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In nineteenth-century France, parents abandoned their children in overwhelming numbers--up to 20 percent of live births in the Parisian area. The infants were left at state-run homes and were then transferred to rural wet nurses and foster parents. Their chances of survival were slim, but with alterations in state policy, economic and medical development, and changing attitudes toward children and the family, their chances had significantly improved by the end of the century. Rachel Fuchs has drawn on newly discovered archival sources and previously untapped documents of the Paris foundling home in order to depict the actual conditions of abandoned children and to reveal the bureaucratic and political response. This study traces the evolution of French social policy from early attempts to limit welfare to later efforts to increase social programs and influence family life. Abandoned Children illuminates in detail the family life of nineteenth-century French poor. It shows how French social policy with respect to abandoned children sought to create an economically useful and politically neutral underclass out of a segment of the population that might otherwise have been an economic drain and a potential political threat.
Unconventional Anthroponyms: Formation Patterns and Discursive Function continues a series of collective volumes comprising studies on onomastics, edited by Oliviu Felecan with Cambridge Scholars Publishing. Previous titles in this series include Name and Naming: Synchronic and Diachronic Perspectives (2012) and Onomastics in Contemporary Public Space (2013, co-edited with Alina Bugheşiu). In contemporary naming practice, one can distinguish two verbal (linguistic) means of nominal referential identification: a “natural” one, which occurs in the process of conventional, official, canonical, standard naming and results in conventional/official/canonical/standard anthroponyms; a “motivated” one, which occurs in the process of unconventional, unofficial, uncanonical, non-standard naming and results in unconventional/unofficial/uncanonical/non-standard anthroponyms. The significance of an official name is arbitrary, conventional, unmotivated, occasional and circumstantial, as names are not likely to carry any intrinsic meaning; names are given by third parties (parents, godparents, other relatives and so on) with the intention to individualise (to differentiate from other individuals). Any meaning with which a name might be endowed should be credited to the name giver: s/he assigns several potential interpretations to the phonetic form of choice, based on his/her aesthetic and cultural options and other kinds of tastes, which are manifested at a certain time. Unconventional anthroponyms (nicknames, bynames, user names, pseudonyms, hypocoristics, individual and group appellatives that undergo anthroponymisation) are nominal “derivatives” that result from a name giver’s wish to attach a specifying/defining verbal (linguistic) tag to a certain individual. An unconventional anthroponym is a person’s singular signum, which may convey a practical necessity (to avoid anthroponymic homonymy: the existence of several bearers for a particular name) or the intention to qualify a certain human type (to underline specific difference – in this case, the unconventional anthroponym has an over-individualising role – or, on the contrary, to mark an individual’s belonging to a class, his/her association with other individuals with whom s/he is typologically related – see the case of generic unconventional anthroponyms).
"Katherine Lynch's study of the French state's response to a crisis of working-class families illustrates a new sophistication in our understanding of the complex origins of social policy. She looks at middle-class reformers' formulation of social policy affecting illegitimacy, child abandonment, and child labor and examines the implementation of these policies in three major factory towns--Lille, Mulhouse, and Rouen--in the quarter century before the revolution of 1848. . . . This is a most valuable book that seeks to understand both the politics of reform and the ways in which reformist policies change in the process of implementation. It presents a sophisticated exploration of important issues."--Journal of Economic History
In this lively and accessible book, Colin Heywood explores the changing experiences and perceptions of childhood from the early Middle Ages to the beginning of the twentieth century. Heywood examines the different ways in which people have thought about childhood as a stage of life, the relationships of children with their families and peers, and the experiences of young people at work, in school and at the hands of various welfare institutions. The aim is to place the history of children and childhood firmly in its social and cultural context, without losing sight of the many individual experiences that have come down to us in diaries, autobiographies and oral testimonies. Heywood argues that there is a cruel paradox at the heart of childhood in the past. On the one hand, material conditions for children have generally improved in the West, however belatedly and unevenly, and they are now more valued than in the past. On the other hand, the business of preparing for adulthood has become more complicated in urban and industrial societies, as the young face a bewildering array of choices and expectations. A History of Childhood will be an essential introduction to the subject for students of history, the social sciences and cultural studies.
SUMMARY: This book is a historical assessment of state institutions and other social arrangements put in place to alleviate poverty in France. It draws from both primary (notably archives of the Church) and secondary sources (such as Monnier's Histoire de l'Assistance Publique). It offers a comparative perspective with respect to contemporary arrangements in Britain and the United States, including some early poverty statistics. The result is a useful and concise account of the history of social institutions which continues to be of relevance over a century after its initial publication. This New Edition has been typeset with modern techniques. It has been painstakingly proofread to ensure that it is free from errors. ABOUT THE AUTHOR: Emily Greene Balch (1867-1961) was Professor of Economics and Sociology at Wellesley College. Prof. Balch was noted for her exceptional breadth of knowledge, excellence in teaching, commitment to international peace but above all her social consciousness and strong sense of civic duty. Her research and political activism made notable contributions to movements for racial justice, women's suffrage, labor conditions and the treatment of victims of war. Her enduring work was recognized by the award of the Nobel Peace Prize in 1946.