For the Sake of the Children examines the social organization of responsibility by asking who takes responsibility for critically ill newborns. Drawing on medical records and interviews with parents and medical staff, the authors take us into two neonatal intensive care units, showing us the traumas of extreme medical measures and the sufferings of infants. The accounts are by turns heroic and disturbing as we see people trying to take charge of these infants' care, thinking about long-term plans, redefining their roles as adults and parents, and coping with sometimes awful contingencies. Rather than treating responsibility as an ethical issue, the authors focus on how responsibility is socially produced and sustained. The authors ask: How do staff members encourage parents to take responsibility, but keep them from interfering in medical matters, and how do parents encourage staff vigilance when they are novices attempting to supervise the experts? The authors conclude that it is not sufficient simply to be responsible individuals. Instead, we must learn how to be responsible in an organizational world, and organizations must learn how to support responsible individuals.

An Effective, Holistic Guide for Teaching Children in Any Educational Setting Every parent and teacher wants to give his or her children the best education possible. They hope that the teaching they provide is a joyful adventure, a celebration of life, and preparation for living. But sadly, most education today falls short of this goal. For the Children's Sake imagines what education can be based on a Christian understanding of the meaning of life and what it means to be human—a child, a parent, a teacher. The central ideas have been proven over many years and in almost every kind of educational situation, including ideas that author Susan Schaeffer Macaulay and her husband, Ranald, have implemented in their own family and school experience. Includes a foreword by daughter and educator Fiona Fletcher. Simple and Practical: This user-friendly guide helps educators build a stable, enriching, and intellectually stimulating environment for children and also includes a list of additional resources Immersive Teaching: Shows parents and teachers how children's learning experiences can be extended to every aspect of life Proven Methodology: Used in school settings for 14 years, these easily applicable ideas will benefit parents and teachers in homeschooling, public school, or private school

Too Small to Ignore will encourage you to turn your good, loving intentions into strategic actions and empower you to help change the world–and the future–forever, one child at a time. The time has come for a major paradigm shift: Children are too important and too intensely loved by God to be left behind or left to chance. Children belong to all of us and we are compelled to intervene on their behalf. We must invest in children all across the world. In Too Small to Ignore, Dr. Stafford issues an urgent call for change. His adventures as a boy raised in a West African village provide an often-humorous and always-captivating backdrop to his profound and inspiring challenges. Wess lived the reality of “it takes a village to raise a child” and calls us to “be that loving village for children everywhere.”

This book, written for scholars and practitioners alike, describes theoretical and research advances in the myriad complicated images of life for children and parents in families affected by divorce, remarriage, and single parenting.

Two experts in the field of divorce mediation have written a step-by-step workbook for divorcing couples who are working with a professional mediator. This book is meant as a resource for those who wish to participate in the process of a less expensive and effective separation.

Preparing for the Storm In For the Sake of Our Youth, licensed professional counselor, mother to four boys, and first-time author Tessa Stuckey shares what she has learned about today’s youth and the struggles they face in our current culture. Through her work, Tessa has become well versed in depression, anxiety, and suicidal thoughts in young people, and she believes that suicidal ideation among children is on the rise. It has become a big cultural storm—a storm that we haven’t prepared for. Tessa gives advice to parents on what to do in response to the dangers our children face growing up in today’s world and shows them how to raise their children intentionally. Parents must make strong connections with their children and build resilience. Her goal is to save lives and raise awareness of this awful epidemic.

There's danger for Ginny when she discovers a secret that her boss would rather keep hidden.

In 2007 a file of letters between University of Heidelberg roommates and lifelong friends, Otto Frank and Nathan Straus Jr., was found in the archives of YIVO: The Institute for Jewish Research. The letters revealed for the first time that Otto Frank, diarist Anne's father, tried desperately to get his family out of war torn Holland in 1941, fifteen months before they went into hiding in the now famous attic at Prinsengracht 263, Amsterdam. The letters also show the lengths Nathan Straus Jr., then Housing Administrator under FDR, and many others, went to to help. But the tightening restrictions of the U.S. State Department, along with the deteriorating conditions in Europe, prevented even those with powerful connections and money, from securing the necessary documents that would allow the Frank family to immigrate. We have long known of the relationship between these two men. The story of the letters, however, is being published in a book for the first time. It enriches our understanding of the relationship between Otto Frank and Nathan Straus Jr., about the history of the Frank family and gives us greater insight into this tragic era.

This book is the result of the first two-year work of Working Group 1 of the network "LUDI - Play for children with disabilities". LUDI is an Action (2014-2018) financed by COST; it is a multidisciplinary network of more than 30 countries and almost 100 researchers and practitioners belonging to the humanistic and technological fields to study the topic of play for children with disabilities within the framework of the International Classification of Functioning Disability and Health (WHO, 2001).The principal objective of this book is to bring the LUDI contribution to the important topic of play in children with disabilities, because today an international consensus on the definition of play and disabilities is still lacking. The process of ensuring equity in the exercise of the right to play for children with disabilites requests three actions: to approach this topic through a "common language", at least all over Europe; to put play at the centre of the multidisciplinary research and intervention regarding the children with disabilities; to grant this topic the status of a scientific and social theme of full visibility and recognized authority. Children with disabilities face several limitations in play, due to several reasons: impairments; playgrounds, toys and other play tools that are not accessible and usable; environments and contexts that are not accessible nor inclusive; lack of educational awareness and intentionality; lack of specific psycho-pedagogical and rehabilitative competence; lack of effective intervention methodologies. Moreover, disabled children's lives are dominated by medical and rehabilitative practices in which play is always an activity aiming to reach an objective or to provoke an improvement; play for the sake of play is considered a waste of time. The concept of play for the sake of play strongly refers to the distinction between play activities and play-like activities. Play activities are initiated and carried out by the player (alone, with peers, with adults, etc.) for the only purpose of play itself (fun and joy, interest and challenge, love of race and competition, ilinx and dizziness, etc.). They have of course consequences on growth and development, but these consequences are not intentionally pursued. Play-like activities are initiated and conducted by an adult (with one or more children), in educational, clinical, social contexts; they are playful and pleasant, but their main objective is other than play: e.g., cognitive learning, social learning, functional rehabilitation, child's observation and assessment, psychological support, psychotherapy, etc. This book, then, contributes to a clear distinction between play and play-like activities that, hopefully, will bring to new developments in play studies.

In The Children of Israel, Danna Nolan Fewell explores how imaginative readings of selected scriptural texts might raise adult consciousness and responsibility toward children. Through stories, quotes, vignettes, and notes, Fewell provides different kinds of reading experiences, with different levels of coherence and disjunction, depending on how much the reader decides to delve into the critical apparatus or the framing dialogues. This work is designed to unsettle, to plant suggestions and questions, and to create space for reflection and conversation. It is an experiment to see if a postmodern reading of the Bible can provide a credible ethical vision that can inspire us to do a better job of caring for our children. "The ways in which Fewell addresses the theme is inspiring. The text is imaginatively crafted and skillfully written." --Leslie J. Francis, from The Expository Times, volume 116, Number 8, May 2005