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This papers contributes to the growing body of literature on the use of conceptual metaphors to frame the COVID-19 pandemic and the corona. Whereas previous linguistic analyses have focused on the use of metaphors by politicians and in the media, this paper is concerned with German children's books and the use of conceptual metaphors therein that involve the target domains coronavirus,virus transmission, and virus proliferation as well as counter measurements and reactions of the immune system. The analysis reveals that war-metaphors, which are salient in political and media discourse, are much less dominant in children's books. The books systematically draw on source domains that are well entrenched in children's everyday experience, such as police, quarrelling, partying, playing in the sandbox, jumping, surfing, and travelling. Furthermore, ontological metaphors and more specifically personifications are widespread, with the virus being construed as a curious adventurer without genuinely bad intentions, a villain or monster and even a savior. The paper is grounded in Cognitive Semantics and more specifically in Conceptual Metaphor Theory and provides multimodal analyses that pay attention to both verbally and visually expressed information and metaphorical mappings. [ABSTRACT FROM AUTHOR]

Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana's Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali-language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children's curiosity in the local environment, while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early career scientists, and local communities. [ABSTRACT FROM AUTHOR]

Within the medium of picturebooks is a category specifically targeted to the very youngest "readers"—board books. They are designed primarily for babies, infants, and toddlers, a preliterate audience from newborn to 3-years-old. And while board books are still technically picturebooks, their design and construction follows a different set of parameters from older picturebooks. The one thing they do share with their older siblings is that they are typically purchased by adults for child "readers," a paradox that raises complicated questions about the actual intended audience of board books. Furthemore, while board books "help infants learn to recognize familiar objects and to develop basic concepts related to people, animals, possessions, familiar events, and daily routines" (Hughes-Hassell in Inside board books: representations of people of color. The Library Quarterly, The University of Chicago Press Journals, Chicago, 2010), there is a new trend in board books of older books adapted into the board book medium, or for educational, politically driven topics obviously not intended for child readers at all. With sales of board books increasing in recent years (Harbison in Category snapshot: the benefits of the board book boom. Publishers Weekly. https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/81736-category-snapshot-the-benefits-of-theboard-book-boom.html, 2019) it leaves one to wonder who are board books really for and what do these "readers" really want from them? This paper examines this new trend and what it says about the medium, from the perspective of a picturebook and board book creator as well as from an academic viewpoint. [ABSTRACT FROM AUTHOR]

Introduction: Screen mediated shared reading (SMSR), which involves an adult reading a child a book through video-chat, is a recent development in shared reading. In this study, we investigated whether, as in in-person shared reading, children could learn new words from SMSR, and whether having a physical copy of the book to follow along with impacted children's novel word retention and engagement in this setting. Method: Three-to 5-year-old participants (n = 34) were read an 8-page rhyming, "Meet the Friendly Monsters" story by a researcher over Zoom, via screen sharing an e-version of the story used in previous studies. Participants were randomly assigned to one of two conditions: SMSR with or without a paper copy of the book to follow along with. The session was recorded to measure children's engagement behaviors during the reading. Novel word learning from the story was measured with both a multiple choice identification test and a monster naming test, both administered immediately after the initial reading, then re-administered 10-14days later. Engagement during the SMSR sessions was measured every 30-s on a scale of 1 (low engagement) to 5 (high engagement), and then averaged for each child. Results: Results show that children overall performed slightly above chance on novel monster name retention from the SMSR. However, retention was not as strong as seen in other in-person shared reading studies using the same story. Additionally, while children remembered monster names with equal efficacy regardless of condition and level of engagement, there were still qualitative differences in the reading sessions depending on whether children had their own paper copy of the book to follow along with - in general, the 'with book' condition appeared to increase the challenges posed to children's attention during SMSR, potentially making the word learning task more difficult. Discussion: The findings of this study have implications for how to approach shared reading with young children in new contexts with the use of emerging technology. We raise future research questions for a better understanding of best practices for screen mediated shared reading. [ABSTRACT FROM AUTHOR]

In the present review, with the help of the descriptive method, some main highlights regarding the possibilities for the valorization of passion fruit waste are systematically presented. To the best of the author’s knowledge, there is still no published review in the Englishlanguage scientific literature that examines opportunities, prospects and challenges for the valorization of passion fruit waste. For the preparation of the current review, scientific publications referenced in some of the most authoritative world-renowned scientific databases were used (Scopus, Web of Science, PubMed, Google Scholar); book chapters were not included. This review does not aim to cover, compile and describe all the scientific production available under the keywords “passion fruit waste”, but aims to highlight only some major research trends regarding the possibilities of valorization of passion fruit waste. Scientific articles that remained for technical or other reasons beyond the scope of the current review paper could be included in a subsequent updated review. [ABSTRACT FROM AUTHOR]

Copyright of Letonica is the property of University of Latvia, Institute of Literature, Folklore & Art and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Jami'ah: Journal of Islamic Studies is the property of UIN Sunan Kalijaga, Al-Jami'ah Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magistra Iadertina is the property of University of Zadar, Department of Teacher & Preschool Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines Kitula Kinge'i's reworking of a controversial nineteenth-century Swahili classic, Utendi wa Mwana Kupona by Mwana Kupona, into "biographical" children's books. It revisits some of the critical controversies surrounding her poem in order to underscore how King'ei's adaptations participate directly in the debates about the status and importance of Mwana Kupona's text within Swahili popular culture and imagination. The paper also highlights the ways in which, at the formal level, King'ei radically transforms Mwana Kupona's text, as well as the effects such transformations have on the way she is read in a new, global context. Ultimately, I demonstrate that although King'ei's transcreative adaptations of the formal elements of the poem are so extensive as to result in new texts, he is unable to decisively untether himself from its conservative, feudal class values. What would have been a radical project is, in the end, hampered by its didactic impulses and its ideological affinities to Mwana Kupona's poem. [ABSTRACT FROM AUTHOR]

Copyright of Arq.urb is the property of Arq.urb and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children's literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children's potentials by building a "community of inquiry" at classrooms. Children's books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children's literature used to include 'softer' topics, which is likewise to be 'censored' compared to literature in general. All products for children have usually function to cultivate new generations according to traditional discourse underlying in society. The essential purpose of this paper is to reveal possibilities to shape traditional discourse into an expanded perspective with children utilizing discussion and critical thinking. It is supposed to analyze the artworks for children in variable ways, by embodying discourse within. In between education and entertainment, cultural products also expected to be age-appropriate. Besides the relation between adult-children distinction and all cultural products, specifically produced 'for' children, how children see themselves is directly related to how they interpret cultural products. In this paper, two short animations, Alike, and Ian which were watched together with a group of children in a private secondary school in Istanbul, Turkey, will be analyzed through children's perspectives, with their expressions. [ABSTRACT FROM AUTHOR]

Fantasy literature (particularly the books meant for the child-readers) has always allowed its protagonists to travel in time and space, sometimes by means of metamorphoses and transformations which help the characters transgress borders and to experience new adventures in different worlds and from different perspectives. When protagonists become the Other and suffer all kinds of transformations, they gain wisdom, experience, and are forced to evolve/grow. Sometimes the transition from childhood to adulthood is better expressed by exaggerating or minimizing certain aspects from the characters' life or by using the grotesque. The aim of this paper is to offer a survey of these exaggerations and minimizations in children's literature, thus, we explored a series of 18th and 19th century fairy tales and children's books in which children are metamorphosed into dolls, animals, plants. The paper also analyses whether the protagonists are empowered or disempowered through metamorphoses and transformations, or through exaggerations and minimizations. Lewis Carroll's Alice's Adventures in Wonderland, Gulliver's Travels, Brothers Grimm's and Hans Christian Andersen's fairy tales, Carlo Collodi's The Adventures of Pinocchio, E.T.A. Hoffmann's Nutcracker and the Mouse King are among the children's books chosen for analysis to see whether physical change entraps, supresses and even silences the child or, on the contrary, whether it helps the child overcome his fear of and submission to the adult resulting in the subversion of the adult's authority. The paper concentrates on three major issues: the bodily changes through eating and drinking, the child's metamorphoses into a doll or into an animal, and finally the body's minimization through voice and clothes. Besides all these transformations, the paper discusses the construction of the child as the Other and demonstrates the role of the children's literature in instructing/disciplining the child, as well as in teaching him/her the contemporary social and gender roles. [ABSTRACT FROM AUTHOR]

Children's literature or young adult literature is often seen as an elementary and casual genre, but people overlook the powerful tools it acquires in modelling attitudes and shaping children's minds. Various studies point out that society's behaviours and attitudes towards disability and people with disability are primarily based on popular culture and not personal encounters or experiences. Disability has always been an inseparable part of children's movies and stories from the beginning of times, only the magnitude to which it has been revealed has changed. This literature is seen as the most important as it introduces the world to young minds, and hence the impression it creates in children's minds would not easily be eliminated. It is also noted that young children accept differences and generate positive, acceptive attitudes during their early ages as they are less resistant and have little foreknowledge. This paper examines the disability representations in children's literature and traces the changes it has undergone as a genre from the nineteenth century to the twenty-first century. Two children's books are selected for this study, "Heidi" by Johanna Spyri and "Rules" by Cynthia Lord. The differences in the portrayal of disability and disabled characters in these novels are studied through content analysis, character study, comparison and by analyzing the linguistic symbols. This paper also ventures to decipher the norms and societal values the stereotypes were based on, and it also attempts to account for any changes. [ABSTRACT FROM AUTHOR]

Copyright of Italica Wratislaviensia is the property of Wydawnictwo Adam Marszalek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magistra Iadertina is the property of University of Zadar, Department of Teacher & Preschool Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background Methods Results Conclusions This paper investigates multiple antecedents of literacy in children, such as demographics, child reading behaviour, parent reading behaviour and family context.The study included a Romanian sample of 924 primary schoolers (Grades 1–4) and their parents; children and parents were tested with a standardised measure of literacy, and parents answered a number of self‐report questions about their and their child's literacy‐related behaviours.Regression analyses and relative predictor weights showed a significant positive association between child literacy and child behaviour (time currently spent by the child reading books), as well as with family context (especially parent literacy), followed by demographics and, to a lesser degree, with parent behaviour.The findings provide a first solid understanding of the children's literacy phenomenon in the less investigated educational and cultural environment of Romania and encourage further research on this important topic. [ABSTRACT FROM AUTHOR]

This study aims to evaluate better the effectiveness of tourism collaboration and subsequently identify future research directions. Its conceptual framework for evaluating the effectiveness of stakeholder collaboration consists of four main parts: context, process, outcome and impact. The framework enables comparative analysis of collaboration across different contexts; allows individual or comparative case studies; and enables efforts to collect data on a series of indicators from many cases to test dimensions, elements and interactions. This study systematically reviews 169 studies evaluating stakeholder collaboration, including research papers, book chapters, research frontiers articles, commentaries, book reviews, issue introductions, short communications and research notes. [ABSTRACT FROM AUTHOR]

This paper aims to clarify Locke's distinction between simple and complex ideas. I argue that Locke accepts what I call the "compositional criterion of simplicity." According to this criterion, an idea is simple just in case it does not have another idea as a proper part. This criterion is prima facie inconsistent with Locke's view that there are simple ideas of extension. This objection was presented to Locke by his French translator, Pierre Coste, on behalf of Jean Barbeyrac. Locke responded to Barbeyrac's objection, but his response, along with a passage from Chapter XV of Book II of the Essay, "Of Duration and Expansion, considered together," has been taken to show that he did not accept the compositional criterion. I examine these passages and argue that they are not in tension with but rather affirm that criterion. [ABSTRACT FROM AUTHOR]

In a collaboration with Seven Stories: The National Centre for Children's Books, university students and primary school children were brought together through methods of intergenerational practice (IGP). Across consecutive academic years, the project has seen 136 students embark on an exploration of geographies of gender and generation with 120 primary school children. By utilising creative learning in teaching the project addresses threshold concepts in understanding, in this case, IGP (methods of intentional age integration). The purpose of this paper is to analyse the promotion of IGP through emergent critical reflections. These reflections are situated within academic debate on the use of IGP in children's and young people's geographies. [ABSTRACT FROM AUTHOR]

Copyright of Publishing Journal is the property of Wuhan University, School of Information Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Picture books are part of many young children's lives, whether at home or in early childhood or school settings. Their unique creative combinations of words and visual images can engage children's attention, stimulate their imagination, and support their development as meaning-makers. Nurturing a love of books in young children can foster the development not only of early literacy skills, but also positive reading identities. Early childhood educators therefore have key roles to play as selectors, analysts and mediators of picture books. This article aims to build educators' awareness of these roles through the analytical discussion of a small group of picture books selected for their focus on children's imaginative worlds. Children need to see themselves in books, and given that play and imagination are central to young children's ways of being and learning, picture books about children engaged in imagination and play can be important resources for nurturing a love of reading and fostering positive reading identities in young children. This pedagogical position paper explores a small sample of such books and discusses their value as part of early literacy curriculum. [ABSTRACT FROM AUTHOR]

The most recent research studies in the field of reading describe a new cultural ecosystem in which analog and digital reading coexist and contribute to transform what is read, either through the way reading is performed or by promoting reading. In this context, the training of critical readers is particularly important, an aspect emphasized by UNESCO and the curriculum frameworks based on its premises. In order to provide data for reflection on this question, this paper presents an essentially qualitative and interpretive documentary study of a sample of 836 virtual epitexts that promote children’s picturebooks. The selected documents consist of the postings by 45 publishing houses between 2020 and 2022 on their YouTube and Vimeo channels. The results of the content analysis present the current tendencies in digital promotion of children’s books and the strategies most likely to encourage critical reading. The insistence on the author’s presence, the emphasis on the materiality of the book as an object, the strengthening of artistic discourse and the hybridization of reality and fiction, among other aspects, all propose a type of reading that favors the development of critical thinking. The results are complemented by a selection of virtual epitexts suggested to mediators and readers as resources of interest in promoting critical reading in socio-educational contexts. [ABSTRACT FROM AUTHOR]

Oliver Jeffers' best-selling picturebook How to Catch a Star has been the subject of several recent theatre adaptations for children. This paper provides a detailed case study of the 2017 stage adaptation created by the Irish-language, theatre company, Branar Téatar do Pháistí; an adaptation which has been highly praised for the manner in which it captures 'the spirit' of Jeffers' original text. The paper asks what we mean when we speak of the 'spirit' of a picturebook, given that this elusive element which has been broadly equated in adaptation theory with the 'story' (Hutcheon in A theory of adaptation, Routledge, New York, 2006; McFarlane in Novel to film: an introduction to the theory of adaptation, Clarendon Press, Oxford, 1996) can not be located solely within the verbal narrative of picturebooks but rather resides in a complex interplay of words and pictures and that the full meaning of these narratives is only actualized when the reader engages in a performative relationship with the book. The adaptation of children's picturebooks from page to stage has to date been largely overlooked by contemporary scholarship both within the field of children's literature and the field of adaptation studies. The recent proliferation of theatrical adaptations of picturebooks shows, however, that this is a dynamic and emerging area, and by viewing the highly creative and innovative strategies that Branar employed in their production of Jeffers' classic within both the context of both contemporary picturebook scholarship and modern theatre criticism this paper aims to establish some criteria for the academic study of page to stage adaptation of children's picturebooks. [ABSTRACT FROM AUTHOR]

Not surprisingly, cellulose-based agents for wastewater treatments, and more precisely for coagulation-flocculation processes, raise growing interest, boosted not only by the high availability, functionality, renewability, and biodegradability of cellulose, but also by the outstanding performance of their derivatives. The analysis of 460 publications including review papers, research articles and book chapters, among others, reveals a multidisciplinary approach, where the fields Materials Science, Chemistry, Chemical Engineering and Environmental Science play a major role. In terms of institutions, some of the most relevant contributors are the Wuhan University, Zhejiang Sci-Tech University, Universidad Complutense de Madrid, to name a few. The most relevant journals were found to be Carbohydrate Polymers, International Journal of Applied Polymer Science and Cellulose. An analysis of 332 keywords allowed us to classify works into three major clusters (besides two minor ones): one mostly defined by cellulose and coagulation; a second one championed by flocculation and cellulose derivatives; and a third one including wastewater treatment and polysaccharides. While the evolution of the scientific production leaves little doubt about it, as depicted in this bibliometric study, this is the first work providing an in-depth assessment and classification of the literature on cellulose for particle aggregation purposes. [ABSTRACT FROM AUTHOR]

This article examines spatiality in selected children's books about COVID-19. Spatiality is an important lens because the coronavirus pandemic is a crisis related to distancing and mobility restrictions—spatial matters. Benedict Anderson's notion of imagined communities was adopted as a framework to how children's books present community belongingness within the spatial restrictions imposed during the first wave of the COVID-19 pandemic. In a content analysis of pandemic-related children's books published in early 2020 (n = 51), this paper explores the sense of community in three everyday spaces: 'inside' (home), 'outside' (outdoors), and 'in-betweens' (windows and digital space). Findings reveal a two-fold observation: (1) children's books show how the 'normal' in everyday space is disrupted; and (2) layers of imagined communities manifest within the everyday spaces depicted in the books examined. These findings offer insights that while children's literature and geography are different disciplines, there is much to be explored about spaces in children's lives from writers and illustrators of children's books. Likewise, a geographical lens can substantiate discussions in children's literature by unpacking relationships of characters based on the spaces they occupy. With these in mind, it is hoped that conversations about spatial discourses in children's books flourish from this initial exploration. [ABSTRACT FROM AUTHOR]

Purpose. The aim of this paper is to present the importance of the digitization of the "Special Collection of Children's Books" of the Croatian Centre for Children's Books and highlight the challenges and criteria for selecting titles for digitization of children's books from the aspect of copyright. Approach. The paper provides a brief historical overview of the establishment of the "Special Collection of Children's Books" and reasons that led to its inclusion in the project of digitalization of old and valuable books of the Zagreb City Library, the "Digitized Zagreb heritage", and highlights the problems of acquiring the right to exploit copyrighted works. Furthermore, it clarifies the basic concepts of copyright that are important when digitizing works and presents the news related to digitization in the Copyright and Related Rights Act from 2021. Findings. The paper presents the results of the digitization of the "Special Collection of Children's Books" in a fifteen-year period, along with a complete bibliography of digitized books for children and young people that were digitized as part of the "Digitized Zagreb heritage" project. In addition, some examples of obtaining the right to use copyright are presented. Social implications. The digitization of the "Special Collection of Children's Books" of the Croatian Centre for Children's Books, as a valuable segment of Croatian cultural heritage, through the "Digitized Zagreb heritage" project of the Zagreb City Libraries is part of an important socio-cultural process of protecting and preserving old and valuable books and their easier and faster accessibility to the public. Originality/value. The paper contributes to a better understanding of the importance of digitizing old and valuable books, especially children's books. The basic elements of copyright are explained, which contributes to an easier approach to solving copyright issues for writers and illustrators who are joint and equal authors of Croatian children's books. [ABSTRACT FROM AUTHOR]

Stories are a derivative of children's imagination, hence the key role between children's literature and psychology, that is, books as a generator of children's creativity. Creativity is a tendency to generate or recognize ideas, alternatives, or possibilities that can be useful in solving problems and communicating with others. Creativity is closely related to an individual's personality and emotional life and involves much more than just thinking skills. In the early period of life, it is especially important what content children are exposed to - literary, artistic, media. This paper deals with the influence of literature on the socio-emotional development of children and the shaping of personality. The text aims to critically analyze some of the stories we are exposed to in childhood, specifically the books The Hedgehog's Wish (Tri, 2021) by Toon Tellegen, Hippopotamus Wisdom (Tri, 2021) by Peter Svetina and The Three Little Wolves and the Big Bad Pig (Tri, 2021) by Evgenios Trivizas. [ABSTRACT FROM AUTHOR]

Copyright of Ido Movement for Culture. Journal of Martial Arts Anthropology is the property of Idokan Poland Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletín Galego de Literatura is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The review discusses a collective volume of papers Strony Joanny Pollakówny (Aspects of Joanna Pollakówna) edited by Anna Kozłowska and Jan Zieliński (2017). It includes interpretations of Pollakówna's poetic, essayistic, and biographical output, an analysis of reception of her works, and a bibliography. Beyond doubts it is a fundamental book for Pollakówna's monographers, not only of her as a poetess and essayist, but also art historian, translator, and authoress of books for children. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Teleological Science is the property of Telos Publicacoes e Servicos Ltda and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This abstract aims to explore the prevalent themes and motifs in Malayalam children's literature, providing an overview of the captivating narratives that have captivated young readers. Malayalam, a language predominantly spoken in the southern Indian state of Kerala, boasts a rich tradition of children's literature, reflecting the region's cultural and societal values. This paper analyzes various themes and motifs that authors have used to create engaging and impactful stories for young readers. The study employs a qualitative analysis of selected Malayalam children's books published over the past few decades. The research delves into the motivations and intentions of authors, examining the reasons behind the choices of themes and motifs that resonate with young minds. Several key themes emerge from the analysis, illustrating the diversity and depth of the literature targeted towards children. One prominent theme observed is the celebration of local culture and traditions. Malayalam children's books often showcase festivals, folk tales, and customs, fostering a sense of pride and identity among young readers. Additionally, books that promote environmental consciousness and sustainability are common, reflecting the increasing awareness of ecological issues in contemporary society. Another prevalent theme centers around family and relationships. Malayalam children's literature frequently explores the bonds between siblings, parents, and grandparents, emphasizing the importance of love, respect, and unity within the family unit. Adventure and fantasy-based stories are prevalent, capturing the imagination of young readers with tales of magical creatures, mythical worlds, and heroic quests. These narratives offer an escape into imaginative realms and instil a sense of wonder and creativity. The themes focusing on education and self-development are significant in Malayalam children's books. Authors often use their stories to inspire children to pursue knowledge, develop critical thinking skills, and overcome challenges. In addition to themes, certain motifs commonly recur in this genre. Animal characters, anthropomorphic beings, and nature-based symbolism are prevalent, imparting moral lessons and values in an engaging and relatable manner. This research reveals that Malayalam children's literature is a treasure trove of themes and motifs that cater to the diverse interests and developmental needs of young readers. The unique blend of cultural heritage, social values, and creative imagination makes these books not only entertaining but also instrumental in shaping the minds and characters of the future generation. As a result, understanding the themes and motifs within this literature is crucial for educators, parents, and writers alike to continue fostering a love for reading and learning among children. [ABSTRACT FROM AUTHOR]

This paper presents an in-depth literature review on the research topic "Mental Fatigue and Productivity Worldwide". The exploration was carried out in the bibliographic database Scopus and a set of 106 research papers were obtained, including articles, book chapters, books, conferences, and abstracts, from the years 1967 to 2023, the main objective was to find information on transient characteristics and research trends within the field of study. Using the Biblioshiny web interface of the Bibliometrix package of the statistical program Rstudio, the file was processed in csv format downloaded from the Scopus metasearch engine, resulting in the following information: Scientific articles are those that are presented in a greater percentage (83%), the year 2021 was the one that had the most contributions with 15 works, one of the journals that had the most impact in the research area was International Journal of Industrial Ergonomics, and one of the authors with the highest H index was Carneiro D. with an indicator of 4 points, together with Novais P. Regarding the analysis presented in the word cloud, the terms "mental fatigue", "fatigue" and "productivity" are the most relevant in the field of study. [ABSTRACT FROM AUTHOR]

Copyright of Libri & Liberi is the property of Croatian Association of Researchers in Children's Literature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the book "Astronauts Zoom" being sent to the International Space Station (ISS) for Story Time From Space, where astronaut Koichi Wakata read it aloud. Topics include the significance of the book's title, its content about life on the ISS, and resources related to the book and space exploration.

Software is developed specifically for children and this often requires them to authenticate themselves, usually by entering a password. Password hygiene is important for children, because the principles they learn in early life will often endure across their life span. Children learn from their parents, siblings, teachers, and peers. They also learn from educational resources, such as children's books. We carried out a content analysis of a range of children's books that aims to educate children about passwords. We used directional coding, as informed by a systematic literature review of methods, such as those used in other content analysis-based studies of children's books. We examined the principles the books taught, and whether these were correct. We also analysed how the books portrayed the genders of characters, in various roles. We found that principle coverage was variable, with books sometimes teaching outdated principles. Genders were evenly represented in the books. Finally, our analysis revealed conflation of the terms "safety" and "security" in the cyber domain. We conclude the paper by justifying the adjectives we use in the title. [ABSTRACT FROM AUTHOR]