The capitol & symbols of Illinois : coloring book /

"July 2011."--Colophon.

Star recyclers : an out-of-this-world recycling activity book

This children's activity and coloring book explains the importance of recycling.

Spare Time Activity Sheets from Photo Albums

Given arbitrary pictures, we explore the possibility of using new techniques from computer vision and artificial intelligence to create customized visual games on-the-fly. This includes coloring books, link-the-dot and spot-the-difference popular games. The feasibility of these systems is discussed and we describe prototype implementation that work well in practice in an automatic or semi-automatic way.

Illinois State Police activity book /

"3/11"--Colophon.

Fun with good foods.

Issued Oct. 1978.

Partners in fire prevention : activity book.

Shipping list no.: 92-251-P.

Smokey's fire prevention activity book : basketball.

Shipping list no.: 92-251-P.

Mark Trail tells how prescribed fire can be helpful to southern ecosystems : a book to color.

"Reprinted"--P. [4] of cover.

Ace's activity book : fun and facts relating to the ACE Basin Reserve

This activity book is a fun way to reinforce and enrich every student’s ACE Basin experience ... to instill a stronger awareness and respect for environmentalism and conservation, to broaden their knowledge of this area where they co-exist with a diversity of other life forms, and to encourage them to enjoy the adventure and discovery within Coastal South Carolina. These pages can also be used as coloring pages.

Captain Buckle Up and the highway super heroes

This coloring book depicts Captain Buckle Up teaching children why its important to use seat belts properly. It also shows how car seats for children are important.

Sir Joshua Reynolds' notes and observations on pictures, chiefly of the Venetian school, being extracts from his Italian sketch books; also, The Rev. W. Mason's observations on Sir Joshua's method of coloring, and some unpublished letters of Dr. Johnson, Malone, and others. With an appendix, containing a transcript of Sir Joshua's account book, showing what pictures he painted and the prices paid for them.

Mode of access: Internet.

Using picture books in the Secondary English classroom

This Chapter explores how teachers can use children's picture books in the Secondary English classroom.

‘Keep telling until someone listens’ : understanding prevention concepts in children’s picture books dealing with child sexual abuse

Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature. This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the books��� content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the need for persistence and hope.

Colonising Shakespeare? : agency and authority in Gregory Rogers's Shakespearean picture books

“You need to be able to tell stories. Illustration is a literature, not a pure fine art. It’s the fine art of writing with pictures.” – Gregory Rogers. This paper reads two recent wordless picture books by Australian illustrator Gregory Rogers in order to consider how “Shakespeare” is produced as a complex object of consumption for the implied child reader: The Boy, The Bear, The Baron, The Bard (2004) and Midsummer Knight (2006). In these books other worlds are constructed via time-travel and travel to a fantasy world, and clearly presume reader competence in narrative temporality and structure, and cultural literacy (particularly in reference to Elizabethan London and William Shakespeare), even as they challenge normative concepts via use of the fantastic. Exploring both narrative sequences and individual images reveals a tension in the books between past and present, and real and imagined. Where children’s texts tend to privilege Shakespeare, the man and his works, as inherently valuable, Rogers’s work complicates any sense of cultural value. Even as these picture books depend on a lexicon of Shakespearean images for meaning and coherence, they represent William Shakespeare as both an enemy to children (The Boy), and a national traitor (Midsummer). The protagonists, a boy in the first book and the bear he rescues in the second, effect political change by defeating Shakespeare. However, where these texts might seem to be activating a postcolonial cultural critique, this is complicated both by presumed readerly competence in authorized cultural discourses and by repeated affirmation of monarchies as ideal political systems. Power, then, in these picture books is at once rewarded and withheld, in a dialectic of (possibly postcolonial) agency, and (arguably colonial) subjection, even as they challenge dominant valuations of “Shakespeare” they do not challenge understandings of the “Child”.