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There has always been war and conflict in our world. Conflict almost always goes hand-in-hand with human suffering and is usually caused by issues related to religion, power and politics linked to greed and money. Ordinary people, trying to live their everyday lives often suffer the greatest effects, with extreme hardship, misery and intense unhappiness frequently leading to death, destruction and displacement. This article looks at the concept of migration caused by war and conflict as dealt with by a text set of picturebooks. It considers the responses of a group of 9- and 10-year-old children as they discuss what is meant by migration, migrants and refugees and focuses on what it would be like if, because of war, they found themselves in the situation of having to leave their homes and seek refuge in a new country.

This article gives a brief overview of reader response theory before sharing the views of some nine-year-old children working collaboratively as part of a community of readers. Prior to responding to some philosophical picturebooks the children talked about what they thought philosophy was, they then shared their thoughts on some of the very questions of existence to include: Who am I? Why am I here? Where did I come from? and Where will I go to? Their initial thoughts and responses were followed by detailed reading, thinking and responding to one specific picturebook, "Die Schopfung" ("The Creation") by F. K. Waechter.

There is probably a comic or graphic novel to suit the needs and requirements of all kinds of readers. However, in addition, there is now a new kid on the block! A different kind of book is emerging, one that exhibits some, but not always all, of the characteristics normally thought of as belonging to comics and graphic novels. These books blur the boundaries and include elements of comics, graphic novels and picturebooks, fusing them and creating a category that is a synthesis of aspects from all of them, hence the term, "fusion" texts. This article challenges the view that comics, graphic novels and picturebooks are aimed at a younger and/or immature audience and shows how they are often complex fusion texts dealing with challenging, controversial issues which frequently deliver thought provoking and uncomfortable messages. (Contains 10 figures.)

Children from literate home backgrounds, who have exposure to supportive, positive reading role models using good quality texts, are the ones who are best able to cope with the demands of learning about literacy and the transition from home to school. This study of 3-year-old children will focus on their interactions with picturebook read aloud, their repeated requests to have favourite books read over and over again, their developing sense of identity and their growing ability to respond to the books through play, oral retellings, drawings, emergent writing and "readings" of the stories in their own words. Over a period of time, as the children had a series of picturebooks read "to" and shared "with" them, they were able to identify a sense of self mirrored in the content of some of the books and to make informed choices about their favourites. The children identified themselves in the storybook narratives and went on to record their responses in a variety of differing modes some of which led to them becoming real authors as they constructed their own books to be read, re-read and enjoyed. (Contains 10 figures.)

It has long been accepted that one can respond to fine art in a variety of different ways. However, it is only in the last decade or so that picturebooks have been attracting the kind of recognition that they have long deserved as art forms to be considered and responded to both creatively and aesthetically. There is a growing body of research focusing on how we can respond creatively to the illustrations in picturebooks in addition to the picturebooks themselves as art objects. There is also a growing number of author illustrators who use famous works of art as an integral part of the storyline in their picuturebooks. This article describes how one such book, "Katie's picture show," was initially used as the stimulus for some reader response work which quickly led onto more in-depth, detailed responses to fine art--Fernando Botero's art in particular. It then goes on to share the oral, written and illustrative responses of some 10 year old children, showing the creative and aesthetic links between picturebooks and fine art. (Contains 5 figures.)

There is a paucity of test-retest reliability data for adolescent self-reports of a wide range of risk behaviours. Grade 8 and 11 Students (N=358) completed a questionnaire on two occasions between 10 and 14 days apart. It included items about use of various substances, violent behaviour, suicidality, and sexuality. Cohen's kappa was almost perfect for 1 item (@k=85.4%); in the substantial range (61-80%) for 4 items; and in the moderate range (41-60%) for 3 items. For the remaining 7 items, the percentage agreement was higher than 92.0%. The questionnaire thus demonstrates adequate test-retest reliability.

This paper reports on a qualitative research project undertaken with Y6 children. It draws on transcriptions of children's discussions; recordings of collaborative writing sessions; and the children's responses to a series of questions relating to Beanie soft toys, their origins, their intended market audience and their creator's entrepreneurial intentions in relation to the global market. The paper considers how far the children were motivated by working with popular icons as a purpose for collaborative writing. It also analyses children's stated views on the manufacturers who make, advertise and sell these types of popular toys and explores children's relationship to the consumerist ideology which surrounds popular culture.

Investigates how the writing of some Year 6 children was influenced by exposure to the work of a contemporary author of children's literature and through reading a variety of fairy stories, tales and nursery rhymes. Concludes the children's awareness of story structure resulted in thought-provoking short stories with intertextual references. (PM)

Background: Low-carbohydrate and high-fat (LCHF) diets are shown to have health benefits such as weight loss and improved cardiovascular health. Few studies, however, on LCHF diets have been completed in a real-world primary care setting over an extended period of time.Objectives: To examine the efficacy of a low-carbohydrate, high-fat dietary educational intervention delivered in a family practice setting on weight, body mass index (BMI), blood pressure, glycated haemoglobin (HbA1c), fasting insulin, estimated glomerular filtration rate (eGFR), and albumin to creatinine ratio (ACR). A secondary objective was to determine whether compliance to the program had an effect on outcomes.Methods: In this retrospective chart review, we collected laboratory and anthropometric data from an electronic medical record system for patients (n = 122) at least 19 years of age, who attended at least 2 LCHF educational sessions between January 2018 and May 2020. Pre-post mean differences of outcome were analysed using paired sample t-tests. Independent sample t-tests examined the effect of compliance on the outcomes.Results: Statistically significant reductions in weight (3.96 kg [P < 0.001]) and BMI (1.46 kg/m2 [P = 0.001]) were observed. Compared with patients who participated in ≤5 educational visits, patients who participated in >5 visits showed trends towards more clinically significant changes in weight, BMI, systolic blood pressure, diastolic blood pressure, HbA1c, eGFR, and ACR.Conclusion: Improvements in weight and BMI indicate the utility of providing LCHF health promotion interventions in primary care settings. Greater compliance to LCHF interventions results in greater improvement in laboratory and anthropometric outcomes, including HbA1c. [ABSTRACT FROM AUTHOR]

Four articles on dBASE III include three on library applications: a photocopy invoicing system for interlibrary loan, a vertical file subject headings list program, and a subject index to statistical resources. Another article explains the differences between interpreters and compilers and the advantages of the Clipper compiler for dBASE III. (EM)

Sensory attributes of six heat‐resistant chocolates were compared with the standard chocolate using a trained sensory panel who were trained using the Sensory Spectrum method. The panel evaluated the chocolates using three tactile and ten oral attributes at 24, 29, and 38°C. The panel demonstrated consistent rating of the various samples. ANOVA showed that all of the 13 sensory attributes (Firmness to touch, Stickiness to fingers, Snap, Abrasiveness, Hardness with incisors, Fracturability, Cohesiveness of mass, Time to melt, Firmness with tongue, Adhesiveness to teeth, Number of particles, Oily mouthcoating, and Chocolate messiness) were significantly different across the samples. A higher degree of heat resistance was identified by the panelists for the low‐fat gelatin and polyol samples at 38°C. Principal component analysis revealed two principal components; the first pricipal component described the variability due to temperature, and the second principal component described the variability brought about by the various technologies. [ABSTRACT FROM AUTHOR]