Academic literature on the topic 'Internationally mobile parents'
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Journal articles on the topic "Internationally mobile parents"
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Prickarts, Boris. "Shifting borders: a case study of internationalisation of education within a Dutch school group in Amsterdam." Journal of Research in International Education 16, no. 2 (August 2017): 164–84. http://dx.doi.org/10.1177/1475240917722627.
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This article focuses on a case study of internationalisation of education, a process of change pertaining to the mission, vision and delivery of education. Teachers working in international schools can be understood as gearing a student’s disposition towards the ability and preparedness to handle and value differences and diversity. In an effort to cope with a number of challenges from within and outside of the Netherlands, a Dutch school group in Amsterdam embarked on a process of change by adopting an international dimension to the students’ experience. Instead of these schools becoming more similar to each other, i.e. converging towards an internationalising ‘master-viewpoint’, the schools’ alignment under pressure showed a process of ‘anisomorphism’: their education’s primary function, approach, tasks, role and objectives for society were changing into different internationalising directions. However, the pragmatic expectations and actions, particularly of the parents and the students, were creating new boundaries and rationales for the schools as bargaining zones. The ‘shifting borders’ between the schools were becoming more connected with a growing international focus, yet had different pragmatic and ideological implications for each of them. The result was that these borders became permeable, a nominal erosion of differences between the ‘international’ school selectively catering for children of internationally mobile families and the other schools catering for all children in the Netherlands. ‘International schools’ became places where students were trained to engage with difference and diversity and where the students had not necessarily been crossing geographical borders. This raises the issue of the role of education in a multicultural and globalising society, as – in this case – an increase in institutional diversity within the specific Dutch national context, and an increased uncertainty about the multiple aims of education, stretched the educational as well as social boundaries which constrain the futures for which students are being prepared.
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Srivastava, Preeti. "Sociology and the Crisis of Social Transformation in India in the Aspect of Information Technology." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 6, no. 2 (March 13, 2017): 298. http://dx.doi.org/10.21013/jmss.v6.n2.p14.
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<div><p><em>Sociology is a social science that studies society and the individual in perspective of society. Sociology emerged as a separate discipline in the mid-1800s in Western Europe during the onset of the Industrial Revolution. Industrialization brought Social Changes so sweeping they affected all aspects of human existence-where people lived, the nature of their work and interpersonal relationships. Social change, a shift in the characteristics of culture and society is such a vital part of Social life. Social Transformation is the process by which an individual alters the socially ascribed social status of their parents into a socially achieved status for themselves. However another definition refers to large scale Social Change as in Cultural Reforms or Transformation.</em></p><p><em>The main objectives of this research paper are- 1) To assess that Technology especially information technology plays a vital role in social transformation. 2) To identify that they are positively related to each other. 3) to evaluate the seriousness of cyber threats.</em></p><p><em>Indian country is proposed as an area of survey for conducting the study of above-mentioned objectives. Percentile, growth rate and charge are used to justify it.</em></p><p><em>Most popular information technology skills at the moment are internet (Computer networking). According to a release dated September 19, 2006, the Internet and Mobile Association of India (IAMAI) and IMRB International, Internet users in India have reached 37 million in the month of September 2006, up from 33 million in March 2006. During the same period the number of “Active Users” has risen from 21.1 Million in March 2006 to 25 Million in September 2006. “Active User’ is an internationally accepted and widely used category to define users who have used the internet at least one in the last 30 days.</em></p><p><em>India has been facing serious cyber threats these days. These include threats from cyber espionage, cyber terrorism, cyber warfare, etc. Governments can facilitate these processes by taking legislative measures that ensure human rights are protected online just as they are physical spaces.</em></p></div>
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Webster, E. Kipling, Chelsea L. Kracht, Robert L. Newton Jr, Robbie A. Beyl, and Amanda E. Staiano. "Intervention to Improve Preschool Children’s Fundamental Motor Skills: Protocol for a Parent-Focused, Mobile App–Based Comparative Effectiveness Trial." JMIR Research Protocols 9, no. 10 (October 20, 2020): e19943. http://dx.doi.org/10.2196/19943.
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Background Preschool age is an important time to master fundamental motor skills (FMS) through structured physical activity, yet many young children lag behind in motor skill development. Objective The Promoting Lifelong Activity in Youth (PLAY) study is a pilot comparative effectiveness trial to test the acceptability, feasibility, and preliminary effectiveness of a mobile app delivered to parents to promote FMS development in their preschool children (aged 3-5 years). Methods We conducted a 2-arm, parallel-design, randomized comparative effectiveness trial in 72 parent-child dyads from the southeastern United States. Experts in motor development and developmental psychology developed an app designed to deliver a 12-week program to parents of preschoolers using 1 of 2 curricula: an FMS program (intervention) that involved peer modeling, parent engagement, and structured skills-based activities and an unstructured physical activity (comparator) curriculum that provided suggestions for child-led physical activity (ie, free play). Primary outcomes are feasibility and acceptability of the app and child’s FMS measured at end of intervention (week 12). Exploratory outcomes are child’s objective physical activity, perceived movement competence, and parent report of self-regulation at the end of treatment (week 12) and sustained outcomes at follow-up (week 24). Results This project was funded in September 2018, with institutional review board approval in August 2018. Data collection took place from May 2019 through February 2020. To date, the project team has completed data collection on 69 preschool-age children, and results are expected to be published by 2021. Conclusions The PLAY study examines the feasibility and preliminary effectiveness of a mobile app, parent-led curricula to promote FMS proficiency for preschool children. If found to be effective, the app has the potential for wide-scale dissemination to parents of preschoolers and to provide a model for the utilization of mobile apps to promote young children’s motor skill development. Trial Registration ClinicalTrials.gov NCT03901300; https://clinicaltrials.gov/ct2/show/NCT03901300 International Registered Report Identifier (IRRID) DERR1-10.2196/19943
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Forsey, Martin, Georg Breidenstein, Oliver Krüger, and Anna Roch. "Ethnography at a distance: globally mobile parents choosing international schools." International Journal of Qualitative Studies in Education 28, no. 9 (September 21, 2015): 1112–28. http://dx.doi.org/10.1080/09518398.2015.1074754.
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CAN, Mustafa Harun. "Use of mobile application: Means of communication between Parents and Class Teacher." World Journal on Educational Technology: Current Issues 8, no. 3 (October 14, 2016): 252. http://dx.doi.org/10.18844/wjet.v8i3.834.
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Collaboration in between parents and teachers is an important step for student’s achievement. Stakeholders in education sector are trying to find best solution to encourage parents’ involvement in school activities. To involve parents in schooling activities and in other events, a good info-notice system should be established. Teachers should give exact information about any student’s progress as well as other information. In Nepal, most of the schools use notebook called “communication book or school diary as the means of communication with parents”. This traditional and most known system is still being used in many parts of the country. Class Teacher writes down a note or notice to parents on it about any information of current activities or forth coming events.The use of mobile applications has been increasing rapidly, and is being used in many aspects in education. The aim of this study is to investigate parents’ view on using mobile application to communicate with teachers. The Meridian Connect mobile application, which has been widely coming in use in between parents and class teachers, is used for this research. The study was designed to apply the questionnaire based survey methodology in which 573 parents of the students of Meridian International School were asked.. The results of data analysis indicated that parents’ view on the use of mobile application to upgrade the education environment has been proved to be positive and useful.
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Paudel, Susan, Jonine Jancey, Narayan Subedi, and Justine Leavy. "Correlates of mobile screen media use among children aged 0–8: a systematic review." BMJ Open 7, no. 10 (October 2017): e014585. http://dx.doi.org/10.1136/bmjopen-2016-014585.
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ObjectiveThis study is a systematic review of the peer-reviewed literature to identify the correlates of mobile screen media use among children aged 8 years and less.SettingHome or community-based studies were included in this review while child care or school-based studies were excluded.ParticipantsChildren aged 8 years or less were the study population. Studies that included larger age groups without subgroup analysis specific to the 0–8 years category were excluded. Eight electronic databases were searched for peer-reviewed English language primary research articles published or in press between January 2009 and March 2017 that have studied correlates of mobile screen media use in this age group.Outcome measureMobile screen media use was the primary outcome measure. Mobile screen media use refers to children’s use of mobile screens, such as mobile phones, electronic tablets, handheld computers or personal digital assistants.ResultsThirteen studies meeting the inclusion criteria were identified of which a total of 36 correlates were examined. Older children, children better skilled in using mobile screen media devices, those having greater access to such devices at home and whose parents had high mobile screen media use were more likely to have higher use of mobile screen media devices. No association existed with parent’s age, sex and education.ConclusionLimited research has been undertaken into young children’s mobile screen media use and most of the variables have been studied too infrequently for robust conclusions to be reached. Future studies with objective assessment of mobile screen media use and frequent examination of the potential correlates across multiple studies and settings are recommended.Trial registration numberThis review is registered with PROSPERO International Prospective Register of Ongoing Systematic Reviews (registration number:CRD42015028028).
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Wang, Fachang, Qingling Wang, and Cuifang Du. "WeChat-Based Interactive Translation Mobile Teaching Model." Mobile Information Systems 2021 (December 22, 2021): 1–9. http://dx.doi.org/10.1155/2021/7054016.
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Although the research results of mobile teaching mode at home and abroad have been involved in all aspects of education and teaching and provided a lot of useful reference for subsequent researchers, the lack of research on WeChat interactive translation teaching mode makes the practical research in this field urgent. As China’s education industry continues to pursue international development, it is necessary to train a large number of international talents who have an international perspective, are familiar with international rules, and can participate in international affairs and international competition. However, to become an international talent, you must first have superior English communication skills and be able to deal with various international situations proficiently. The English education goals at the basic education stage are simply beyond reach and can only be cultivated through professional and systematic college English courses. This shows that college English education is at a crucial position in the future development of education. This study attempts to explore how to apply the interactive teaching mode supported by WeChat network platform in translation teaching and English learning of high school students, so as to improve students’ autonomy in translation practice, promote students’ personalized learning, and improve students’ interest and ability in English learning. Based on the investigation of a senior high school in our city, the school began to implement the interactive translation mobile teaching mode based on WeChat in September 2018. The experiment selected the change of students’ English learning achievements in a certain semester and judged whether the mobile teaching mode was conducive to the improvement of learning performance based on t-test. We also need to collect the needs of teachers and parents for the WeChat based mobile teaching mode and judge whether the mode can be promoted. The experimental results show that this teaching mode has an obvious effect on the improvement of students’ English scores, especially in the eighth grade, whose scores have increased from 72.6 to 75. Through the construction of WeChat based interactive translation mobile teaching mode, parents can fully understand the key points of English learning and make English tutoring more targeted and timely. This teaching mode is worthy of promotion in senior high school English course learning.
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De-Jongh González, Olivia, Claire N. Tugault-Lafleur, E. Jean Buckler, Jill Hamilton, Josephine Ho, Annick Buchholz, Katherine M. Morrison, Geoff DC Ball, and Louise C. Mâsse. "The Aim2Be mHealth Intervention for Children With Overweight or Obesity and Their Parents: Person-Centered Analyses to Uncover Digital Phenotypes." Journal of Medical Internet Research 24, no. 6 (June 22, 2022): e35285. http://dx.doi.org/10.2196/35285.
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Background Despite the growing number of mobile health (mHealth) interventions targeting childhood obesity, few studies have characterized user typologies derived from individuals’ patterns of interactions with specific app features (digital phenotypes). Objective This study aims to identify digital phenotypes among 214 parent-child dyads who used the Aim2Be mHealth app as part of a randomized controlled trial conducted between 2019 and 2020, and explores whether participants’ characteristics and health outcomes differed across phenotypes. Methods Latent class analysis was used to identify distinct parent and child phenotypes based on their use of the app’s behavioral, gamified, and social features over 3 months. Multinomial logistic regression models were used to assess whether the phenotypes differed by demographic characteristics. Covariate-adjusted mixed-effect models evaluated changes in BMI z scores (zBMI), diet, physical activity, and screen time across phenotypes. Results Among parents, 5 digital phenotypes were identified: socially engaged (35/214, 16.3%), independently engaged (18/214, 8.4%) (socially and independently engaged parents are those who used mainly the social or the behavioral features of the app, respectively), fully engaged (26/214, 12.1%), partially engaged (32/214, 15%), and unengaged (103/214, 48.1%) users. Married parents were more likely to be fully engaged than independently engaged (P=.02) or unengaged (P=.01) users. Socially engaged parents were older than fully engaged (P=.02) and unengaged (P=.01) parents. The latent class analysis revealed 4 phenotypes among children: fully engaged (32/214, 15%), partially engaged (61/214, 28.5%), dabblers (42/214, 19.6%), and unengaged (79/214, 36.9%) users. Fully engaged children were younger than dabblers (P=.04) and unengaged (P=.003) children. Dabblers lived in higher-income households than fully and partially engaged children (P=.03 and P=.047, respectively). Fully engaged children were more likely to have fully engaged (P<.001) and partially engaged (P<.001) parents than unengaged children. Compared with unengaged children, fully and partially engaged children had decreased total sugar (P=.006 and P=.004, respectively) and energy intake (P=.03 and P=.04, respectively) after 3 months of app use. Partially engaged children also had decreased sugary beverage intake compared with unengaged children (P=.03). Similarly, children with fully engaged parents had decreased zBMI, whereas children with unengaged parents had increased zBMI over time (P=.005). Finally, children with independently engaged parents had decreased caloric intake, whereas children with unengaged parents had increased caloric intake over time (P=.02). Conclusions Full parent-child engagement is critical for the success of mHealth interventions. Further research is needed to understand program design elements that can affect participants’ engagement in supporting behavior change. Trial Registration ClinicalTrials.gov NCT03651284; https://clinicaltrials.gov/ct2/show/NCT03651284 International Registered Report Identifier (IRRID) RR2-10.1186/s13063-020-4080-2
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Wain, Zafeer Naeem, Rizwan Ali Masood, Rai Waqas Ali, and Irfan Bashir. "An overview of immunization practices in Pakistan." International Current Pharmaceutical Journal 5, no. 11 (October 9, 2016): 94–96. http://dx.doi.org/10.3329/icpj.v5i11.29901.
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Effective immunization practices are invariably a big challenge for Pakistan, facing many problems and barriers to immunize children against vaccine preventable diseases. Immunization coverage in Pakistan requires up-gradation. Barriers in attaining immunization goals are lack of Parents acceptance, lack of Parents awareness and knowledge about benefits of vaccination, socioeconomic inequity and lack of security for vaccinators. The problems of vaccine procurement are its transportation, storage and administration which also contribute to errors of immunization practices. In Pakistan Expanded Program on Immunization (EPI) with the support of WHO & UNICEF has a significant impact on overcoming these barriers. Expanded Program on Immunization (EPI) is facilitating through many vaccination centers, mobile vaccination sessions and public awareness campaigns, health visitors and EPI trained vaccinators to eradicate the barriers towards poor immunization practices in Pakistan. It is concluded from this study that it is the responsibility of Government and Health Professionals to find solutions to increases vaccination rate and coverage. It is the need of hour to find ways for creating awareness among parents and motivate them to follow complete vaccination schedule for the sake of better child health.Wain et al., International Current Pharmaceutical Journal, October 2016, 5(11): 94-96http://www.icpjonline.com/documents/Vol5Issue11/01.pdf
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Annarumma, Maria, Ines Tedesco, and Luigi Vitale. "Mobile Generation, Digital Devices and Preschool Education." International Journal of Digital Literacy and Digital Competence 9, no. 4 (October 2018): 19–32. http://dx.doi.org/10.4018/ijdldc.2018100102.
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Contemporary children live in the digital environment and develop very quickly the natural ability in using technologies. At an international level, scientific research confirms the widespread use of mobile devices in the family and the increasing children exposure to these. This study mainly focuses on the following aspects: the benefits of touch devices for games and creativity and the risks related to possible delays in social and linguistic development and to addictions. In Italy, statistical surveys reveal a contradictory scenario: on the one hand, the digitization of citizens complies with international trends, especially regarding the use of the smartphone; on the other hand, there is a strong technological backwardness in the institutional area. The survey has analyzed the relationship between digitods and touch media, paying attention to usage profiles, usage behaviors, interaction, app selection and fruition processes. It has also been observed the parent-child interaction during the use of touch media, in order to figure out media educational guidelines in kindergarten.
Dissertations / Theses on the topic "Internationally mobile parents"
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Velliaris, Donna Marie. "International parents in Tokyo and the education of their transnational children." Thesis, 2010. http://hdl.handle.net/2440/63326.
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This thesis is a qualitative investigation of sixty-one international parents living in Tokyo in relation to their family’s cultural background and their choice of schooling for their children. The context of cosmopolitan Tokyo is discussed as the city of residence for three groups of participants: Japanese-born internationally-oriented families; Japanese intercultural families; and non-Japanese internationally-mobile families with origins in other countries. Research on so-called ‘Third Culture’ or ‘Cross Cultural Kids’ is reviewed in order to understand children’s experiences of growing up in more than one cultural context because of parental career or lifestyle decisions. In addition, the range and nature of Japanese and non-Japanese national and international schools available to international parents in Tokyo is described.
The conceptual framework adopted is based on Bronfenbrenner’s human ecology model, in which the various contexts of children’s lives—family, school and community—need to be seen holistically and as interacting influences in children’s social and educational development. This approach was extended by Epstein who described the possible partnerships among these three contexts in terms of overlapping spheres of influence. Based on these two models, the research developed a new conceptual framework of fourteen cross cultural scenarios designed to take account of the experiences of transnational children who find themselves negotiating unfamiliar cultural settings, either at school or in society. Four spheres of cultural influence on the social and educational developmental ecology of transnational children in Tokyo were identified and specified as mother’s cultural background (M), father’s cultural background (F), school cultural background (S), all sited within the Japanese residential country culture (R).
For this exploratory study, research data concerning the families’ cultural backgrounds and choice of schools for their only or eldest child in Tokyo were collected in two distinct stages. First, a four-page questionnaire, distributed throughout the 23 wards of Tokyo, but predominantly the high foreign population areas in and around Minato-ward during 14 November – 20 December 2007, was completed by 55 parent respondents (43 mothers and 12 fathers). Their responses were summarised in frequency tables. Second, face-to-face semi-structured interviews were conducted with 17 parents (10 mothers and 7 fathers), with nine parents participating in both stages. Participants were again recruited predominantly throughout the Minato-ward of central Tokyo during the period 26 June – 29 August 2008. The interviews were audio-recorded and later transcribed as narratives, used to develop family profile summaries, and discussed in relation to four key themes that emerged: international orientation; location of home; language socialisation; and school choice.
An analysis of the research data, in terms of the spheres of cultural influence, revealed that ten of the fourteen cross cultural scenarios were represented. Correlating each family’s cultural background with the choice of schooling for their only or eldest child in Tokyo, revealed a definite pattern of relationships. It also demonstrated the usefulness of the cross cultural scenario framework for identifying the extent of cultural overlap in each child’s ecology. Such understanding is important for parents, schools and community services dealing with transnational children in Tokyo, as well as providing insights for those in other international education contexts.Thesis(Ph.D.) -- University of Adelaide, School of Education, 2010
Books on the topic "Internationally mobile parents"
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Notes from a Traveling Childhood: Readings for Internationally Mobile Parents & Children. Foreign Service Youth Foundation, 1994.
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Curnow, McCluskey Karen, and Foreign Service Youth Foundation, eds. Notes from a traveling childhood: Readings for internationally mobile parents and children. Washington, D.C. (P.O. Box 39185, Washington, D.C. 20016): Foreign Service Youth Foundation, 1994.
Find full textBook chapters on the topic "Internationally mobile parents"
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Witte, Nils, Reinhard Pollak, and Andreas Ette. "Social Origins of German Emigrants: Maintaining Social Status Through International Mobility?" In IMISCOE Research Series, 139–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67498-4_8.
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AbstractThe prospect of upward social mobility is a central motive for international migration. Curiously, the nexus of spatial and social mobility attracted attention only relatively late and existing research on intergenerational social mobility usually concentrates on the constellation within the nation state. This chapter expands on this literature by investigating the intergenerational social mobility of international German migrants from the perspective of the country of origin. First, we focus on the social origin of internationally mobile and non-mobile persons using data from the German Emigration and Remigration Panel Study (GERPS) and the German Socio-Economic Panel (SOEP). How do the two groups differ in their social background? What kinds of capitals do international migrants inherit from their parents? In a second step, this chapter explores the differences in social fluidity between migrants and non-migrants. Does international mobility increase social fluidity? Our findings suggest that German emigrants are positively selected in terms of their social origin. Their parents are more likely to have academic degrees and to belong to the upper service classes compared with non-migrants. Although social fluidity is not significantly higher among emigrants compared with non-migrants, their risk of downward social mobility is significantly reduced.
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Breidenstein, Georg, Martin Forsey, Fenna La Gro, Jens Oliver Krüger, and Anna Roch. "Choosing International: A Case Study of Globally Mobile Parents." In Elite Education and Internationalisation, 161–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59966-3_10.
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Annarumma, Maria, Ines Tedesco, and Luigi Vitale. "Mobile Generation, Digital Devices and Preschool Education." In Mobile Devices in Education, 530–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch031.
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Contemporary children live in the digital environment and develop very quickly the natural ability in using technologies. At an international level, scientific research confirms the widespread use of mobile devices in the family and the increasing children exposure to these. This study mainly focuses on the following aspects: the benefits of touch devices for games and creativity and the risks related to possible delays in social and linguistic development and to addictions. In Italy, statistical surveys reveal a contradictory scenario: on the one hand, the digitization of citizens complies with international trends, especially regarding the use of the smartphone; on the other hand, there is a strong technological backwardness in the institutional area. The survey has analyzed the relationship between digitods and touch media, paying attention to usage profiles, usage behaviors, interaction, app selection and fruition processes. It has also been observed the parent-child interaction during the use of touch media, in order to figure out media educational guidelines in kindergarten.
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Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 209–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch012.
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Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.
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Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Wireless Technologies, 2060–88. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-101-6.ch807.
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Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.
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Wang, Yanzhen, and Maizatul Hayati Mohamad Yatim. "A Framework of Childhood Obesity Prevention Through Game-Based Learning." In Research Anthology on Pediatric and Adolescent Medicine, 468–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5360-5.ch025.
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Childhood obesity is a global health issue that should be resolved in order to prevent obesity prolonged into adulthood. This chapter presents a framework of childhood obesity prevention through game-based learning among preschool children. A provisional framework was developed by adopting to the obesity treatment algorithm set by the National Institutes of Health. A mobile game titled Fight Obesity 2.0 was created to examine the validity of this provisional framework. The technical validity of the framework was checked through the International Age Rating Coalition, while the ecological validity was endorsed through interview conducted with pediatricians. The framework was revised based on the input of the validation processes. A set of guiding principles was prepared for medical professionals, game designers, preschool teachers, and parents who intend to use the revised framework of game-based childhood obesity prevention.
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Wang, Yanzhen, and Maizatul Hayati Mohamad Yatim. "A Framework of Childhood Obesity Prevention Through Game-Based Learning." In Design, Motivation, and Frameworks in Game-Based Learning, 154–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6026-5.ch006.
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Childhood obesity is a global health issue that should be resolved in order to prevent obesity prolonged into adulthood. This chapter presents a framework of childhood obesity prevention through game-based learning among preschool children. A provisional framework was developed by adopting to the obesity treatment algorithm set by the National Institutes of Health. A mobile game titled Fight Obesity 2.0 was created to examine the validity of this provisional framework. The technical validity of the framework was checked through the International Age Rating Coalition, while the ecological validity was endorsed through interview conducted with pediatricians. The framework was revised based on the input of the validation processes. A set of guiding principles was prepared for medical professionals, game designers, preschool teachers, and parents who intend to use the revised framework of game-based childhood obesity prevention.
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Burholt, R., and Carol A. Maruthakutti. "Decision-making and choice or sine qua non ? Care home entry in Tamil Nadu." In Care for Older Adults in India, edited by Ajay Bailey, Martin Hyde, and K. S. James, 185–209. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447357339.003.0010.
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In the face of population ageing, governments and international non-governmental organisations (INGOs) are concerned about the ability of countries to provide social protection for ageing populations. In India, families are mandated to take care of their older members. The Maintenance and Welfare of Parents and Senior Citizens Act (MSJE 2007), states that parents, grandparents and ‘childless’ older people who are unable to maintain themselves are entitled to demand and receive income, care and support from children, grandchildren and other relatives who have sufficient resources. Cases (where support is not forthcoming) can be taken to tribunal and can result in the issue of maintenance orders with penalties for non-compliance including fines and imprisonment. Thus, there is a reliance on informal social protection. However, changes in family structures, family values, migration of family members and a rise in the number of women working outside of the home can put increasing strain on families to provide support. Traditional forms of solidarity and collectivism are eroded by market economies: increasing monetisation impacts on forms of reciprocity, and requirement for a responsive mobile labour force impacts on availability. Thus, it is important to challenge the ‘realities’ of family support systems, which may not be as robust as portrayed by policy makers. However, little is known about the choices that are available to older people around care, support and/or housing in later and the decisions that are made based on these choices. Relocating to care homes may be for personal care, but also due to the failure of legal systems to protect individuals from harm and to avoid abuse or family conflict. This chapter draws on data from 30 in-depth interviews with older male and female residents in nine care homes in three districts of Tamil Nadu and addresses the following questions: • What are the decision-making routes leading to entry into care homes? • In which ways do families, communities, and legal systems (fail to) support older people prior to entry into a care home? The chapter concludes by suggesting how stakeholders (NGOs, districts, the state and national government) can contribute to remodelling care provision, social work and legal systems to meet the needs of older adults in Tamil Nadu.
Conference papers on the topic "Internationally mobile parents"
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Tang, Xiangyun, Gaofei Li, and Xiaochun Xie. "The Emotional and Behavioral Impact of Parental Phubbing." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002758.
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The term “phubbing” is a portmanteau word of “phone” and “snubbing” used to describe the phenomenon, in which an individual focuses on their smartphone during face-to-face communication instead of paying attention to others (Chotpitayasunondh & Douglas, 2016; Karadag et al., 2016). The term “phubber” refers to the person who snubs their conversational partner, while the term “phubbee” describes the person who is phubbed during social interaction. A growing body of research investigated the role of parental phone distraction on their child’s development and parent-child interactions. The term “parental phubbing” is defined as a parent’s undesired mobile phone usage during a parent-child interaction (Xie et al, 2019). Converging evidence demonstrates that parental phubbing hampers the quality of parent-child relational interaction (Xie & Xie, 2020) and adversely associates with children’s mental health (Chotpitayasunondh & Douglas, 2016; Xie et al., 2020) and behavior (Fu et al., 2020; McDaniel& Radesky, 2018; Xie & Xie, 2020). Although these previous studies verified the adverse effects of parental phubbing on a child’s emotional and behavioral outcomes, some limitations exist in these studies. For example, the definition of parental phubbing is problematic, certain geographical areas are overrepresented (e.g., Chinese adolescents), and there are a general lack of causal conclusions, etc. These limitations require further clarification: Whether those effects are strong enough to evoke changes in their child? How much of the adolescent negative behavioral and emotional outcome can be ascribed to parental phubbing? How consistent are the effects across studies and different populations? In which conditions do these observed effects change? To address these questions, this paper will: 1) provide a narrative review of the extant research on parental phubbing, including a look into adolescent child’s associated behavioral and emotional outcomes; 2) examine how parental phubbing is measured and critique the approaches of previous researchers;3) assess the major findings and note areas where findings conflict and gaps remain, thereby allowing us to provide future researchers with directions where additional attention is needed; The central purpose in this paper is to critically review how strong these empirically verified findings are. My paper will consist three sections. Section (1) will provide brief introduction of parental phubbing and the scope of this review. Section (2) will critically review parental phubbing and child’s outcome, including current definition, parental phubbing instruments, applied research method and theory. I will suggest important questions or issues for investigators to consider.
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"SURVEYING PARENTAL MEDIATION AND DIGITAL LITERACY. WERE PARENTS READY DURING COVID-19?" In 20th International Conference on e-Society (ES 2022) and 18th International Conference on Mobile Learning (ML 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/es_ml2022_202202l005.
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Ding, Maggie, and Yu Sun. "An Intelligent and Data Driven Mobile Platform for Early Childhood Development using Machine Learning and Data Mining." In 7th International Conference on Software Engineering and Applications (SOFEA 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111616.
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In China almost 96 million children live in rural areas. Some of these children suffer from malnutrition since parents or guardians do not have knowledge of nutritional plans or how to calculate nutritional values. However, most of the Chinese population has access to a mobile device. This paper proposes a mobile application, which runs on the IOS and Android platforms, to calculate nutritional values and recommend a nutritional menu. EZ Nutrition and Education is a mobile app that targets millions of parents and caregivers in rural China and provides a solution to the regions’ early childhood underdevelopment problems. It provides recommendations for healthy meals and age-appropriate educational activities, measures children’s daily intake of calories and macro-nutrients (protein, carbs, and fats), and provides a way to have fun through activities that teach skills and values so as to prevent the underdevelopment of rural children’s physical, intellectual and mental growth. We applied our application to a group of participants (ages 6-12) and conducted a qualitative evaluation of the approach. The results show that the nutritional calculator feature can help parents improve the nutritional health of their children. Though two of the underweight participants lost weight and two of the overweight participants gained weight while using the recommended nutritional plan, we believe that the recommended nutritional menu could be an excellent feature for this application after we adjust some of the parameters since some parents claimed they could not follow the recommended menus.
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Saidah, Halimatus, and Rahma Kusuma Dewi. "Relationship between Basic Feeding Rule Applied by Parents and Eating Difficulties of Children Under Five Years of Age in Kediri, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.81.
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ABSTRACT Background: Difficulty eating in children is a problem faced by parents. However, adequate nutritional intake is required for the growth and development of children. Basic feeding rules can be used as guidelines for parents to overcome the feeding problems in children. This study aimed to examine the relationship between basic feeding rule applied by parents and eating difficulties of children under five years of age in Kediri, East Java. Subjects and Method: A cross sectional study was conducted at Semampir, Kediri, East Java. A sample of 32 children under five years of age was selected by purposive sampling. The dependent variable was eating difficulty of children. The independent variable was basic feeding rule applied by parents. The data were collected by questionnaire. The data were analyzed by Spearman rho. Results: Basic feeding rule applied by parents showed positive correlation with eating difficulties in children under five years of age (r= 0.51, p= 0.003). Conclusion: Basic feeding rule applied by parents shows positive correlation with eating difficulties in children under five years of age. Keywords: basic feeding rule, difficulties, children under five years of age, Correspondence: Halimatus Saidah. Faculty of Health Sciences, Universitas Kadiri. Jln Selomangleng No 01, Kediri, East Java. Email: halimatus.saidah@unik-kediri.ac.id. Mobile: +6281321784182. DOI: https://doi.org/10.26911/the7thicph.03.81
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Kalsum, Ummi, and Hendra Dhermawan Sitanggang. "Relationship between Snacks and Beverages with the Nutritional Status among 'SAD' Children in Nyogan Village, Muaro Jambi, Jambi Province." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.06.
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Background: Malnutrition among children is still a public health problem in Jambi Province, especially in the Suku Anak Dalam (SAD) community. Most of the nutritional problems among SAD children are underweight and stunting. Malnutrition in SAD children could be related to their consumption patterns of snack and beverage. This study aimed to examine the relationship between consumption patterns of snack and beverage with the nutritional status among SAD children. Subejects and Method: A cross sectional was conducted in Nyogan Village, Jambi. A total of 78 SAD children aged 5-14 years was enrolled in this study using total sampling. Sample were selected using the criteria of attending Elementary School located in Transocial Village or school-age children living in the Nyogan Village. The dependent variable was nutritional status and independent variable was consumption patterns of snack and beverage. The co-variables were the pocket money, physical activity, breakfast habit, parental income, cultural factor, parental knowledge, and consumption of vegetables and fruit. Data were collected by height and weight measurements and interviews. Data were analyzed by multiple logistic regression. Results: Most of the children were underweight children (15.4%), overweight (10.3%), and normal (74.4%). The average pocket money was Rp. 5,000. 31% children rarely have breakfast, and 58% children came from low-income parents. Consumption patterns of snack and beverage was associate with nutritional status after controlling by physical activity, breakfast habit, income, parental knowledge, and fruit consumption habit (OR=1.48; 95% CI= 0.26 to 8.57; p= 0.659), but they were not statistically significant. The dominant factor was parental knowledge (OR= 12.37; 95% CI = 0.55 to 276.18; p= 0.112), but it was not statistically significant. Conclusion: A poor consumption patterns of snack and beverage increased the risk of 1.48 times of underweight among SAD children. Parental knowledge is the dominant factor. Keywords: consumption pattern, snacks, beverage, nutritional status, suku anak dalam Correspondence: Ummi Kalsum. Study Program of Public Health, Jambi University. Jl. Tri Brata, Km 11 Unja Campus Pondok Meja Mestong, Muaro Jambi. Email: kalzoem@gmail.com. Mobile: 081314385775 DOI: https://doi.org/10.26911/the7thicph.02.06
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Hei, Yeung Tsz, Ng Chi Kit, and Vincent Ng. "An anti-drug mobile application with smart alerting for parents." In 2017 International Conference on Applied System Innovation (ICASI). IEEE, 2017. http://dx.doi.org/10.1109/icasi.2017.7988498.
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Araya, Roberto. "MOBILE PERFORMANCE SUPPORT SYSTEM FOR TEACHERS AND PARENTS TEACHING FIRST GRADERS TO READ." In 16th International Conference on Mobile Learning 2020. IADIS Press, 2020. http://dx.doi.org/10.33965/ml2020_202004l006.
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Datta, Esha, and Alice Agogino. "Mobile Learning and Digital Libraries." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42527.
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With the recent advancement of mobile technologies, such as smart phones, digital cameras and PDAs (Personal Digital Assistants), and tablet PCs mobile learning provides opportunities for formal and informal education in a wide range of settings. In particular, the use of mobile technologies to access digital libraries opens up doors for providing unique learning experiences, both inside and outside of the classroom. This paper presents the design and implementation of a mobile learning digital library infrastructure and test applications. We first conducted a user needs analysis of students, educators, and parents in order to understand desirable functional attributes and challenges associated with mobile learning. We translated this needs assessment into a list of twelve functional attributes for digital library infrastructures and mobile device applications that will facilitate informal learning. In order to test out the recommendations, a conceptual design was developed as a lesson plan that uses mobile devices and digital libraries to teach the concept of simple machines. This lesson was implemented during a workshop conducted with students in the TechBridge program, an after school program that introduces girls to technology. The students that participated in this workshop were from less affluent schools and were all members of ethnic groups that are typically underrepresented in the field of engineering. This paper summarizes the needs assessment research, implementation, testing and recommendations for future work. Our goal is to provide recommendations for mobile learning technologies that will increase access and enhance mobile learning experiences for students of all backgrounds.
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Zabokritskaya, Lyubov, and Alina Kulminskaia. "GROUP SELF-ORGANISATION OF RUSSIAN SCHOOLCHILDREN’S PARENTS BY MEANS OF MOBILE MESSENGERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0663.
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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.
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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
Reports on the topic "Internationally mobile parents"
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.
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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.