A bear who was there describes three earthquakes in Missouri, in 1811 and 1812, and their aftermath. / https://dc.etsu.edu/alumni_books/1017/thumbnail.jpg

In this study of the relationship between children's literature and Australian culture I make a close textual analysis of the works of Ivan Southall, Eleanor Spence, Colin Thiele and Patricia Wrightson. This analysis is based on a framework of areas of culture as defined in anthropological terms, and includes such categories as the Environment, Social Organization, the Life Cycle, the Family and World View. Each author's work is analysed according to this framework. In a final section on each author I draw together the themes and developments in each author's writing and discuss the cultural insights they provide. In these textual analyses the emphasis is on identifying the culture which these authors reflect in the twenty to twenty-five year period in which they have been writing. I am also interested in identifying those cultural values which the authors promote or attempt to transmit to their readers. In the final chapter I undertake a comparative analysis. First I identify the areas of overlap or of greatest concern on which the four authors focus. These I identify as the Environment, the Family, Adolescence, Consumerism, the 'Other' Australians and Religion. I then compare these areas of focus and the attitudes and cultural values which the four authors reflect and transmit in these areas, with generalizations revealed in other interpretative analyses of Australian culture, including those of Craig McGregor and Ronald Conway. The result of this comparative analysis is striking in terms of the significant aspects of Australian culture which all the authors reflect. At the same time they bring their own personal perspectives to bear on the cultural values which they seek to transmit.

The current education systems in elementary schools are usually using traditional teaching methods such as paper and pencil or drawing on the board. The benefit of paper and pencil is their ease of use. Researchers have tried to bring this ease of use to computer-based educational systems through the use of sketch-recognition. Sketch-recognition allows students to draw naturally while at the same time receiving automated assistance and feedback from the computer. There are many sketch-based educational systems for children. However, current sketch-based educational systems use the same sketch recognizer for both adults and children. The problem of this approach is that the recognizers are trained by using sample data drawn by adults, even though the drawing patterns of children and adults are markedly different. We propose that if we make a separate recognizer for children, we can increase the recognition accuracy of shapes drawn by children. By creating a separate recognizer for children, we improved the recognition accuracy of children’s drawings from 81.25% (using the adults’ threshold) to 83.75% (using adjusted threshold for children). Additionally, we were able to automatically distinguish children’s drawings from adults’ drawings. We correctly identified the drawer’s age (age 3, 4, 7, or adult) with 78.3%. When distinguishing toddlers (age 3 and 4) from matures (age 7 and adult), we got a precision of 95.2% using 10-fold cross validation. When we removed adults and distinguished between toddlers and 7 year olds, we got a precision of 90.2%. Distinguishing between 3, 4, and 7 year olds, we got a precision of 86.8%. Furthermore, we revealed that there is a potential gender difference since our recognizer was more accurately able to recognize the drawings of female children (91.4%) than the male children (85.4%). Finally, this paper introduces a sketch-based teaching assistant tool for children, EasySketch, which teaches children how to draw digits and characters. Children can learn how to draw digits and characters by instructions and feedback.

Thesis (M.A.)--University of Kentucky, 2002. / Title from document title page. Document formatted into pages; contains vii, 63 p. : ill. Includes film clips utilizing MPG files. Includes abstract. Includes bibliographical references (p. 60-62).

Thesis (Ph. D.)--Johns Hopkins University, 1930. / Vita. Bibliography: p. 22, 30-31.

Thesis (M.A.)--University of Chicago. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 61-64).

Thesis (M.A.)--Si li Zhongguo wen hua xue yuan jia zheng yan jiu suo. / Cover title. Includes bibliographical references.

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Increasing access to rights for young people has highlighted the fact that little is known about their thinking and understanding of rights issues. However, expanding children’s access to rights without adequate knowledge of how they understand, experience and are able to use these rights, may be detrimental to their well-being. Thus far, research has explored conceptions of rights in several populations, including school aged children and young offenders, but little attention has been focused on maltreated children – a particularly vulnerable group. The purpose of the current study was to examine conceptions of and attitudes towards children’s nurturance and self-determination rights in 10-18-year-old children with histories of maltreatment who were living in state care. Associations between rights conceptions and attitudes, and factors related to the experience of maltreatment and child welfare care (e.g. type of maltreatment, type of foster care, time in care, and number of foster care placement changes), were explored. Rights concepts were assessed by having participants generate and discuss children’s rights issues arising in three contexts: home, school and the greater community, as well as through general knowledge questions. Attitudes were assessed using the Children’s ii iii Rights Attitudes questionnaire (Peterson-Badali, Morine, Ruck & Day, 2004), a 32 item likert-scale measure of children’s endorsement of various nurturance and self-determination rights. Results indicated that, while maltreated children’s conceptions of rights did frequently vary from previous findings with non-maltreated children, there were also a number of broad-based similarities. Interestingly, while maltreatment and child welfare care variables were largely unrelated to rights conceptions and attitudes, participants’ understanding did appear to be informed by the particular concerns that emerged from their unique circumstances (e.g., the fulfillment of basic needs such as food, clothing, and education). Findings are discussed in relation to theory, research, policy, and practice.