Pretending emotions in the early years: The role of language and symbolic play

John, Bishop of Nikiou’s Chronicon is the oldest preserved work dealing with the Arab conquest of Egypt (639 A.D./H. 18–645 A.D./H. 25) and its initial aftermath. This little known author, who lived in Egypt in the seventh century, was a high official in the Coptic Church. His accurate depiction of all the relevant historical events, based mainly on his own remarkable observations, proves him to be a simple but well–balanced historian. My article focuses on three aspects of the Chronicon: (a) landholding under the early years of Arab dominion compared to the parallel information of the Greek papyri of Apollonopolis in a special appendix; (b) the attitude of the Arab conquerors of Egypt towards its population, and the reaction of the local people as perceived by John, Bishop of Nikiou; and (c) a short account on the elusive role of the Blues and Greens during the Arab conquest of Egypt as recorded by John of Nikiou.

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KEGAGALAN PRIVATISASI BUMN DI ERA REZIM ORDE BARU DALAM PERSPEKTIF EKONOMI POLITIK

Wacana Publik ◽

10.37295/wp.v12i02.16 ◽

2019 ◽

Vol 12 (02) ◽

Author(s):

Syamsul Ma'arif

Keyword(s):

Market Economy ◽

Free Market ◽

Dominant Role ◽

The State ◽

Early Years ◽

New Order ◽

Free Market Economy ◽

Economic Sectors ◽

Role Of The State

After had being carried out nationalization and hostility against west countries, the New Order regime made important decision to change Indonesia economic direction from etatism system to free market economy. A set of policies were taken in order private sector could play major role in economic. However, when another economic sectors were reformed substantially, effords to reform the State Owned Enterprises had failed. The State Owned Enterprise, in fact, remained to play dominant role like early years of guided democracy era. Role of the State Owned Enterprises was more and more powerfull). The main problem of reforms finally lied on reality that vested interest of bureaucrats (civil or military) was so large that could’nt been overcome.

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Das ‚Etwas nach dem Nichts‘: Marie-Louise von Motesiczkys Gemälde Gespräch in der Bibliothek

Internationales Archiv für Sozialgeschichte der deutschen Literatur ◽

10.1515/iasl-2021-0017 ◽

2021 ◽

Vol 46 (1) ◽

pp. 283-299

Author(s):

Susanna Brogi ◽

Elisabeth Gallas

Keyword(s):

Crucial Role ◽

Early Years ◽

The Holocaust ◽

Elias Canetti ◽

Book Collections

Abstract Marie-Louise von Motesiczky’s painting Gespräch in der Bibliothek (Conversation in the Library) relates back to a specific historical constellation insofar as it highlights the interwoven stories of Elias Canetti, Franz Baermann Steiner, and the painter herself, but also of H. G. Adler during the early years of their British exile. Although the painting does not include and likely does not even explicitly refer to H. G. Adler, he saved Steiner’s library from destruction, which made him an integral part of the intellectual exchange that is depicted here, since the library plays a central role in the portrait. Numerous notes and letters in Steiner’s and Adler’s estates testify to the close net of all four protagonists. The article discusses the crucial role of book collections as a mainstay of the three authors’ self-conception and intellectual self-positioning in the wake of the Holocaust, and the continuing impact of this intellectual network visible throughout the dispersed papers of the authors and the painter.

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Programming the Common Market: The Making and Failure of a ‘Dirigiste’ Europe, 1957–1967

Contemporary European History ◽

10.1017/s0960777321000242 ◽

2021 ◽

pp. 1-15

Author(s):

Hugo Canihac

Keyword(s):

European Integration ◽

European Economic Community ◽

Early Years ◽

Practical Reasons ◽

Economic Governance ◽

Economic Community ◽

European Economic ◽

History Of ◽

The Common

This article contributes to the debate about the history of the political economy of the European Economic Community (EEC). It retraces the efforts during the early years of the EEC to implement a form of ‘European economic programming’, that is, a more ‘dirigiste’ type of economic governance than is usually associated with European integration. Based on a variety of archives, it offers a new account of the making and failure of this project. It argues that, at the time, the idea of economic programming found many supporters, but its implementation largely failed for political as well as practical reasons. In so doing, it also brings to light the role of economists during the early years of European integration.

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The Philosophy and Rhetoric of Auditor Independence Concepts

Business Ethics Quarterly ◽

10.5840/beq200414329 ◽

2004 ◽

Vol 14 (3) ◽

pp. 355-376 ◽

Cited By ~ 31

Author(s):

Sara Ann Reiter ◽

Paul F. Williams

Keyword(s):

Collective Responsibility ◽

Auditor Independence ◽

Early Years ◽

Moral Foundation ◽

Corporate Scandals ◽

Economic Man ◽

Accounting Scandals ◽

Relational Concepts ◽

American Society

Abstract:This paper analyzes the rhetoric surrounding the profession’s presentations of auditor independence. We trace the evolution of the character of the auditor from Professional Man in the early years of the twentieth century to the more public and abstract figures of Judicial Man and Economic Man. The changing character of the auditor in the profession’s narratives of legitimation reflects changes in the role of auditing, in the economic environment, and in the values of American society. Economic man is a self-interested and shallow character who offered the auditing profession little protection against involvement in corporate scandals. In the wake of recent accounting scandals, the profession is calling for a return to the character of Professional Man to restore trust in audits and the financial markets.We also analyze the philosophical bases of the metaphors surrounding auditor independence. These metaphors, particularly the metaphor of independence as separation, create problems in conceptualizing independence concepts. How can you discuss appropriate relationships when your basic concept is one of separation, or no relationship? On the other hand, relational concepts of independence are also flawed if they are not based on a firm moral foundation. We suggest how the profession can act to rebuild its moral foundation through recognition of collective responsibility.

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Promoting equity in an early years context: the role of participatory educational teams

European Early Childhood Education Research Journal ◽

10.1080/1350293x.2014.912902 ◽

2014 ◽

Vol 22 (3) ◽

pp. 397-411 ◽

Cited By ~ 6

Author(s):

João Formosinho ◽

Irene Figueiredo

Keyword(s):

Early Years

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Mother's Perspective About Using the Gadget Safeness for Children

JPUD - Jurnal Pendidikan Usia Dini ◽

10.21009/jpud.142.09 ◽

2020 ◽

Vol 14 (2) ◽

pp. 313-320

Author(s):

Colti Sistiarani ◽

Bambang Hariyadi ◽

Saudin Yuniarno ◽

Endo Dardjito

Keyword(s):

Early Childhood ◽

Young Children ◽

Digital Technology ◽

Media Use ◽

Parental Mediation ◽

Early Years ◽

Special Issue ◽

Children's Media ◽

At Home

The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers. Keywords: Early Childhood, Mother Perspective, Gadget Safeness References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

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Prosody in Automatic Speech Processing

The Oxford Handbook of Language Prosody ◽

10.1093/oxfordhb/9780198832232.013.42 ◽

2020 ◽

pp. 632-645

Author(s):

Anton Batliner ◽

Bernd Möbius

Keyword(s):

Speech Processing ◽

High Performance ◽

Early Years ◽

Short History ◽

Word Level ◽

Dialogue Acts ◽

Semantics And Pragmatics ◽

Different Types ◽

History Of

Automatic speech processing (ASP) is understood as covering word recognition, the processing of higher linguistic components (syntax, semantics, and pragmatics), and the processing of computational paralinguistics (CP), which deals with speaker states and traits. This chapter attempts to track the role of prosody in ASP from the word level up to CP. A short history of the field from 1980 to 2020 distinguishes the early years (until 2000)—when the prosodic contribution to the modelling of linguistic phenomena, such as accents, boundaries, syntax, semantics, and dialogue acts, was the focus—from the later years, when the focus shifted to paralinguistics; prosody ceased to be visible. Different types of predictor variables are addressed, among them high-performance power features as well as leverage features, which can also be employed in teaching and therapy.

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Rethinking early years: how the neoliberal agenda fails children

Soundings ◽

10.3898/soun.76.09.2020 ◽

2020 ◽

Vol 76 (76) ◽

pp. 128-157

Author(s):

Celia Burgess-Macey ◽

Clare Kelly ◽

Marjorie Ouvry

Keyword(s):

Good Practice ◽

Early Learning ◽

Early Years ◽

Formal Curriculum ◽

Small Children ◽

Children’S Learning ◽

Early Years Education ◽

Education And Care ◽

Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

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