Post-adoption Contact and Relationships with Birth Family Members

The chapter draws on data collected through responses to an online survey concerning 93 adoptees (44% of the cohort), completed on average 18 years after placement, and interviews focusing on 24 adult adoptees. Face-to-face post-adoption contact was a legal requirement. After placement with adoptive families, 93% of adoptees had contact with birth family members; at follow-up, 56% still saw at least one member of their birth family; 69% of both adoptees and adoptive parents thought contact was ultimately beneficial. There was minimal evidence of contact with birth parents destabilising placements. However, it introduced a ‘painful transparency’ for all parties and could be problematic. Over time, contact supported children’s identity needs by incorporating knowledge of their antecedents and could mitigate their difficulties with attachment, separation and loss. It forced all parties to engage with one another and helped adoptees achieve closure.

The formation of writer identity through writing response groups in the classroom

<p>Supporting the formation of children's identity as writers in the context of interaction within a writing response group was the focus of this study. The children in the study were in a composite Year Seven and Eight class. The children were randomly placed in groups of five or six members. Talk in the groups, students' writing journals, and the teacher/researcher's journal were analysed from a socio-cultural perspective to investigate how the group contributed to the formation of children's literate identity. The analysis revealed that responses served to acknowledge children's writing as interesting and worthy of attention. The acknowledgement created a social energy that contributed to growth in children's writing, enabling children access to the roles they desired in the classroom. The study highlighted the importance of children being able to form an identity as a writer to enable them to successfully engage in literacy activities.</p>

The formation of writer identity through writing response groups in the classroom

<p>Supporting the formation of children's identity as writers in the context of interaction within a writing response group was the focus of this study. The children in the study were in a composite Year Seven and Eight class. The children were randomly placed in groups of five or six members. Talk in the groups, students' writing journals, and the teacher/researcher's journal were analysed from a socio-cultural perspective to investigate how the group contributed to the formation of children's literate identity. The analysis revealed that responses served to acknowledge children's writing as interesting and worthy of attention. The acknowledgement created a social energy that contributed to growth in children's writing, enabling children access to the roles they desired in the classroom. The study highlighted the importance of children being able to form an identity as a writer to enable them to successfully engage in literacy activities.</p>

From Participation to Citizenship

In this chapter the “right to participation” is evaluated in terms of whether it presumes full citizenship rights for children. The roles of citizenship and statelessness are examined regarding how significant both are for defining identity. Arendt’s notion of “stateless persons” is compared to the UN’s understanding of children as “citizens-in-the-making.” Relational understandings of autonomy lead to an appreciation of children’s identity in Gould’s terms as “selves-in-relations.” For children to be guaranteed what Feinberg calls “rights-in-trust” or rights to an “open future,” children must logically be granted the citizenship right to vote.

Evaluation of Personnel Information System Performance at the Department of Population and Civil Registration of Bengkayang Regency Using COBIT 5

The Bengkayang Regency Population and Civil Registry Service is an institution that aims to record population administration data which includes data including birth data, marriage data and death data, identity cards, family cards, and children's identity cards. The Dukcapil Service Office is one of the services that serves the community, especially in population management. This study aims to refer to the version 5 COBIT framework for reviewing the management of Personnel SI at the Bengkayang Regency Population and Civil Registry Service. The domain used in COBIT 5 is "Monitoring, Evaluation and Assessment" (MEA). The results of the study determine the maturity of the Bengkayang Regent's Population and Civil Registry, and provide suggestions for the application of information technology to make it better in the future.

PASSING IDENTITY AND ETHNIC CULTURE IN LATVIAN EMIGRANT FAMILIES

The paper discusses the problem of preserving native Latvian language and the transfer of cultural identity in Latvian diaspora. One of the central tasks for Latvia’s diaspora policy is to support preservation of Latvian language and culture in diaspora with the aim of strengthening the Latvian identity and the sense of belonging to Latvia. Support is provided to diaspora schools for preserving Latvian language, culture and identity outside of Latvia. However, for children not to lose their Latvian language skills it is important that the language is used also in the family.This paper uses a combination of a quantitative survey and in-depth interviews with the parents of children in diaspora. The aim is to ascertain the language situation in the diaspora, explore practices and perspectives on sustaining Latvian language and ethnic culture.In the theoretical aspect, the research data is approached with reference to P. Bourdieu’s view on language skills as linguistic capital, a form of cultural capital. Parent’s attention to sustaining their heritage language in emigration is analysed in relation to children’s identity formation and family communication with family members left behind. The data confirms that parents play a big role in language acquisition and sustaining by children in emigration, and parents hold the main responsibility in the process of realizing ethnic identity as a value.

GRAPHIC DESIGN SOLUTIONS APPLIED ON CHILDREN'S ROOM SURFACES IN INTERIOR DESIGN

Design elements such as typography, illustration, and photography used in graphic design can also be used indoors on surfaces and reinforcement elements. Original designs support the creation of the identity of the place. It is of great importance to use visual arts in the space. One of the areas of design that greatly affects people in the illustration. Whatever the content of the illustration, it can include different visual styles that can be expressed artistically. The art of illustration can express difficult concepts quickly. For this reason, illustrations are used in different techniques. Thus, it can be used to create unique designs that can reveal the difference of the brand. The uniqueness of the illustration used in the interior design is also effective in the formation of space's own identity. Illustrations that are uniquely designed based on the user's wishes should be used. Instead of fashionable design trends, the application of the appropriate forms to the concept of the space ensures the creation of the original space. The research aims to examine the use of graphic elements used in interior design, which is one of the factors that affect the formation of children's identity, on space surfaces. Qualitative methods were used as a method, and a literature review was made on graphic design and space design for children. The analyzed examples are limited to the use of typography and illustration on the walls and reinforcement element surfaces in the interior design of the children's room. The application images in the personal archive were used. Besides, internet resources were searched and the samples of the children's room were examined.

Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

This paper describes how individualized photobooks were used to support 3- and 4-year-old children in demonstrating their science learning and developing their science identity through participation in a science outreach program. Photographic images stimulate children’s visual thinking and allow them to provide explanations of complex concepts using their language, thus supporting children at their level of understanding. Twenty child/parent dyads were video-recorded interacting with the exhibits during a Science Outreach program into Western Australian community playgroups. Screen shots from the video-recordings were used to develop individual printed photobooks for each child. One week after the program, the photobooks were used in a photo-elicitation conversation with the children (accompanied by their parents) about how the exhibits worked. Children took their photobooks home and 7 weeks after the program parents were interviewed about how the photobooks were used. The photobooks were found to assist the children in demonstrating their science understandings by providing a context for conversation and allowing the children to show their competence, use multiple forms of communication (verbal, non-verbal and through parent), and participate or withdraw on their terms. At home, the photobooks were found to be a focus for the children to share their knowledge of the Outreach program with family members, give the children a voice, and provide them with time to express their understandings. Having the child as narrator of his/her story and the adult as listener empowered the child’s sense of identity. The use of individualized photobooks was found to contribute to the development of the children’s identity and increase their agency in science and enhanced the parents’ perceptions of their children as young scientists.