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Готові списки джерел за темами / Childhood and youthangelou, maya

Добірка наукової літератури з теми "Childhood and youthangelou, maya"

Автор: Grafiati

Опубліковано: 26 липня 2024

Оновлено: 29 липня 2024

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Статті в журналах з теми "Childhood and youthangelou, maya"

1

Messerer, Azary. "Maya Plisetskaya: Childhood, youth, and first triumphs, 1925–59." Dance Chronicle 12, no. 1 (January 1989): 1–47. http://dx.doi.org/10.1080/01472528908568995.

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2

Roșcan, Nina. "Childhood Trauma in Maya Angelou’s Autobiographical Fiction – Abuse and Displacement." University of Bucharest Review. Literary and Cultural Studies Series 9, no. 1 (November 19, 2020): 33–41. http://dx.doi.org/10.31178/ubr.9.1.4.

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The article discusses how trauma is represented in Maya Angelou’s autobiographical fiction, one of the most important themes in all her seven autobiographical novels and an African American feminist marginalized experience that speaks about the intensity and effects of women’s oppression. It explores how the novelist locates traumatic affects in the protagonist, and suggests that Frantz Fanon’s model of racial trauma in Black Skin, White Masks and The Wretched of the Earth remains essential for the interpretation of postcolonial texts. My purpose is to explore the different juxtapositions that the story offers between individual and collective experiences of

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3

Veile, Amanda, Amy A. Faria, Sydney Rivera, Sydney M. Tuller, and Karen L. Kramer. "Birth mode, breastfeeding and childhood infectious morbidity in the Yucatec Maya." American Journal of Human Biology 31, no. 2 (January 31, 2019): e23218. http://dx.doi.org/10.1002/ajhb.23218.

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4

Danforth, Marie Elaine, Keith P. Jacobi, and Mark Nathan Cohen. "Gender and Health Among the Colonial Maya of Tipu, Belize." Ancient Mesoamerica 8, no. 1 (1997): 13–22. http://dx.doi.org/10.1017/s0956536100001541.

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AbstractThe health of the Colonial-period Maya from Tipu, Belize, was evaluated using a skeletal series to explore differential effects of European contact by sex. Variables addressed were nutrition and disease patterns, reproductive patterns, and occupational stress. Results suggest that females enjoyed fewer childhood health disruptions, likely as a result of greater genetic buffering. No evidence of male preferential treatment was observed. Frequencies of indicators were similar to those reported for precontact Maya. Markers of adult activity patterns, including timing of parity, were also comparable to those of earlier groups. These findings support the cultural continuity with the Postclassic suggested by the archaeological and ethnohistorical records at Tipu.

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5

Maynard, Ashley E. "Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home." Cognitive Development 19, no. 4 (October 2004): 517–35. http://dx.doi.org/10.1016/j.cogdev.2004.09.005.

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6

Skelly, Allan. "Trauma exposure and the importance of attachment in people with intellectual disabilities." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 18, no. 1 (April 2020): 15–19. http://dx.doi.org/10.53841/bpsfpid.2020.18.1.15.

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‘There is no greater agony than bearing an untold story inside you’ (Maya Angelou)This brief paper considers how trauma and attachment can be present in the lives of people with intellectual disabilities (ID). Trauma of a serious nature in childhood is both a heightened likelihood, and strong predictor, of negative outcomes for people with ID. However, it can also be addressed through psychological assessment and interventions, and is mediated through attachment bonds with others.

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7

Wright, Lori E. "Intertooth patterns of hypoplasia expression: Implications for childhood health in the Classic Maya collapse." American Journal of Physical Anthropology 102, no. 2 (February 1997): 233–47. http://dx.doi.org/10.1002/(sici)1096-8644(199702)102:2<233::aid-ajpa6>3.0.co;2-z.

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8

Veile, Amanda, and Karen L. Kramer. "Childhood body mass is positively associated with cesarean birth in Yucatec Maya subsistence farmers." American Journal of Human Biology 29, no. 2 (October 4, 2016): e22920. http://dx.doi.org/10.1002/ajhb.22920.

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9

Harisunker, Nadene, and Carol du Plessis. "A journey towards meaning: An existential psychobiography of Maya Angelou." Europe’s Journal of Psychology 17, no. 3 (August 31, 2021): 210–20. http://dx.doi.org/10.5964/ejop.5491.

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Анотація:

This psychobiography focuses on meaning making in the early life and young adulthood of acclaimed African American author Maya Angelou (1928-2014) through the lens of Frankl’s existential psychology with a specific focus on the tri-dimensional nature of human beings and the fundamental triad. The primary data source was Angelou’s own published autobiographies, which contain an in-depth narrative of her early life and young adulthood. Data was extracted, organised and analysed according to established qualitative research methods as well as through the identification of psychological saliences. The search for meaning within Angelou’s own narrative of her life was clearly apparent in the thematic analysis. Angelou’s narrative of her journey through the physical (childhood and adolescence), psychological (travelling and searching years) and spiritual (sensemaking years) dimensions was core to her meaning making. The three tiers of the fundamental triad (awareness of meaning, will to meaning, freedom of will) were present in various aspects of Angelou’s existential journey, manifesting as a focus on choice, responsibility, purpose, and acceptance. This study provides a more in-depth understanding of meaning making processes in the lives of extraordinary individuals, as well as contributing to the development of the research method of psychobiography, with a specific focus on meaning making.

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10

Kononenkо, Iryna. "Psycholinguistic and psychological foundations of the decoding of the Maya writing (to the 100th anniversary of the birth of Yuri Knorozov)." 93, no. 93 (December 22, 2023): 90–97. http://dx.doi.org/10.26565/2227-1864-2023-93-14.

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The article is devoted to the psycholinguistic and psychological grounds for the interest in the language and culture of the Maya people by Yuri Knorozov, a genius native of Kharkiv. It was Knorozov who deciphered the Mayan script, which made it possible to read Mayan books, inscriptions on monuments, and continue to replenish the treasury of knowledge about this people. The figure of the scientist and his research methods have been largely distorted in a number of scientific works and in the media. This article refutes these insinuations and explains the prerequisites for Yurii Knorozov's interest in Maya writing. Such a study is being conducted for the first time. The origins of Knorozov's interest in Mayan culture lie in his childhood. Yurii's parents used a deeply thought-out system of child-rearing, developing a love of literature and art in their children. Yurii Knorozov's children's drawings have been preserved, some of which are illustrations to Konstantin Balmont's works about Mexico, primarily about the history, mythology, and archaeological sites of the Maya. The family used to write coded notes to each other. In the future, this helped Yurii Knorozov to find a system for deciphering Mayan hieroglyphics. During his student years, Knorozov began researching Mayan books. He developed a method of positional statistics and cross-reading, identifying 355 hieroglyphs; he also discovered the sign-phonetic syllable relationship in Mayan writing. Yurii Knorozov's scientific heritage, research methods, and biographical facts require further analysis. The figure of the scientist and his works should be popularized in Ukraine.

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Дисертації з теми "Childhood and youthangelou, maya"

1

Song, Rhan-Ju. "Developmental defects of enamel in the Maya of Altun Ha, Belize implications for Ancient Maya childhood health." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21702.pdf.

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2

Bascope, Grace Lloyd. "The household ecology of disease transmission childhood illness in a Yucatan Maya community (Mexico) /." 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3174416.

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Книги з теми "Childhood and youthangelou, maya"

1

Maya, Angelou. I know why the caged bird sings. New York: Random House, 2002.

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2

Maya, Angelou. Yo sé por qué canta el paájaro enjaulado. Barcelona: Editorial Lumen, 1992.

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3

Maya, Angelou. The collected autobiographies of Maya Angelou. New York: Modern Library, 2004.

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4

Angelou, Maya. I know why the caged bird sings. New York: Bantam Books, 1988.

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5

Maya, Angelou. I know why the caged bird sings. New York: Book-of-the-Month Club, 1993.

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6

Maya, Angelou. I know why the caged bird sings. New York [u.a.]: Bantam Books, 1993.

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7

Maya, Angelou. I know why the caged bird sings. New York: Bantam Books, 1993.

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8

Maya, Angelou. I know why the caged bird sings. London: Hutchinson, 1988.

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9

Maya, Angelou. I know why the caged bird sings. New York: Bantam Books, 1993.

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10

Maya, Angelou. I know why the caged bird sings. Cheltenham: Accent Educational, 1991.

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Частини книг з теми "Childhood and youthangelou, maya"

1

Church, Minette C. "San Pedro Maya Youth in British Colonial Yucatan." In Historical Archaeology of Childhood and Parenting, 83–107. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-37578-1_6.

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2

"1. A Childhood Memory." In The Journey of a Tzotzil-Maya Woman of Chiapas, Mexico, 1–4. University of Texas Press, 2011. http://dx.doi.org/10.7560/726659-008.

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3

"Chapter 4. Burial Rituals and the Social Imaginary of Childhood." In Social Identities in the Classic Maya Northern Lowlands, 83–116. University of Texas Press, 2015. http://dx.doi.org/10.7560/768116-005.

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4

Rosado-May, Francisco J., Claudia B. Poot Moo, Martha V. Kú Martínez, and Valeria B. Cuevas-Albarrán. "Yucatec Maya Students' Learning in Times of the COVID-19 Pandemic." In Advances in Early Childhood and K-12 Education, 227–51. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch014.

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Анотація:

Although learning conditions during the COVID-19 pandemic were quite difficult, Yucatec Maya students from elementary to university levels did not stop learning, although they did not necessarily follow conventional school ways. Instead, Yucatec Maya families resumed their traditional Indigenous ways of learning. There is no question that during the pandemic these students faced challenges such as a lack of access to technology and equipment for distance education and a lack of motivation, both of which explain the poor performance at school. Nevertheless, this chapter presents evidence of a hidden factor of success, the cultural ways of learning. If these ways are applied properly, they have the potential to contribute significantly to successfully face the challenge of returning to full face-to-face schooling.

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5

Moore, Opal. "Reembodying the Self: Representations of Rape in Incidents in the Life of a Slave Girl and I Know Why the Caged Bird Sings." In Maya Angelou’s I Know Why the Caged Bird Sings, 49–58. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195116069.003.0004.

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Abstract I bring the dreaded disease. I encourage their children to open their hearts to the “dark” side. To know the fear in them. To know the rage. To know the repression that has lopped off their brains- -Toi Derricotte, “From The Black Notebooks” There Is, It Seems, a widespread movement afoot to assert the innocence of children even as we deny or sabotage that innocence. There is what appears to be a head-in-the-sand impulse to insist upon this innocence by simply refusing to acknowledge its nonexistence. Never mind the “mean streets,” never mind the high teen pregnancy rates and drug use, or the phenomenal school dropout rates, or spiraling teen suicide statistics-never mind these real dangers to childhood.

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