Relevant bibliographies by topics / Mixtec children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mixtec children'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Mixtec children"

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Zabin, Carol. "The Effects of Economic Restructuring on Women: The Case of Binational Agriculture in Baja California and California." Economic Development Quarterly 8, no. 2 (May 1994): 186–96. http://dx.doi.org/10.1177/089124249400800208.

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This article analyzes the effects of increasing economic integration between Mexico and the United States on workers in the California and Baja California fresh fruit and vegetable industry. This sector has experienced significant economic integration in labor, capital, and product markets over the past 10 years. During this period, wages in this sector have fallen on both sides of the border, and wages in Mexico are currently about one-sixth of California wages. Although workers in Baja and California perform the same tasks using the same technology and work for firms funded by some of the same U.S. capital, indigenous Mixtec women and children from the poor, southern state of Oaxaca are concentrated in the lower-paying jobs in Baja, whereas Mixtec and mestizo men have greater access to the higher-paying jobs in California. Differing labor processes on opposite sides of the border result in this binational gender and ethnic segmentation of the labor market, which will slow wage convergence even if remaining trade barriers are removed. Better enforcement of laws and broader employment generation strategies are necessary to reduce poverty among farm workers on both sides of the border.
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Brym, Robert, and Rhonda Lenton. "Jewish Religious Intermarriage in Canada." Canadian Jewish Studies / Études juives canadiennes 30 (April 5, 2021): 67–82. http://dx.doi.org/10.25071/1916-0925.40184.

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Drawing on secondary literature, this paper first identifies trends in Jewish religious intermarriage in Canada—including variation over time, gender, age and community size. It then critically examines results from the 2018 Survey of Jews in Canada to explore factors associated with intermarriage. Binary logistic regression demonstrates that intermarriage is significantly and independently associated with residing in cities other than Montreal and Toronto, relative youth, male gender, having little Jewish secondary socialization outside the family and having both parents born in Canada. The statistically positive effect of having intermarried parents on children’s likelihood of intermarriage falls if children attend full-time Jewish school and summer camp with Jewish content. The effect disappears if at least one parent is an immigrant. These findings imply that the rising rate of intermarriage can be significantly mitigated if the Jewish community finds the means to increase the proportion of children who undergo intensive Jewish secondary socialization and the proportion of immigrants in the Jewish community. The paper concludes by discussing policies that could facilitate this outcome. En s’appuyant sur la littérature secondaire, cet article identifie d’abord les tendances des mariages interreligieux juifs au Canada, y compris les variations dans le temps, le sexe, l’âge et la taille des communautés. Il examine ensuite de manière critique les résultats de l’enquête de 2018 sur les Juifs au Canada afin d’étudier les facteurs associés aux mariages mixtes. La régression logistique binaire démontre que les mariages mixtes sont associés de manière significative et indépendante à la résidence dans des villes autres que Montréal et Toronto, à la jeunesse relative, au sexe masculin, à une faible socialisation secondaire juive en dehors de la famille et au fait que les deux parents sont nés au Canada. L’effet statistiquement positif du fait d’avoir des parents mariés à des non-Juifs sur la probabilité de mariage mixte diminue si les enfants fréquentent une école juive à temps plein et un camp d’été à contenu juif. L’effet disparait si au moins un des parents est un immigrant. Ces résultats impliquent que le taux croissant de mariages mixtes peut être considérablement atténué si la communauté juive trouve les moyens d’augmenter la proportion d’enfants qui poursuivent une socialisation secondaire juive intensive et la proportion d’immigrants dans la communauté juive. L’article conclut en discutant des politiques qui pourraient faciliter ce résultat.
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Varro, Gabrielle. "Enfants de Couples Mixtes: Liens Sociaux et Identités [Mixed Couples' Children: Social Links and Identities]." Journal of Family Theory & Review 8, no. 3 (August 31, 2016): 412–16. http://dx.doi.org/10.1111/jftr.12156.

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Sánchez-Alemán, Miguel A., Ilse A. Gutiérrez-Pérez, Nayeli Díaz-Salgado, Oscar Zaragoza-García, María Olamendi-Portugal, Natividad Castro-Alarcón, Isela Parra-Rojas, and Iris P. Guzmán-Guzmán. "Low Seroprevalence of Measles-Specific IgG in Children of Three Ethnic Groups from Mexico: Influence of Age, Sex, Malnutrition and Family Size." Vaccines 9, no. 3 (March 22, 2021): 295. http://dx.doi.org/10.3390/vaccines9030295.

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Background: The reemergence of measles represents a public health problem. The aim of the study was to determine the seroprevalence of IgG antibodies against measles in children of three ethnic groups in southern Mexico and the nutritional status and demographic risk factors associated. Methods: A cross-sectional study in 416 school-age children, 207 belonging to the Tlapaneco ethnic group, 101 to the Mixteco group and 108 were considered Mestizo. Sociodemographic data were collected, an anthropometric evaluation of the children was performed and a fasting blood sample was obtained from each child for the measurement of measles IgG antibodies by Enzyme-Linked Immunosorbent Assay (ELISA). Results: From the total sample, 59% of the children were seropositive for IgG antibodies against measles; in contrast, 41% lacked IgG antibodies. Measles antibody seropositivity was higher in girls (64%). 90.5% of 6-year-old children had higher antibodies seroprevalence, compared to the children between 10 and 13 years old (45.5%). In the three ethnic groups, age was negatively correlated with the index standard ratio (ISR) of measles antibody levels and the families with ≥8 members showed less seropositivity. According to the antibodies levels, most of the positive cases remained around 1 Standard Deviation (SD) of the ISR values and no underweight children had antibody levels above 2 SD. Conclusions: The Anti-Measles serological coverage is low in children of three ethnic groups from Southern Mexico and the age, sex, malnutrition and family size are associated factors. Therefore, it is important to strengthen immunization campaigns, principally in vulnerable groups.
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Carmona López, Abel Alberto, Paulina Yesica Ochoa Martínez, Javier Arturo Hall López, Mara Michell Morales Ramírez, Edgar Ismael Alarcón Meza, Pedro Sáenz López Buñuel, and Cristina Conde García. "Estrategia educativa utilizando la lengua de señas mexicana para mejorar desarrollo coordinativo motor en niños con discapacidad auditiva." Salud Uninorte 39, no. 01 (June 21, 2023): 150–64. http://dx.doi.org/10.14482/sun.39.01.371.912.

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Objetivo: Evaluar el efecto de un programa de educación física adaptado utilizando la lengua de señas mexicana en niños con discapacidad auditiva sobre el desarrollo coordinativo motor. Materiales y métodos: El diseño del estudio fue cuasi-experimental, con muestreo por conveniencia, participando 22 estudiantes (edad 10 ± 1.8 años), diagnosticados con discapacidad auditiva, de dos escuelas de la ciudad de Mexicali, Baja California. México. Los participantes fueron divididos aleatoriamente en un grupo experimental (n=11) y un grupo control (n=11), a los cuales se les evaluó el desarrollo coordinativo motor mediante el test de coordinación corporal para niños KTK. El programa de educación física tuvo una duración de 5 meses, adaptando una programación de clases 2 veces a la semana, con una duración de 50 minutos por sesión, comunicándose con los alumnos mediante la lengua de señas mexicana y aplicando una serie de tareas que resaltando la coordinación motora. Resultados: Para comparar las variables de estudio se utilizó el test de análisis de varianza (ANOVA) mixtas 2 x 2, observando una interacción significativa entre grupo experimental y control, lo cual demostró una significancia positiva en el desarrollo coordinativo motor (p=0.01). Conclusión: Se establece que la aplicación de un programa de educación física adaptado durante cinco meses puede influenciar una mejora en la coordinación motora en niños con discapacidad auditiva.
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Carmen, Şuteu, Blesneac Cristina, Togănel Rodica, and Benedek Theodora. "Epidemiological Characteristics and Prospective 6-Months Follow-up of Children with Pulmonary Arterial Hypertension." Acta Medica Marisiensis 61, no. 2 (June 1, 2015): 75–82. http://dx.doi.org/10.1515/amma-2015-0026.

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Abstract Introduction: Pulmonary arterial hypertension (PAH) is a rare disease associated with significant morbidity and mortality. Pediatric patients often present with mixted aetiologies. Objectives: To characterize the epidemiology, management and outcome of pediatric PAH. Methods: Children with PAH were included and followed prospectively for six months. WHO functional class, 6-minute walk test, biomarkers, electrocardiogram, spirometers and echocardiographic parameters were evaluated in progressive PAH group. Results: Two hundred and four children were included in the study from July 2012 until July 2013, with a mean age of 6.13 years. Transient PAH patients (n=170, 83.33%) included newborns with persistent pulmonary hypertension (n=8, 3.92%) and children with congenital heart defects with systemic-to-pulmonary shuntflow PAH (n=162, 79.41%) in whom PAH resolved after successful surgery correction. Progressive PAH (n=34, 16.66%) included patients with idiopathic PAH (n=5, 2.45%), Eisenmenger syndrome (n=17, 8.33%) and post-operative PAH (n= 6, 2.94%). Patients with progressive PAH remained stable in regards to clinical status, WHO functional class, 6-minute walk distance, biomarkers, spirometers parameters and echocardiographic parameters with prognostic value. Conclusions: Pediatric PAH is characterized by various age-specific diagnoses, the majority of which comprise transient forms of PAH. Pediatric PAH associated with congenital heart defects represents a heterogeneous group with highly variable clinical courses. PAH specific therapies may have contributed to disease stability and favorable outcomes.
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Joson, Soraya N., Natividad A. Almazan, and Melanie Grace Y. Cruz. "An Impacted Live Fish in the Oropharynx of an 8-year old Child." Philippine Journal of Otolaryngology-Head and Neck Surgery 32, no. 1 (June 29, 2017): 44–46. http://dx.doi.org/10.32412/pjohns.v32i1.187.

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Objective: To present an atypical case of a live fish lodged in the throat of a pediatric patient and discuss its management. Methods: Study Design: Case Report Setting: Tertiary Government Hospital Subject: One Results: An 8-year-old girl swallowed a live fish when she accidentally fell in a body of water. Failed attempts to remove the live fish prompted consult in the emergency room of our hospital, where removal of the foreign body was successfully done using Mixter right angle forceps assisted with a gloved finger. Transient cyanosis and unresponsiveness during extraction was overcome with oxygen by mask, and she regained consciousness. She was allowed to go home as no other untoward events or complications were observed. Conclusion: All ingested foreign bodies, particularly in children, require immediate attention. The survival of patients with upper aerodigestive and airway foreign bodies depends on early recognition and prompt multidisciplinary management. Keywords: Foreign body, endoscopy, foreign body ingestion, impaction, oropharynx
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López Gallegos, E., A. Armas, A. Nuñez, and K. Tatés Almeida. "Prevalencia de hábitos deletereos y maloclusiones en dentición mixta en niños de la ciudad de Quito, Ecuador." Kiru 15, no. 3 (September 30, 2018): 121–26. http://dx.doi.org/10.24265/kiru.2018.v15n3.03.

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Kuranbayeva, Dilkhumor G. "PREVALENCE OF DENTAL ANOMALIES OF CLASS II, SUBCLASS 2 IN CHILDREN DURING THE PERIOD OF MIXED DENTITION." American Journal of Medical Sciences and Pharmaceutical Research 5, no. 10 (October 1, 2023): 27–32. http://dx.doi.org/10.37547/tajmspr/volume05issue10-07.

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Distal malocclusion is the only type of malocclusion that requires urgent treatment as soon as possible before maxillary discrepancy occurs. The incidence in the population varies around 45%, depending on age, racial group and types of distal malocclusion studied. We studied the frequency of occurrence of distal occlusion and its varieties among 20 children and adolescents with dental anomalies aged 6-13 years. Determining the types of such a complex anomaly as distal occlusion allows for more thorough treatment planning and positive, lasting results.
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García, Juan Sánchez, and Edmund T. Hamann. "Educator Responses to Migrant Children in Mexican Schools." Mexican Studies/Estudios Mexicanos 32, no. 2 (2016): 199–225. http://dx.doi.org/10.1525/mex.2016.32.2.199.

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A decade-long, five-state, mixed-method study of students encountered in Mexican schools with previous experience in the United States suggests there may be 400,000 such students in educación básica alone (elementary and middle school). The focus here, however, are data from 68 educators asked how they have responded to such students and their families. We offer an emergent taxonomy of teacher sensemaking about these students and teachers’ responsibilities to respond. We then assert that because they are at the interface between a national institution (school) and transnational phenomena (migration), educators can provide key insight into how migration is shaped and negotiated. Un estudio de una década, en cinco estados, y que utiliza métodos mixtos con estudiantes que se encuentran en escuelas mexicanas con experiencias previas en los Estados Unidos sugiere que se pueden encontrar 400,000 estudiantes de este tipo tan sólo cursando la educación básica (primaria y secundaria). Sin embargo, el enfoque aquí son los datos de 68 educadores a quienes se les preguntó cómo responden a esta clase de estudiantes y a sus familias. Ofrecemos una taxonomía emergente sobre cómo es que los maestros dan sentido a las responsabilidades de tener que responder a este tipo de circunstancias, enfrentadas por estos estudiantes y sus maestros. Procedemos a afirmar que, a causa de que se encuentran en el punto de contacto entre una institución nacional (la escuela) y un fenómeno transnacional (la migración), los educadores pueden proveer información clave sobre cómo es que la migración se define y se negocia.
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Dissertations / Theses on the topic "Mixtec children"

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Cunico, Brea. "Meeting the needs of mulit/biracial children in school and at home." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009cunicob.pdf.

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Csizmadia, Annamaria. "Biracial children's psychosocial development from kindergarten to fifth grade links to individual and contextual characteristics /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6053.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.
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Burton, Colia Christine Danyelle. "Resource manual for parents of Black biracial children and/or parents of Black adopted children." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999burton.pdf.

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Haines, Rebecca J. ""Telling them both sides" issues of race and identity for young mothers of multiracial children /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0035/MQ27350.pdf.

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Martin, Patricia Ashbaugh. "Ethnic identity formation in biracial children : the father's perspective /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074425.

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Withington, Tania L. "Factors that influence the placement trajectories of children in out-of-home care: Perspectives of carers and children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107159/4/Tania_Withington_Thesis.pdf.

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With increasing numbers of children being placed in out-of-home care it is vital that we have a better understanding of the factors that influence the placement journey, specifically placement stability and placement movement. This convergent mixed method research investigated factors influencing placement trajectory from the perspective of children and carers in the out-of-home care system. Child-carer engagement at the levels of individual child or carer, family-care context and child protection system were found to be critical. A key outcome was the recommendation to structure out-of-home care policy and practice around the placement trajectory concept, placing relationship at the centre, and using child-focused outcomes to evaluate out of home care.
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Nicotera, Nicole. "Children and their neighborhoods : a mixed methods approach to understanding the construct neighborhood /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8129.

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Pang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.

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Bratawidjaja, Andrew. "The experience of being parents of mixed-heritage children : phenomenological analysis." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/455.

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Chan, Christine Mei Sheung. "Obesity in preschool children in Hong Kong : a mixed method study." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444169/.

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Background: Obesity is the world's fastest growing epidemic, especially in areas of rapid social and economic transition such as South East Asia. The prevalence of childhood obesity in Hong Kong and China has been rapidly increasing for a decade. The Medline database lists 100,000 articles on obesity, with hundreds of confirmed and putative "causes" and hypothesized (though rarely proven) preventive strategies. Contemporary scholars have called for obesity research to stop focusing on single issues (at the level of the genome, the individual, or society as a whole) and embrace multi-level theories that allow the interplay between micro-and macro to be explored and followed over time. Since little information of Hong Kong childhood obesity has been available, this study used Glass and McAttec (2006) and Sallis et al (2005) to study the aetiology of obesity in Hong Kong preschool children. The work described in this thesis aimed at investigating the social and cultural factors of childhood obesity in Hong Kong. Methods Mixed method research, including quantitative and qualitative tools was employed for this study. Ten in-depth case studies were undertaken of six obese and four normal weight preschool children recruited from four kindergartens with different socio-economic characteristics throughout Hong Kong. These case studies were built up from ethnographic observation at home, in kindergartens, in restaurants/cafe's semi-structured interviews with child, parents, grandparents, live-in foreign domestic helpers and teachers construction of genogram analysis of dietary diary and questionnaire to primary caregiver were used. The case studies were nested in a wider quantitative study of body image perceptions and attitudes to food and child rearing in 119 primary caregivers of preschool children. SPSS software was used to analyse quantitative data for descriptive statistics, correlations and factor analysis. Ritchie and Spencer's framework was first employed to sort out the qualitative data. Subsequently a further, multi-level theoretical analysis was used to link quantitative and qualitative data, first to generate individual case descriptions, second to draw themes across cases, and third to place the findings in wider historical and policy context. Findings: The findings affirm previous research that the onset of obesity is multifactorial and involves a highly complex interplay between inherited predisposition, physiology, and individual behaviour (especially dietary choices, active play, and sleep) which is itself influenced by personality, attitudes and preferences. All of these appear to be shaped and constrained by opportunities (e.g. availability and affordability of food), and the wider social and economic context of Hong Kong as a modem, rapidly developing free-trade society. The data suggest that the knowledge, attitudes and confidence of the primary caregiver (typically the mother), which are strongly influenced by social networks and level of acculturation, are critically important in determining behaviour predisposing to obesity in the very young. Family structure, whether the family eat together regularly, and norms about mealtime behaviour, also seem critical. Conclusions: There are neither simple causes nor simple solutions to the obesity problem. Mixed method research driven by multi-level theories can help generate hypothesis about how multiple antecedents interact to cause obesity in an individual. Based on the findings of the work described here, a small-scale intervention, the Adopted Healthy Family Scheme, has been developed and is at the preliminary pilot stage.
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Books on the topic "Mixtec children"

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Fagetti, Valentina Glockner. De la montaña a la frontera: Identidad, representaciones sociales y migración de los niños mixtecos de Guerrero. Zamora, Michoácan: El Colegio de Michoacán, 2008.

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Peters, Fiona. Fostering Mixed Race Children. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0.

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Bianchi, Suzanne M. America's children: Mixed prospects. Washington, D.C: Population Reference Bureau, Inc., 1990.

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Fulbeck, Kip. Mixed: Portraits of multiracial children. San Francisco: Chronicle Books, 2010.

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Cikánová, Karla. Teaching mixed media to children. East Roseville, NSW, Australia: Craftsman House, 1995.

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Toyin, Okitikpi, ed. Working with children of mixed parentage. Lyme Regis: Russell House, 2005.

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Katz, Ilan. The construction of racial identity in children of mixed parentage: Mixed metaphors. London: J. Kingsley Publishers, 1996.

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Jacobs, Rayda. The middle children. Toronto: Second Story Press, 1994.

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A, Laszloffy Tracey, ed. Raising biracial children. Lanham, MD: Altamira Press, 2005.

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Holmes, Robyn. Researching Young Children in Schools Using a Mixed Methods Approach. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2021. http://dx.doi.org/10.4135/9781529762914.

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Book chapters on the topic "Mixtec children"

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Peters, Fiona. "Fostering Mixed Race Children." In Fostering Mixed Race Children, 7–21. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_2.

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Peters, Fiona. "Care Matters and Mixed Race Children." In Fostering Mixed Race Children, 1–5. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_1.

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Peters, Fiona. "Understanding Mixedness: Concepts, Categories, and People." In Fostering Mixed Race Children, 23–54. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_3.

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Peters, Fiona. "Researching Mixedness as a Category of Experience." In Fostering Mixed Race Children, 55–65. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_4.

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Peters, Fiona. "The First Year in Care and the Matrix of Classifications." In Fostering Mixed Race Children, 67–98. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_5.

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Peters, Fiona. "Family Ties Through the Lens." In Fostering Mixed Race Children, 99–126. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_6.

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Peters, Fiona. "A Portrait of Transience Through Care." In Fostering Mixed Race Children, 127–55. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_7.

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Peters, Fiona. "The Leaving Care Transition." In Fostering Mixed Race Children, 157–82. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_8.

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Peters, Fiona. "Learning from Mixed Race Children in Foster Care." In Fostering Mixed Race Children, 183–91. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54184-0_9.

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Doucet, Fabienne, Marcella Runell Hall, and Melissa Giraud. "Parenting Mixed-Race Children." In Biracial Families, 131–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96160-6_7.

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Conference papers on the topic "Mixtec children"

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Kim, Joonyoung, Sudeep Agarwal, Kristina Marotta, Siwei Li, Jonathan Leo, and Duen Horng Chau. "Mixed Reality for Learning Programming." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325335.

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"Session details: Mixed reality and playful environments." In IDC '18: Interaction Design and Children, edited by Bieke Zaman. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3247765.

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Horn, Michael, and Bieke Zaman. "Session details: Literacy and Mixed Learning Environments (Full Paper Session)." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3248698.

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Manić, Iva. "Socijalna interakcija dece u kontekstu rada na projektima." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.465m.

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Since a child is a unique and complete being, rich in innate potential and capable of actively acquiring knowledge and skills, a preschool institution strives to provide a stimulating environment for participation in the activities the child shows initiative for. Accordingly, project work as a modern approach becomes an increasingly relevant topic in the practice of preschool education. The social interactions that the child establishes during this process direct the course of behavior development, and their importance is reflected in the creation of an atmosphere for group work. In this paper, I aim to examine the development and importance of social interactions in the context of children's project work. Therefore, the subject of this paper is a presentation and analysis of the professional literature that regulates the issue of promoting social interactions in the context of children's project work. The aim of the paper is to analyze relevant literature and identify potential ways of encouraging social interactions of children during project work, as well as to emphasize the importance of adequately established social relationships. The pedagogical implications that can be significant for contemporary practice are oriented towards deepening collaboration between educators and specialists, particularly pedagogists, with the aim of designing strategies for professional development in the context of uninterrupted children’s participation in projects. This would subtly support the development of social interactions among preschoolers. The contribution of the conducted analysis of the relevant papers lies in the fact that it can serve as a starting point for exploring this phenomenon from various aspects, using a mixed-method approach.
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Keifert, Danielle, Christine Lee, Maggie Dahn, Randy Illum, David DeLiema, Noel Enyedy, and Joshua Danish. "Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079731.

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Pires, Ana Cristina, Isabel Neto, Emeline Brulé, Laura Malinverni, Oussama Metatla, and Juan Pablo Hourcade. "Co-Designing with Mixed-Ability Groups of Children to Promote Inclusive Education." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3536389.

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Cullen, Clare, and Oussama Metatla. "Co-designing Inclusive Multisensory Story Mapping with Children with Mixed Visual Abilities." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323146.

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Malinverni, Laura, Cristina Valero, Marie-Monique Schaper, and Narcis Pares. "A conceptual framework to compare two paradigms of augmented and mixed reality experiences." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3202750.

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Pires, Ana Cristina, Lúcia Verónica Abreu, Filipa Rocha, Hugo Simão, João Guerreiro, Hugo Nicolau, and Tiago Guerreiro. "TACTOPI: Exploring Play with an Inclusive Multisensory Environment for Children with Mixed-Visual Abilities." In IDC '23: Interaction Design and Children. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3585088.3589389.

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Chen, Mighty. "Small Leans into Big Steps: A Mixed-Reality Environment to Support Embodied, Ensembled Mathematics Learning." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3535294.

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Reports on the topic "Mixtec children"

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Gao, Xin, Aiko Kikkawa, and Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, May 2021. http://dx.doi.org/10.22617/wps210189-2.

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Remittances from overseas can encourage human capital investment, but empirical studies have shown mixed evidence. This paper uses a 5-year panel dataset in the Kyrgyz Republic to examine the impact of remittances on the human capital formation of school-age children. After correcting for endogeneities with instrumental variables, the study finds that remittances have negative impacts on educational achievement. Extended hours of farm labor by children and increased expenditure on durable goods are identified among recipient households. To mitigate negative effects of remittances on children’s learning, the findings call for actions such as financial literacy education and better monitoring of farm labor hours of school-age children.
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Sheppard, Laura. Negative behavior exhibited by preschool children in same-age versus mixed-age groups. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5412.

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Rojas Smith, Lucia, Megan L. Clayton, Carol Woodell, and Carol Mansfield. The Role of Patient Navigators in Improving Caregiver Management of Childhood Asthma. RTI Press, April 2017. http://dx.doi.org/10.3768/rtipress.2017.rr.0030.1704.

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Childhood asthma is a significant public health problem in the United States. Barriers to effective asthma management in children include the need for caregivers to identify and manage diverse environmental triggers and promote appropriate use of preventive asthma medications. Although health care providers may introduce asthma treatments and care plans, many providers lack the time and capacity to educate caregivers about asthma in an ongoing, sustained manner. To help address these complexities of asthma care, many providers and caregivers rely on patient navigators (defined as persons who provide patients with a particular set of services and who address barriers to care) (Dohan & Schrag, 2005). Despite growing interest in their value for chronic disease management, researchers and providers know little about how or what benefits patient navigators can provide to caregivers in managing asthma in children. To explore this issue, we conducted a mixed-method evaluation involving focus groups and a survey with caregivers of children with moderate-to-severe asthma who were enrolled in the Merck Childhood Asthma Network Initiative (MCAN). Findings suggest that patient navigators may support children’s asthma management by providing individualized treatment plans and hands-on practice, improving caregivers’ understanding of environmental triggers and their mitigation, and giving clear, accessible instructions for proper medication management. Study results may help to clarify and further develop the role of patient navigators for the effective management of asthma in children.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Ellins, Jo, Lucy Hockings, Mustafa Al-Haboubi, Jenny Newbould, Sarah-Jane Fenton, Kelly Daniel, Stephanie Stockwell, et al. Early evaluation of the Children and Young People’s Mental Health Trailblazer programme: a rapid mixed-methods study. NIHR, December 2022. http://dx.doi.org/10.3310/hsdr-tr-130818.

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Alqarawi, Nada, and Eman Alhalal. A systematic review of factors affecting the delivery of family-centered care by nurses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0074.

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Review question / Objective: The Review Question of this systematic review will be: - what are the factors associated with delivering family-centered care to ill children by nurses? This study will follow PECOS P Nurses providing care to ill children E Factors that influence family-centered care (exposure). (Individual factors, organizational factors, and family factors). C Not applicable O Delivering family-centered care S Mixed study designs (quantitative and qualitative). Information sources: Search strategies will conduct through electronic databases: PubMed, MEDLINE Complete, CINAHL Complete, ProQuest (Nursing and Allied Health, and Web of Science databases.
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Roschnik, Natalie, Callum Northcote, Jacqueline Chalemera, Mphatso Nowa, Phindile Lupafaya, Rashida Bhaji, Tendai Museka Saidi, and Brian Mhango. Malawi Stories of Change in Nutrition: Evidence Review. Save the Children, Civil Society Agriculture Network (CISANET), and the Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.079.

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A review of evidence was conducted to understand the trends and determinants of malnutrition and identify interventions and programmes that improved maternal and child nutrition in Malawi. While children are less malnourished than two decades ago, one in three children remains stunted (37%) and 63% are anaemic. Children born from younger and less educated mothers, or from poorer rural households are more likely to be malnourished. One in ten children are born with a low birth weight (< 2.5kgs), with nearly half of them stunted by age two. The main causes of malnutrition include recurring sickness, poor infant and young child feeding and hygiene practices and low use of health and nutrition services, influenced by a wide range of factors, including food insecurity, poverty, gender inequality and food taboos. Programme evaluations and intervention trials have shown mixed results but overall highlight the need to address the multiple underlying drivers of malnutrition, rather than focus on one intervention.
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Parsons, Helen M., Hamdi I. Abdi, Victoria A. Nelson, Amy M. Claussen, Brittin L. Wagner, Karim T. Sadak, Peter B. Scal, Timothy J. Wilt, and Mary Butler. Transitions of Care From Pediatric to Adult Services for Children With Special Healthcare Needs. Agency for Healthcare Research and Quality (AHRQ), May 2022. http://dx.doi.org/10.23970/ahrqepccer255.

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Objective. To understand the evidence base for care interventions, implementation strategies, and between-provider communication tools among children with special healthcare needs (CSHCN) transitioning from pediatric to adult medical care services. Data sources. We searched Ovid MEDLINE, Ovid Embase, the Cochrane Central trials (CENTRAL) registry, and CINAHL to identify studies through September 10, 2021. We conducted grey literature searches to identify additional resources relevant to contextual questions. Review methods. Using a mixed-studies review approach, we searched for interventions or implementation strategies for transitioning CSHCN from pediatric to adult services. Two investigators screened abstracts and full-text articles of identified references for eligibility. Eligible studies included randomized controlled trials, quasi-experimental observational studies, and mixed-method studies of CSHCN, their families, caregivers, or healthcare providers. We extracted basic study information from all eligible studies and grouped interventions into categories based on disease conditions. We summarized basic study characteristics for included studies and outcomes for studies assessed as low to medium risk of bias using RoB-2. Results. We identified 9,549 unique references, 440 of which represented empirical research; of these, 154 (16 major disease categories) described or examined a care transition intervention with enough detail to potentially be eligible for inclusion in any of the Key Questions. Of these, 96 studies met comparator criteria to undergo risk of bias assessment; however only 9 studies were assessed as low or medium risk of bias and included in our analytic set. Low-strength evidence shows transition clinics may not improve hemoglobin A1C levels either at 12 or 24 months in youth with type 1 diabetes mellitus compared with youth who received usual care. For all other interventions and outcomes, the evidence was insufficient to draw meaningful conclusions because the uncertainty of evidence was too high. Some approaches to addressing barriers include dedicating time and resources to support transition planning, developing a workforce trained to care for the needs of this population, and creating structured processes and tools to facilitate the transition process. No globally accepted definition for effective transition of care from pediatric to adult services for CSHCN exists; definitions are often drawn from principles for transitions, encompassing a broad set of clinical aspects and other factors that influence care outcomes or promote continuity of care. There is also no single measure or set of measures consistently used to evaluate effectiveness of transitions of care. The literature identifies a limited number of available training and other implementation strategies focused on specific clinical specialties in targeted settings. No eligible studies measured the effectiveness of providing linguistically and culturally competent healthcare for CSHCN. Identified transition care training, and care interventions to
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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