Journal articles: 'Enrichment programs'

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Soboloff, Hyman R. "DEVELOPMENTAL ENRICHMENT PROGRAMS." Developmental Medicine & Child Neurology 21, no. 4 (November 12, 2008): 423–24. http://dx.doi.org/10.1111/j.1469-8749.1979.tb01644.x.

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Zimpfer, David G. "Marriage enrichment programs: A review." Journal for Specialists in Group Work 13, no. 1 (March 1988): 44–53. http://dx.doi.org/10.1080/01933928808411774.

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Honig, Alice Sterling. "Evaluation of Early Childhood Enrichment Programs∗." Early Child Development and Care 120, no. 1 (January 1996): 29–37. http://dx.doi.org/10.1080/0300443961200103.

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Schwizer, Viviane. "A Rich Offering of Enrichment Programs." European Education 26, no. 3 (October 1994): 64–65. http://dx.doi.org/10.2753/eue1056-4934260364.

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Hennon, Charles B., Luciano L'Abate, and Steven E. Weinstein. "Structured Enrichment Programs: For Couples and Families." Family Relations 40, no. 4 (October 1991): 472. http://dx.doi.org/10.2307/584906.

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Usman, Asna, Waqar Akbar, Mehren Mansoor, Naila Imran, and Saba Khan. "Work-Life Programs and Employment Continuity in a Single Organization: Understanding from Whole-Life Approach to Career Development." Makara Human Behavior Studies in Asia 25, no. 1 (July 31, 2021): 32–44. http://dx.doi.org/10.7454/hubs.asia.1091220.

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This study examines the effect of work-life programs on employment continuity with a mediating role of work-family enrichment in a single organization using a work-family enrichment model. Consistent with the leader–member exchange theory, this study also examines the moderating role of family-supportive supervisor behavior between work-life programs and work-family enrichment. Data was collected from 218 employees working in the financial sector of Pakistan. Using partial least square structural equation modeling, the study findings suggest that work-life programs have no direct effect on employment continuity; however, the results show an indirect effect of work-life programs on employment continuity through the mediating role of work-family enrichment. Although family-supportive supervisor behavior has a significant impact on work-family enrichment, the findings show that it does not moderate the relationship between work-life programs and work-family enrichment. This study indicates to organizations the various work and nonwork factors that an employee considers while making career decisions, thus encouraging organizations to engage in whole-life approach to career development to retain valuable employees.

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Laméris, Daan W., Jonas Verspeek, Arno Depoortere, Lise Plessers, and Marina Salas. "Effects of Enclosure and Environmental Enrichment on the Behaviour of Ring-Tailed Lemurs (Lemur catta)." Journal of Zoological and Botanical Gardens 2, no. 2 (April 1, 2021): 164–73. http://dx.doi.org/10.3390/jzbg2020012.

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Environmental enrichment is widely used to improve the quality of life of animals under human care. To successfully implement enrichment programs, it is important to evaluate their effect in different enclosure types since housing conditions may change depending on external factors, such as husbandry, management, or seasonal variation. This study investigates how ring-tailed lemur (Lemur catta) behaviour changes with the availability of enrichment items and the type of enclosure the animals are housed in. Through observations, we compared the behaviour of the lemurs in an indoor and outdoor enclosure, both without and with enrichment items. Although we observed enrichment effects, we found that enclosure type had a bigger effect on the lemurs’ behaviour. Additionally, behavioural changes induced by enrichment items differed between indoor and outdoor enclosures. These results indicate that the effectiveness of enrichment items may depend on the enclosure in which they are provided and consequently suggest that the impact of these programs should not be generalised over enclosure types. This highlights that the evaluation of environmental enrichment programs remains important when optimising zoo animal welfare.

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Barret, Robert L., M. H. Hoopes, B. L. Fisher, and S. H. Barlow. "Structured Family Facilitation Programs: Enrichment, Education, and Treatment." Family Relations 34, no. 2 (April 1985): 298. http://dx.doi.org/10.2307/583914.

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Hennon, Charles B., Luciano L'Abate, and Linda Young. "Casebook: Structured Enrichment Programs for Couples and Families." Family Relations 40, no. 4 (October 1991): 473. http://dx.doi.org/10.2307/584907.

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Jakubowski, Scott F., Eric P. Milne, Heidi Brunner, and Richard B. Miller. "A review of empirically supported marital enrichment programs*." Family Relations 53, no. 5 (October 2004): 528–36. http://dx.doi.org/10.1111/j.0197-6664.2004.00062.x.

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Hawley, Dale R., and David H. Olson. "Enriching newlyweds: An evaluation of three enrichment programs." American Journal of Family Therapy 23, no. 2 (June 1995): 129–47. http://dx.doi.org/10.1080/01926189508251344.

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Summerlin, Lee R. "Chemistry teacher enrichment programs: A decade of success." Journal of Chemical Education 62, no. 8 (August 1985): 698. http://dx.doi.org/10.1021/ed062p698.

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Feldhusen, John F., Michael F. Sayler, M. Elizabeth Nielsen, and Penny B. Kolloff. "Self-Concepts of Gifted Children in Enrichment Programs." Journal for the Education of the Gifted 13, no. 4 (July 1990): 380–87. http://dx.doi.org/10.1177/016235329001300407.

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Huang, Denise, and Jamie Cho. "Academic Enrichment in High-Functioning Homework Afterschool Programs." Journal of Research in Childhood Education 23, no. 3 (March 2009): 382–92. http://dx.doi.org/10.1080/02568540909594668.

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Tan, Liang See, Letchmi Devi Ponnusamy, Shu Shing Lee, Elizabeth Koh, Lauren Koh, Jing Yi Tan, Keith Chiu Kian Tan, and Terence Titus Song An Chia. "Intricacies of designing and implementing enrichment programs for high-ability students." Gifted Education International 36, no. 2 (April 21, 2020): 130–53. http://dx.doi.org/10.1177/0261429420917469.

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A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. To effectively meet the needs of the gifted and talented students, it is imperative to examine the intricacies of these programs. The fidelity has significant implications on the quality of the students’ learning experiences. This article shares the issues and challenges they faced.

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Soto-Greene, M., L. Wright, O. D. Gona, and L. A. Feldman. "Minority enrichment programs at the New Jersey Medical School." Academic Medicine 74, no. 4 (April 1999): 386–9. http://dx.doi.org/10.1097/00001888-199904000-00032.

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Cho, Seokhee, and Hongwon Kim. "Enrichment Programs for Nurturing Creativity of the Korean Gifted." Gifted Education International 18, no. 2 (January 2004): 153–63. http://dx.doi.org/10.1177/026142940301800205.

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Fogel, Mark S., and Kim Shephard. "Enrichment Programs Help Leviton Manufacturing Build Teamwork and Growth." Journal of Organizational Excellence 21, no. 4 (2002): 43–48. http://dx.doi.org/10.1002/npr.10042.

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Ben-Hur, Meir, and Rafi Feuerstein. "Feuerstein’s New Program for the Facilitation of Cognitive Development in Young Children." Journal of Cognitive Education and Psychology 10, no. 3 (2011): 224–37. http://dx.doi.org/10.1891/1945-8959.10.3.224.

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The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The authors also provide a summary of all the available evidence of the program’s effectiveness, including the results of 3 evaluation studies of pilot projects in the United States. The article culminates in an appeal for rigorous research on the feasibility and effects of programs in mainstream education for early cognitive enrichment and prevention of learning problems, including research on the effects of Feuerstein’s Instrumental Enrichment–Basic (FIE-B) program.

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Muller, Tracy L., Traza J. Ensabella, Rosie Booth, Stephen D. Johnston, and Clive J. C. Phillips. "The behaviour and environmental enrichment of captive mahogany gliders (Petaurus gracilis)." Australian Mammalogy 32, no. 2 (2010): 109. http://dx.doi.org/10.1071/am09035.

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The mahogany glider is an endangered native marsupial of northern Queensland, Australia. A captive population of seven females and three males was established under a recovery plan for this species to provide progeny for release into the wild. This study aimed to investigate the behaviour of mixed-sex and all-female pairs in this population and determine whether behaviour useful for survival in the wild could be stimulated by environmental-enrichment programs. Gliders spent 56% of their time in their nest box and were essentially nocturnal, except for emerging at 1300 hours when food was offered. They were unresponsive to enrichment programs designed to encourage climbing and play, but increased foraging in response to enrichments designed to stimulate feeding behaviour and increase safety from predators. Females kept in same-sex pairs spent more time climbing than those in mixed-sex pairs. In the latter, males spent more time than females stationary and staring, suggesting vigilance, with less active time outside the nest box. Paternal nurturing behaviour was observed for the first time in this species, and this suggests a dominant caring role for males in this species. Copulation was also observed for the first time, but there was no evidence of courtship. It is concluded that the enrichments designed to stimulate foraging activity were successful, and that males played a major role in the rearing of young in this species, which needs to be recognised in managing captive populations.

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Wandanaya, Anita B., Dewi Immaniar, and Maryana Astuti. "DESIGN VISUALISASI LOGO SEBAGAI IDENTITY PROGRAMS DI DIVISI RAHARJA ENRICHMENT CENTRE." CCIT Journal 8, no. 1 (September 17, 2014): 1–17. http://dx.doi.org/10.33050/ccit.v8i1.269.

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One of the important things in a visual media institution is a public institution of the logo identity. Identity logo itself has a meaning as an identity that represents the image of an institution. Division Raharja Enrichment Centre was commissioned to complete the implementation of Tri Dharma on Higher Education Prog which concentrates on research and service to society. Enrichment programs Prog Centre issued has not had a logo identity. Without the identity logo to the program have not been able to realize the identity of ownership to the public. For that, it takes a logo identity for each of the programs Raharja Enrichment Centre which can be interesting and can be implemented as the identity of the visual. The one of methode in this study used Design Analys Method with applications supporting Adobe Illustrator CS5 applications such as processor design objects vector image, while Adobe Photoshop CS5 application used to process bitmap images and Design Concept Plan contains the media. With the logo identity of each of these programs, the public will be easily understood by looking at a consistent look and is easily recognizable because it has special characteristics in each of its programs. From the design of the logo identity is expected for subsequent years may give a different look and appeal in introducing programs of the Raharja Enrichment Centre.

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Chen, Wei-Ren, and Mei-Fang Chen. "Practice and evaluation of enrichment programs for the gifted and talented learners." Gifted Education International 36, no. 2 (May 2020): 108–29. http://dx.doi.org/10.1177/0261429420917878.

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The ultimate goal of gifted education programs is to cultivate students’ competences through challenging, enriching, and engaging opportunities for talent development. The purpose of this review is to present two main approaches of enrichment programs for gifted learners in Taiwan: the programs following the law and the alternative programs initiated by local authorities, private organizations, and researchers. The rationale and practice of program evaluation are also discussed to analyze Taiwan’s gifted education program logics and qualities to reflect on the development of these programs. Finally, the prospects of program design and evaluation are proposed: (a) defining the criteria for success or effectiveness, (b) selecting or developing valid and reliable measurement tools and strategies, (c) conducting long-term evaluation plans and follow-up studies, and (d) promoting evidence-based decision-making in gifted education.

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23

Garland, Diana S. Richmond. "Book Review: Structured Family Facilitation Programs: Enrichment, Education, and Treatment." Review & Expositor 83, no. 1 (February 1986): 154–56. http://dx.doi.org/10.1177/003463738608300163.

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Baum, Susan, Linda J. Emerick, Gail N. Herman, and John Dixon. "Identification, programs and enrichment strategies for gifted learning disabled youth." Roeper Review 12, no. 1 (September 1989): 48–53. http://dx.doi.org/10.1080/02783198909553230.

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Waack, William L. "Theater Programs in the Small High School: Creation, Maintenance, Enrichment." NASSP Bulletin 72, no. 504 (January 1988): 111–17. http://dx.doi.org/10.1177/019263658807250421.

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Neubert, Gloria A. "A Summer Institute for Aspiring Writers—Implications for Enrichment Programs." G/C/T 8, no. 5 (September 1985): 10–11. http://dx.doi.org/10.1177/107621758500800504.

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Markman, Howard J. "The Problems With Prevention Programs: The Example of Structured Enrichment." Contemporary Psychology: A Journal of Reviews 33, no. 12 (December 1988): 1061–62. http://dx.doi.org/10.1037/026323.

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Schmiedek, Florian, Colin Bauer, Martin Lövdén, Annette Brose, and Ulman Lindenberger. "Cognitive Enrichment in Old Age." GeroPsych 23, no. 2 (June 2010): 59–67. http://dx.doi.org/10.1024/1662-9647/a000013.

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Lifestyles with high levels of cognitive activity have been linked to weaker declines in cognitive abilities with aging. Hence, computer-based cognitive training programs that facilitate intense, daily, cognitive practice may help older adults to maintain and improve their cognitive functioning. We present the rationale for and implementation of an internet-based training environment that includes tasks of perceptual speed, episodic memory, and working memory. It was implemented as platform-independent internet-based testing software and used in the COGITO study to investigate intraindividual variability and plasticity in 101 younger (age 20–31) and 103 older (age 65–80) adults across an average of 100 daily practice sessions. Observations from this study and retrospective self-report evaluations demonstrate the program’s feasibility and acceptance among participants.

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Steen, Sam, and Pedro A. Noguera. "A Broader and Bolder Approach to School Reform: Expanded Partnership Roles for School Counselors." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400105.

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This article describes a broader, bolder approach to education reform aimed at addressing the social and economic disadvantages that hinder student achievement. Central principles of this approach to reform include the provision of supports such as early childhood and preschool programs, after-school and summer enrichment programs, parent education programs, and school-based or school-linked health services. The authors discuss expanded partnership roles and three priority areas for school counselors to meet the needs of students and address the social, economic, and other barriers that hinder students’ learning: (a) engage families and community members in their children's education, (b) partner to provide high-quality P-12 enrichment and out-of-school programs, and (c) collaborate to connect children to health services.

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McGreevy, Ann, and Diane Jaquith. "Hobby and Interest Night: an Opportunity for Community Enrichment." Gifted Education International 6, no. 3 (January 1990): 191–94. http://dx.doi.org/10.1177/026142949000600314.

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A Hobby and Interest Night is a community enterprise which provides a stimulating opportunity for children and adults to display hobbies, collections and interests of all kinds. Participants join together for two to three hours on a Friday night to display their hobbies and interests in an orderly fashion and to answer questions. This effort usually gains immediate enthusiasm and support. Such an encouragement of interests is an appropriate procedure for all students, but is especially vital for those students selected for gifted programs. Many decisions about grouping and individualized programs will emanate from having a maximum knowledge of a gifted child's interests and motivation.

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DEWANTARA, ANDI HARPENI. "SOAL MATEMATIKA MODEL PISA: ALTERNATIF MATERI PROGRAM PENGAYAAN." DIDAKTIKA : Jurnal Kependidikan 12, no. 2 (June 20, 2019): 197–213. http://dx.doi.org/10.30863/didaktika.v12i2.186.

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In a learning process, each students has different level of capability in mastering the teaching materials. For those who belong to the fast learner group and are able to achieve mastery learning earlier, ideally they need an additional learning activities to develop their skills more optimally. One of such learning activities is commonly known as the enrichment programs. Then, one of the learning challenges that can be applied in this enrichment program is proposing problem solving tasks to foster students' high order thinking skills. Based on the characteristics, it is revealed that PISA problems or PISA-like tasks has characteristics that are very in accordance with the characteristics of the rocemmenced enrichment problems. So that is why PISA problems or PISA-like tasks could be highly regarded as the enrichment tasks for students who have achieved early learning completeness. PISA mathematics problems or PISA-like mathematics tasks is expected to be able to optimize students 'mathematical literacy skills through activation of basic mathematical abilities, which in turn can help the success of enrichment programs in developing students' skills more optimally.

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Burg, Blanka. "Programs for Gifted Children in Israel." Gifted Education International 5, no. 2 (January 1988): 110–13. http://dx.doi.org/10.1177/026142948800500210.

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The education of the gifted in Israel is a part of the Israeli educational system. The object of the Department for the Gifted is to develop the potential of pupils who have been defined as “gifted”, for their own benefit as well as for the benefit of society. The task of the Dept. is to identify these pupils on a country wide scale, to develop teachers' sensitivity for the needs of special pupils in their classes and to prepare programs for classes and enrichment centers covering a wide range of academic interests. The concern of the Ministry is not only with pupils' intellectual development, but also with their emotional stability, moral values, attitudes and their motivation to contribute to society. The preferred policy at the Ministry is for pupils in special classes to remain in their educational setting until the matriculation examinations. For these pupils a class is a place in which they belong, where they identify with their friends and yet are not isolated from their peers in parallel classes. The programs for the gifted start in grade 3 or 4 and continue through grade 12 in special classes and morning groups. The enrichment afternoon programs are operated by universities, municipalities and two associations. In some universities the programs begin in grade five.

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Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (May 2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.

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Leroux, Janice A., and Peggy DeFazio. "University Programs for High Ability Adolescents." Gifted Education International 6, no. 3 (January 1990): 171–74. http://dx.doi.org/10.1177/026142949000600310.

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Two universities in Ottawa provide a full week of programs for bright secondary school students each spring. This study investigated factors which characterize the Mini-Course Enrichment Program as perceived by student participants and their parents. Findings were analyzed in terms of achievement, career aspirations and impact on self-image. Respondents perceived enhanced personal control, sense of risk-taking, and help in preparing for the future. Specific recommendations evolved for educators and administrators.

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Van Den Bulte, Christophe, Emanuel Bayer, Bernd Skiera, and Philipp Schmitt. "How Customer Referral Programs Turn Social Capital into Economic Capital." Journal of Marketing Research 55, no. 1 (February 2018): 132–46. http://dx.doi.org/10.1509/jmr.14.0653.

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Customers acquired through a referral program have been observed to exhibit higher margins and lower churn than customers acquired through other means. Theory suggests two likely mechanisms for this phenomenon: (1) better matching between referred customers and the firm and (2) social enrichment by the referrer. The present study is the first to provide evidence of these two mechanisms in a customer referral program. Consistent with the theory that better matching affects contribution margins, (1) referrer–referral dyads exhibit shared unobservables in customer contribution margins, (2) referrers with more extensive experience bring in higher-margin referrals, and (3) this association between the referrer's experience and margin gap becomes smaller over the referral's lifetime. Consistent with the theory that social enrichment affects retention, referrals exhibit lower churn only as long as their referrer has not churned. These findings indicate that better matching and social enrichment are two mechanisms through which firms can leverage their customers' networks to gain new customers with higher customer lifetime value and convert social capital into economic capital. One recommendation for the managers of the firm studied is to recruit referrers among their customers who have been acquired at least six months ago, exhibit high margins, and are unlikely to churn.

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Herskovits, Maria. "Enrichment Programs and Counselling at the Budapest Centre for the Gifted." Gifted Education International 17, no. 1 (January 2003): 78–85. http://dx.doi.org/10.1177/026142940301700109.

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The age group which is the subject of our work, is mostly not taken in to consideration when speaking about Science education, and definitely is not the traditional target for it. Young children are interested in natural phenomena, but they are mostly satisfied with superficial explanations fitting to their age. At this developmental stage it is not required, and most children are really not able to use the necessary mental operations safely: (Persistent attention, reasoning and drawing consequences from many steps, and particularly the use of abstract concepts). However highly able children show often a deep interest, they want to understand the everyday phenomena in their depth. Due the precocious development of their thinking they are able to elaborate their experiences in a more scientific way than is usual for their age, if they get some proper help. The Centre for Gifted in Budapest provides these kinds of programs, helping these children to maintain their interests, developing their science minded way of thinking and preparing them for later scientific work -whatever would be the chosen field. We would like to place our work in broader context, in the field of gifted education in Hungary.

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Shumakova, N. B. "Training Gifted and Talented Children in the Context of Evidence-Based Practice." Social Sciences and Childhood 1, no. 1 (2020): 34–46. http://dx.doi.org/10.17759/ssc.2020010103.

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The article analyzes modern research on the effectiveness of the application of different teaching practices for gifted and talented students based on acceleration and enrichment strategies. The data of foreign studies on the size of the educational effect on academic success, social and personal development of gifted and talented students, depending on the applied strategies and training programs, as well as educational levels, are discussed. The positive influence of most forms of acceleration and enrichment on the academic success of gifted students can be considered proven, although the size of the effect is different for different forms and different levels of education. With regard to the socio-emotional and personal development of gifted students, the data on the positive impact is not so clear, while enrichment programs have an advantage, and the maximum effect size is shown for high school students. The problem of the lack of empirical data on the effectiveness of enriched programs for gifted students and most of all for gifted elementary school students has been identified. An example of the implementation of the enrichment strategy for gifted children of this educational level in domestic practice is presented — the program of creative interdisciplinary training “The gifted child”, which has a sufficient, although not complete, evidence base. Its wider implementation and distribution is associated with the problem of psychological and pedagogical training of teachers. The article presents.

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Kirschenbaum, Robert J. "Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented." Gifted Education International 8, no. 3 (September 1992): 139–45. http://dx.doi.org/10.1177/026142949200800304.

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The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.

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Bayne, Kathryn A. L. "Environmental Enrichment of Nonhuman Primates, Dogs and Rabbits Used in Toxicology Studies." Toxicologic Pathology 31, no. 1_suppl (January 2003): 132–37. http://dx.doi.org/10.1080/01926230390175020.

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The increasing emphasis on the provision of environmental enrichment to laboratory animals, vis-à-vis the USDA Animal Welfare Regulations, the Guide for the Care and Use of Laboratory Animals (NRC 1996), and a potential forthcoming policy from the USDA on the subject, can be difficult to accommodate in a toxicology research environment. A summary will be provided of current requirements and recommendations. Then, strategies for meeting regulatory requirements will be described for non-rodent animals used in toxicology research. These strategies will address methods of both social enrichment, such as pair or group housing, as well as non-social enrichment, such as cage furniture, food enrichments, and toys. In addition, the value of positive interactions with staff (e.g., through training paradigms or socialization programs) will also be discussed. Apparent in the discussion of these strategies will be an overarching recognition of the necessity to avoid introducing confounding variables into the research project and to avoid compromising animal health. The roles of the Institutional Animal Care and Use Committee (IACUC) and the attending veterinarian in helping scientists balance animal well-being, the scientific enterprise and the regulatory environment will be described.

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Schetz, Katherine F. "Computer-Aided Language/Concept Enrichment in Kindergarten." Language, Speech, and Hearing Services in Schools 20, no. 1 (January 1989): 2–10. http://dx.doi.org/10.1044/0161-1461.2001.02.

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A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.

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Lauderdale, Lisa K., K. Alex Shorter, Ding Zhang, Joaquin Gabaldon, Jill D. Mellen, Michael T. Walsh, Douglas A. Granger, and Lance J. Miller. "Habitat characteristics and animal management factors associated with habitat use by bottlenose dolphins in zoological environments." PLOS ONE 16, no. 8 (August 30, 2021): e0252010. http://dx.doi.org/10.1371/journal.pone.0252010.

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The way an animal uses its habitat can serve as an indicator of habitat appropriateness for the species and individuals. Bottlenose dolphins (Tursiops truncatus and Tursiops aduncus) in accredited zoos and aquariums experience a range of habitat types and management programs that provide opportunities for dolphins to engage in species-appropriate behaviors and potentially influence their individual and group welfare. Data in the present study were collected as part of a larger study titled “Towards understanding the welfare of cetaceans in zoos and aquariums” (colloquially called the Cetacean Welfare Study). Non-invasive bio-logging devices (Movement Tags) recorded the diving behavior and vertical habitat movements of 60 bottlenose dolphins at 31 zoos and aquariums that were accredited by the Alliance for Marine Mammal Parks and Aquariums and/or the Association of Zoos & Aquariums. Bottlenose dolphins wore a Movement Tag one day per week for two five-week data collection periods. Demographic variables, environmental enrichment programs, training programs, and habitat characteristics were associated with habitat usage. Longer dive durations and use of the bottom third of the habitat were associated with higher enrichment program index values. Dolphins receiving new enrichment on a monthly/weekly schedule also used the bottom third of the habitat more often than those receiving new enrichment on a yearly/year+ schedule. Dolphins that were managed in a group that was split into smaller subgroups during the day and were reunited into one group at night spent less time in the top third of the habitat than those who remained in a single group with consistent members at all times. Dolphins that were managed as subgroups with rotating members but were never united as one group spent less time in the bottom third of the habitat than those who remained in a single group with consistent members at all times. Taken together, the results suggested that management practices, such as enrichment and training programs, played a greater role in how dolphins interacted with their environment relative to the physical characteristics of the habitat.

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Sastre-Riba, Sylvia, Luz F. Pérez-Sánchez, and Angeles Bueno Villaverde. "Programs and Practices for Identifying and Nurturing High Intellectual Abilities in Spain." Gifted Child Today 41, no. 2 (February 26, 2018): 63–74. http://dx.doi.org/10.1177/1076217517750703.

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The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, some for longer than 10 years. The training of specialized teachers in high abilities has substantially increased, both in the Ministry of Education and autonomous local communities. Universities have also included some subjects in their programs related to this issue of gifted education with specific training designed in postgraduate courses. The research agendas of HIAs currently focus on studying metric approximation, identification and profiles, cognitive functioning and creativity, management of cognitive resources, socioemotional characteristics, gender, enrichment programs, and their effectiveness.

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Fiore, Marcelo P. "Order-enrichment for categories of partial maps." Mathematical Structures in Computer Science 5, no. 4 (December 1995): 533–62. http://dx.doi.org/10.1017/s0960129500001225.

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Motivated by a desire to treat non-termination directly in the semantics of computation, the notion of approximation between programs is studied in the context of categories of partial maps. In particular, contextual approximation and specialisation are considered and shown to coincide. Moreover, after exhibiting the approximation between total maps as a primitive notion, from an arbitrary (or axiomatic) approximation order on total maps a computationally natural approximation order on partial maps is derived. The main technical contribution is a characterisation of when this approximation order between partial maps is domain-theoretic (in the sense that the category of partial maps Cpo-enriches) provided that the approximation order between total maps is also.

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Rohma, Bina Muwadah, and Mohammad Wasil. "EFFECT OF ENRICHMENT AND EMPOWERMENT ON COMPETENCY IN IMPROVING EMPLOYEE PERFORMANCE." Jurnal Ekonomi 19, no. 2 (June 30, 2019): 46–52. http://dx.doi.org/10.29138/je.v19i2.59.

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This study aims to analyze the effect of Enrichment and Empowerment on improving employee performance in Bn'D Control System Surabaya. The sample used is 40 respondents with quantitative research methods with data analysis using Path Analysis. The company always wants employee performance to contribute well, so the company needs to implement employee enrichment and empowerment programs. The results of this study indicate that Empowerment has a more positive and significant effect on employee performance. Meanwhile, Enrichment and Competence in the Bn'D Control System affect but not significantly on employee performance.

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Wu, Jiaxi, Enyi Jen, and Marcia Gentry. "Validating a Classroom Perception Instrument for Gifted Students in a University-Based Residential Program." Journal of Advanced Academics 29, no. 3 (March 22, 2018): 195–215. http://dx.doi.org/10.1177/1932202x18764450.

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Summer enrichment and residential programs can provide gifted students with positive social interactions and challenging curricula. However, little research has focused on gifted students’ perceptions of the learning environment in such programs. This research project evaluated the psychometric properties and practical applications of the Student Perceptions of Classroom Quality ( SPOCQ) instrument. The two studies used a total sample of 1,492 diverse, gifted students in Grades 5 through 12 who participated in a university-based enrichment residential program from 2010 through 2013. Confirmatory factor analysis results indicated that although the original model was a moderately good fit for the gifted student participants in 2010 to 2011, some items on the SPOCQ were classroom specific and did not apply to residential programs. Therefore, those items were revised and retested, and results showed that the modified model was a better fit for gifted student participants in 2012 to 2013.

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Plucker, Jonathan A., and Carolyn M. Callahan. "The evidence base for advanced learning programs." Phi Delta Kappan 102, no. 4 (November 23, 2020): 14–21. http://dx.doi.org/10.1177/0031721720978056.

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There is substantial evidence on the effectiveness of many forms of advanced education, especially various approaches to acceleration, ability grouping, and curricular innovations such as structured curriculum and enrichment. Nonetheless, additional research on the ways in which advanced education impacts the learning and lives of students across the variables of class, race, ethnicity, and gender is still needed, as it is for most educational interventions. Jonathan Plucker and Carolyn Callahan share the evidence base for several popular strategies and describe what evidence is still needed.

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Bhatt, Rishita, Bernadette West, and Sunita Chaudhary. "Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes." PLOS ONE 15, no. 2 (February 14, 2020): e0228934. http://dx.doi.org/10.1371/journal.pone.0228934.

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Renzulli, Joseph S., and Sally M. Reis. "What is Schoolwide Enrichment: How Gifted Programs Relate to Total School Improvement." Gifted Child Today 25, no. 4 (October 2002): 18–64. http://dx.doi.org/10.4219/gct-2002-80.

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Singh, Prakash. "Use of Theories to Develop Media-Based Enrichment Programs for Gifted Learners." International Journal of Knowledge, Culture, and Change Management: Annual Review 9, no. 1 (2009): 125–40. http://dx.doi.org/10.18848/1447-9524/cgp/v09i01/49672.

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Lyons, Zaza. "Psychiatry Enrichment Initiatives: A Review of Current Programs, Summer Schools, and Institutes." Academic Psychiatry 41, no. 2 (March 16, 2016): 266–71. http://dx.doi.org/10.1007/s40596-016-0512-4.

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Journal articles on the topic 'Enrichment programs'

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