Aim: The aim of this article is to compare loneliness, fear of falling, and quality of life in older women who live alone and live with others.
Methods: This cross-sectional study was done on 218 accessible elderly women (116 live alone, 102 live with others) to compare loneliness, fear of falling, and quality of life by using the Farsi versions of UCLA-LS, falls efficacy scale-international (FES-I), and SF12 questionnaires, respectively.
Results: Linear regression was used to compare the means of continuous outcomes between the two groups by adjustment on probable confounder’s age and falling history.
Conclusion: Fears of falling and physical aspect of life quality in the lonely older adults were considerably higher than other group. 相似文献
Method: A cross-sectional research design was used to survey 200 residents across 12 senior housing sites. Criteria with strong psychometric properties representing the three constructs were operationalized using hierarchical regression within the context of relevant control variables to compare the relative strengths of the three paradigms for predicting measures of quality of life.
Results: In this study, 8.5% of the sample met modified criteria for SA and were used as a comparison group with those who did not meet the criteria. Overall, holistic wellness and resilience predicted happiness, life satisfaction, and physical health better than SA alone. When predicting happiness and life satisfaction, race and holistic wellness were significant predictors. Age and holistic wellness were the best predictors of self-rated physical health.
Conclusion: The criteria underlying SA poorly predicted happiness, life satisfaction, and self-rated physical health compared to the resilience and holistic wellness models. The results suggest that definitions of aging well are complex and require greater nuance. The findings have important implications for clinicians seeking translatable theoretical models that are amenable to practice with older adults, especially for those living in independent senior housing communities. 相似文献
Method: A prospective study was conducted. Data were measured before and after the multimodal intervention. Participants were 40 people with mild intellectual disability. The intervention was carried out over 8 weeks (2 h weekly).
Results: The results of this study show that after the multimodal intervention, there was significant improvement: quality of life, professional and peers’ support for activity, abdominal strength and walking METS (Metabolic equivalent of tasks). Conclusions: There are few studies that have carried out an intervention that combines physical activity and education in people with intellectual disability; these interventions are very important because they can improve some parameters that are difficult to improve with only a single intervention.
Conclusions: There are few studies that have carried out an intervention that combines physical activity and education in people with intellectual disability; these interventions are very important because they can improve some parameters that are difficult to improve with only a single intervention. 相似文献
In countries of low and moderate levels of human development children are more likely to use commercial symbol‐making tools first in schools, not homes. The symbol‐making tools most widely available to young children are pencils and crayons. Yet, when commercial tools are unavailable, children create their own, using objects from the natural environment.
The pencils used by most young children are standard adult‐sized while crayons, brushes, and markers are more varied in size. In most countries children use symbol‐making tools freely and with adult direction. Nonetheless, adult‐directed tool use decreases and free use increases as human development levels rise.
Place of residence, socio‐economic status, teacher and parent educational levels, and commercial availability account for often wide within‐country variations in child access to and use of symbol‐making tools. Finally, symbol‐making tool design and use appear to be based on tradition rather than research.
Human activity takes place principally in a social context. For this reason it is important to pay attention to two‐subject relationships. Their features are above all purposefulness, bi‐directionality and co‐ordination. Two‐subject activity may be of two sorts—negative co‐operation (conflict) or positive co‐operation, co‐ordination of a line of action including dialogue and collaboration.
Educational activity, particularly when directed at younger children, is characterized by different planes of functioning. The adult acts in a longer‐term perspective and formulates his aims in terms of general concepts but a small child acts in a short term perspective and formulates aims in concrete terms.
A system of priorities is put forward here, a two‐task model for the educational situation which makes subjective activity possible both for the child and for the adult. In the last part of the article an experiment is described which illustrates how such a two‐task situation works with a system of priorities and the results that were obtained.
Design/Methodology/Approach: A participatory experimentation approach was followed to arrive at recommendations matching with local preferences and context. In total, 16 groups of 5 farmers were monitored during 4 years.
We monitored research strategy of the farmer groups by considering the following: (1) the type of treatments, (2) the inclusion of responsive treatments, (3) the actual responses achieved and (4) the treatments perceived optimal.
Findings: We found that the farmer groups followed a very rational, context-rooted strategy that, e.g. in its focus on straw production and the use of combinations of organic and mineral fertilizers, differed from that of the researchers.
Practical implications: Farmers often follow research strategies different from standard scientific approaches. Consequently, in participatory experimentation, involvement of farmers in defining the actual experimental design is required to deal with local preferences and context.
Theoretical implications: Outcomes of participatory experimentation are directly relevant for further outscaling of the technologies involved. In addition, insights and understanding obtained also might support upscaling in the form of designing rural development policies.
Originality/Value: Participatory experimentation processes are applied in development work for different reasons but often concentrate primarily on direct outputs. For development workers engaged in such processes, it is important to realize that actual involvement of participants in the whole process is equally important. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
The system is aware of the need to promote a real change in the pedagogical‐educational approach to teaching and learning, and recent reforms have implemented structural innovations and have required changes in the teachers’ roles and functions.
The new professional profile of the teacher points out the need for initial and in‐service education and training; given the insufficient provisions available, in 1979 the Ministry of Education, in cooperation with OECD, has initiated a project for introducing PRESET pilot projects in a number of Italian universities.
The MPI/OECD Project has gone through a four‐phase preparation process, including a background report, a national seminar, feasibility studies, planning of pilot projects.
The basic ideas were to improve the scientific/cultural and methodological preparation of teachers: curricula of study must ensure an appropriate balance between scientific knowledge in a subject‐matter or in a discipline area and educational studies. Teaching practice is considered as essential all through the course of study.
Starting November 1983 the University of Bologna will start a PRESET course of study for primary school teachers as a joint activity between the Faculty of Education and the Faculty of Sciences.
Other projects are on study at other universities. 相似文献
Purpose: The study investigated the effectiveness of physical models and simulations on students’ understanding daily life applications of electromagnetic induction.
Sample: The nine participants in the study were voluntaries from the fourth year of the physics education undergraduate programme.
Design and methods: Lessons were designed to enhance students’ conceptual understanding of electromagnetic induction. Researchers developed multiple generator and simple electric motor models. These models and simulations about Faraday’s Law, magnetic field, magnets, generator and radio waves were used in lessons. The data were collected through open-ended questionnaire and semi-structured interview. Open-ended questionnaire was employed in a pre-test and a post-test. Students’ answers were categorized as sound understanding, partial understanding, misunderstanding and no understanding. At the end of the last lesson, the interview was implemented about the students’ opinions related to application.
Results: For each question, the number of responses matching the accepted scientific explanation increased after application. The number of illogical or incorrect responses decreased.
Conclusions: Physical models and simulations used in the present study had positive effect on students participated in this study to understand electromagnetic induction and its daily life applications. 相似文献
In this article the focus is two‐fold. Firstly, a tool and process for eliciting the mathematical frameworks managers use in planning the curriculum is outlined. Examples of three frameworks produced by the tool are given and contextualized by other information on curriculum organization. Secondly, a simple model of four key elements which are central to developing and evaluating a curriculum policy is outlined.
The overall purpose of the article is to suggest that this tool and the resulting framework which has been developed may be of use to others in individual, collegiate and cross‐establishment curriculum analysis and development. 相似文献
Method: This paper involves key informants’ interviews and surveys of 107 extension organizations and 162 extension agents in randomly selected 156 villages, analyzed using qualitative and logistic regression methods.
Findings and Practical Implications: Results show that despite having one of the highest extension agent-to-farmer ratio and a pluralistic extension system, DRC fails to deliver knowledge and technologies to rural areas due to lack of coordination, no unified and clear policy and mandate, lack of funding, aging and low competencies of agents, and lack of mobility and interactions of agents with key actors. This paper complements findings by other studies that number of agents is not a sufficient indication of performance, but an effective system needs to focus on the enabling environment for agents to be motivated to work as mandated. In this paper, enabling conditions that are found to be statistically significant are external funding, enforcement of performance targets, systems of rewards and sanctions, mobility to foster linkages, and skills development.
Originality: This paper contributes by: (1) analyzing a cross-section of various organizations and agents to identify factors that explain variations in performance in a statistical and systematic approach; (2) providing insights on how to prioritize investments and options for a fragile state like DRC, with weak infrastructure and institutional capacity and with a long history of neglect for their national extension system; and (3) illustrating how a rich and well-cited conceptual framework can be implemented empirically to provide policy options for a country like DRC. 相似文献
The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children.
The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered.
Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the development of number concepts. This research project aims to add to our knowledge of how young children learn spatial concepts.
There has existed, traditionally in Hungary, the two routes through teacher‐training familiar to many Western countries, characterised as the e'cole normale/university dichotomy. This has revealed a familiar problem: the older the age‐range for which the student is being trained, the less emphasis on pedagogy in the training.
Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily.
Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers’ colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher‐training programme: the specialist academics and pedagogues, or the employing community? In Hungary, the debate continues. 相似文献
Design/Methodology/approach: A quali-quantitative investigation was conducted, which included interviews with extension agents, the use of different questionnaires, and recordings of the evaluation sessions carried out during each workshop.
Findings: This research allowed us to understand the importance of effective group coordination, a participatory climate, working in small groups, and the feedback loop between theory and practice for processes of experience sharing and reflection on practice. Some of the positive effects of the training observed were that extension agents acquired new knowledge and methodologies, reflected critically upon their practice, and put into question their own extension approach.
Practical Implications: Given its potentialities, implementing training processes focused on experience sharing and reflection on practice for rural extension workers, seems advisable.
Theoretical Implications: This article contributes to the understanding of how experience sharing and reflection on practice can generate transformations in rural extension agents’ approaches and positioning.
Originality/Value: This study systematically assesses the impacts that training has on extension workers, as well as the underlying processes that made it possible to generate them. 相似文献
Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.
The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.