An international consensus emerged in the years between 1900 and 1910 regarding the need to refocus antituberculosis efforts away from treating tuberculosis in adults and toward preventing active disease in children. This paper uses social history as a framework to explore pediatric health experiments in France (foster placement of city children with rural farm families), Germany (open‐air schools), and the United States (preventorium) for children considered ‘pretubercular’. The scientific, social, and political variables that reshaped prevailing ideas (...) and practice with regard to TB prevention during those years are described. The creation of the first preventorium in the United States is explained and the way in which French and German pediatric prevention strategies were adapted to address a specific population considered at high risk in the United States, indigent immigrants, is detailed. For each of these three nations, nurses were central actors. Their efforts provide a unique vantage point to study the cultural dimensions of risk and prevention embedded in nursing care and the interplay between science, culture, nurses, and the state. (shrink)

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition (...) of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy. (shrink)

The unexpected roles of the microbiota in cancer challenge explanations of carcinogenesis that focus on tumor-intrinsic properties. Most tumors contain bacteria and viruses, and the host’s proximal and distal microbiota influence both cancer incidence and therapeutic responsiveness. Continuing the history of cancer–microbe research, these findings raise a key question: to what extent is the microbiota relevant for clinical oncology? We approach this by critically evaluating three issues: how the microbiota provides a predictive biomarker of cancer growth and therapeutic responsiveness, (...) the microbiota’s causal role(s) in cancer development, and how therapeutic manipulations of the microbiota improve patient outcomes in cancer. Clarifying the conceptual and empirical aspects of the cancer-associated microbiota can orient future research and guide its implementation in clinical oncology. (shrink)

Sarah Trimmer was an experienced Sunday and charity school educator, remembered for her popularization of images and fables in children's textbooks. Trimmer's ideas were already well respected during her lifetime and many of her books saw multiple editions, eliciting the interest of such figures as Queen Charlotte and the Dowager Countess Spencer. Her Reflections upon the Education of Children in Charity Schools, first published in 1792, was one of several books she wrote to advise her readers on how (...) to approach the Christian education of the poor. In it, Trimmer passionately advocated for the utility of charity schools, provided that they followed a more age-appropriate and critical curriculum, which she conveniently published as separate editions. Those interested in the history of education, social history, the Society for the Propagation of Christian Knowledge, or the changing voice of female authorship will benefit from this book. (shrink)

In April 1998, the post-apartheid South African government introduced a monthly cash transfer for children in poor households. A requirement for getting the grant was that the birth of the child had to be registered, and the adult primary caregiver had to have the citizen identity document. The success of the system of support was contingent on the new democratic government's ability to integrate into one national welfare system what had been fragmented under apartheid into many racially separated (...) systems; it also, ironically, built on the apartheid-era state pension delivery system. Within a decade the grant reached more than ten million children, and was associated with a rapid increase in birth registrations, marking the poorest children's first step into citizenship, and opening up the possibility of later access to other programmes and entitlements. (shrink)

Happiness is a large idea. It looms enticingly before us when we are young, delivers verdicts on our lives when we are old, and seems to inform a responsible engagement with children. This chapter briefly talks about happiness, as its largeness—including its large history—deserves. Despite numerous refinements, the author believes the science of happiness also lacks the richness we need if we are to claim and retain this large idea. Whether we want to do so should be seen (...) as an open question, requiring in the first instance a distinction between rich and poor conceptions. The chapter examines what a rich conception might look like. To defend a theory of happiness is to attempt to tell people ‘what to think’ about a matter that properly belongs to first person enquiry and conversation. Finally, the chapter explores into what is for a philosophy of happiness, untypically, to avoid doing this. (shrink)

Practices of exclusion towards deviance based on prejudices or ideologies have been present in every age and in every cultural context, often taking the stigmatization process. Recently UNESCO in 2015 released its latest report indicating that despite the efforts of governments, civil society and the international communities, the Education for All was not yet a reality in the world. The poor, people with mental or physical disabilities, children with learning disabilities “are not in a position” to grow and (...) develop as the others. In particular as regards students with Special Educational Needs, to still a challenge to find a teaching that is “common denominator” for all students without leaving anyone out is still a “inclusive” rather than a “special” that favours the relationship within whole class and relationships outside it. (shrink)

ObjectivePeer victimization is a substantial early life stressor linked to psychiatric symptoms and poor academic performance. However, the sex-specific cognitive or behavioral outcomes of bullying have not been well-described in preadolescent children.MethodsUsing the baseline dataset of the Adolescent Brain Cognitive Development Study 2.0.1 data repository, we evaluated associations between parent-reported bullying victimization, suicidality, and non-suicidal self-injury, as well as internalizing and externalizing behavioral problems, cognition, and academic performance.ResultsOf the 11,015 9-10-year-old children included in the analyses, 15.3% experienced (...) bullying victimization, as reported by the primary caregiver. Of these, boys were more likely to be bullied than girls. Children who were bullied were more likely to display NSSI or passive suicidality and active suicidality. Bullied children also had lower cognitive scores, greater behavioral problems, and poorer grades. Across all participants, boys had poorer grades and greater behavioral problems than girls; however, bullied boys had greater behavioral problems than girls in several areas. Compared to their non-bullied peers, bullied children with greater non-suicidal self-injury or suicidality also had greater behavioral problems and poorer grades.ConclusionThese findings highlight the sex-specific effects of bullying, and the negative associations of bullying victimization with cognitive performance, behavioral problems, and academic performance. Future longitudinal studies will identify the natural history and neural correlates of these deficits during adolescence. (shrink)

This study brings together the analysis of a magazine for children published in a mass-circulation newspaper in a poor industrialized country. Based on a comprehensive survey of articles popularizing science, technology and health topics printed in Notícias Miudinho between 1924 and 1933, this paper intends to show how this publication tuned in with the on-going Portuguese political and educational agenda, while highlighting the idiosyncrasies of the networks involved in the publication of the magazine. In addition, and based on (...) the analysis of the magazine’s mail section, this paper questions historiographic claims about the reduced impact of the Republican education programme. At the same time, this essay intends to contribute to the discussion on the historicity of ‘popular science’ while putting in evidence the importance of understanding the particularities of the actors and networks involved locally to grasp the full extent to which science culturally permeates, mirrors and models society worldwide. (shrink)

The main purpose of our paper consists in establishing the idea that the negative consequences that result from child poverty can be mitigated if the government and social workers promote the resilience of poor children. We use Amartya Sen’s capability approach as an evaluative framework to argue for this thesis. By distinguishing different sources of vulnerability we assume that children are inherently vulnerable, because they are dependent and in need of care. Poor children are, however, (...) even more vulnerable in specific ways. Following Catriona Mackenzie, we call these vulnerability “pathogenic”; they are caused by social arrangements like institutional settings. We claim that at least some of those vulnerabilities can and should be diminished by promoting children’s resilience. We proceed in three steps. In the first part of the paper, we develop our concept of vulnerability and explain how child poverty renders children vulnerable to specific harms. Here we also introduce the capability approach by asking which capabilities children need for coping with this situation. In part two we argue that the concept of resilience helps us to understand why capabilities are relevant for coping with the adverse effects of child poverty. We claim that promoting the capabilities of children is a matter of justice, and that implementing resilience is, too. It is also highly important to see that promoting resilience is mainly a social matter, not a task the individual child has to fulfil on its own. Hence, we argue that children are entitled to gain those capabilities that promote their resilience against the adverse effects of poverty. In part three we discuss several difficulties of our account, such as the danger that children will be burdened with coping with the effects of poverty instead of society fighting poverty. (shrink)

This book offers a broad and diverse reflection of the ways in which child poverty could be conceptualised, and the ways in which it is intertwined with childhood as a specific social condition. Furthermore, the responsibilities towards children and the possible mechanisms required for dealing with this condition will be analysed and clarified. -/- This is the first volume on philosophy and child poverty. Despite the increasing number of publications on poverty, the particular phenomenon of poverty during childhood has (...) not received much philosophical attention. This is surprising, given the severity and depth of child poverty around the globe. -/- This volume brings together various philosophical approaches and how they understand and tackle child poverty. This is an important addition to the philosophical literature, which is also of wider interest to scholars working in the social sciences and with an interest in child poverty. (shrink)

The theory and practice of liberalism has historically justified the dispossession of non-European peoples through the ideological deployment of individual rights—private property being the most prominent. Rather than discarding rights language altogether owing to its colonialist background, the theological option for the poor in the postconciliar Church of Latin America establishes a criterion of authenticity that contributes to its prophetic renewal. The methodological turn toward the poor evident in the liberation theology of Ignacio Ellacuría can wrest rights from (...) its crippling association with political, economic, and cultural forms of liberal domination as seen in the Americas. Latin American theologians provide historical and constructive resources for demythologizing the sacred right to private property in liberalism’s neocolonial present and historical past, as typified by John Locke. Specifically, the theme of integral liberation outlines the material, social, and transcendent dimensions of justice for the dispossessed as an ecclesial alternative to liberal individualism. (shrink)

Schooling Poor Minority Children: New Segregation in the Post-Brown Era explores the "redesign of school segregation" and explains why resegregation of schools in the post-Brown era is so destructive for poor minority students.

Executive functions measures of 27 asthmatic children, with general learning difficulties, were tested by using the Wisconsin card sorting test (WCST), and were compared to the performances of 30 non-asthmatic children with general learning difficulties. The results revealed that the asthmatic group has poor performance through all the WCST psychometric parameters and especially the perseverative errors one. The results were discussed in light of the postulation that poor executive functions could be associated with the learning difficulties (...) of asthmatic children. Neurophysiological framework has been suggested to explain the etiology of poor executive functions among children with moderate into severe asthma. (shrink)

This book on Philosophy for Children is a compilation of articles written by its founders and the movement's leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth (...) or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New World Teaching Science and Morality Via P4C Showing Children can do Philosophy. (shrink)

Children’s exposure to the marketing of energy-dense nutrient-poor (EDNP) foods is a public health concern and marketing investment is known to be shifting to non-broadcast media, such as the Internet. This paper examines the perceptions of parents and children on ethical aspects of food marketing to which children are exposed. The research used qualitative methods with parent-child (aged between 8–13 years), from South Australia. Thirteen parent-child pairs participated in this research. Ethical concerns raised by parents and (...) children included, the marketing of EDNP foods, pester power and family conflict and the use of powerful techniques via the Internet. Their views on rights and responsibilities represented a complex mixture of idealistic and pragmatic positions. They appeared to be caught within the tensions of problematizing unhealthy food marketing to children, both as a social problem and as an individual problem. Their dilemmas are not dissimilar to the broader policy debate in Australia on the matter of food marketing to children. The stale-mate on statutory regulations to protect children from exposure to EDNP food marketing could be advanced by stronger use of ethical arguments to protect children from harmful exploitation and to protect parents from forces that undermine their authority. (shrink)

The son of a shopkeeper, Joseph Lancaster received little formal education himself. In 1798 he set up a school in Southwark, waiving fees for poor children. Originally published in 1803, this work sets out in detail the philosophy and practice of Lancaster's system of education, which relied on peer tutoring. He was always concerned with the education of the underprivileged in industrial cities, lamenting that 'poor children be deprived of even an initiatory share of education, and (...) of almost any attention to their morals'. The early decades of the nineteenth century saw the peak of the popularity of Lancaster's system as his ideas spread and inspired the establishment of schools around the world. His book is still significant in the history of educational methods. This reissue of the revised third edition of 1805 incorporates a brief 1840 biography of Lancaster. (shrink)

The European Legacy, Volume 17, Issue 3, Page 418-419, June 2012.

Through an analysis of personal histories, we reflect on changes in disability discourses in educational contexts since the 1970s. We argue that educational systems are deeply resistant to critical discourse of disability even while espousing social justice principles. We simultaneously recognize the disconnection between disability, education, and the lived experiences of disabled children, and the way in which their experiences are framed. We call for a more integrated discourse between academic theories of disability, professional systems, and children’s lived (...) experiences in order to better care for children and their families, and to address injustice in education systems. (shrink)

Stuart Macintyre, The Poor Relation. A History of Social Sciences in Australia Content Type Journal Article Category Book Review Pages 355-358 DOI 10.1007/s11024-011-9173-3 Authors Henrika Kuklick, History and Sociology of Science, University of Pennsylvania, 303 Cohen Hall, 249 South 36th Street, Philadelphia, PA 19104-6304, USA Journal Minerva Online ISSN 1573-1871 Print ISSN 0026-4695 Journal Volume Volume 49 Journal Issue Volume 49, Number 3.

The current study aimed to investigate the extent to which familial history of reading and math difficulties have an impact on children’s academic outcomes within a 3-year longitudinal study, which evaluated their core reading and math skills after first and second grades, as well as performance on complex academic tasks after second and third grades. At baseline, parents were asked to complete the Adult Reading History Questionnaire and its adaption, Adult Math History Questionnaire, to index familial (...) history of reading and math difficulties, respectively. Preliminary findings established the psychometric properties of the AMHQ, suggesting that it is a reliable and valid scale. Correlation analyses indicated that the ARHQ was negatively associated with children’s reading skills, whereas the AMHQ was negatively related to math outcomes. Path results revealed that the ARHQ predicted children’s performance on complex reading tasks indirectly via their core reading skills, and the AMHQ was linked to complex math outcomes indirectly via core math abilities. The ARHQ was also found to be negatively correlated with measures of children’s math performance, with path findings suggesting that these relations were indirectly explained by differences in their core reading skills. These results suggest that assessing familial risk for academic difficulties may be crucial to understanding comorbid etiological and developmental associations between reading and math differences. (shrink)

The children’s reader, Udmurtiia naveki s Rossiei, celebrates the “450th anniversary of the voluntary entry of Udmurtia into the Russian State structure”. Published in Russian, one of its aims is to familiarize young children (aged 10 and under) with “key events” in Udmurt-Russian relations leading up to the inclusion of Udmurt-inhabited areas in the Russian Empire; emphasizing throughout the absence of inter-ethnic conflict in a “multi-ethnic Udmurtia”. Drawing on history, corpus linguistics and Critical Discourse Analysis, we show (...) how the official representations of Udmurtia and Udmurts, as presented in the reader, fail to provide them with a distinct ethnic voice – separate from Russia – within today’s Russian Federation. Specific attention is paid to the consequences of using ‘unity’ as an argument for achieving ethno-linguistic equality via a Russian civic identity; the way(s) in which this serves the Russian government’s agenda; and its effect on the construction of Udmurt identity. (shrink)

This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be (...) disqualified from attending public schools. Segregated schooling for them was legally ordered and therefore unquestioned. It was a discursive practice implemented on their bodies by dint of a mechanism of a spatial division. This article reveals the shifting dominancy of discourses regarding Asian-American children. Rather than accepting the given historical facts, I intend to reread historical texts in order to rethink the education of Asian-American children through a Foucaultian encounter with critical race theory. Acknowledging different interpretations of the past events is a way of rethinking them and interrogating the history through the revelation of different histories in the education for Asian-American children. (shrink)

The HIV/AIDS epidemic has placed increasing demands on limited paediatric intensive care services in developing countries. The decision to admit HIV infected children with Pneumocystis carinii pneumonia into the paediatric intensive care unit has to be made on the best available evidence of outcome and the ethical principles guiding appropriate use of scarce resources. The difficulty in confirming the diagnosis of HIV infection and PCP in infancy, issues around HIV counselling, and the variance in the outcome of HIV infected (...) children with PCP admitted to the PICU in African studies compound this process. Pragmatic decision making will require evaluation of at least three ethical questions: are there clinical and moral reasons for admitting HIV positive children with PCP to the PICU, should more resources be committed to caring for HIV children who require the PICU, and how can we morally choose candidates for the PICU? Those working in the PICU in HIV endemic regions need to make difficult personal decisions on effective triage of admissions of HIV infected children with PCP based on individual case presentation, availability of resources, and applicable ethical principles. (shrink)