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Bibliografias temáticas / Day care centers Activity programs

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Literatura científica selecionada sobre o tema "Day care centers Activity programs"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 19 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Day care centers Activity programs"

1

Marks, Jennifer, Lisa M. Barnett, Chad Foulkes, Penelope Hawe, and Steven Allender. "Using Social Network Analysis to Identify Key Child Care Center Staff for Obesity Prevention Interventions: A Pilot Study." Journal of Obesity 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/919287.

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Introduction. Interest has grown in how systems thinking could be used in obesity prevention. Relationships between key actors, represented by social networks, are an important focus for considering intervention in systems.Method. Two long day care centers were selected in which previous obesity prevention programs had been implemented. Measures showed ways in which physical activity and dietary policy are conversations and actions transacted through social networks (interrelationships) within centers, via an eight item closed-ended social network questionnaire. Questionnaire data were collect

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Saunders, Ruth P., Marsha Dowda, Karin A. Pfeiffer, William H. Brown, and Russell R. Pate. "Childcare Center Characteristics Moderate the Effects of a Physical Activity Intervention." International Journal of Environmental Research and Public Health 17, no. 1 (December 22, 2019): 101. http://dx.doi.org/10.3390/ijerph17010101.

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Center-based early childhood education and care (ECEC) programs are well-positioned to create positive impacts on the health and development of large numbers of young children by promoting physical activity using evidence-based programs. Studies testing physical activity programs for young children should examine the circumstances under which programs are most effective by assessing the role of contextual factors on program outcomes. The purpose of this study was to examine the moderating effects of baseline ECEC center characteristics on the relationship between the Study of Health and Activi

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Xiong, Shanying, Xianxiong Li, and Kun Tao. "Effects of Structured Physical Activity Program on Chinese Young Children’s Executive Functions and Perceived Physical Competence in a Day Care Center." BioMed Research International 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/5635070.

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Purpose. To examine the effects of a structured physical activity program on executive functions and perceived physical competence as compared to a traditional recess among preschool children. Methods. Participants were 40 preschool children aged 4-5 from an urban child care center in a southern Chinese metropolitan area. Prior to the intervention, baseline assessments of children’s executive functions and perceived physical competence were conducted. Children were then assigned to (1) intervention condition: a structured physical activity intervention group; (2) control condition: free-activi

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Soto, Yuliana, Susan Aguinaga, and Jacqueline Guzman. "Physical Activity Programming and Physical Function of Older Adults in Adult Day Centers: A Mixed-Methods Approach." Innovation in Aging 4, Supplement_1 (December 1, 2020): 300. http://dx.doi.org/10.1093/geroni/igaa057.962.

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Abstract With increased prevalence of Alzheimer’s disease, there is a need for long-term care services (e.g., Adult Day Centers (ADCs)) to provide physical activity (PA) programs to maintain physical function of older adults. ADCs report offering PA programs; however, information on PA programs and physical function of participants attending ADCs is limited. The study aims to a) explore perspectives of ADC directors on PA programming; b) examine physical function in older adults attending ADCs. A cross-sectional mixed-methods study was conducted among ADC directors and attending participants.

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Noble, John H., and Ronald W. Conley. "Accumulating Evidence on the Benefits and Costs of Supported and Transitional Employment for Persons with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 12, no. 3 (September 1987): 163–74. http://dx.doi.org/10.1177/154079698701200301.

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Evidence about the benefits and costs of supported and transitional employment for persons with severe disabilities is presented along with relevant caveats in the absence of controlled studies. Some of the major forms of supported and transitional employment services are compared with adult day care and traditional sheltered workshops, including work activity centers. Despite weaknesses in the data, sufficient information exists to argue that all forms of employment—supported, transitional, and sheltered—are more productive in terms of earnings and less costly to provide than adult day care.

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Gesell, Sabina B., Evan C. Sommer, E. Warren Lambert, Ana Regina Vides de Andrade, Lauren Whitaker, Lauren Davis, Bettina M. Beech, et al. "Comparative Effectiveness of After-School Programs to Increase Physical Activity." Journal of Obesity 2013 (2013): 1–8. http://dx.doi.org/10.1155/2013/576821.

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Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program.Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention.Results. At baseline, 43

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Mamo, Sara, Kara Wheeler, and Olivia Perry. "A Conceptual Framework for Engaged Communication at Adult Day Services: A Mixed-Methods Study." Innovation in Aging 4, Supplement_1 (December 1, 2020): 213–14. http://dx.doi.org/10.1093/geroni/igaa057.689.

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Abstract Adult Day Services provide an opportunity for social engagement for older adults who might otherwise become isolated. Communication environments at many Adult Day Centers can be difficult for participants due to the high prevalence of hearing loss and poor acoustics in large activity rooms. The purpose of this study is to understand the hearing and social health status of participants across multiple group care settings as well as participants’ challenges and motivations to engage in social communication. A mixed methods approach was undertaken. Seventy-two participants from two Progr

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Blom, Ellen Eimhjellen, Eivind Aadland, Guri Kaurstad Skrove, Ane Kristiansen Solbraa, and Line Merethe Oldervoll. "Health-related quality of life and physical activity level after a behavior change program at Norwegian healthy life centers: a 15-month follow-up." Quality of Life Research 29, no. 11 (June 20, 2020): 3031–41. http://dx.doi.org/10.1007/s11136-020-02554-x.

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Abstract Purpose The long-term impact of primary care behavior change programs on health-related quality of life (HRQoL) and physical activity (PA) level is unknown. The aim of this study was to investigate changes in HRQoL and PA among participants after a 3-month behavior change intervention at Norwegian healthy life center (HLCs) and at a 15-month follow-up. Furthermore, we aimed to study associations between changes in PA and HRQoL. Methods We followed 524 adult participants (18–83 years), recruited from 32 HLCs in August 2016–January 2018, who provided data on HRQoL (SF-36) and PA (ActiGr

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Park, Sin-Ae, Moon-Kyoung Cho, Mung Hwa Yoo, Soo-Yun Kim, Eun-Ae Im, Jong-Eun Song, Jin-Cheol Lee, and In Gun Jun. "Horticultural Activity Program for Improving Emotional Intelligence, Prosocial Behavior, and Scientific Investigation Abilities and Attitudes in Kindergarteners." HortTechnology 26, no. 6 (December 2016): 754–61. http://dx.doi.org/10.21273/horttech03489-16.

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The objectives of this study were to examine the effects of a horticultural activity program on the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of kindergarteners. A total of 336 children aged 5 to 7 years in public and private kindergartens and day care centers in Incheon, South Korea, participated in a 24-session horticultural activity program. This program included indoor and outdoor activities such as planting seeds, transplanting plants, making and applying eco-friendly fertilizer, watering, harvesting, using plants to make crafts, and

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Widayati, Rina Sri, and Istiqomah Risa Wahyuningsih. "PEMBERDAYAAN KELOMPOK PENDUKUNG ASI EKSKLUSIF DALAM GERAKAN GEMAR ASI EKSKLUSIF." Warta LPM 19, no. 1 (March 1, 2016): 90–96. http://dx.doi.org/10.23917/warta.v19i1.1988.

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The gold standard in infant feeding and child starting from Early Initiation of Breastfeeding (IMD), exclusive breastfeeding for the six months. One of the health problems faced in the area of †health centers Pucang Sawit is the lack of motivation of counselor support group exclusive breastfeeding. There are only three groups motivator breastfeeding support so not comparable with the number of babies in the region Pucang Sawit. Approaches through peer (Peer Support) on exclusive breastfeeding support group as one of the community-based empowerment efforts so as to help improve coverage eksklus

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Teses / dissertações sobre o assunto "Day care centers Activity programs"

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Wong, Kin-on Leo. "Evaluation on training programs of day activity centres for mentally handicapped adults." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064782.

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Wong, Kin-on Leo, and 王健安. "Evaluation on training programs of day activity centres for mentally handicapped adults." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976785.

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Standish, Leisa Gaye. "The influence of quality day care on early academic achievement." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/969.

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Monahan, Ann Corneille. "Day care for people with dementia--the importance of communicating a safe and uncritical environment to clients and facilitating stimulating activity." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/270.

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Exploratory case studies investigated the day care benefit from the multiple perspectives of the person with dementia, caregiver, and day care worker. The routines, daily processes, and factors promoting benefit were reported. The day care client was also queried to explore their ability to contribute useful information about their care environment. The adult day care is primarily a social occasion for its clients, who enjoy the benefits of companionship and interaction. Day cares were differentiated by the environmental features: worker:client ratio, size, suitability of the site for intended

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Chu, Wai-kin, and 朱偉健. "A comparative study of two programme designs in skills training for mentally retarded adults in day activity centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B43893235.

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Chu, Wai-kin. "A comparative study of two programme designs in skills training for mentally retarded adults in day activity centre." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B43893235.

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Hensley, A. Dawn. "The provision of staff development programs in Virginia adult day care centers." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/41504.

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This study examined a neglected area in long term care and adult day care research: staff development. The specific purposes of this study were to describe the provision of a comprehensive staff development program in adult day care centers in Virginia in order to (a) differentiate those centers providing only the minimum required inservice training from those centers providing more comprehensive staff development programs and (b) define what meaning is placed upon staff education programs by center administrators. <p>A mail survey design was used for this study. The questionnaire developed fo

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Hampton, Enrica Omoyele. "Factors associated with the dismissal of young children (birth through five) from child care programs /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7852.

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Guijarro, de Ortiz Myriam. "Literacy Activities that Parents of Preschool Children Attending Day Care Promote at Home and Community Settings." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/760.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Education<br>Exceptional Education

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Ni, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.

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The purpose of this study was to investigate and compare the perceptions of urban parents of two countries concerning standards of selected criteria of high quality standards of early childhood programs developed by the National Academy of Early Childhood Programs (NAECP).Two hundred and forty nine parents ( U. S. = 129, Taiwan = 120) participated in the study. The effects of country, sex, and educational background were examined.The study was conducted by using the questionnaire survey. The instrument was constructed by the researcher based on the Accreditation Criteria and Procedures of the

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Livros sobre o assunto "Day care centers Activity programs"

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McCartney, Susan A. Active learning in a family day care setting. Glenview, IL: GoodYearBooks, 1992.

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R, Horton Edward, ed. Adult day care therapeutic activity manual: A continuous quality improvement approach. Gaithersburg, Md: Aspen Publishers, 1996.

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Good day, bad day: The child's experience of child care. New York: Teachers College Press, Columbia University, 1990.

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Dines, Andersen. Ældres deltagelse i lokalsamfundet. København: Socialforskningsinstituttet, 1993.

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Thelma, Harms, and Bourland Beth, eds. Active learning for infants. Menlo Park, Calif: Addison-Wesley Pub. Co., 1987.

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Cryer, Debby. Active learning for threes. Menlo Park, Calif: Addison-Wesley Pub. Co., 1988.

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Bailey, Rebecca Anne. The dynamic infant: Activities to enhance infant and toddler development. St. Paul, Minn: Toys 'n Things Press, 1989.

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Graham, Terry Lynne. Teaching terrific twos and other toddlers. Atlanta, Ga: Humanics Learning, 1988.

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Gallagher, Patricia C. Start your own at-home child care business. 2nd ed. Worcester, PA: Young Sparrow Press, 1995.

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Library, Regina Public, ed. Creative storytimes: A resource book for child care workers. Regina, Sask: Regina Public Library, 1993.

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Capítulos de livros sobre o assunto "Day care centers Activity programs"

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"Predictors of the Likelihood to Provide Intergenerational Activities in Child and Adult Day Care Centers." In Intergenerational Programs, 115–28. Routledge, 2013. http://dx.doi.org/10.4324/9780203725177-13.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Connecting in Person." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0010.

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Even if a school or district has done a good job providing thorough information on its website or has made efforts to connect online with incoming families, that work might be in vain if the school doesn’t feel inviting once the students and parents arrive. As parents have shared, that first reception that families receive when they walk into a school or district office can determine whether they view the new school community as welcoming or unwelcoming. Schools—as well as individual teachers—should have procedures in place for when someone new walks in the door. For example, previous work on schools serving military children showed that many Department of Defense Education Activity (DoDEA) schools ask parents to wait a day after enrollment before their child starts class. This gives the teacher and the students in a class a chance to prepare for the new student. They get a desk, books, and other materials ready—thus allowing the new student to feel less as if he or she is a disruption. Clearly, DoDEA schools are accustomed to welcoming new students all the time, but it’s a practice that could be implemented in any school. This chapter focuses on how to make early face-to-face interactions with new students and parents a positive experience. Every new family in a school needs that person who can say, “If I don’t know the answer, I will find out who does.” The approaches described here not only create an initial welcoming atmosphere, but also provide families with links should they need more information. Many school districts have a central location where families can receive information on the district and learn about the enrollment process, school choice options, community resources, and additional services. Welcome centers tend to be more common in a school district that handles registration at the central office level, instead of in each local school, and especially if the district serves an immigrant population. In addition to providing information on registration, these centers often provide information on other community agencies and services that families might need, such as housing, food assistance, child care, and after-school programs.

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Heok, Kua Ee, and Iris Rawtaer. "Singapore." In Dementia Care: International Perspectives, 79–84. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796046.003.0011.

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The main caregivers of elderly people with dementia in Singapore are the family. In recent years, community services like day care centres, home care, respite care, and nursing homes have expanded. Non-governmental organizations are actively involved in providing a spectrum of services, ranging from medical, nursing, physiotherapy, occupational therapy, and counselling. General hospitals have set up geriatric and psycho-geriatric teams for dementia patients. There is now a focus on dementia prevention, and a successful prevention programme has been extended to three additional community centres. The challenge ahead is not only having sufficient dementia services, but also ensuring there are sufficient trained health professionals to provide the services. Current strengths in dementia care include strong emphasis on family care, increased availability of dementia community services like day care centres, and increased number of health professionals trained in dementia care. Future priorities include integrating hospital care into the community, keeping down the cost of dementia care, and creating dementia-friendly environments.

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Cornish-Bowden, Athel. "Steady-state kinetics." In Spectrophotometry and Spectrofluorimetry. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780199638130.003.0010.

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All of chemical kinetics is based on rate equations, but this is especially true of steady-state enzyme kinetics: in other applications a rate equation can be regarded as a differential equation that has to be integrated to give the function of real interest, whereas in steady-state enzyme kinetics it is used as it stands. Although the early enzymologists tried to follow the usual chemical practice of deriving equations that describe the state of reaction as a function of time there were too many complications, such as loss of enzyme activity, effects of accumulating product etc., for this to be a fruitful approach. Rapid progress only became possible when Michaelis and Menten (1) realized that most of the complications could be removed by extrapolating back to zero time and regarding the measured initial rate as the primary observation. Since then, of course, accumulating knowledge has made it possible to study time courses directly, and this has led to two additional subdisciplines of enzyme kinetics, transient-state kinetics, which deals with the time regime before a steady state is established, and progress-curve analysis, which deals with the slow approach to equilibrium during the steady-state phase. The former of these has achieved great importance but is regarded as more specialized. It is dealt with in later chapters of this book. Progress-curve analysis has never recovered the importance that it had at the beginning of the twentieth century. Nearly all steps that form parts of the mechanisms of enzyme-catalysed reactions involve reactions of a single molecule, in which case they typically follow first-order kinetics: . . . v = ka . . . . . . 1 . . . or they involve two molecules (usually but not necessarily different from one another) and typically follow second-order kinetics: . . . v = kab . . . . . . 2 . . . In both cases v represents the rate of reaction, and a and b are the concentrations of the molecules involved, and k is a rate constant. Because we shall be regarding the rate as a quantity in its own right it is not usual in steady-state kinetics to represent it as a derivative such as -da/dt.

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Berk, Laura E. "A New View of Child Development." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0005.

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In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.

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Cohen, Mary Ann, and Harold W. Goforth. "Strategies for Primary and Secondary Prevention of HIV Transmission." In Handbook of AIDS Psychiatry. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372571.003.0009.

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Since HIV disease was first recognized three decades ago, numerous efforts have been made to prevent its continued transmission. The Centers for Disease Control and Prevention (CDC) estimates that more than 56,000 Americans become infected each year—one person every 9 1/2 minutes—and that more than one million people in this country are now living with HIV (CDC, 2008, 2009;Hall et al., 2008). The CDC estimates that roughly 1 in 5 people infected with HIV in the United States is unaware of his or her infection and may be unknowingly transmitting the virus to others (CDC, 2008). Over the past 15 years, many behavioral HIV risk reduction interventions have been developed, with prevention efforts targeting mostly HIV-negative individuals and focusing almost exclusively on HIV testing and counseling. More recently, comprehensive HIV prevention has involved both primary and secondary prevention activities to decrease the number of new HIV infections and associated complications, respectively (Marks et al., 2006; O’Leary and Wolitski, 2009). Psychiatric factors both complicate and perpetuate the HIV pandemic as a result of unsafe sexual practices and substance use disorders. In this chapter, we describe some of the psychiatric and psychodynamic factors that lead to HIV transmission and present novel strategies to assist clinicians and health-care policymakers in prevention efforts. Primary prevention is defined as any activity that reduces the burden of morbidity or mortality from disease; it is to be distinguished from secondary prevention, in which activities are designed to prevent the complications of already existing disease. In the case of HIV, primary prevention efforts focus on strategies designed to prevent the transmission of HIV—keeping seronegative people seronegative. In the HIV pandemic, however, many prevention strategies share characteristics of both primary and secondary efforts, so the distinction is somewhat artificial. Multiple prevention strategies have been devised, and these center around HIV counseling, substance abuse programs, and HIV prevention and intervention programs for children. Counseling healthy pregnant women, uninfected children, adolescents, adults, and older persons about HIV risk reduction and providing information about sexual health are important components to primary prevention strategies, but few physicians and other clinicians actually do this unless it is a part of a program specifically designed to prevent HIV transmission.

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Trabalhos de conferências sobre o assunto "Day care centers Activity programs"

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Willems, M., P. Luycx, R. Gilis, C. I. Renard, H. Reyniers, and J. M. Cuchet. "The HRA/SOLARIUM Project: Processing of Historical Waste." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4732.

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Starting in 2003, Belgoprocess will proceed with the treatment and conditioning of some 200 m3 of widely varying high- and medium-level waste from earlier research and development work, to meet standard acceptance criteria for later disposal. The gross volume of primary and secondary packages amounts to 2,600 m3. The waste has been kept in decay storage for up to 30 years. The project was started in 1997. Operation of the various processing facilities will take 7–8 years. The overall volume of conditioned waste will be of the order of 800 m3. All conditioned waste will be stored in appropriate

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Willems, M., L. Krieckemans, P. Luycx, and A. Meeus. "The HRA/Solarium Project: Processing of Widely Varying High- and Medium-Level Waste." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1209.

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Abstract Starting in 2002, Belgoprocess will proceed with the treatment and conditioning of some 200 m3 of widely varying high- and medium-level wastes from earlier research and development work, to meet standard acceptance criteria for later disposal. The gross volume of primary and secondary packages amounts to 2,600 m3. The wastes have been kept in decay storage for up to 30 years. The project was started in 1998. Operation of the various processing facilities will take 7–8 years. The overall volume of conditioned waste will be of the order of 800 m3. All conditioned waste will be stored in

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3

A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.

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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally w

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