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Contents:
  1. Introduction
  2. Login using
  3. Projects - Acorns Network
  4. TRIPLETS ARE TRUE HEROES
  5. a multimedia teacher education programme

Change in perceived psychosocial status following a week Tai Chi exercise programme. Randomised controlled trial of qigong in the treatment of mild essential hypertension. J Hum Hypertens 19 9 — Evaluating a community-based exercise program for women cancer survivors. Appl Nurs Res 17 2 —8. Mindfulness meditation to reduce symptoms after organ transplant: a pilot study.

Adv Mind Body Med 20 2 —9. Efficacy of home-based exercise for improving quality of life among elderly women with symptomatic osteoporosis-related vertebral fractures. Osteoporos Int 14 8 — The effectiveness of a telephone support program for caregivers of frail older adults. Gerontologist 46 5 —9. Fisher K, Li FA. Community-based walking trial to improve neighborhood quality of life in older adults: a multilevel analysis. Ann Behav Med 28 3 — An exercise program for women who are caring for relatives with dementia. Psychosom Med 64 3 — Home-based physical activity intervention for breast cancer patients.

J Clin Oncol 23 15 — Endurance exercise and health-related quality of life in year-old adults. Gerontologist 33 6 —9. Long-term impact of fit and strong! Gerontologist 46 6 — Effects of home-based cardiac exercise program on the exercise tolerance, serum lipid values and self-efficacy of coronary patients. Eur J Cardiovasc Prev Rehabil 13 4 —5. Shin Y. The effects of a walking exercise program on physical function and emotional state of elderly Korean women. Public Health Nurs 16 2 — Peer support telephone dyads for elderly women: was this the wrong intervention?

Am J Community Psychol 19 1 — Effect of integrated family support versus day care only on behavior and mood of patients with dementia.

Int Psychogeriatr 12 1 — The effects of a home exercise program on impairment and health-related quality of life in persons with chronic peripheral neuropathies. Phys Ther 77 10 — Effect of a water exercise program on walking gait, flexibility, strength, self-reported disability and other psycho-social measures of older individuals with arthritis. Physiother Can 53 3 — A telephone-only motivational intervention to increase physical activity in rural adults: a randomized controlled trial. Nurs Res 57 1 — Effect of combined support for people with dementia and carers versus regular day care on behaviour and mood of persons with dementia: results from a multi-centre implementation study.

Int J Geriatr Psychiatry 19 7 — Emery CF, Gatz M. Psychological and cognitive effects of an exercise program for community-residing older adults. Gerontologist 30 2 —8. Does hydrotherapy improve strength and physical function in patients with osteoarthritis — a randomised controlled trial comparing a gym based and a hydrotherapy based strengthening programme. Ann Rheum Dis 62 12 —7. Jeong S, Kim MT. Effects of a theory-driven music and movement program for stroke survivors in a community setting.

Appl Nurs Res 20 3 — Effects of home versus supervised exercise for patients with intermittent claudication. J Cardiopulm Rehabil 21 3 —7. Results of the first year of active for life: translation of 2 evidence-based physical activity programs for older adults into community settings. Am J Health 96 7 —9. The effect of a preoperative exercise and education program on functional recovery, health related quality of life, and health service utilization following primary total knee arthroplasty.

J Rheumatol 31 6 — Is physical activity counseling effective for older people? A cluster randomized, controlled trial in primary care. J Am Geriatr Soc 53 11 —6. Long-term effects of a group support program and an individual support program for informal caregivers of stroke patients: which caregivers benefit the most? Patient Educ Couns 47 4 —9. Barrett CJ, Smerdely P. A comparison of community-based resistance exercise and flexibility exercise for seniors. Aust J Physiother 48 3 —9.

Introduction

Results of a home-based training program for patients with COPD. Chest 1 — An intervention study with husband and wife carers of older people with a psychiatric illness. J Affect Disord 46 3 — Stenstrom CH. Home exercise in rheumatoid arthritis functional class II: goal setting versus pain attention. J Rheumatol 21 4 — A randomized trial of weighted vest use in ambulatory older adults: strength, performance, and quality of life outcomes. J Am Geriatr Soc 48 3 — Impact of the fit and strong intervention on older adults with osteoarthritis. Gerontologist 44 2 — The impact of a nurse-led support and education programme for spouses of stroke patients: a randomized controlled trial.

J Clin Nurs 14 8 — Physical fitness and psychological benefits of strength training in community dwelling older adults. Appl Human Sci 16 6 — The effect of walking and vitamin B supplementation on quality of life in community-dwelling adults with mild cognitive impairment: a randomized, controlled trial.

Qual Life Res 16 7 — Physical exercise or micronutrient supplementation for the wellbeing of the frail elderly? A randomised controlled trial. Br J Sports Med 36 2 — Comparative effects of two physical activity programs on measured and perceived physical functioning and other health-related quality of life outcomes in older adults. A weight-bearing, water-based exercise program for osteopenic women: its impact on bone, functional fitness, and well-being. Arch Phys Med Rehabil 78 12 — The effect of functional tasks exercise and resistance exercise on health-related quality of life and physical activity.

Gerontology 53 1 — Family support for stroke: a randomised controlled trial. Lancet — Long-term effects of exercise on psychological functioning in older men and women. J Gerontol 46 6 — A randomized controlled trial of high versus low intensity weight training versus general practitioner care for clinical depression in older adults. Barker C.

The value of home support for cancer patients: a study. Nurs Stand 11 32 —7. Reducing emotional distress in people caring for patients receiving specialist palliative care. Randomised trial. Br J Psychiatry —7. Physical Activity Guidelines for Older Adults.

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The re-aim framework for evaluating interventions: what can it tell us about approaches to chronic illness management? Patient Educ Couns 44 — Ducharme F, Trudeau D. Qualitative evaluation of a stress management intervention for elderly caregivers at home: a constructivist approach.

Issues Ment Health Nurs 23 7 — Evaluation of a short-term group intervention for informal carers of patients attending a home palliative care service. J Pain Symptom Manage 27 5 — Efficacy of nurse telehealth care and peer support in augmenting treatment of depression in primary care. Arch Fam Med 9 8 —8. Malde S. Guided autobiography: a counseling tool for older adults. J Couns Dev 66 6 — Effects of exercise on fatigue, physical functioning, and emotional distress during radiation therapy for breast cancer.

Oncol Nurs Forum 24 6 — Randomized, controlled, six-month trial of yoga in healthy seniors: effects on cognition and quality of life. Altern Ther Health Med 12 1 —7. Assessing the effect of a personal health management system within retirement communities: a preliminary investigation. Gerontologist 24 3 — Quality of life of rural menopausal women in response to a customized exercise programme.

J Adv Nurs 54 1 —9. Intensive physical training in geriatric patients after severe falls and hip surgery. Age Ageing 31 1 — The effect of seated exercise on fatigue and quality of life in women with advanced breast cancer. Oncol Nurs Forum 31 5 — Home training with and without additional group training in physically frail old people living at home: effect on health-related quality of life and ambulation.

Clin Rehabil 18 5 — Exploring the feasibility of a community-based strength training program for older people with depressive symptoms and its impact on depressive symptoms. BMC Geriatr 6 The hospital anxiety and depression scale. Acta Psychiatr Scand 67 — The effectiveness and cost effectiveness of a national lay-led self care support programme for patients with long-term conditions: a pragmatic randomised controlled trial. J Epidemiol Community Health 61 3 — Hispanic chronic disease self-management: a randomized community-based outcome trial.

Nurs Res 52 6 —9.

Projects - Acorns Network

Implementation and quantitative evaluation of chronic disease self-management programme in Shanghai, China: randomized controlled trial. Bull World Health Organ 81 3 — Internet-based chronic disease self-management: a randomized trial. Med Care 44 11 — Randomised controlled trial of a lay-led self-management programme for Bangladeshi patients with chronic disease. Br J Gen Pract 55 52O —7. Health literacy interventions and outcomes: an updated systematic review. Effectiveness of health and wellness initiatives for seniors.

Popul Health Manag 14 Suppl 1 :S45— Harvest health: translation of the chronic disease self-management program for older African Americans in a senior setting. Gerontologist 48 — Making the most of your healthcare intervention for older adults with multiple chronic illnesses. Patient Educ Couns 81 — Home-based, peer-led chronic illness self-management training: findings from a 1-year randomized controlled trial.

Ann Fam Med 7 — Promotion of self-management in vulnerable older people: a narrative literature review of outcomes of the chronic disease self-management program CDSMP. Eur J Ageing 6 — Moderators of chronic disease self-management programs: who benefits? Chronic Illn 7 — Evaluation of the chronic disease self-management program with low-income, Urban, African American older adults.

J Community Health Nurs 25 4 — Feasibility of a group-based self-management program among congestive heart failure patients. Heart Lung 38 — Heart failure patients with a lower educational level and better cognitive status benefit most from a self-management group programme. Gerontologist 52 1 — Activating seniors to improve chronic disease care: results from a pilot intervention study. J Am Geriatr Soc 58 8 — An ecological perspective on health promotion programs.

Health Educ Q 15 4 — Effects of low-impact, moderate-intensity exercise training with and without wrist weights on functional capacities and mood states in older adults. Gerontology 44 4 — Social support intervention after stroke: results of a randomized trial. Arch Phys Med Rehabil 73 6 — A cost analysis of self-management programs for people with chronic illness. Am J Community Psychol 28 4 — Effects of a pedometer-based intervention on the physical performance and mobility-related self-efficacy of community-dwelling older adults: an interdisciplinary preventive health care intervention.

A randomized controlled trial of progressive resistance training in depressed elders. Stevenson JS, Topp R. Effects of moderate and low intensity long-term exercise by older adults. Res Nurs Health 13 4 — Once a week is not enough: effects of a widely implemented group based exercise programme for older adults: a randomised controlled trial.

J Epidemiol Community Health 58 2 —8. Williams P, Lord SR. Effects of group exercise on cognitive functioning and mood in older women. Selected as the best paper in the s: reducing frailty and falls in older persons: an investigation of tai chi and computerized balance training. J Am Geriatr Soc 51 12 — Non-pharmacological interventions in older people with heart failure: effects of exercise training and relaxation therapy. Gerontology 53 2 — The effect of a weighted vest on perceived health status and bone density in older persons.

Qual Life Res 2 2 — Impact of a month exercise program on the physical and psychological health of osteopenic women. We wanted to explore this issue from the perspectives of teachers, parents and children. Specifically, my project will:. The study will be a qualitative case study design based at a Primary school in Southampton. Parents and teachers will participate in individual in-depth semi-structured interviews, and children will be observed in an unstructured manner in their classes school activities.

Older children will also be asked about their experiences using a cue card activity. Research has highlighted the importance of increasing the participation of children with autism in decision-making about school experiences, however there is little research on the practices that might help school staff to do this. This is a timely and relevant gap to address because there is more emphasis in schools to involve pupils in decision-making due to national policy changes which prioritise the full participation of children and families in decisions that affect their lives.

The aim of this research is to do a case study of one school, in order to understand the practices that help pupils with autism to participate in decisions about their school experiences. The pupils at this particular school fit the purpose of the research because they are pupils who are most likely to be marginalized from decision-making processes according to the literature — pupils with autism and pupils who have had unsuccessful mainstream placements.

We aim to collect multiple sources of evidence to provide a rich, detailed picture of how pupils with autism participate in decision-making at the case school. The pupils will also be observed in a range of decision-making contexts such as the classroom, school council meetings and pupil behaviour plan reviews. The objective is to provide new knowledge about pupil participation that will promote greater understanding amongst education practitioners of the factors enabling pupils with autism to participate in decision-making as well as generate improvements to school practice.

This study aims to investigate how sending and receiving schools manage the vital transition process and planning for students with autism. The study has been approved by the University Ethics and Research Governance Committee, and is currently in the process of collecting data. Due to lack of literature on the transition process with relation to students with ASD, more specifically from an educational management perspective, the results from the study will provide a better insight on the phenomenon.

Additionally, as the study is part of ACoRNS, the results will help practitioners answer their queries on the transition, which in turn will help the students themselves experience a smoother transition.

TRIPLETS ARE TRUE HEROES

Consequently, much discussion about children with autism tends to forget that they are children first. While research has considered the transitions of children with autism from primary to secondary school, and from secondary to post-compulsory contexts, there is almost no research focusing on transitions for young children with autism from nursery to primary schools. There is also very limited representation of their voices and experiences being explored, promoted, and valued directly as evidence in their own right.

This project will capture, through digital storytelling, the experiences and perspectives of young children with autism aged years , and their families, as the children prepare to make the transition from nursery to primary school. This project, funded by the Froebel Trust, runs from March to January , and will follow children during the months before their transition. The stories will illustrate both the positive experiences and the challenges that children and their families face as well as model how these challenges are mitigated by school-based processes.

The digital stories are important in terms of their co-creation with teachers and families, giving validation and voice to diverse experiences and views. The stories will also be used in a novel way as a tool for facilitating the transition by introducing the primary school to the child as a child , rather than as a paper-based description of needs and difficulties. I am Felix Perkes, a third year student studying for a BSc in Psychology at the University of Southampton; during my studies I have developed a strong interest in autism, building on my previous curiosity.

This is problematic since research accordingly fails to account for the perspectives of children with autism, especially since it is conducted primarily for their benefit: for example, previous research on transitions between preschool and primary school with children with autism has mainly focused on parental and teacher views. This study aims to capture the voices and experiences of pre-schoolers with autism during the period of their transition to primary school, with an aim to capture their unique perspectives that are usually neglected by researchers.

This will be done by observing their interactions and activities over the course of their day in the nursery, aiming to gain an insight into what they enjoy doing, as well as their perspectives on the big and small transitions within the nursery. In addition to the views of the children, the perspectives of the parents and staff at the nursery will also be gathered.

This data will be collected through a series of observations as part of a qualitative research study, as well as through a series of interviews with parents and nursery staff. This data can be used to produce more holistic accounts of the children with autism transitioning to primary school that more fully reflects their interests and perspectives.

There is a lack of research which directly elicits the views of young people with autism, as well as including the views of multiple key stakeholders. My project aims to address this current gap in the literature by hearing from students, parents and teachers, to provide them with a voice. A case study of one school will be conducted.

We hope that this will provide a rich overall picture of the experiences of the primary to secondary school transition for students with autism. In Papua New Guinea hostilities between groups are a part of the cycle of events encompassing long periods of peace and enmity. War is just one aspect of cultural life. The idea of annihilating the other group is absent; indeed, the Tsembaga and Mae Enga are known as the peoples who marry their enemies.


  1. Little Dorrit (The Penguin English Library);
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  4. Carla Emery?

War is a means by which the individual and the group find their identity, and is largely ceremonial. The Big Man, the non-hereditary chief, may try to avoid war by negotiating compensation or an exchange of gifts, but he cannot impose a decision. Equally, individuals do not take justice into their own hands as an unresolved dispute entails obligations for the whole group. But even on the point of war there is always a ritual means of stepping back from open confrontation.


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After a war a lengthy process of peace-making begins. Gifts, ceremonies, and marriages establish links and obligations between the parties. The case studies you have just read reflect the principles for living sustainably explored in Module 4 :. Q2: Analyse the case studies in relation to these principles for sustainable living. This task provides suggestions for investigating indigenous ways of living sustainably by talking with local indigenous people about:. It is important to check and observe local protocols for inviting indigenous people to talk with you about their knowledge.

There may be issues about who has the right to speak, about what, and to whom. Other issues may relate to sacred and secret knowledge. Possibly, some knowledge may only be shared with people of certain ages, or with men or women only. Learn all you can about these protocols to avoid insensitive questions. Indigenous communities depend on their immediate environment to meet most of their basic needs. Therefore, they possess a deep appreciation of the environment and its underlying processes which forms the foundation for decision making in most day-to-day activities.

a multimedia teacher education programme

Indigenous knowledge has been passed down from generation to generation through traditional education, with adults teaching practical knowledge of culture, the environment and survival through demonstrations and through a wide range of ceremonies, stories, songs, village meetings and taboos. Formal education was introduced to many developing countries in the 19th century often by colonial governments to produce administrators, clerks, teachers and interpreters.

This type of education was based on abstract knowledge systems — scientific knowledge — that evolved in the western industrialised world. Formal education systems had little place for indigenous knowledge or indigenous methods of education. It was, until recently, assumed that indigenous knowledge was irrelevant, unscientific and outdated. Therefore, few attempts were made to integrate indigenous knowledge into formal education despite its potential value in solving contemporary problems. The experience of colonialism is often seen as the beginning of the decline in importance of indigenous knowledge.

Several contemporary factors are also contributing to the decline of indigenous knowledge. Two of these are:. Q4: Identify examples of ways these two factors may have led to a decline in the importance of indigenous knowledge in your country. However, indigenous knowledge is still scientific. Read Traditional Knowledge Is Science. A table in your learning journal identifies some differences between education systems based on indigenous and non-indigenous knowledge. It may not be feasible to totally reorient formal education to an indigenous system, however, there may be some lessons that can be learnt.

Q5: Identify some practical ways in which education today could be reoriented towards promoting a sustainable future by learning from indigenous education. Indigenous people may also be willing to show students collections of artifacts and certain ceremonies and explain their significance and, where appropriate, share with them particular sites of special significance. Completing the module: Look back through the activities and tasks to check that you have done them all and to change any that you think you can improve now that you have come to the end of the module.

Q6: List three syllabus topics you teach into which you could integrate the study of indigenous knowledge-culture, values and practices. Q7: List some key guidelines for cultural sensitivity and the teaching methods you would need to follow. Q8: List any possible barriers to integrating indigenous knowledge and following these guidelines in your teaching. How might these barriers be overcome? Who can assist you to achieve this? The aim of the United Nations Decade of Education for Sustainable Development is promote and improve the integration of Education for Sustainable Development into the educational strategies and action plans at all levels and sectors of education in all countries.

It contains hours divided into 27 modules of professional development for use in pre-service teacher courses as well as the in-service education of teachers, curriculum developers, education policy makers, and authors of educational materials. All Rights Reserved. Human societies all across the globe have developed rich sets of experiences and explanations relating to the environments they live in.

They encompass the sophisticated arrays of information, understandings and interpretations that guide human societies around the globe in their innumerable interactions with the natural milieu: in agriculture and animal husbandry; hunting, fishing and gathering; struggles against disease and injury; naming and explanation of natural phenomena; and strategies to cope with fluctuating environments.

The wisdom of the elders Begin by opening your learning journal for this activity. Describing the wisdom of indigenous people, the former Director General of UNESCO, Frederico Mayor, once said: The indigenous people of the world possess an immense knowledge of their environments, based on centuries of living close to nature.

Living in and from the richness and variety of complex ecosystems, they have an understanding of the properties of plants and animals, the functioning of ecosystems and the techniques for using and managing them that is particular and often detailed. In rural communities in developing countries, locally occurring species are relied on for many — sometimes all — foods, medicines, fuel, building materials and other products. Indigenous communities, peoples and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from other sectors of societies now prevailing in those territories, or parts of them.

They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity, as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institutions and legal systems. Why is indigenous knowledge important? This activity is based on a short essay about the benefits of respecting indigenous knowledge.

Living by indigenous knowledge Begin by opening your learning journal for this activity. A spiritual relationship with the land. Natural remedies and medicines. Case Study: Medicinal Plants in India Indigenous people work on body and mind together to help cure illness. Sustainable resource management.

Sustainable social relationships. Case Study 1: Maori of Aotearoa New Zealand The Maori established a system of justice with a highly developed oratory, but no codified set of laws, courts, and judges. Case Study 2: Papua New Guinea World wars have torn societies apart, but not all societies are so destroyed by conflict. Indigenous and formal education Begin by opening your learning journal for this activity. Traditional Education Indigenous knowledge has been passed down from generation to generation through traditional education, with adults teaching practical knowledge of culture, the environment and survival through demonstrations and through a wide range of ceremonies, stories, songs, village meetings and taboos.

Formal Education Formal education was introduced to many developing countries in the 19th century often by colonial governments to produce administrators, clerks, teachers and interpreters. As a result, education was confined to classrooms and children separated from their culture and environment.

The teacher-centered nature of formal education also separated children from parents and, consequently, parents became less able to pass on the knowledge they had inherited to their children. Explaining the Change The experience of colonialism is often seen as the beginning of the decline in importance of indigenous knowledge. Q3: Explain some of the effects of colonialism on indigenous knowledge.

Enhancing the curriculum through indigenous knowledge Today there is a growing recognition of the value of indigenous knowledge for sustainable development. It would, therefore, be wise to sustain indigenous knowledge in traditional communities and integrate it into the school curriculum where culturally and educationally appropriate.

Their ways of living were sustainable. Indigenous knowledge shaped their values and attitudes towards environment, and it is these attitudes and values, which have guided their actions and made then sustainable. Therefore, indigenous knowledge can help to develop sensitive and caring values and attitudes and, thereby, promote a vision of a sustainable future. Learning Through Culture Indigenous knowledge is stored in culture in various forms, such as traditions, customs, folk stories, folk songs, folk dramas, legends, proverbs, myths, etc.

Use of these cultural items as resources in schools can be very effective in bringing indigenous knowledge alive for the students. It would allow them to conceptualise places and issues not only in the local area but also beyond their immediate experience. Students will already be familiar with some aspects of indigenous culture and, therefore, may find it interesting to learn more about it through these cultural forms.

It would also enable active participation as teachers could involve students in collecting folk stories, folk songs, legends, proverbs, etc. Learning Across Generations In view of its potential value for sustainable development, it is necessary to preserve indigenous knowledge for the benefit of future generations.

Perhaps the best way to preserve indigenous knowledge would be the integration of indigenous knowledge into the school curriculum. This would encourage students to learn from their parents, grandparents and other adults in the community, and to appreciate and respect their knowledge. Such a relationship between young and older generations could help to mitigate the generation gap and help develop intergenerational harmony.

Indigenous people, for the first time perhaps, would also get an opportunity to participate in curriculum development. The integration of indigenous knowledge into school curriculum would thus enable schools to act as agencies for transferring the culture of the society from one generation to the next. Therefore, it is wise to start with the knowledge about the local area which students are familiar with, and then gradually move to the knowledge about regional, national and global environments.

Indigenous knowledge can play a significant role in education about the local area.