Academic literature on the topic 'Living Skills Programme'
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Journal articles on the topic "Living Skills Programme"
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Yıldız, Fatma Ülkü, Aysel Cagdas, and Gokhan Kayili. "The effectiveness of the Montessori training programme for mothers." Contemporary Educational Researches Journal 10, no. 4 (November 30, 2020): 166–56. http://dx.doi.org/10.18844/cerj.v10i4.5277.
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It was the aim of this study to follow-up for 2 years the mathematics and daily living skills of children whose mothers participated in the Montessori training programme for mothers (MTPM) and to determine whether the children still maintained these skills 2 years after the intervention. In 2016–2017, the MTPM was administered to the mothers of 4–5-year-old children who received Montessori education at preschool. The first follow-up was carried out 6 months after the training programme was completed; the second follow-up took place 6 months after the first follow-up and the third one was carried out12 months after the second follow-up. Eleven children included in the study group in the 2016–2017 school year were all reached. ‘Basic School Skills Inventory 3 – Mathematics and Daily Living Skills subtests – Age 4–8 years’ were used for data collection. The data were provided by the teachers. Statistical analysis of the data was carried out using Wilcoxon’s signed-rank test and Statistical Package for the Social Sciences 20.0 data analysis package programme. The results showed that the MTPM maintained its effect on mathematics and daily living skills of the experimental group children 24 months after the implementation of the programme.
Keywords: Montessori training programme for mothers, mathematics, daily living skills.
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Price, Glenda, and Sue Lightbody. "A community living skills education programme within spinal cord injury rehabilitation." Australian Occupational Therapy Journal 41, no. 1 (August 27, 2010): 37–40. http://dx.doi.org/10.1111/j.1440-1630.1994.tb01810.x.
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Potter, Anna, Danielle Sansonetti, Kate D'Cruz, and Natasha Lannin. "What is Known About Transitional Living Services for Adults With an Acquired Brain Injury? A Scoping Review." Brain Impairment 18, no. 2 (May 15, 2017): 240–57. http://dx.doi.org/10.1017/brimp.2017.8.
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Transitional living service (TLS) programmes for adults with an acquired brain injury are considered an important part of rehabilitation. However, considerable variability exists in the design and structure of these services, with limited research to guide the development of a programme based on best evidence. A scoping literature review was completed to answer the question ‘What is known about TLS programmes for adults with an acquired brain injury?’ Four electronic databases were systematically searched, followed by a grey literature search (from 1996 to 2015). 3183 articles were screened and 13 articles were included in the final review. Themes that emerged from the literature include the types of residents using TLS programmes, the subjective experience of residents and staff, intervention approaches, programme staffing, and programme outcomes. The research reviewed supports the use of TLS programmes to maximise functional independence and community integration of individuals with an acquired brain injury. Clinical practise recommendations were developed to help support implementation of TLS programmes based on best evidence, these included: to use multiple outcome measures, implement collaborative goal setting, support generalisation of skills learnt in the TLS to the home environment and for eligibility criteria for these programmes to include individuals across all phases of recovery.
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Intsiful, Emmanuel, and Albert Martins. "Examining the Role of Non-Formal Education as a Conduit to Poverty Reduction and Rural Development: The Case of a Rural Community in a Municipality in Ghana." Journal of Education and Training 6, no. 2 (April 4, 2019): 1. http://dx.doi.org/10.5296/jet.v6i2.13586.
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Non-formal education (NFE) programmes involve literacy and numerical programmes that aim at training people to read and write. Gaining such basic literacy skills enables a person to use the reading, writing and calculation to develop the self and the community as a whole. In the Ghanaian context, the Ministry of Education in the year 2000 established the National Functional Literacy Programme with the chief aim of making accessible literacy and life skills to the rural poor and the illiterate. The aim of this paper was to examine the extent to which non-formal education contributes to literacy improvement, poverty reduction and rural development in a rural community within a municipality in Ghana. The researchers employed Amartya Sen’s capabilities approach to economic and human development and Paulo Freire’s concept of education for conscientization.The findings of the study show that the non-formal education programme plays a very critical role in the reduction of illiteracy coupled with improving the living standard of the rural adult learners, once the programme is well organized and implemented. Thus, the activities of NFE have the potential to make the illiterate poor become functionally literate which is a necessary condition for poverty reduction. Providing skill training is one of the major ways of improving the livelihood of poor people. Based on the impact of NFE activities on those who had graduated from the programme has the potential of reducing illiteracy and improving the standard of living of the people. The impact has been felt in areas like literacy and numeracy, economic, social and political empowerment of learners in the community studied. However, the programme needs to be strengthened to address the issue of funding which has become a major challenge for the NFE. Facilitators and supervisors need enough motivation to commit them fully to the task and learners need support to start their own business to bring about meaningful poverty reduction.
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Fieldhouse, Jon, and Harry Greatorex. "Evaluation of a financial skills training programme for vulnerable young people at risk of homelessness." British Journal of Occupational Therapy 83, no. 12 (March 5, 2020): 761–72. http://dx.doi.org/10.1177/0308022620905530.
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Introduction A financial skills training programme (Cash Pointers) for young people at risk of homelessness had an unexpectedly positive impact on their wellbeing. A qualitative inquiry examined this phenomenon. Method Interviews with six trainees explored their experiences of the programme. A focus group comprising four programme workers added a service provider perspective. Findings Cash Pointers addressed trainees’ basic living and health needs. Additionally, trusting relationships with programme workers enabled trainees to feel safe, develop skills, pursue goals, manage health problems, improve relationships and engage in life roles. Trainees said Cash Pointers was accessible and responsive, offering advocacy, inter-agency liaison and hope. Programme workers said they balanced the need for quick results with patient relationship-building, were a well-supported team with a high degree of casework autonomy and felt skilled in the therapeutic use of self. Conclusion Cash Pointers created a psychologically informed environment within which trainees stabilised, acquired skills and progressed towards greater life satisfaction and inclusion. Improving financial skills can be profoundly transformative and an acceptable intervention for this population. Aspects of occupational therapy’s knowledge-base (dynamic systems thinking) and skillset (person-centred goal-setting, therapeutic use of self, creating enabling environments) can support this.
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Wheeler, Amanda, and Samantha Caldwell. "A 12-week healthy living programme piloted in community mental health – is it feasible and what is achievable?" European Journal for Person Centered Healthcare 2, no. 3 (July 15, 2014): 376. http://dx.doi.org/10.5750/ejpch.v2i3.753.
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The physical health outcomes of people with mental illness are significantly poorer compared to the normal population. The aims of this study were to (i) assess the feasibility and outcomes of a 12-week healthy living programme piloted in a community adult mental health setting and (ii) assess the lead author’s research and evaluation competency as part of the conditions of the Psychology Supervised Practice Programme. Participants were referred to the programme to learn and develop healthy living skills, assist in weight management, and enhance emotional wellbeing. The programme included weekly educational sessions followed by an activity related to the education for 3-4 hours, between June-September 2010. The programme facilitators completed assessments with participants at Week 1 (baseline) and Week 12 (graduation) including; demographic and physical health indicators (e.g. weight, BMI, blood pressure), psychological wellbeing and overall satisfaction with programme. Seventeen participants commenced the healthy living programme pilot. There was an average weekly attendance of eleven people and nine graduated at Week 12. No meaningful change in physical health or psychological wellbeing could be determined from the measurements at 12 weeks however the graduates rated the programme highly, particularly the social perspective and healthy eating skills. This feasibility assessment of the HLP pilot illustrates the difficulties inherent in real-world service-based research but also highlights the potential benefits for future replication of the HLP for enhancing both physical health and quality of life for people with a serious mental illness. Key words: physical health, community mental health, healthy living, evaluation, group programme
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Knight, Ruth. "Reading with Angels: Improving Literacy among Children in Foster Care." Children Australia 38, no. 2 (May 29, 2013): 54–60. http://dx.doi.org/10.1017/cha.2013.4.
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The Pyjama Foundation is an Australian charity working to improve the literacy and numeracy outcomes for children in foster care. The foundation delivers the Pyjama Foundation Love of Learning programme, a learning-based mentoring programme in which volunteer ‘Pyjama Angels’ visit children in care each week to read books, play games and engage in other learning-based activities.This study surveyed 121 Love of Learning mentors (‘Pyjama Angels’) to assess their perceptions of the relationships they had developed with the children they mentored and of the children's improvement in their literacy skills, a key aim of the programme.The statistical data analysis based on the structural equation modelling and multiple regression approach showed that several factors had a statistically significant impact on the mentors’ perceptions of the children's improvement in literacy skills: relationship with the child, child's engagement and tenure in the programme, and frequency of meetings. Age and gender of the mentors were not found to have a statistically significant impact on mentors’ perceptions of this improvement, while mentors’ perceptions of their relationship with the children was the most important factor influencing their perceptions of improvement in literacy skills. The study did not include objective measures of the children's literacy outcomes, so its results are limited to the mentors’ perceptions. However, this study offers valuable insights for mentoring programmes working with children living in foster care.
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Diacon, Diane. "The Architect in the Community Programme, Cuba." Open House International 30, no. 4 (December 1, 2005): 21–24. http://dx.doi.org/10.1108/ohi-04-2005-b0005.
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Established as a pilot programme in 1994, the Architect in the Community Programme now covers the whole of Cuba, providing affordable technical support to households who are building or renovating their homes on a self-help basis. The programme is self-funding and has to date been used by over 500,000 households. The participative design approach that it uses provides households with skills and confidence as well as better living conditions. It has an international reputation for its work and the experience has been transferred to other countries in Latin America and beyond.
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Webb, Rhona, Julie T. Mangrobang, Alison Conning, and Martin W. Orrell. "A Social Therapy for Long-term Mentally III Inpatients: A Pilot Study." Behavioural Psychotherapy 21, no. 1 (January 1993): 57–62. http://dx.doi.org/10.1017/s014134730001781x.
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Long-term inpatients with severe psychiatric illness such as chronic schizophrenia can be very socially disabled. This makes it difficult for them to move on to more independent living because they lack many of the necessary social and practical skills. Social Economy Therapy (SET) is a practical approach which aims to improve social functioning. On a hostel ward, eight long term inpatients with severe and disabling psychiatric disorders started a SET programme. After two months the social and living skills of several patients were improved and a number were discharged to other accommodation.
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Payne, P. V., and W. K. Halford. "Social Skills Training with Chronic Schizophrenic Patients Living in Community Settings." Behavioural Psychotherapy 18, no. 1 (January 1990): 49–64. http://dx.doi.org/10.1017/s0141347300017985.
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Six patients meeting DSM III criteria for schizophrenia, residual phase who lived in community hostels underwent social skills training. The training programme utilized was “Stacking the Deck” developed by Foxx et al. which involves a structured board game incorporating modelling, behaviour and feedback. A multiple baseline across subject design was used to assess acquisition of targeted social behaviours in the training settings. Generalization of skills to a community setting was assessed by a structured interaction in the patients' homes at pre-treatment, post-treatment and follow-up. All subjects improved their social skills in the training setting, the improvement showed partial but weak generalization to the community setting, with some gains maintained to a three-month follow-up. Pre-treatment, post-treatment and follow-up measures of general social skills and psychiatric status indicated improvements for some of the subjects. The results suggest this approach has promise for achieving clinically significant change with chronic schizophrenic patients, but that strategies to enhance generalization of training effects are needed.
Dissertations / Theses on the topic "Living Skills Programme"
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Mudzingaidzwa, Chidochaishe Charity. "Evaluation of the life skills programme at a non-governmental organisation dealing with adolescents living with HIV." University of Western Cape, 2019. http://hdl.handle.net/11394/7609.
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Magister Artium (Social Work) - MA(SW)Societies today are rapidly expanding, both demographically and politically, thereby causing adolescents who are HIV positive to be faced with multifaceted challenges. For these societal demands, young people need to acquire the relevant skills. The life skills approach has been found to improve adolescent changes by building skills that are necessary components of healthy development and enables adolescents to deal with life challenges. Evidence suggests that the life skills approach promotes social, cognitive, emotional, and behavioral competencies that are important in decreasing negative or high-risk behaviours (Pearlstein et al.,2013, Mellins et al.,2012) . The aim of this research was to evaluate the life skills programme utilised by social workers, social auxiliary workers and community workers at an NGO that deals with HIV positive adolescents.
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Goodwin, Maryna, and n/a. "Identifying and overcoming barriers to the implementation of student development programmes in ACT high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050801.165422.
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My study is of the provision of career education, health education, personal development
and student development programmes for students from Years 7 to 10 in ACT high
schools.
My purpose was to identify why these programmes are not available to all students and
what can be done to make them available.
The methods I used were an examination of a longitudinal case study of "Bellbird" High
School in parallel with a survey of the current system perspective.
Although the study focuses on the ACT in Australia, reference is made to the international
literature, as well as local, regarding the attitudes of students, parents and teachers to
career education, health education, personal development and student development
programmes; data collection and interpretation; and the implementation of change.
I have used data from three different survey instruments administered at "Bellbird" High
School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument
at system level twice, in two consecutive years, in 1988 and 1989. Each of the
instruments was developed for a specific purpose and not for gathering data for this
study.
All three surveys at "Bellbird" High School were designed to determine the attitudes of
students, parents and teachers to aspects of the curriculum. They provided both
quantitative and qualitative data.
Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material
for confirmation of significant issues. In addition to using qualitative data from these
three instruments, I have also used comments from curriculum committee and School
Board documents and evaluation reports from the Living Skills Programme.
At system level, a questionnaire was designed to gather data about the provision of career
education and health education in high schools in the ACT. This instrument, included
questions about barriers to these programmes and strategies for overcoming the barriers.
The findings were distributed to the schools. The procedure was based on the 'Research,
Development and Diffusion' model.
People associated with the successful implementation of the programmes under
investigation were interviewed to find out what barriers they had faced, how they
overcame them and what suggestions they had for overcoming other baniers to these
programmes.
Using the data CO-jointly with the literature and my own knowledge of cumculum
implementation, I have proposed an action plan for "Bellbird" High School to extend the
provision of its student development programme to all students.
In conclusion, the suitability of the proposed action plan for use in other ACT high
schools is appraised and general principles for the system are drawn out.
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Mulenga, Mary. "An exploration of how non-governmental organisations market their skills training programmes to marginalised youth living in Cape Town." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11166.
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Includes bibliographical references.The high levels of poverty among marginalised youth in South Africa are a source of grave concern. Studies have shown that one of the main contributions to this phenomenon is unemployment, largely resulting from low skills levels, lack of experience and minimal job opportunities. Non-governmental organisations (NGOs) play a vital role in bridging this gap by providing Skills Training Programmes (STPs) to broaden youth’s access to employment, as well as to open up opportunities for entrepreneurship. However, a previous study conducted among marginalised youth in Cape Town showed that large numbers were unaware of these STPs. The question arose in the researcher’s mind as to what NGOs were doing to market their services. The purpose of the study, therefore, was to explore marketing tools and mechanisms that NGOs use to market their STPs to marginalised youth living in Cape Town.
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Seesurrun, Sabina. "The development of a self-help skills education programme for a group of visually impaired children." Diss., 2015. http://hdl.handle.net/10500/19645.
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The Mauritius School for the Blind is primarily funded through government support. Therefore, it is currently a requirement of the School to adhere to the same curricula as used in all primary schools in Mauritius. This research highlights the necessity for a curriculum that can be specifically designed to meet the needs of visually impaired children. The objectives of the study were; to conduct an evaluation to determine the visually impaired children’s educational goals; to establish the key orientation, mobility and independence skills required by children and young people at the School who are visually impaired; to identify ways in which the skills development programme can be implemented within, and beyond, the School’s curriculum; to propose a set of self-help skills training processes that can form part of the current curriculum to enable visually impaired children at the School for the Blind to become more independent. A triangulation research methodology constituting both qualitative and quantitative research was used. The participants consisted of 12 visually impaired children, the Head of the School, three NGO staff members and six teachers. Thematic analysis led to themes and categories emerging in the arena of self-help skills development. Independence and self-help skills were the main themes determined through data analysis. The secondary themes which emerged from the main ones consisted of social skills, travel skills, daily living skills and education. Sub-themes derived from social skills were cultural differences and its associated feeling of discrimination. Sub-themes under travel skills included independent travel and assistance. Finally, education comprised of sub-themes such as a special programme on self-help skills and training for teachers. The above analysis stressed the need to set up a committee in order to start developing a curriculum in the arena of self-help skills.Psychology
M.A. (Psychology)
Books on the topic "Living Skills Programme"
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McLain, Barbara. Evaluation of the HOPE Act: New state services for street youth : interim report. Olympia, WA: Washington State Institute for Public Policy, 2001.
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Kay, Anita Marie. Evaluation of the HOPE Act: New state services for street youth : second interim report : first two program years. Olympia, WA: Washington State Institute for Public Policy, 2002.
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Kay, Anita Marie. Evaluation of the HOPE Act: New state services for street youth : second interim report : first two program years. Olympia, WA: Washington State Institute for Public Policy, 2002.
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McLain, Barbara. Evaluation of the HOPE Act: New state services for street youth : interim report. Olympia, WA: Washington State Institute for Public Policy, 2001.
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Brolin, Donn E. Life centered career education: Competency units for daily living skills. [Reston, Va.]: Council for Exceptional Children, 1992.
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Korb-Khalsa, Kathy L. Life management skills IV: Reproducible activity handouts created for facilitators. Beachwood, Ohio: Wellness Reproductions, 1996.
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A, Leutenberg Estelle, ed. Life management skills VII: Reproducible activity handouts created for facilitators. Plainview, N.Y: Wellness Reproductions & Pub., 2002.
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Adams, Hetty. Peace in the classroom: Practical lessons in living for elementary-age children. Winnipeg: Peguis Publishers, 1994.
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Klemperer, Paul. Making a Living, Making a Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0012.
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To be a professional musician in today’s marketplace, regardless of musical style or tradition, is largely a balancing act. Time allocated to artistic development or career development all too often involves sacrificing one for the other. Faced with major economic, demographic, and technological changes in the twenty-first century, it falls to the musician to develop a multifaceted career trajectory. This includes a diverse skill set including not only fluency in various musical traditions but expertise in business, computer software, sound engineering, and copyright law as well. The musician’s balancing act thus involves choosing which educational programs will be of most help within realistic time constraints. Professional musicians who return to academia often bring a creative and practical approach to curriculum change based on their real world experiences.
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Korb-Khalsa, Kathy L. Life Management Skills VII: Reproducible Activity Handouts Created for Facilitators. Wellness Reproductions & Publishing, Incorpor, 2001.
Find full textBook chapters on the topic "Living Skills Programme"
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Tóth, Judit, Éva Szirmai, Norbert Merkovity, and Tamás Pongó. "Promising or Compelling Future in Hungary?" In Young Adults and Active Citizenship, 121–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_7.
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AbstractAdult education, employment and integration strategies have been characterised by somewhat fragmented and uncoordinated implementation practices in the context of CEE (Central and Eastern Europe) region. Some relevant data (OECD, EUROSTAT) on socio-economic factors may provide partial explanation for this. Additionally, this could be explained through considering some examples of Roma and young people with disabilities, in terms of how they can access adult education. Specifically, these examples demonstrate how the national and European reform goals, capacity building projects and financial supports remain isolated and incomplete. In this chapter, we outline how these factors undermine the opportunities for independent and democratic thinking and participatory citizenship. Low skilled and low educated young Roma from underprivileged family backgrounds (e.g. long-term family unemployment), living in poor rural areas, and youngsters with disabilities living in difficult environments are facing similar barriers to becoming active, responsible and educated European citizens. This chapter brings attention to the significance of the development and implementation of appropriate prevention strategies as well as regular evaluation and monitoring of relevant programs. Some cross-cutting characteristics and implications will be identified and considered, and future directions of adult education will be discussed, including its needs, demand and supply in the context of this region.
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Aslam, Monazza, Laura Cashman, Moaaz Hamid, Shenila Rawal, Baela Raza Jamil, Ricardo Sabates, and Saba Saeed. "Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment." In Poverty Impacts on Literacy Education, 149–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8730-0.ch008.
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Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to these wider benefits of learning. This is particularly the case for girls living in poverty in Pakistan, where about 40% of the poorest girls are out of school compared to 24% of the richest girls not going to school. For those who start school, less than half complete a full cycle of basic education and less than 20% complete secondary schooling. In this chapter, the authors develop evidence for the effectiveness of a remedial learning program—Siyani Sahelian—which aims to support the reintegration of disadvantaged girls into schooling by developing literacy skills in Urdu (among other academic and life skills). The chapter provides evidence of the extent to which the programme supports literacy acquisition in an equitable way, and the main reasons behind the observed trends.
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Ferrarese, Ambra. "La nascita del servizio Erasmus e le post-esperienze dei cafoscarini dal 2008 al 2018." In I rapporti internazionali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-265-9/013.
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The Erasmus Programme, since its beginnings in 1987, has allowed more than 4 million people to carry out an experience of study or work in Europe, and nowadays is one of the most influential and successful initiatives of the European Union. This has been proven by the Erasmus Impact Study, which in 2014 provided evidence of the fact that this experience had positive all-round outcomes for almost everyone who took part in it. Those who have benefited from an Erasmus scholarship claim to have developed both hard and soft skills during their mobility, and also lead a more international lifestyle nowadays, from a personal and professional point of view. Narrowing the focus to concentrate on former Erasmus students from Ca’ Foscari, these findings are reaffirmed, showing that nearly all the respondents are carrying out an international-related job, 34% of them are currently living abroad and 27% have partners of a different nationality. These findings ultimately show that a proper European generation is taking shape, by means of a democratic and unique initiative.
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Molteni, John. "Teaching Skills to Adolescents Using Applied Behavior Analysis." In Adolescents with Autism Spectrum Disorder, edited by Nicholas W. Gelbar, 223–41. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190624828.003.0009.
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Applied behavior analysis is a systematic approach to teaching skills to adolescents with an autism spectrum disorder (ASD). Approaches to skill-building can be applied to teach academic, behavioral, adaptive living, and social skills. When teaching skills, consideration of the skills to be taught, the level at which that skill should be performed, and the value of that skill to the individual is necessary. Assessment requires identifying skills that are valued by the communities in which the individual participates and serve to increase independent functioning. Skill development programs require a generalization component to ensure that acquired skills are demonstrated across settings, people, and materials. Prompting can serve as an important means of supporting errorless learning. However, prompts must be faded quickly to prevent prompt-dependency. Fluency in skill development is a means of measuring automaticity in learned skills that support maintenance, generalization, and endurance of learned skills post-training.
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Khan, Md Shahadat Hossain, Mahbub Hasan, and K. M. Md Golam Rabbani. "Current Trends and Issues in TVET of Bangladesh." In Technical Education and Vocational Training in Developing Nations, 128–50. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1811-2.ch007.
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This chapter discussed current trends and issues in TVET of Bangladesh and challenges faced by the TVET programme in Bangladesh. The chapter drew attentions to the fact that due to tremendous development in the socio-economic status and technological changes around the world, consumers' expectations towards the products and services have been changing rapidly thereby resulting into a highly competitive globalized market. In order to compete with these demands, government and private organizations should ensure best quality products and services for their customers. Every nation throughout this global village needs to have updated means, particularly in the area of updated knowledge and skills, to survive in this globalized open market. Many developing countries particularly from Asia and Africa are facing growing pressure to compete with the changing global market. Besides, most of the least developing and underdeveloped countries of the world are located in these geographical regions (Asia and Africa) where most of the poor people with low per capita income are living. In order to improve these conditions, they put emphasis on developing their manpower as per the global requirements. Most of the developing countries, therefore, consider Technical and Vocational Education and Training (TVET) as one of the main key agents to play the vital role for educating and training their huge unemployed population to become competitive human recourses to enter into national and global market.
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Medalia, Alice, Tiffany Herlands, Alice Saperstein, and Nadine Revheim. "Setting Up a Cognitive Remediation Program." In Cognitive Remediation for Psychological Disorders, 31–48. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190608453.003.0003.
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Chapter 3 provides guidelines on how to set up a Neuropsychological Educational Approach to Remediation (NEAR) program. NEAR programs are intended to be implemented in the context of broader recovery-oriented services to facilitate linking of the specific cognitive skill and support interventions to the individual’s overall rehabilitation goals. Cognitive remediation is used to improve the likelihood that people will experience success and satisfaction in their chosen living, learning, working, and social environments. A cognitive remediation program requires clients, physical space, staff, time, startup money, and the commitment and support of the rehabilitation program and administration. The features of each of these components are detailed, and instructions and forms are provided to guide the implementation process.
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Addo, Alex Kortey. "History of Prison Education in Ghana." In Strategic Learning Ideologies in Prison Education Programs, 179–96. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2909-5.ch008.
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The needs to discipline and train prisoners for work, has become a convention that all nations including Ghana have come to accept with a view to churning out productive ex-prisoners. Thus, the aim prison education programs in Ghana is to turn inmates into useful citizens and the purpose of vocational training is to equip prisoners with skills which they can utilize to make a living. Additionally, the purpose for setting up the Junior and Senior High Schools is to give a second chance to inmates who dropped out of school before they were incarcerated. Similarly, the functional literacy program was introduced to teach illiterate prisoners how to read and write English, Akan, Ga, and Ewe languages. The chapter also discusses the duration, enrollment, teachers and the challenges of the programs. In addition, the general education program focuses on the curriculum, examination, and class attendance. The themes covered provide information on how prisoners are prepared toward reintegration in Ghana.
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Uriegas, Brian. "Providing Post-Secondary Options for Low-Income Students in Rural Schools." In Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty, 359–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2787-0.ch017.
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As the number of students living in poverty continues to grow, schools are being tasked with finding ways to provide opportunities for life in the post-secondary world. Financial barriers often restrict these students from entering college or technical schools. In Texas, many schools are using the early college high school model to provide students with college credit at no cost to the student. Additionally, career and technical education programs coupled with the District of Innovation designation are allowing schools to provide students with work related experience and skills that will allow them to enter the skilled labor market upon graduation. This chapter explains the framework of these programs and how they are providing students of poverty with opportunities to be successful after high school, while facing their current financial struggles. Along with the benefits provided to students, the schools and communities are also feeling the benefits of these programs.
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Hunt, Marjorie. "The Poetics and Power of Presentation at the Smithsonian Folklife Festival." In Curatorial Conversations. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496805980.003.0011.
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In this chapter, the author draws upon three programs to describe the critical relationship between modes of presentation and interpretation of cultural heritage and traditional knowledge and skills at the Smithsonian Folklife Festival. It addresses the complex interplay of many factors and strategies for presenting the skills and experience of participants at the Festival. This includes, among other processes of research and planning, the selection of participants, overall site design, visual presentation and display, the physical set-up of tent interiors, the use of interpretive materials, such as signs, photo murals, banners, and props, and the role of presenters/moderators. The programs described include Masters of the Building Arts, Carriers of Culture: Living Native Basket Traditions, and One World, Many Voices: Endangered Languages and Cultural Heritage.
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Khan, Kazma. "Dynamics of Rural Development in India." In Rural Development [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99887.
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India is the second largest populous country in the world and more than half of its population lives in rural areas. This leads to widespread unemployment, low standard of living, inadequate productive skills and malnutrition in the country. In the developing countries especially like India, rural development is always been an important issue related to country’s economic progress. The rural development programmes are the key devices for the development of the rural areas in the country. As we know that, the people of rural area have seen difficulties from the time immemorial, the time has come to give them their deserving rights. India cannot shine without the shinning of the Rural India. National Development is almost synonymous with the Rural Development. This paper makes an attempt to measure actual performance and Government’s initiatives to accelerate the process of rural development through rural development programme in India and would be dealing with the changing life of the vulnerable people. The study reveals that the target number of houses to be constructed by the year 2021–2022, is 2.95 crore. The target set is to be achieved in phases and in the 1st phase 1 crore houses have been taken up for construction and in the 2nd phase 1.95 crore houses are being taken up for construction. 35.27 lakh houses have been constructed during 2020–2021 under Pradhan Mantri Awaas Yojana (PMAY-G) scheme. The pace of construction of PMGSY roads a nine years high of 135 kms per day in 2018–2019 as against an average of 73 kms during the period 2011 to 2014. Hence, the pace of construction has increased by 93%. Under PMGSY about 6, 26,910 Km road length completed where as 41000 Km road length constructed by using green technology and 14312 Km road length constructed by using plastic waste. MGNREGA has provided employment to 6.9 crore households by generating more than 305.71 crore person-days of wage employment covering 74.74 lakh works during financial year 2020–2021 and 5 crore works completed since inception. During COVID-19 pandemic, migrant workers were allowed to work under the scheme by being applying for job card. Approximately 1.44 crore Job Cards have been issued in FY 2020–2021. Total person-days generated in FY 2020–2021 have been 305.71 crore against approved LB for FY 2020–2021 of 333.09 crore. There has been 47% increase in person-days generated in comparison to FY 2019–2020. Further, the paper will give an idea how it will be beneficial for our country and how this little effort to rebuild the rural life and livelihood will make our country from developing to the developed country.
Conference papers on the topic "Living Skills Programme"
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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.
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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in sustainability in higher education, being the first University in the world to be awarded a Green Flag from the Foundation for Environmental Education (Reidy et al, 2015). Sustainability at UCC is “student-led, research-informed, and practice-focused” that is, the programme takes an integrated approach and aims to utilise the collective student agency and research capability to deliver real and lasting change on the ground (Pelenc et al. 2015). UCC’s Academic Strategy, with sustainability and interdisciplinarity as key components of the new “Connected Curriculum”, aims to “facilitate students to develop values, skills and aptitudes that promote civic participation, social inclusion, sustainability, digital fluency and impactful, global citizenship” (UCC, 2018). A key aim of delivering its Sustainability Strategy is that UCC would become a “Living Laboratory”, where students, academics and practitioners work together, using the campus itself as a testbed for solutions to today’s major societal challenges (UCC, 2016). A Living Laboratory project should aim to: • Solve a real-life problem • Be based on a partnership among key stakeholders, often crossing disciplinary and/or sectoral boundaries • Trial and test ideas in real life settings • Share data and findings generated openly (EAUC, 2017).
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Runcan, Remus. "TURNING FARMERS INTO SOCIAL FARMER ENTREPRENEURS FOR DISADVANTAGED PEOPLE." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/31.
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According to Romania’s National Rural Development Programme, the socio-economic situation of the rural environment has a large number of weaknesses – among which low access to financial resources for small entrepreneurs and new business initiatives in rural areas and poorly developed entrepreneurial culture, characterized by a lack of basic managerial knowledge – but also a large number of opportunities – among which access of the rural population to lifelong learning and entrepreneurial skills development programmes and entrepreneurs’ access to financial instruments. The population in rural areas depends mainly on agricultural activities which give them subsistence living conditions. The gap between rural and urban areas is due to low income levels and employment rates, hence the need to obtain additional income for the population employed in subsistence and semi-subsistence farming, especially in the context of the depopulation trend. At the same time, the need to stimulate entrepreneurship in rural areas is high and is at a resonance with the need to increase the potential of rural communities from the perspective of landscape, culture, traditional activities and local resources. A solution could be to turn vegetal and / or animal farms into social farms – farms on which people with disabilities (but also adolescents and young people with anxiety, depression, self-harm, suicide, and alexithymia issues) might find a “foster” family, bed and meals in a natural, healthy environment, and share the farm’s activities with the farmer and the farmer’s family: “committing to a regular day / days and times for a mutually agreed period involves complying with any required health and safety practices (including use of protective clothing and equipment), engaging socially with the farm family members and other people working on and around the farm, and taking on tasks which would include working on the land, taking care of animals, or helping out with maintenance and other physical work”
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Zubenschi, Ecaterina. "Popular synchronous, asynchronous and hybrid e-learning systems." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p114-127.
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Online education requires careful thinking about how students and teachers are equipped to change traditional education to the new digital technology requirements. Digital learning management systems, communication tools and e-learning platforms play a crucial role in the new conditions of online learning. Programs and applications can help learning providers manage, plan, deliver, and track learning. Teachers, in addition to specialized skills in the field of teaching subjects, are presented with new skills of knowledge and management of digital tools. Digital competence is one of the eight key competences, materializing in the confident and critical use of the entire range of information and communication technologies for information, communication and problem solving in all areas of life. The use of digital technologies and living speech, represents a whole didactic creation, which individualizes the presented discourse to become an art in shaping the souls of the young generation.
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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.
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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.
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Kalça, Adem, and Yılmaz Onur Ari. "Circular Migration Between Georgia and Turkey: Is Triple Win a Solution for Illegal Employment?" In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01647.
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Migrants who come from Georgia is one of the main issues in Turkey’s migration policy. Just like other Eastern Bloc Countries, after socialism collapsed in Georgia, its economy had many problems and impoverished many Georgia citizens. Therefore, Georgian people migrate to Turkey in a circular way in order to work or trade with the strategy for survival. Unfortunately, circular movements from Georgia to Turkey are not subject to a program and it causes many problems like illegal employment, bad living conditions and lack of migrants’ skill and knowledge development.
The concept of circular migration and the effects of triple win solution are discussed theoretically in this study. Also a swot analysis of demographic and labor market of autonomous border region of Georgia is made and both negatives and positives of Georgian circular migration to Eastern Black Sea Region are analyzed.
According to the results, it’s emphasized that a circular migration program between Georgia and Turkey is necessary to practice the triple win scenario. Triple win scenario supports many economic benefits for all three elements of circular migration, namely home and host countries and the migrants themselves, provided that there is a regulated circular migration. Several measures can be taken to prevent unregistered employment and poor working conditions of migrants, the most importantly the spontaneous circular movement between Georgia and Turkey can be transformed to programmed circular movement.
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Katans, Edgars, and Irena Katane. "Evaluation of IT Companies as Learning Organizations from the Programmers’ Perspective." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.011.
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The modern social science faces a new synergetic and social-ecological paradigm and the respective approaches in research activity. The synergetic approach allows for the investigation of a learning IT company as a “living” system, a synergic organization notable for its teamwork and team learning to ensure the introduction of innovations in the company and, along with that, a sustainable development and competitiveness of the company in a constantly changing environment. In its turn, the social-ecological approach allows a researcher to focus his attention on a continuous professional development of an individual programmer or a team of programmers by mutual cooperation and interaction with the whole IT company representing the environment of their professional activity and continuous learning. A learning organization has certain traits or indicators, which can be used for the evaluation of IT companies. The authors have developed a methodology for the evaluation of learning IT companies, which has been approved during the experimental research: a case study. 102 programmers working for various Latvian IT companies participated in the study. The aim of the study: to analyse the IT companies where the research participants work, evaluating them as learning organizations, as well as to assess the informational awareness and knowledge of the programmers about the continuous professional development and career growth possibilities at the respective companies. Among the 19 indicators (traits) of evaluation of a learning organization, the following three traits are the most typical ones for the IT companies where the research participants are working: (1) friendly atmosphere and mutual support within a company, cooperation when working as a team, sharing their knowledge, skills, competencies and experience while performing their work duties; (2) a company is trying to ensure its sustainable development and competitive ability; (3) self-education and continuous learning of a company to improve its activity and to diversify the variety of the target groups along with a continuous improvement of its products and services.
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Bergamini, Isabella, and Daniele Fanzini. "Design education learning: developing skills of observing and managing intangible system in young generations." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3328.
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There is consensus among researchers are recognizing that managing and projecting in complexity multidimensionality (Manzini, Baule, & Bertola, 2004) represents one of the mains challenges and constants of contemporaries’ processes of innovation. This systemic distinguishing peculiarity makes impossible to standardize the design processes because every single situation needs to be solve by adopting different strategies (Celaschi & Deserti, 2007). Nevertheless, those innovative processes can be developed and managed by refer us to tools and practices of design into the paradigms of multidisciplinary and multidimensional. However, what happens when professors have to transmit those concepts to young students of design faculties? We have to consider that normally those students are coming from second-degree schools, which programs usually still insist on content rigidly divided in disciplines and don´t consider how the contemporary relation between space and time has overturned for them (Morin, 2001). Young students generally disclaim their past in the meaning of heritage, values and techniques knowledge; they live in the present, a time that does not exist; a time that today results enormously expanded by globalization processes. They still living in a reality of which territorial capital subsystems are characterized by an entropic strong dichotomy of entities in opposition but, on the other hand, in balance within themselves, as for example topics as material/immaterial, collective/identity, culture/industry, etc. So, which are the design didactic challenges to provide horizontal skills for allowing young students to understand complexity and manage knowledge of the reality? This article will discuss the case study of the perception among design of a newly generation admitted at the Innovation and Design Engineering Degree of the Universidad Panamericana – Guadalajara Campus. As expected, in this new generation we can especially observe a resistance to consider the sociocultural, business, technological and territorial dimensions as systems that strategically characterized and affected plural aspects of the design innovation processes. The contribute then proceed in analyzing case studies of didactic activities for creating skills and sensibility able to develop this capability to observe, select and manage the intangible in order to optimize the design of the tangible in the young generations.DOI: http://dx.doi.org/10.4995/IFDP.2016.3328
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Vespalec, Tomáš, and Petr Scholz. "Viticulture As The Optional Physical Activity For Elderly." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-37.
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Purpose: Adequate physical activity (PA) of elderly is currently an intensively discussed topic. In urban agglomerations, physical activity for this population group is often implemented as a vari-ety of intervention programs. The question is whether some of the normal work activities in the countryside can provide suficient amount of physical activity? And whether this activity is suitable for elderly? In our study we want to verify whether viticulture can be an interesting and suitable alternative of physical activity for elderly. Methods: Our research is designed as a case study based on one-year observation. Subject of the observation was 65 years old man living in South Moravia region (CZE). Observation was realized from spring to fall 2017. Descriptive statistical methods were used for quantita-tive analysis and energy expenditure during work activities was set up according to the work of (Ainsworth et al., 1993) and (Novotný, 2003) Results: During one year (March – October), the observed person made 36 visits to the vineyard. Mean of the visit duration was almost 3.5 hours and mean energy expenditure was 4663 kJ (1114 kcal) per visit. Within one year he has realized 20 different types of operations based of various abilities: endurance, strength-endurance, flexibility and balance. Some of the operations also needed fine motor skills. Conclusions: Our study shows that viticulture could be an interesting activity for elderly. It brings a suficient amount of PA, which is also quite diverse (from strength to fine motor skills). Moreover, the material results of this activity serve as a suitable motivational factor for regular implementation of vineyard care. However, the disadvantage of a given PA is its seasonal character (March – October) and the risk of overloading during long-term activity.
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Świt-Jankowska, Barbara. "Let’s play with Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.891.
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Abstract: The research focuses on the possibility of transferring theoretical ideas of Le Corbusier into educational programs of the very young children – between three and six. The worldwide development of civilization changed the natural environment of the human. For the average European citizen a city is more natural place for living than a forest. Simultaneously, in these days many inhabitants present an extremely conformist approach to life and to the surrounding space. The participation of members of the society in the shaping of public spaces is possible only through the involvement and practice, but the democratic responsibility does not appears out of nowhere. It must be fostered and nurtured as early as in childhood. According to developmental psychology, children in the age of 3-6 are very susceptible to the acquisition of new skills and learn it in an intuitive way. The proper education program using Le Corbusier’s lectures and theory could help them to understand the space better. The seeming simplicity of above rules is an advantage in this case – thereby it can be explained to even such an audience as small children. On the other hand, some kind of abstract and hidden difficulty included in this theory becomes an opportunity to create a very absorbing and stimulating workshops that follow the needs of younger and older children. Le Corbusier’s legacy includes not only physical issues and can be used in many different ways. As Pablo Picasso once stated: every child is an artist, the problem is staying an artist when you grow up. For those reasons, incorporating such an innovative strategy for kids’ education reveals a great potential. Resumen: Los estudios realizados enfocan en comprobar las posibilidades de usar las ideas teóricas de Le Corbusier en los programas educativos para niños de tres a seis años. El desarrollo de la civilización ha cambiado el entorno natural del ser humano - una ciudad para el ciudadano promedio de Europa es un lugar más natural para vivir que el bosque. Al mismo tiempo, hay que reconocer que muchas personas muestran el enfoque muy conformista a la vida, tanto al espacio circundante. Esta situación se podría mejorar mediante la participación consciente de los miembros de la sociedad en la creación del espacio público, su compromiso y la práctica. Pero la responsabilidad democrática no aparece sola, se debe estimularla y nutrir ya en la infancia. De acuerdo con la psicología del desarrollo, los niños de 3 a 6 años son muy susceptibles a la adquisición de nuevas habilidades y aprenden de una manera intuitiva. Programa educativo que utiliza los cursos y la teoría de Le Corbusier puede ayudarles a entender mejor el medio ambiente. La aparente sencillez de los principios proclamados por él en este caso es una ventaja. La abstracción y escondidas dificultades incluidas en ellos,nos permiten a crear actividades estimulantes que correspondan a las necesidades de los niños pequeños, tanto y mayores. Como afirmo Pablo Picasso: "Todo niño es un artista. El problema es cómo mantenerse siendo niño una vez que se ha crecido". Keywords: Architectural education, children, Le Corbusier. Palabras clave: Enseñanza de la arquitectura, los niños, Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.891
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Groeli, Robert. "Building 8500+ Trail Bridges in the Himalayas." In Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.125.
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<p>Mobility is one of the most challenging fundamentals of rural livelihood in the Himalayan hills and mountains. More than 8500 trail bridges, comprising an overall span-length of about 650 kilometers have been constructed to date, saving millions of walking hours for people living in the rural Himalayan areas. Previously, crossing rivers was dangerous and sometimes impossible, especially in the rainy season. These bridges created vital connections which enabled children to go to school and people to access public services and visit medical centers and sanctuaries. They also boost local economic output by reducing the effort required to run local farms, gather crops and visit regional markets.</p><p>Fig. 1:The struggles and dangers of crossing a river and its solution</p><p>Swiss technical assistance for rural trail bridges started in the early sixties with the construction of a few suspension bridges in the hill areas of Nepal. In 1964 the Nepalese Government established the Suspension Bridge Division (SBD), and starting in 1972 the Swiss Government began providing continuous technical and financial assistance. Similarly, the Public Works Department in Bhutan initiated a country wide trail bridge construction program in 1971 for which assistance was provided from 1985-2010. Exchanges of experiences between these programs created a collaborative environment where new ideas could be evaluated and tested in the field. After SBD initially developed the basic technical norms, design parameters and standard designs suitable for long-span bridges, demand for simpler shorter span bridges rose tremendously. This prompted the program to develop “community executable bridge designs” adapted to the local skills and materials while conforming to established engineering standards. As a result, cost-effective, easy to implement technologies and community-based approaches were developed, which have been replicated in numerous countries leading to multiple successful partnerships in international development cooperation.</p><p>The purpose of this paper is to highlight the following outcomes of the trail bridge-program:</p><ul><li><p>Standardized cost-effective trail bridge designs based on local capabilities and bridge-building techniques</p></li><li><p>Published of manuals, technical drawings and teaching resources for design, construction and fabrication</p></li><li><p>Engaged local communities in the construction, operation and maintenance of trail bridges</p></li><li><p>Compiled comprehensive trail bridge directory for planning, monitoring and maintenance</p></li><li><p>Established Sector Wide Approach (SWAp) with institutional frameworks at national and local level</p></li><li><p>‘South-South Cooperation’ with Bhutan, Tanzania, Ethiopia, Indonesia, Laos, Burundi, Honduras, Guatemala</p></li></ul>
Reports on the topic "Living Skills Programme"
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Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.
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Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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Wiener, Joshua M., Mary E. Knowles, and Erin E. White. Financing Long-Term Services and Supports: Continuity and Change. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0042.1709.
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This article provides an overview of financing for long-term services and supports (LTSS) in the United States, paying special attention to how it has changed and not changed over the last 30 years. Although LTSS expenditures have increased greatly (like the rest of health care), the broad outline of the financing system has remained remarkably constant. Medicaid—a means-tested program—continues to dominate LTSS financing, while private long-term care insurance plays a minor role. High out-of-pocket costs and spend-down to Medicaid because of those high costs continue to be hallmarks of the system. Although many major LTSS financing reform proposals were introduced over this period, none was enacted—except the Community Living Assistance Services and Supports Act, which was repealed before implementation because of concerns about adverse selection. The one major change during this time period has been the very large increase in Medicare spending for post-acute services, such as short-term skilled nursing facility and home health care. With the aging of the population, demand for LTSS is likely to increase, placing strain on the existing system.