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Existing literature has identified that health care providers significantly shape the experiences of parents at the end-of-life in the pediatric intensive care unit. However, there is a gap in the literature of the specific nursing influence on parental experiences of a child’s death in this context. Employing the interpretive descriptive methodology, this qualitative study was designed to explore parents’ moral experiences of nursing care at the end-of-life in the pediatric intensive care unit, and was analyzed through a lens of nursing ethics. Face-to-face, semi-structured interviews were conducted with eleven parents (six mothers and five fathers) of six children who died in a pediatric intensive care unit at a university-affiliated tertiary hospital in Eastern Canada. Study results revealed close connections between parents’ abilities to meaningfully parent a child through their death and the nursing care that they received at the end-of-life, and highlighted the varying helpful guiding roles that nurses adopted at different moments in parental experiences. Results also indicated that parents attributed immense value to feeling that nurses cared-for-and-about their child and the parents themselves, since this made parents feel that their child’s death mattered to the nurses whom they had formed relationships with. This study enhances our understanding of the individualized nature of parents’ moral experiences of nursing care at the end-of-life in the pediatric intensive care unit, and study results suggest implications for nursing practice, education, and research.

Grigaliūnienė Rasa. Child‘s attitude to adult: senior task of educological postgraduate studies / sciential leader dr. Montvilaitė Sigita; Vilnius Pedagogical University, Department of childhood studies. – Vilnius, 2005. – 75 p. In master paper child‘s attitude to adult was researched. While postmodernism ideas were settled, requirement of child‘s cognizance came up. Scientists information which can describe child’s attitude to adult world are missing. The aim of the research was to survey and reveal contemporary child attitude to adult. In theoretical part visual peculiarities of preschool child’s were analyzed. Also the factors which could have influence to child’s attitude. In the research part, I have researched positive and negative factors which could have interest to child’s attitude to adult while child cooperating with adult. The research material confirmed the hypothesis, that child’s attitude to adult has changed because of the challenges which are caused by informative society in today’s fast-changing world.

In this research I present a conceptual analysis of conceptions of child and childhood. These conceptions largely point to a worldview that sees childhood as a universal construct, and I argue that the conceptualisation of childhood differs in cultural, historical, political, philosophical and developmental psychology domains. I argue that what is common to many of these discourses is that concepts and conceptions of child and childhood reveal differences in how one views the dichotomy between adult-child. I also go on to discuss the implications of these conceptions of child, childhood and child’s voice in a school context. The many discourses of childhood are underpinned by beliefs and assumptions about the experience and purpose of childhood, and therefore inform policies and shape educational practice. How a community or society conceptualises childhood is implied in the practices and policies of that community or society. While some researchers agree there is a need to reconceptualise childhood, consensus dissolves around the diverse definitions of child and childhood and how child’s voice should be included in educational contexts. I explore the positioning of child in historical and contemporary constructs and discuss emerging trends of how child and childhood is conceptualised. I examine arguments with regards to opening up debates that suggest that if child and childhood is reconceptualised there is potential to move beyond normative policies, practices and pedagogies that remain entrenched in our current educational contexts. Drawing on my own experiences in working with children I use these experiences to argue that there has been a shift in my own thinking about child and offer through the literature that many authors suggest alternative constructions of child as a being, with capabilities of giving voice. To consider what the concept voice means in terms of including child’s voice in educational contexts, links emerge with the discourse of children’s rights and the diverse and complex conceptualisations of child and childhood. Researchers, educators and policy-policy makers need to examine their meanings of child and childhood and critically engage with the assumptions thereof in order to reconceptualise hegemonic dominance of policies and practices based on one definition of child. Children’s rights have been part of a legal framework, while understanding of what it means to be child run deeper into theories of childhood underpinned by moral, socio- economic and political agendas that are part of child’s world. Advocates of the children’s rights discourse argue that a contemporary crisis in childhood has emerged, causing a power struggle between adult-child relationships, as child is acknowledged as a powerful individual whose experiences are to be taken seriously.

The purpose of this paper is to demonstrate the developmental abilities of young middle-class, caucasian children to perceptually discriminate their own segmented facial parts. The Segmented Facial Parts Test, which utilized a black and white, 8 inch by 10 inch photograph, was developed by the investigator as a part of the study. it was designed to explore degrees of developmental variance on facial awareness tasks. The SFPT was incorporated as the testing instrument. Children ages 8 1/2, 6 1/2 and 4 1/2 years were examined on nine facial segment tasks. Sociological, psychological and psychiatric theories were employed in order to explain the possible interconnections between body awareness and self concept maturation and enhancement. "Whole-part" perception theory was also clarified and substantiated by this study. Results indicated that mental and chronological maturity are significant variables affecting the amount of facial awareness occurring in young children. Young males and females exhibit no substantial differences in their segmented facial parts awareness. According to this study, younger children adhere to a "holistic" style of perceptual functioning. "Part" perception becomes more and more apparent as the child's age increases.

Helmut Friedrich Lachenmann is a German composer of contemporary music. In his 1980 work for piano, Child's Play, Lachenmann develops one of his own signature concepts, musique concrète instrumentale, in which he uses the "standard" (not prepared) piano in non-conventional and innovative ways to explore new sounds and techniques. This dissertation is a pedagogical study that provides a teaching guide for educators who would like to use Child's Play as an introduction to some of the sounds and techniques of contemporary music for their late intermediate students. In order for educators to effectively guide their students through Child's Play, they should understand the sonorities of musique concrète instrumentale as well as the extended techniques it requires. This dissertation addresses those needs through three principal means. First, it introduces Lachenmann's musique concrète instrumentale and classifies the various sonorities into three types: descriptive, contrasting, and extended. Second, it analyzes and discusses technical elements in the cycle, including notational considerations, pedaling, and sound effects. Last, the dissertation provides pedagogical suggestions to help students master these technical elements. By studying and playing this piece, students not only become intimately familiar with some of the many sounds they are able to produce on the piano, but they also gain experience in playing contemporary techniques and repertoire and familiarity with nontraditional notation. This study of Lachenmann's Child's Play will provide educators with a guide for teaching this valuable work to their late intermediate students.

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The Abstract The aim of my thesis is to find and describe the problematic aspects of the determination of parenthood. I chose four areas of the determination of parenthood, which can lead to various complications - assisted reproduction, surrogacy, secret childbirths and anonymous births. In the first chapter of the thesis I deal with the legal aspects of the determination of parenthood. I examine mandatory determination of maternity and various assumptions of paternity. With the development of relations in the society and of the reproductive medicine, there emerge possibilities doubting the traditional legal principles of the determination of parenthood. Mother is not always certain anymore and there are five presumptions of paternity in the Czech legal order nowadays, compared to the traditional three. The second chapter is devoted to the issue of assisted reproduction. Assisted reproduction is a modern and rapidly developing area of medicine that allows infertile couples to have their own child. It is a medical specialty that requires a broad legal framework to prevent its abuse. At the end of a successful medical procedure a new life is coming into existence and such area must be regulated. The third chapter, entitled Surrogacy, builds on the previous chapter. Surrogacy is often discussed area of...

The thesis analyses the child's perspective in the literary works of the holocaust literature - the novel The Painted Bird by Jerzy Kosinski, the short story Děti (Children) by Arnošt Lustig and the piece Noc (Night) by Elie Wiesel. We assume that the child's perspective is significant and totally different from the perspective of the adult narrator. The goal of the thesis is to define the characteristic elements in the narrative. First and foremost we seek to analyze the elements in the language, style and motifs of the texts. We also want to define what kinds of literary works are suitable to be denominated as literature written through the child's eyes. We divide the works into several groups according to the fact if the book is a fiction or a memoir. The main differences in using the child's perspective are between these two groups of literary works. In the thesis we first describe the holocaust as a historical event and then we go on with the description of the holocaust literature. In the other parts of the thesis we analyze the literary works mentioned above.