-up to the first test in February 1960. Macmillan hoped to move Britain into the European Economic Community and therefore wanted to avoid antagonizing France, whose support for British membership would be crucial. Macmillan also wanted France's backing for a four-power summit to try to achieve East-West détente. Similarly, the United States did not want to alienate France, a key member of the North Atlantic Treaty Organization (NATO).

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Etches, Marc W. "INTRODUCTION". Journal of Gambling Business and Economics 7, n.º 3 (9 de dezembro de 2013): i—ii. http://dx.doi.org/10.5750/jgbe.v7i3.815.

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Welcome to this special edition of the Journal of Gambling Business and Economics.In Great Britain, it has become a regulatory and commercial imperative, to better understand consumer behaviour in relation to gaming machines and gambling-related harm. Businesses seek to improve their offering of gambling-related products and services in relation to market demand which may include changes to game parameters (e.g., increases in stakes and prizes). The regulator seeks to foster an environment where the gambling industry can flourish, but not at the expense of the well-being of consumers generally, and vulnerable players in particular.

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Głód, Anita Barbara. "The dilemmas of young people placed in a foster family related to the contact with biological parents or the lack thereof". Praca Socjalna 34, n.º 1 (28 de fevereiro de 2019): 71–86. http://dx.doi.org/10.5604/01.3001.0013.2827.

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Family constitutes a basic upbringing environment where people grow up, obtain knowledge about themselves and their surroundings. Parents should therefore be the ones who see and satisfy the needs of their children and provide them with appropriate conditions for development.. It occasionally happens that for different reasons the caregivers are not able to fulfil their roles properly so the children cannot be brought up in their home environment and are placed into institutional or foster settings. Several factors may have a great impact on youth and children such as leaving family home, different events from childhood as well as separating from their parents. The adolescents educated in a foster family are conscious of the fact that they have biological parents whom they may contact or not. The following article focuses on the dilemmas or difficulties that the adolescent children may face during their time spent with their foster families, regardless of having or not having contact with their biological caregivers.

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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN". Continuing Professional Education: Theory and Practice, n.º 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.

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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.

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Zaluzhnaya, Maria, Elena Bayer, Elena Chekalenko, Narine Grigoryan e Alla Illarionova. "Opportunities for monitoring the comfort of children living in substitute families for sustainable social development". BIO Web of Conferences 65 (2023): 06001. http://dx.doi.org/10.1051/bioconf/20236506001.

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This article reflects the monitoring indicators from the research of living conditions in substitute families in the South of Russia. The authors present some study results of the living comfort in a substitute family, namely the relationships with foster parents; interaction with blood and other foster children in the family; the psycho-emotional state; physical, mental, and emotional violence in a foster family; the desire to live in a substitute family. The monitoring was carried out among 76 foster children being brought up in substitute families of the Azov city and the Azov district of the Rostov region and accompanied by the Azov Child Care Centre. The results obtained are of great importance for specialists of support services for substitute families, as well as researchers whose scientific interest is focused on studying substitute family care in Russia. The research has been carried out within the framework of the Ministry of General and Vocational Education order of the Rostov Region No. 747 of 28 July 2022 “On measures to assess the level of comfort of a child’s stay in a substitute family”.

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Racine, Karen. "“The Childhood Shows the Man”: Latin American Children in Great Britain, 1790–1830". Americas 72, n.º 2 (abril de 2015): 279–308. http://dx.doi.org/10.1017/tam.2015.4.

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In his epic poemParadise Regained(1671), John Milton has Satan observe that “The childhood shows the man/As morning shows the day/ Be famous then/ By wisdom. As the empire must extend/ So let extend thy mind o’er all the world.” As parents and as patriots, the leaders of Latin America's revolutions for independence wanted bright futures for both their children and their young nations. In many ways, the goals they set for each were the same: enhanced commercial opportunities, a political arena marked by greater freedom of speech and open debate, the rule of law, government with a strong moral center in which the privileged members of society had a responsibility to set a good example, and, perhaps most cherished of all, access to modern scientific and secular education. As figurative parents of emerging nations, and as biological parents of impressionable youth, these creole founding fathers wished to instill useful patriotic values in their national and personal families alike. Bridging the Enlightenment and Romantic eras, Latin American independence rhetoric blurred the distinction between nation-building and paternity, indicating that its leaders saw themselves as parents in more than one sense.

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Nation, Paul. "WHAT'S IN A WORD? VOCABULARY DEVELOPMENT IN MULTILINGUAL CLASSROOMS.Norah McWilliam. Stoke on Trent, UK: Trentham Books, 1998. Pp. xiii + 192. £14.95 paper." Studies in Second Language Acquisition 22, n.º 1 (março de 2000): 126–27. http://dx.doi.org/10.1017/s0272263100231069.

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Thorpe, M. B., e G. T. Swart. "Risk and Protective Factors Affecting Children in Foster Care: A Pilot Study of the Role of Siblings*". Canadian Journal of Psychiatry 37, n.º 9 (novembro de 1992): 616–22. http://dx.doi.org/10.1177/070674379203700904.

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A retrospective chart review of 115 siblings (from 48 families) simultaneously taken into the care of a Children's Aid Society was conducted. These children were a very neglected group at great risk of developing mental illness. There was a significant correlation between the number of symptoms the child had while in the receiving home and the time spent in foster care. Protective factors correlated with fewer symptoms at home but not while the child was in care. Being in care resulted in better performance at school, fewer symptoms and involvement in more extracurricular activities. High risk children made up their losses. While in foster care, 53% were eventually separated from their siblings. Children were more likely to be separated from their siblings if they were older, their father was physically ill or their parents were separated. Children who were separated from their siblings had more risk factors and placements while in care. However, they had fewer symptoms and better school performance while they were in foster care and fewer symptoms at discharge than the siblings who stayed together.

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Lipscombe, Jo, e Elaine Farmer. "What matters in fostering adolescents?" Social Work and Social Sciences Review 13, n.º 1 (20 de dezembro de 2012): 41–58. http://dx.doi.org/10.1921/swssr.v13i1.463.

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The White Paper Care Matters: Time for change (2007) sets out the British government's plans to improve outcomes for children in care. For example, a tiered model of placement types, structured around the level of complexity of children's needs, will inform placement commissioning. However, on the whole the White Paper does not differentiate between the needs of children according to age, even though evidence suggests that providing foster care for adolescents can be more challenging and complex than providing care for younger children. Drawing on a longitudinal study of adolescent foster care, this paper highlights some of the needs specific to adolescents, as opposed to younger children; the skills and strategies that carers need to develop to care for adolescents and the supports that children's services and other agencies should provide for such placements. The paper argues that increased attention to these issues would assist in sustaining the placements of the great majority of fostered young people who will not have access to highly specialised treatment foster care.

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Meltzer, Howard, Tamsin Ford, Robert Goodman e Panos Vostanis. "The Burden of Caring for Children with Emotional or Conduct Disorders". International Journal of Family Medicine 2011 (31 de maio de 2011): 1–8. http://dx.doi.org/10.1155/2011/801203.

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Introduction. There is a paucity of evidence from epidemiological studies on the burden of children's emotional and conduct disorders on their parents. The main purpose of this study is to describe the problems experienced by parents of children with conduct and emotional disorders using data from a large national study on the mental health of children and young people in Great Britain. Materials and Methods. The Development and Well-Being Assessment and sections of the Child and Adolescent Burden Assessment were included in a nationally representative survey of the mental health of 10,438 children, aged 5–15, in Great Britain. Results and Discussion. Approximately half the parents of children with conduct disorder reported that they felt restricted in doing things socially with or without their children, embarrassed about their child's problems, and that these also made the relationship with their partner more strained. Conclusions. There is a growing need for research on the consequences of children mental disorders on families to increase the awareness of frontline workers on the burden to parents. Because parents feel embarrassed and stigmatized, they may hide their own feelings which may further exacerbate the situation.

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Celinska, Angelica. "Creating a positive impact for our planet". Early Years Educator 23, n.º 21 (2 de abril de 2023): 42. http://dx.doi.org/10.12968/eyed.2023.23.21.42.

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Damien Saul, early childhood specialist at Bright Horizons, shares why he believes that letting children be children and having fun will help foster positive learning opportunities. The forest school approach is a great way to encourage holistic learning through play and exploration. Damien also tells us about the eco-schools programme that is being piloted in a group of nurseries.

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Smalley, Dagmara, e Milena Lipnická. "Process of Children’s Education at the Slovak Centres in Great Britain". New Educational Review 71, n.º 1 (2023): 140–54. http://dx.doi.org/10.15804/tner.23.71.1.11.

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The study aims to present the need to improve education at Slovak educational centres in Great Britain based on respondents’ opinions. The research sample consisted of 56 members of the teaching staff, 81 parents and 37 children from 13 centres. Data were gathered by an electronic questionnaire modified for each respondent group. Data were processed in the program Štatistika, evaluated by descriptive statistics and hypotheses by inference statistics. Research results indicated the need to increase the quality of instruction, mainly in the innovation of methods, provision of didactic aids, support for teachers and appropriateness of instruction to children’s language skills.

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TOURNEMAINE, FREDERIC, e CHRISTOPHER TSOUKIS. "STATUS, FERTILITY, GROWTH AND THE GREAT TRANSITION". Singapore Economic Review 55, n.º 03 (setembro de 2010): 553–74. http://dx.doi.org/10.1142/s0217590810003894.

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We develop an overlapping generation model to examine how the relationship between status concerns, fertility and education affect growth performances. Results are threefold. First, we show that stronger status motives heighten the desire of parents to have fewer but better educated children, which may foster economic development. Second, the government should sometimes postpone the introduction of an economic policy in order to maintain the process of economic development, although such a policy aims to implement the social optimum. Third, status can alter the dynamic path of the economy and help to explain the facts about fertility during the great transition.

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Michael, Robert T. "Children’s cognitive skill development in Britain and the United States". International Journal of Behavioral Development 27, n.º 5 (setembro de 2003): 396–408. http://dx.doi.org/10.1080/01650250344000000.

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This paper compares the cognitive test scores of children in Great Britain and the United States in vocabulary, reading, mathematics, and memory of words and numbers. Children aged 5–9 years in Britain systematically outperform their US counterparts on reading and mathematics tests, while children aged 10–14 years show far fewer differences. In most comparisons for white children aged 10–14 years, there are no statistical differences in the distributions of test scores between the British and United States children. The explanation for the observed differences between the younger children in the two nations in reading and mathematics may be the earlier age of entry into formal schooling in Britain. The similarity of the observed skills of the older children in the two nations, given the differences in social and economic conditions experienced by those children, challenges the notion that these differences are critically important in the children’s cognitive development. The six tests used in this study are the Peabody Picture Vocabulary Test, subsets of the Peabody Individual Achievement Test in reading and math, the Wechsler Memory for Digit Span, and a subscale of the McCarthy Scale for Verbal Memory.

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Etambala, Zana Aziza, e K. U. Leuven Bursaal. "Congolese Children at the Congo House in Colwyn Bay (North Wales, Great-Britain), at the end of the 19th Century. Unpublished documents." Afrika Focus 3, n.º 3-4 (15 de janeiro de 1987): 236–85. http://dx.doi.org/10.1163/2031356x-0030304004.

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In the present study we like to focus the attention on the presence of Congolese children at the Congo House in Colwyn Bay (North Wales, Great-Britain) during the last decade of the 19th century. The idea, which William Hughes conceived and which consisted of educating Congolese, in a first phase, and other African youth, in a second one, never received a just interest. The experiment of Hughes, a former baptist missionary, was a unique specimen for Great-Britain. Henry Morton Stanley and King Leopold II were a little bit involved in the successful start of this initiative. But this article has particularly in view an identification of the Congolese boys and girls who frequented the ‘Congo House’!

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Serrenho, André Cabrera, Jonathan B. Norman e Julian M. Allwood. "The impact of reducing car weight on global emissions: the future fleet in Great Britain". Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 375, n.º 2095 (maio de 2017): 20160364. http://dx.doi.org/10.1098/rsta.2016.0364.

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Current European policies define targets for future direct emissions of new car sales that foster a fast transition to electric drivetrain technologies. However, these targets do not consider the emissions produced in electricity generation and material production, and therefore fail to incentivise car manufacturers to consider the benefits of vehicle weight reduction. In this paper, we examine the potential benefits of limiting the average weight and altering the material composition of new cars in terms of global greenhouse gas emissions produced during the use phase, electricity generation and material production. We anticipate the emissions savings for the future car fleet in Great Britain until 2050 for various alternative futures, using a dynamic material flow analysis of ferrous metals and aluminium, and considering an evolving demand for car use. The results suggest that fostering vehicle weight reduction could produce greater cumulative emissions savings by 2050 than those obtained by incentivising a fast transition to electric drivetrains, unless there is an extreme decarbonization of the electricity grid. Savings promoted by weight reduction are immediate and do not depend on the pace of decarbonization of the electricity grid. Weight reduction may produce the greatest savings when mild steel in the car body is replaced with high-strength steel. This article is part of the themed issue ‘Material demand reduction’.

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Jevtić, Bisera. "UTICAJ SOCIODEMOGRAFSKIH FAKTORA NA MORALNI RAZVOJ DECE BEZ RODITELjSKOG STARANjA ZAŠTIĆENIH PORODIČNIM SMEŠTAJEM U HRANITELjSKOJ PORODICI". Nasledje Kragujevac 18, n.º 49 (2021): 153–70. http://dx.doi.org/10.46793/naskg2149.153j.

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The foster family is the primary agent of socialization in which the child’s personality without parental care is formed and shaped. In the existing social system, in which moral and social values are devalued, a particular challenge and task for today’s family is the moral devel- opment and moral education of its youngest members. The theoretical part of the paper not only presents the most important theoretical postulates and implications concerning moral development, but it also presents the characteristics of children without parental care as a par- ticularly sensitive target group. The foster care institution is presented as a temporary, alterna- tive, socially organized form of protection intended for children without parental care. In the empirical part of the paper, we study the influence of socio-demographic factors that describe the foster family and the child in foster care at the stage of moral judgment of the child pro- tected by this form of protection. The research was conducted to determine the relationship between the specific socio-demographic factors of the foster family and the foster child with the stage of moral reasoning of the child protected by this form of protection. The results of the research found in the empirical part of the paper indicate that the socio-demographic factors of the foster parent and the child are reflected only at certain stages of the child’s moral reasoning at foster care in the positive or negative direction, while at other stages, the correla- tions of the positive and negative directions were not obtained. The results obtained testify to the great heterogeneity of the foster care network and the individual specificities of children deprived of parental care, which implies the need and requirement to respect these specifics and to raise the criteria in the assessment of families who are motivated to foster care and to provide better foster carers training in order to meet one of the most important tasks, i.e. the moral development of the children they are directly caring for. Considering, on the one hand, the axiological dimension that moral education plays in the formation of the moral character of children and young people, the role that the current family arrangement as the primary agent of socialization plays in the moral development of children and, on the other hand, very little research on the moral development of children without parental care, through the realization of this research, we have recognized the contribution to the actualization of this problem of individual and social significance.

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Salvanes, Kjell G. "What Drives Intergenerational Mobility? The Role of Family, Neighborhood, Education, and Social Class: A Review of Bukodi and Goldthorpe’s Social Mobility and Education in Britain". Journal of Economic Literature 61, n.º 4 (1 de dezembro de 2023): 1540–78. http://dx.doi.org/10.1257/jel.20211622.

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The main finding of Bukodi and Goldthorpe (2019), using social status based on occupation groupings, is that there have not been improvements nor any decline in relative intergenerational mobility in Britain since World War II in terms of social class. Notably, there has not been improvement in the mobility of children from working-class backgrounds relative to other background classes. Importantly, the authors argue strongly that education is not the key determinant of adult success in the labor market. Moreover, improving the educational attainment of children from poor socioeconomic backgrounds does not help improve their labor market performance. This suggests that policies to improve the mobility of children from poor social backgrounds should not include attempts to foster human capital or education policies in general. (JEL D63, I26, I38, J24, J62, N34)

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Wrieden, Wendy L., Patricia J. Longbottom, Ashley J. Adamson, Simon A. Ogston, Anne Payne, Mohammad A. Haleem e Karen L. Barton. "Estimation of typical food portion sizes for children of different ages in Great Britain". British Journal of Nutrition 99, n.º 6 (junho de 2008): 1344–53. http://dx.doi.org/10.1017/s0007114507868516.

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It is often the case in dietary assessment that it is not practicable to weigh individual intakes of foods eaten. The aim of the work described was to estimate typical food portion weights for children of different ages. Using the data available from the British National Diet and Nutrition Surveys of children aged 1½–4½ years (1992–1993) and young people aged 4–18 years (1997), descriptive statistics were obtained, and predicted weights were calculated by linear, quadratic and exponential regression for each age group. Following comparison of energy and nutrient intakes calculated from actual (from an earlier weighed intake study) and estimated portion weights, the final list of typical portion sizes was based on median portion weights for the 1–3- and 4–6-year age groups, and age-adjusted means using linear regression for the 7–10-, 11–14- and 15–18-year age groups. The number of foods recorded by fifty or more children was 133 for each of the younger age groups (1–3 and 4–6 years) and seventy-five for each of the older age groups. The food portion weights covered all food groups. All portion sizes increased with age with the exception of milk in tea or coffee. The present study draws on a unique source of weighed data on food portions of a large sample of children that is unlikely to be repeated and therefore provides the best possible estimates of children's food portion sizes in the UK.

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Saienko, D. "DESIGN AND CONSTRUCTION OF CHILDREN PRESCHOOL ESTABLISHMENTS OF THE GREAT BRITAIN USA AND MONTENEGRO". Scientific Bulletin of Civil Engineering 95, n.º 1 (2019): 101–6. http://dx.doi.org/10.29295/2311-7257-2019-95-1-101-106.

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Pemberton, John. "The Boyd Orr Survey of the Nutrition of Children in Great Britain 1937–9". History Workshop Journal 50, n.º 1 (2000): 205–29. http://dx.doi.org/10.1093/hwj/2000.50.205.

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Bai, He. "Scaffolding in Language Maintenance―The Social, Linguistic, and Cognitive Perspectives on Parental Assistance in Chinese-Origin Children’s Chinese Language Education in Britain". International Journal of Linguistics 8, n.º 3 (13 de junho de 2016): 59. http://dx.doi.org/10.5296/ijl.v8i3.9600.

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<p>Since the 1950s, an increasing number of Chinese-origin children in Britain have been struggling on the edge of heritage language loss, which is involved with both British-born Chinese children and those who immigrate to Britain with their parents. How to maintain these children’s heritage language is of great concern to many Chinese communities in Britain, in particular, to Chinese parents. This essay consists of three sections: language use of Chinese-origin children in Britain, supports from Chinese parents as well as implications for Chinese parents. It chiefly focuses on the second section – scaffoldings from Chinese parents, and discusses it from social, cognitive, and linguistic perspectives for the purpose of providing Chinese parents with a few suggestions and encouragement for heritage language maintenance. As a result, an affectionate family setting lays a good foundation and makes it possible for children to low down language shift. In addition, parents’ English proficiency plays an important role. Also, the improvement of parent’s English may help parents enhance the intercommunication among children, home, community and school. And parents may have to support the development of target language – English – temporarily in order to help children’s two languages remain balanced. Presently, “identity conflicts” is a big problem facing Chinese bilingual children. Hence, it is important for parents to make children familiar with Chinese culture and build up their confidence in their heritage culture.</p>

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