Готові списки джерел за темами / Finance for children

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Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Finance for children"

1

Balkenende, Jan Peter, Jakaya Kikwete, Jens Stoltenberg, and Robert Zoellick. "Innovative finance for women and children." Lancet 372, no. 9644 (September 2008): 1123–24. http://dx.doi.org/10.1016/s0140-6736(08)61454-3.

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2

Lewis, Alan, and Adrian J. Scott. "A Study of Economic Socialisation: Financial Practices in the Home and the Preferred Role of Schools among Parents with Children under 16." Citizenship, Social and Economics Education 5, no. 3 (September 2002): 138–47. http://dx.doi.org/10.2304/csee.2002.5.3.138.

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205 male and female parents with children under 16 years of age from a national UK quota sample, completed questionnaires about financial interaction with their children in the home, and the preferred role for schools in enhancing practical economic competencies. Altogether respondents were asked about 19 finance-related activities: most parents engage children in the home by providing pocket money and piggy banks to promote saving, as well as opening bank accounts for them. Financial activities were more common in professional families with older children. Large majorities felt that schools should not only be providing careers advice but also how to manage personal finances, to teach how a bank operates and the appropriate use of credit and debit cards. Parents in semi-skilled and unskilled manual occupations saw less need for schools to provide personal finance education. These results are discussed in connection with previous literature and with regard to future research and educational practice.
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LeBaron, Ashley B., Christina M. Rosa-Holyoak, L. Ashley Bryce, E. Jeffrey Hill, and Loren D. Marks. "Teaching Children About Money: Prospective Parenting Ideas From Undergraduate Students." Journal of Financial Counseling and Planning 29, no. 2 (November 2018): 259–71. http://dx.doi.org/10.1891/1052-3073.29.2.259.

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Many Millennials (aged 18–30 in 2016) are struggling with financial capability and independence. As efforts unfold to address this issue by improving financial education, Millennials themselves can offer helpful family-centered ideas for children’s financial learning. As part of the Whats and Hows of Family Financial $ocialization project, this qualitative study explored the ideas of 126 undergraduate students enrolled in family finance classes at three institutions from three regions of the United States about how and what they intend to teach their future children about finances. Thematic content analysis and coding of interviews revealed four core themes: (a) “Communicating Family Finances,” (b) “Opportunities for Responsibility,” (c) “The Value of Hard Work,” and (d) “The Process of Saving.” These findings have implications for parents, future parents, financial counselors, financial planners, family life educators, financial educators, therapists, and researchers in improving parental financial education for future generations.
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4

Ramdani, Dani, Ganjar Garibaldi, and Bimbim Magh. "Soft skill improvement for Seruni Foundation foster children." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, no. 2 (January 20, 2022): 148–53. http://dx.doi.org/10.12928/jpm.v5i2.3998.

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The lack of financial literacy, the low level of social skills, and the low self-confidence of Seruni Foundation children are the backgrounds of this service program being implemented. This program aims to provide training on developing and improving soft skills and financial skills for Seruni Foundation children. The specific target to be achieved is to be able to improve soft skills and financial skills in Seruni Foundation children such as having a spirit of competitiveness, adaptive and anticipatory, open to change, able to learn, skilled, easy to adapt to new technology, literate about finances and budgets and having a strong foundation of the ability to develop. The method used is to provide consultation and training. The parties involved in this program are consist of lecturers in the fields of finance and organizational behaviour, in collaboration with a foundation that manages the Seruni Foundation children for 14 hours divided into two days. With the training provided by the team, Seruni Foundation children have become more developed, more confident, understand how to manage finances properly and are able to compete in the business and industrial world
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Doroghazi, Robert M. "“Why NOT to Finance Your Children in Business”." American Journal of Cardiology 162 (January 2022): 197–98. http://dx.doi.org/10.1016/j.amjcard.2021.09.030.

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Saputra, Jumadil, and Dwi Susanti. "A Study of Several Financial Literacy Teaching Methods for Children." International Journal of Ethno-Sciences and Education Research 1, no. 2 (February 3, 2021): 7–10. http://dx.doi.org/10.46336/ijeer.v1i2.120.

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Financial literation is very important to be applied to the child as early as possible. Financial literation will be very influential to the understanding and knowledge about finance and also the level of prosperity in the future. This paper aims to discuss several ways to teach children the functions and uses of money, and how to manage finance. The methods examined include: giving allowance to children, teach children to have savings, bring children do shopping, teach children to share, teach children that it takes effort to earn money and teach finance with a simple understanding. The results showed that the introduction of the knowledge of financial literacy in early age make children accustomed to manage their financial in the future. Therefore, parents must be able to effectively carry out financial literacy to children from an early age.
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Yilmaz, Kuzey. "Quantity–quality trade-off of children and school finance." Journal of Macroeconomics 56 (June 2018): 188–203. http://dx.doi.org/10.1016/j.jmacro.2018.02.001.

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8

VINCE, DENNIS J. "Life Insurance for Disabled Children." Pediatrics 78, no. 2 (August 1, 1986): 377. http://dx.doi.org/10.1542/peds.78.2.377.

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To the Editor.— Most parents consider the achievement of financial and psychologic independence as a desirable goal for their children. In our increasingly complex society, these goals are becoming difficult to achieve. To finance self-employment opportunities or to purchase a home, disabled adults usually require life insurance. Because of this, many parents of disabled children apply for life insurance for their child so that these options will be available to them as adults. The life insurance company usually will then request that the child's physician comment on the medical condition and prognosis.
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Glied, Sherry, and Adam Neufeld. "Service system finance: implications for children with depression and manic depression." Biological Psychiatry 49, no. 12 (June 2001): 1128–35. http://dx.doi.org/10.1016/s0006-3223(01)01131-3.

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Murnane, Richard J. "Will School Finance Reform Improve Education for Disadvantaged Children? Research Issues." Educational Policy 8, no. 4 (December 1994): 535–42. http://dx.doi.org/10.1177/0895904894008004014.

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Дисертації з теми "Finance for children"

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Hill, Nicolette. "If It Isn't Broke, Don't Fix It - Evidence of Financial Socialization of Children." Thesis, California State University, Fullerton, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260182.

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This study examines the role of financial socialization in low-income Hispanic households in order to determine if there was evidence of the transmission of values about behaviors such a saving and searching for the cheapest price from parent to child. This aim was achieved by generating measures for time and goods socialization and by making the assumption that when a parent and child share analogous financial attitudes, this provides evidence for the presence of financial socialization. A failure to match indicates otherwise. The empirical results from multinomial logit and probit models provide several cases that present evidence for the presence of financial socialization. Numerous noteworthy relationships are investigated including the impact of marriage, income, and educational attainments on the probability of generating a like-minded child. Using survey data on 8th grade students and their parents, the findings of the logit and probit models illustrate the impact of financial socialization while concurrently emphasizing the repercussions when not utilized.

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2

Lynch-Moore, Jamee M. "Funding and Allocation in School Districts Educating Children with Impact Aid." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6608.

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Budgeting and allocation decisions made by school districts have a direct impact on education in local communities. Little, however, is known about budgetary allocation and decision-making practices involving federal Impact Aid received by military-connected districts as no national guidelines exist to guide the allocation of this funding source. Using Sielke's garbage can decision model as the foundation, the purpose of this multiple case study of 5 school districts located throughout the United States was to explore how school districts use Impact Aid to achieve educational adequateness for military-connected children. Research questions focused on how school districts make budgetary decisions in regard to Impact Aid and military-connected students. Data were collected from 5 semistructured interviews with school administrators, budget analysts, as well as over 350 publicly available policy documents. All data were inductively coded and categorized to apply frequency of references and through open and descriptive coding emerged 4 thematic elements. The key findings of this study showed that sequestration and information management had the largest impact on how Impact Aid funding was spent by school districts. The results of this study provide evidence in support of Sielke's garbage can decision theory. The implications for social change stemming from this study include recommendations to policy makers regarding improving allocation methods, which may in turn improve the effectiveness of education funding leading to adequate and equal education support for all public school students.
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Julson, Ross. "Cost-side equalization and the Virginia pupil transportation funding formula." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37400.

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This is a study designed to determine whether the 1988-89 method of distributing state pupil transportation funds in Virginia met generally accepted standards of quality for such distribution methods, and whether the method of distributing pupil transportation funds served to enhance fiscal equalization in Virginia by properly taking into account cost factors that vary among the Commonwealth1s local school districts? Relevant literature was examined to identify generally accepted standards of quality for pupil transportation funding formulae and to identify cost factors that are generally accepted as exerting an influence on the costs of operating a local pupil transportation program. Second, information and data were gathered to provide measurements of generally accepted evaluative criteria and generally accepted cost factors that had previously been identified. It was concluded that the Virginia pupil transportation funding formula, as proposed by the Joint Legislative Audit and Review Commission and adopted by the General Assembly, meets generally accepted standards for efficiency, objectivity, and reliability, but fails to meet standards for simplicity and equity. It was also concluded that the Virginia pupil transportation funding formula does not enhance fiscal equalization through proper consideration of cost factors that vary among local school districts in Virginia. Five recommendations were offered. First, the current Matrix System method of recognizing costs for purposes of state pupil transportation fund distribution should be replaced by one of three formulae developed through the study, all three of which are substantially more accurate than the Matrix System in approximating existing costs. Second, an effort should be made to provide a comprehensive but understandable description of the method of state pupil transportation fund distribution in Virginia. Third, the methods used in the body of the study should be duplicated by a state agency with ready access to accurate and current data pertaining to pupil transportation costs and cost factors in Virginia. Fourth, the Pupil Transportation Division of the Virginia Department of Education should be more directly involved in the administration of state pupil transportation funds. And fifth, the practice of basing current pupil transportation fund distribution on data more than one year old should be discontinued.
Ed. D.
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4

Bockler, Tina. "Legal advocacy program for low-income children with disabilities| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527679.

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McCracken, Robert C. "A comparative study of costs for inclusive special education in the Commonwealth of Virginia." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40168.

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Siglar, Marlene Smith. "Low incidence funding." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/345.

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Whitehurst, Gloria Wolfe. "An analysis of the funding of public school transportation in North Carolina." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38650.

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Kienas, Kenneth L. "A comparison of the efficiency and effectiveness of two models for determining the cost of special education programs." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49809.

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Hennessey, Ann Laureen. "Reducing California's special education costs by improving access to early childhood intervention: A policy review." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2156.

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This project addressess the importance of early childhood intervention for California's infants and toddlers and how the managed care trends are affecting families' ability to obtain help for their children.
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Mwangolela, Tafadzwa Fungayi. "Children's grants and social security communities in the Eastern Cape: the case of Nqabarha administrative area." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1005990.

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This study examines the impact of children’s grants on household access to food, education and health care. In the face of increased poverty and socio-economic inequalities, social grants are a critical poverty alleviation intervention implemented by the government of South Africa. The children’s grants are offered as part of the social security system which is provided for in the Republic of South Africa Constitution of 1996 and the Social Assistance Act of 2004. The basic needs conceptual framework is the lens informing the focus of the study. Among other major findings, the study reveals that (a) childrens grants play a critical role in improvement of access to food, health care and education, (b) childrens grants are used as collateral, to access short term loans, and (c) social networks and home gardens play a significant role in aiding children’s grants to ensure household access to food, education and health care.
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Книги з теми "Finance for children"

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Frishkoff, Patricia A. Teaching children about money. Corvallis, OR: Oregon Sea Grant, 1997.

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2

Smith, Nigel. Family money: How to afford your children. Ely: Adamson, 1988.

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3

Vaz-Oxlade, Gail. Money-smart kids: Teaching your children financial confidence and control. Toronto: Collins, 2011.

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4

Babbage, Keen J. Extreme economics: Teaching children and teenagers about money. 2nd ed. Lanham: Rowman & Littlefield Education, 2009.

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5

Lindsey, Duncan. The welfare of children. 2nd ed. New York, NY: Oxford University Press, 2004.

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6

Lindsey, Duncan. The welfare of children. New York: Oxford University Press, 1994.

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7

Frank, Joyce. Children and money: Teaching guide (K-6). Ypsilanti, Mich: Michigan Consumer Education Center, 1991.

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8

Eklund, Bobby L. Children of privilege: Managing money God's way : workbook. Grapevine, Tex: Southern Baptists of Texas Convention, 2005.

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9

Wehrheim, Carol A. Children and money: A guide for parents. Toronto: United Church of Canada, Department of Stewardship Services, 1992.

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10

Searls, Michael J. How to make money make sense to children. Parker, CO: Summit Financial Pub., 1998.

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Частини книг з теми "Finance for children"

1

Serrokh, Badreddine. "Micro-finance, Street Children and the Capability Approach: Is Micro-finance an Appropriate Tool to Address the Street Children Issue." In Children and the Capability Approach, 175–99. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230308374_8.

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2

Lawry, Kit, and Joanna Rogers. "Socially Responsible Business: Helping Children in Russia." In Environmental Finance and Socially Responsible Business in Russia, 289–96. The Hague: T.M.C. Asser Press, 2010. http://dx.doi.org/10.1007/978-90-6704-529-2_22.

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3

Sargsyan, Karine. "Future of Families." In Future of Business and Finance, 147–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36382-5_13.

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AbstractThe generally accepted standard conception of the family today tends to look like this: a man and a woman (greater acceptance if same race, same religion, and similar age), hopefully with a sound mind and a strong body, are getting married (mainly in a publicly staged spectacle called wedding). How will the family change in the future? What about multigenerational families or families without children? How will the concept of family change? Are marriages with robots and the artificial upbringing of children the future? Will traditional values still exist, and how will the perception of “family” change in the foreseeable future? And what about marriages of love and marriages of convenience?
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Rejmer, Annika. "Custody Disputes From a Socio-Legal Perspective." In Children in Custody Disputes, 67–83. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46301-3_4.

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AbstractThis chapter examines high-conflict custody disputes in court and discusses whether Swedish legislation is suited to providing for children’s rights and the best interests of the child in these disputes. With a qualitative and quantitative study of 33 Swedish court cases, this socio-legal contribution identifies and analyses the most common conflicts arising in family disputes, and to what extent the legal system can effectively solve them. For the author, conflicts in custody disputes can be divided into, first, conflicts of interest; and second, conflicts of value. The legal system is designed to deal with the former—concerning issues of residence, finance, time, and information. However, it is not well-equipped to deal with the latter, which dominate custody disputes: lack of childcare capacity, cooperation difficulties, violence, threats and abuse, access sabotage, among other conflicts of value. For this reason, the author concludes that the legal system is dysfunctional and that the best interests of the child remain insufficiently accounted for in custody conflicts.
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Orland, Martin E., Anna E. Danegger, and Ellen Foley. "The critical role of finance in creating comprehensive support systems." In Integrated services for children and families: Opportunities for psychological practice., 93–118. Washington: American Psychological Association, 1997. http://dx.doi.org/10.1037/10236-005.

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Ridho, Sari Lestari Zainal, and Dodik Siswantoro. "Islamic Social Finance, Modern Slavery of Children, and Sustainable Development Goals in Indonesia." In Lecture Notes in Networks and Systems, 729–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08084-5_53.

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Kalhe, Apurva, and Ankita Roy. "Enhanced Learning Experience with Gamification to Increase Awareness of Finance Among Young Children." In Design in the Era of Industry 4.0, Volume 3, 591–602. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0428-0_48.

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Duan, Kejia. "A Study of Emotional Healing for Hospitalized Children Based on Art Programming Installation." In Proceedings of the 2nd International Academic Conference on Blockchain, Information Technology and Smart Finance (ICBIS 2023), 1463–70. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-198-2_151.

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Scheinholtz, Laura, Karen Holden, and Charles Kalish. "Cognitive Development and Children’s Understanding of Personal Finance." In Consumer Knowledge and Financial Decisions, 29–47. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0475-0_3.

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Smith-Fields, Cassandra. "Regulatory Environment and Finances of Running a Pediatric Transplant Program." In Solid Organ Transplantation in Infants and Children, 1–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08049-9_6-1.

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Тези доповідей конференцій з теми "Finance for children"

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Németh, Erzsébet, and Alexandra Luksander. "CHILDREN AND CONSUMER TEMPTATIONS - FINANCIAL PERSONALITY TEST FOR CHILDREN." In 12th Economics & Finance Conference, Dubrovnik. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/efc.2019.012.018.

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Tao, Yuchun, and Yu Shen. "The Influence of Children s structure on Rural Intergeneration Resources Exchange Mechanism." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.30.

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3

Hou, Yanqing. "New Exploration by Means of Intuition in the Field of Children s Art Education." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.38.

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4

Tamtomo, Didik Gunawan, and Vitri Widyaningsih. "Determinants of Fertility in Indonesia: An Analysis from Basic Life Survey Data Year 2017." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.99.

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ABSTRACT Background: Indonesia is in the fourth position with the largest population in the world (274 million people) after China, India, and the United States. Currently, Indonesia is experiencing a demographic bonus and also has a high dependency ratio (46.6%). It resulting in heavy burdens that must be borne by the productive age population to finance the lives of the unproductive population. The high population in Indonesia is determined by the high number of children born alive. The purpose of this study was to examine the determinants of fertility in Indonesia. Subjects and Method: A cross-sectional study was conducted using Indonesian Population Demographic Survey year 2017. A sample of 49,627 reproductive women aged 15-49 years who had ever give birth was selected for this study. The dependent variable was fertility (based on number of children born alive). The independent variables were contaceptive use, contraceptive method, source of information, knnowledge toward contraception, history of birth delivery, and residence. The data were analyzed by path analysis run on Stata 13. Results: Fertility increased with traditional contraceptive use (b= 0.51; 95% CI= 0.41 to 0.61; p<0.001), information from government (b= 0.59; 95% CI= 0.46 to 0.72; p <0.001), low education toward contraceptive (b= 0.89; 95% CI= 0.49 to 1.29; p <0.001), birth delivery <1 year (b= 0.10; 95% CI= -0.05 to 0.25; p= 0.187), health assurance participant (b= 0.54; 95% CI= 0.44 to 0.64; p<0.001), living in urban area (b= 0.32; 95% CI= 0.22 to 0.41; p<0.001), hormonal contraceptive use (b= 0.08; 95% CI= -0.10 to 0.25; p= 0.408), and living in west Indonesian (b= 0.57; 95% CI= 0.47 to 0.66; p<0.001). Fertility decreased with family decision on contraceptive use (b= -0.31; 95% CI= -0.42 to -0.21; p<0.001), education ≥Senior high school (b= -1.25; 95% CI= -1.35 to -1.16; p<0.001), and high family wealth (b= -0.50; 95% CI= -0.60 to -0.40; p<0.001). Conclusion: Fertility increases with traditional contraceptive use, information from government, low education toward contraceptive, birth delivery <1 year, health assurance participant, living in urban area, hormonal contraceptive use, and living in west Indonesian. Fertility decreases with family decision on contraceptive use, education ≥Senior high school, and high family wealth. Keywords: fertility, basic health survey year 2017 Correspondence: Karlinda. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: karlindalinda8@gmail.com. Mobile: +6282278924093. DOI: https://doi.org/10.26911/the7thicph.03.99
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Cvijanovic, Dragana. "Intergenerational finance: parental housing wealth and children’s financial outcomes." In 25th Annual European Real Estate Society Conference. European Real Estate Society, 2018. http://dx.doi.org/10.15396/eres2018_167.

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POROMBRICA, Maia. "Ozoboții în educație: explorând conceptele STEM prin proiecte interactive." In Inter/transdisciplinary approaches in the teaching of the real sciences, (STEAM concept) = Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM). Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.steam-2023.p344-348.

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This article explores the importance of programming from an early age, based on the experience of working with 4th graders programming the Ozobots. There is an analysis on the realization of the project "With OzObOt we know the world," which was financed by TechSoup Romania. The article contains proposals for teachers who want to use ozobots in their practice of working with children.
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7

Costache, Mirela Paula. "SOCIAL, PSYCHOLOGICAL AND LEGAL ARGUMENTS SUPPORTING THE OBJECTIVE SIDE OF THE CIVIL TORT OF PARENTS FOR THEIR CHILDREN'S UNDERAGE ILLEGAL ACT OR THOSE PLACED UNDER JUDICIAL INTERDICTION." In SGEM 2014 Scientific SubConference on POLITICAL SCIENCES, LAW, FINANCE, ECONOMICS AND TOURISM. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b21/s5.105.

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8

Ciobanu, Mihail, and Silvia Savcenco. "Experiența internațională în aplicarea voucherelor culturale pentru copii și tineri." In Conference title: Economic growth in the conditions of globalization: International Scientific-Practical Conference, XVIth edition. National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cecg.iv.2022.16.27.

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One of the relatively recent instruments used to increase the consumption of cultural products and services by the population is the cultural voucher, which, in general, represents a financial instrument intended to be used to benefit from cultural products and services. In particular, the term "cultural voucher" can be defined differently depending on the type of regulatory and issuing entity and the spectrum of its beneficiaries. It could be a state contribution that improves access to culture for primary and secondary school pupils and their pedagogues, a tool for obtaining cultural products and services within a partnership of the government with businesses for the benefit of workers who have formal employment contracts or even an online payment method in the form of a rechargeable electronic card for cultural products and services. In order to demonstrate the diversity of forms and uses of cultural vouchers were used the following research methods: legal analysis, induction, deduction, logical method and literature review. As sources of data were used mainly the national laws and studies that analyze the impact of cultural vouchers on cultural consumption, including among children and young people. The use of cultural vouchers has a positive impact both for consumers and for the industry. This paper was developed and financed within the Scientific Project for the period 2020-2023, registered in the State Register of Science and Innovation Projects of the Republic of Moldova with the code 20.80009.0807.29 State Program Project "Improving the mechanisms for applying innovative instruments aimed at sustainably increasing the welfare of the population of the Republic of Moldova".
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9

Mincolelli, Giuseppe, Gian Andrea Giacobone, and Michele Marchi. "PLEINAIR project: participatory methodologies to validate and integrate product concepts with young users." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001868.

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This contribution describes the final part of the development process of PLEINAIR (Free and Inclusive Parks in Networks for Recreational and Physical Intergenerational Activity), a two-years multidisciplinary research project financed by the POR FESR 2014-2020 program regulated by Emilia Romagna Region in Italy.The PLEINAIR project aims to develop a smart outdoor park, specifically designed for encouraging positive socio-recreational interactions among different generations and for promoting the adoption of active lifestyles for all and at any stage of their life.This is because, according to WHO, sedentary lifestyle is increasing worldwide and it risks to produce more cardiovascular diseases compared to the past, but also because most of the urban parks nowadays are composed of arbitrary and selective areas that do not stimulate interaction between different generations.The purpose of PLEINAIR is to provide real solutions through operational products called OSOs (Outdoor Smart Objects). Monitoring a series of parameters ­– through an IoMT (Internet of Medical Things) infrastructure – related to people’s motor or ludic activities, the OSOs aim to find the most suitable and customizable motivational strategies to stimulate a positive health lifestyle for any user at any age.PLEINAIR is based on a Human-Centered Design approach and it utilizes participative Co-Design techniques to discover and satisfy the real needs of people.Due to the COVID-19, the first part of the needs analysis was conducted remotely. Despite there were no chances to interact with users in person, the on-line activities collected many insights to develop the early concepts of the OSOs.When the Italians lockdown restrictions in public education were temporally less severe, two Co-Design workshops were organized involving two schools in Province of Bologna, Italy, to collaboratively validate and refine the concept ideas with young users.Considering this, the paper describes two Co-Design activities performed in both schools.The first workshop collaborated with an elementary school and it was divided in two parts: the first stage collected the children’s and expectations about the OSOs’ early concepts through a visual questionnaire; the second stage used free drawing to collect children’s ideas, dreams and expectations about their personal concepts of PLEINAIR outdoor park.The second workshop involved an high school and it was divided in three main round tables, each one focused on a specific aspect of the PLAINAIR IoTM system: the first table co-designed the graphical interface and the navigation system of PLAINAIR application; the second table co-designed and co-validated the motivational strategies that the app uses to encourage people to improve their health conditions; the third table co-designed digital and analogic interactions for dialoguing with the OSOs. The activities were based on an open debate and free drawing session because they let young users free to express themselves around the three themes of the workshop. The final results produced qualitative data that were difficult to collect during the remote activities and they were used, as guidelines, to improve many aspects of the User Experience of the PLEINAIR IoTM system.
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Звіти організацій з теми "Finance for children"

1

Hu, Qing, Ross Levine, Chen Lin, and Mingzhu Tai. Finance and Children’s Academic Performance. Cambridge, MA: National Bureau of Economic Research, January 2020. http://dx.doi.org/10.3386/w26678.

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2

Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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3

Blanchflower, David, and Andrew Clark. Children, Unhappiness and Family Finances: Evidence from One Million Europeans. Cambridge, MA: National Bureau of Economic Research, February 2019. http://dx.doi.org/10.3386/w25597.

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4

Chhoeung, Norinmony, Sesokunthideth Chrea, and Nghia Nguyen. Cambodia’s Cash Transfer Program during COVID-19. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/rrmz8095.

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In 2019, Cambodia had been enjoying its steady economic growth until the coronavirus disease (COVID-19) pandemic hit the country from February 2020 in the form of severe infectious diseases, causing both economic and social problems for people from all walks of life, especially poor and vulnerable families. The IDPoor Equity Card, a poverty identification and registration system, was introduced in Cambodia to provide cash to poor pregnant women and children since 2016. Given its continued success, Cambodian Prime Minister Samdech Hun Sen announced the implementation of the Cash Transfer Program (CTP) using the IDPoor Card system. The CTP provided cash to poor and vulnerable households across the country affected by the pandemic. Executing the first large-scale cash transfer program in history presented significant challenges for the Government of Cambodia. In addition to implementing the program, which had to adhere to the three principles of equity–equality–efficiency, the government had other challenges to overcome, such as the limited number of tablets and facilities to accommodate the many people waiting in line to withdraw cash. Under the guidance of the central government, particularly the Economic and Finance Policy Committee, a technical working group was established to lead the implementation process; coordination among local governments, local councils, agencies, and the poor and needy; review of the IDPoor database; establishment of the digital payment system; and training of local government staff. This enabled the CTP to effectively distribute cash to poor and vulnerable households during the pandemic.
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5

Anderson, Patricia, and Kristin Butcher. Reading, Writing and Raisinets: Are School Finances Contributing to Children's Obesity? Cambridge, MA: National Bureau of Economic Research, March 2005. http://dx.doi.org/10.3386/w11177.

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6

van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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7

van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.

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Анотація:
Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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8

Gupta, Sweta, Gauthier Marchais, Cyril Brandt, Samuel Matabishi, Pierre Marion, Jean-Benoît Falisse, Deborah West, et al. Projet BRiCE RDC et Niger : Rapport intermédiaire Bien-être des enseignants et qualité de l’enseignement dans les contextes fragiles et affectés par les conflits. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.089.

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Ce rapport présente les résultats de l'étude intermédiaire du projet de recherche Building Resilience in Crises through Education (BRiCE), qui est dirigé par l'Institute of Development Studies (IDS) et l'Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). Le projet de recherche fait partie du programme d'éducation BRiCE, financé par la Direction Générale des Partenariats Internationaux de la Commission Européenne et dirigé par Save the Children au Niger et en République Démocratique du Congo (RDC). Ce rapport présente les résultats de l'évaluation à mi-parcours de deux composantes du programme éducatif BRiCE : le développement professionnel des enseignants (DPE) et l'amélioration des environnements d'apprentissage ensemble (ILET). Il présente également une analyse approfondie du bien-être des enseignants et de la qualité de l'enseignement dans les régions de Zinder et Diffa au Niger, et d'Uvira et Fizi dans la province du Sud-Kivu en RDC. De manière plus spécifique, le rapport explore plusieurs facteurs clés du bien-être des enseignants : leur statut professionnel, qui structure les inégalités dans la profession d'enseignant au Niger et en RDC ; leur identité sociale, avec un accent particulier sur le genre et l'ethnicité, qui jouent un rôle important dans la vie professionnelle et sociale des enseignants ; et leur exposition à la violence, en analysant comment les conflits violents pénètrent dans l'environnement scolaire et affectent le travail des enseignants.
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