Evaluation of a preschool nutrition education program based on the theory of multiple intelligences.

Science.gov (United States)

Cason, K L

2001-01-01

This report describes the evaluation of a preschool nutrition education program based on the theory of multiple intelligences. Forty-six nutrition educators provided a series of 12 lessons to 6102 preschool-age children. The program was evaluated using a pretest/post-test design to assess differences in fruit and vegetable identification, healthy snack choices, willingness to taste foods, and eating behaviors. Subjects showed significant improvement in food identification and recognition, healthy snack identification, willingness to taste foods, and frequency of fruit, vegetable, meat, and dairy consumption. The evaluation indicates that the program was an effective approach for educating preschool children about nutrition.

Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

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Nadiia Frolenkova

2017-02-01

Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

The Effect of TMPT Program on Pre-School Children's Social Problem Solving Skills

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Gur, Cagla; Kocak, Nurcan

2018-01-01

Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6…

Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention

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Prescott, Jen Elise; Bundschuh, Kristine; Kazakoff, Elizabeth R.; Macaruso, Paul

2018-01-01

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

Open pre-schools at integrated health services - A program theory

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Agneta Abrahamsson

2013-04-01

Full Text Available Introduction: Family centres in Sweden are integrated services that reach all prospective parents and parents with children up to their sixth year, because of the co-location of the health service with the social service and the open pre-school. The personnel on the multi-professional site work together to meet the needs of the target group. The article explores a program theory focused on the open pre-schools at family centres.Method: A multi-case design is used and the sample consists of open pre-schools at six family centres. The hypothesis is based on previous research and evaluation data. It guides the data collection which is collected and analysed stepwise. Both parents and personnel are interviewed individually and in groups at each centre.Findings: The hypothesis was expanded to a program theory. The compliance of the professionals was the most significant element that explained why the open access service facilitated positive parenting. The professionals act in a compliant manner to meet the needs of the children and parents as well as in creating good conditions for social networking and learning amongst the parents. Conclusion: The compliance of the professionals in this program theory of open pre-schools at family centres can be a standard in integrated and open access services, whereas the organisation form can vary. The best way of increasing the number of integrative services is to support and encourage professionals that prefer to work in a compliant manner.

Open pre-schools at integrated health services - A program theory

Directory of Open Access Journals (Sweden)

Agneta Abrahamsson

2013-04-01

Full Text Available Introduction: Family centres in Sweden are integrated services that reach all prospective parents and parents with children up to their sixth year, because of the co-location of the health service with the social service and the open pre-school. The personnel on the multi-professional site work together to meet the needs of the target group. The article explores a program theory focused on the open pre-schools at family centres. Method: A multi-case design is used and the sample consists of open pre-schools at six family centres. The hypothesis is based on previous research and evaluation data. It guides the data collection which is collected and analysed stepwise. Both parents and personnel are interviewed individually and in groups at each centre. Findings: The hypothesis was expanded to a program theory. The compliance of the professionals was the most significant element that explained why the open access service facilitated positive parenting. The professionals act in a compliant manner to meet the needs of the children and parents as well as in creating good conditions for social networking and learning amongst the parents. Conclusion: The compliance of the professionals in this program theory of open pre-schools at family centres can be a standard in integrated and open access services, whereas the organisation form can vary. The best way of increasing the number of integrative services is to support and encourage professionals that prefer to work in a compliant manner.

Supporting School Leaders in Blended Learning with Blended Learning

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Acree, Lauren; Gibson, Theresa; Mangum, Nancy; Wolf, Mary Ann; Kellogg, Shaun; Branon, Suzanne

2017-01-01

This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively…

Programming with the KIBO Robotics Kit in Preschool Classrooms

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Elkin, Mollie; Sullivan, Amanda; Bers, Marina Umaschi

2016-01-01

KIBO is a developmentally appropriate robotics kit for young children that is programmed using interlocking wooden blocks; no screens or keyboards are required. This study describes a pilot KIBO robotics curriculum at an urban public preschool in Rhode Island and presents data collected on children's knowledge of foundational programming concepts…

Oral microflora in preschool children attending a fluoride varnish program

DEFF Research Database (Denmark)

Anderson, Maria; Grindefjord, Margaret; Dahllöf, Göran

2016-01-01

hundred seven 3-year-old children were enrolled from a cohort of 3403 preschool children taking part in a community based oral health project. Two hundred sixty-three of them had attended caries-preventive program with semi-annual applications of a fluoride varnish since the age of 1 year (test group......BACKGROUND: To compare the oral microflora in preschool children attending a fluoride varnish program with a reference group receiving a standard oral health program without fluoride varnish applications. A second aim was to relate the microbial composition to the caries prevalence. METHODS: Five......) while 237 had received standard preventive care (reference group). Oral samples were collected with a sterile swab and analysed with checkerboard DNA-DNA hybridization using 12 pre-determined bacterial probes. Caries and background data were collected from clinical examinations and questionnaires...

EDUCATIONAL PROGRAM FOR SUPPORTING MOTOR AND SOCIAL COMPETENCE OF PRESCHOOLERS

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Arzu ÖZYÜREK

2015-07-01

Full Text Available Satisfying the need of physical activity of children and promoting their social skills beginning from early childhood have importance by reason of providing a basis for following years. In this study, establishing process of the training program within the scope of “ Examination the Effects of Physical Education and Sports Activities to the Basic Psychomotor skills and Social Skills for Preschool Children ” named project supported by Karabuk University Coordinatorship of Scientific Research Projects has been mentioned. The training program has been intended to promote the motor and social competence of the children aged 48 months and older. In the study it has been given wide publicity to the stages of literature review, educational attainments and indicators fit for purpose, and taking an expert’s opinion. Commentary on practicing the training program integrated with preschool education program and their importances have been discussed.

Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up

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Barnett, W. Steven; Jung, Kwanghee; Youn, Min-Jong; Frede, Ellen C.

2013-01-01

New Jersey's Abbott Preschool program is of broad national and international interest because the Abbott program provides a model for building a high-quality system of universal pre-K through public-private partnerships that transform the existing system. The program offers high-quality pre-K to all children in 31 New Jersey communities with high…

Validation of an age-modified caries risk assessment program (Cariogram) in preschool children

DEFF Research Database (Denmark)

Holgerson, Pernilla Lif; Twetman, Svante; Stecksèn-Blicks, Christina

2009-01-01

OBJECTIVES: (i) To validate caries risk profiles assessed with a computer program against actual caries development in preschool children, (ii) to study the possible impact of a preventive program on the risk profiles, and (iii) to compare the individual risk profiles longitudinally. MATERIAL...... of sugar. The majority of the children who changed category displayed a lowered risk at 7 years. The intervention program seemed to impair the predictive abilities of Cariogram. CONCLUSION: A modified Cariogram applied on preschool children was not particularly useful in identifying high caries risk...

Investigation of MONE Preschool Program for 36-72 Months Old Children (2006) According to Children Rights

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Batur Musaoglu, Ebru; Haktanir, Gelengul

2012-01-01

In Turkey, the preschoolers are being schooled under the guidelines of MONE (Ministry of National Education) Preschool Program for 36-72 Months Old Children (2006). The aim of this research is to investigate how children's rights are involved in this program. In this qualitative research based on document analysis, program book and Teacher Guide…

The Rate of Return to the High/Scope Perry Preschool Program.

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Heckman, James J; Moon, Seong Hyeok; Pinto, Rodrigo; Savelyev, Peter A; Yavitz, Adam

2010-02-01

This paper estimates the rate of return to the High/Scope Perry Preschool Program, an early intervention program targeted toward disadvantaged African-American youth. Estimates of the rate of return to the Perry program are widely cited to support the claim of substantial economic benefits from preschool education programs. Previous studies of the rate of return to this program ignore the compromises that occurred in the randomization protocol. They do not report standard errors. The rates of return estimated in this paper account for these factors. We conduct an extensive analysis of sensitivity to alternative plausible assumptions. Estimated annual social rates of return generally fall between 7-10 percent, with most estimates substantially lower than those previously reported in the literature. However, returns are generally statistically significantly different from zero for both males and females and are above the historical return on equity. Estimated benefit-to-cost ratios support this conclusion.

Childhood fever management program for Korean pediatric nurses: A comparison between blended and face-to-face learning method.

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Jeong, Yong Sun; Kim, Jin Sun

2014-01-01

A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for pediatric nurses. This study compared the effects of a blended and face-to-face learning program on pediatric nurses' childhood fever management, using theory of planned behavior. A nonequivalent control group pretest-posttest design was used. A fever management education program using blended learning (combining face-to-face and online learning components) was offered to 30 pediatric nurses, and 29 pediatric nurses received face-to-face education. Learning outcomes did not significantly differ between the two groups. However, learners' satisfaction was higher for the blended learning program than the face-to-face learning program. A blended learning pediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended learning pediatric fever management-learning program could be a useful and flexible learning method for pediatric nurses.

Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

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Posey, Laurie; Pintz, Christine

2017-09-01

To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Effectiveness of an Additional Stretching Exercise Program in Improving Flexibility Level among Preschool Boys

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Lee, Wee Akina Sia Seng; Rengasamy, Shabeshan A/L; Raju, Subramaniam A/L

2014-01-01

This study was conducted to examine the effectiveness of a two minutes' additional stretching exercise program in a 30 minutes games teaching lesson in improving the flexibility level of 6 year old preschool boys (M = 5.92, SD = 0.27) in a preschool in Malaysia. Fifty (50) preschool boys were selected for the study based on the intact sampling…

Implementing a Musical Program to Promote Preschool Children's Vocabulary Development

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Moyeda, Iris Xóchitl Galicia; Gómez, Ixtlixóchitl Contreras; Flores, María Teresa Peña

2006-01-01

In light of the correlation between musical and linguistic skills, a program of musical activities was designed to promote discrimination of rhythmic and melodic elements and the association of auditory stimuli with visual stimuli and motor activities. The effects of the program on the vocabulary of preschool children were evaluated and compared…

Sun Protection is Fun! A Skin Cancer Prevention Program for Preschools.

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Tripp, Mary K.; Herrmann, Nancy B.; Parcel, Guy S.; Chamberlin, Robert M.; Gritz, Ellen R.

2000-01-01

Describes the Sun Protection is Fun! skin cancer prevention program for preschool children that features intervention methods grounded in social cognitive theory and emphasizes symbolic modeling, vicarious learning, enactive mastery experiences, and persuasion. Program components include a curriculum and teacher's guide, videos, newsletters,…

Optimization of refinery product blending by using linear programming

International Nuclear Information System (INIS)

Ristikj, Julija; Tripcheva-Trajkovska, Loreta; Rikaloski, Ice; Markovska, Liljana

1999-01-01

The product slate of a simple refinery consists mainly of liquefied petroleum gas, leaded and unleaded gasoline, jet fuel, diesel fuel, extra light heating oil and fuel oil. The quality of the oil products (fuels) for sale has to comply with the adopted standards for liquid fuels, and the produced quantities have to be comply with the market needs. The oil products are manufactured by blending two or more different fractions which quantities and physical-chemical properties depend on the crude oil type, the way and conditions of processing, and at the same time the fractions are used to blend one or more products. It is in producer's interest to do the blending in an optimal way, namely, to satisfy the requirements for the oil products quality and quantity with a maximal usage of the available fractions and, of course, with a maximal profit out of the sold products. This could be accomplished by applying linear programming, that is by using a linear model for oil products blending optimization. (Author)

Fit 5 Kids TV reduction program for Latino preschoolers: A cluster randomized controlled trial

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Reducing Latino preschoolers' TV viewing is needed to reduce their risk of obesity and other chronic diseases. This study's objective was to evaluate the Fit 5 Kids (F5K) TV reduction program's impact on Latino preschooler's TV viewing. The study design was a cluster randomized controlled trial (RCT...

Blended Learning of Programming in the Internet Age

Science.gov (United States)

Djenic, S.; Krneta, R.; Mitic, J.

2011-01-01

This paper presents an advanced variant of learning programming by the use of the Internet and multimedia. It describes the development of a blended learning environment, which, in addition to classroom (face-to-face) lessons, introduces lessons delivered over the Internet: the use of multimedia teaching material with completely dynamic…

Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program

OpenAIRE

Benzies, Karen; Tough, Suzanne; Edwards, Nancy; Mychasiuk, Richelle; Donnelly, Carlene

2010-01-01

The development of preschool children of Aboriginal heritage is jeopardized by the inter-generational transmission of risk that has created, and continues to create, social disadvantage. Early intervention programs are intended to mitigate the impact of social disadvantage. Yet, evidence of the effectiveness of these programs for children of Aboriginal heritage is limited. The purpose of this study was to examine the effects of a two-generation, multi-cultural preschool program on 45 children...

Evaluation of a class wide teaching program for developing preschool life skills.

Science.gov (United States)

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

Developing a Treatment Program for Obesity in Preschool Age Children: Preliminary Data

OpenAIRE

Boles, Richard E.; Scharf, Cynthia; Stark, Lori J.

2010-01-01

We developed and tested the feasibility of a behavioral intervention that utilizes clinic and home visitations to reduce overweight in preschool children above the 95th BMI percentile. Five families of preschool children ages 2 to 5 years with a BMI above the 95th percentile and one overweight parent were enrolled in a 24-week behavioral weight management program. Phase I, Intensive Treatment included 12 weekly sessions, alternating group-based clinic sessions and home settings. Phase II, Mai...

Munch and Move: evaluation of a preschool healthy eating and movement skill program

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Farrell Louise

2010-11-01

Full Text Available Abstract Background Early childhood services have been identified as a key setting for promoting healthy eating and physical activity as a means of preventing overweight and obesity. However, there is limited evidence on effective nutrition and physical activity programs in this setting. The purpose of this study was to evaluate Munch and Move, a low-intensity, state-wide, professional development program designed to support early childhood professionals to promote healthy eating and physical activity among children in their care. Methods The evaluation involved 15 intervention and 14 control preschools (n = 430; mean age 4.4 years in Sydney, New South Wales, Australia and was based on a randomised-control design with pre and post evaluation of children's lunchbox contents, fundamental movement skills (FMS, preschool policies and practices and staff attitudes, knowledge and confidence related to physical activity, healthy eating and recreational screen time. Results At follow up, FMS scores for locomotor, object control and total FMS score significantly improved by 3.4, 2.1 and 5.5 points more (respectively in the intervention group compared with the control group (P Conclusion The findings suggest that a low intensity preschool healthy weight intervention program can improve certain weight related behaviours. The findings also suggest that change to food policies are difficult to initiate mid-year and potentially a longer implementation period may be required to determine the efficacy of food policies to influence the contents of preschoolers lunchboxes.

Preschool Early Literacy Programs in Ontario Public Libraries

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Shelley Stagg Peterson

2012-12-01

Full Text Available This paper reports on research examining how library staff in 10 Ontario libraries’ preschool literacy programs support three- and four-year-old children’s early literacy and school readiness as well as their parents’ and caregivers’ literacy interactions with their children. Multiple data sources included surveys of 82 parents/caregivers, observations of a sample of 65 of the 198 children at the sessions we visited, and interviews with10 library staff. Observations were analyzed for evidence of children’s development of print motivation, phonological awareness, vocabulary, narrative skills, and print awareness: early literacy skills and knowledge that have been shown to be reliably and significantly correlated with future reading success. Analysis of the observational and interview data showed that the programs have been very successful in fostering children’s readiness to participate in school activities and their motivation to read. Participating children learned new vocabulary, demonstrated an awareness of rhymes and sounds of language, and showed an understanding of books that were read by library staff: all early literacy behaviours that are foundational to later literacy development. The programs have also provided parents/caregivers with new ways to interact with children to engage them with books and with print at home. The development of children’s school readiness skills and parents’ awareness of how to support their children’s literacy are outcomes extending beyond library staff goals for their library programs and should be included in literature advertising the programs. Print awareness is an area of literacy development that library staff could encourage to a greater extent, however. Very few instances of such behaviour were observed, with most of the observations taking place in two of the preschool early literacy programs. Concomitantly, developing children’s print awareness is a recommended topic for

The Laureate English Program: Taking a research informed approach to blended learning

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Debra Marsh

2013-02-01

Full Text Available The aim of this case study is to describe the implementation of the Laureate English Program (LEP, the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. Phase 1 of the research was completed in September 2012. The goal of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students and 35 teachers responded to a questionnaire, which included multiple choice questions and open ended questions requiring extended comment. The questionnaires revealed that less than 25% of the Laureate student group had ever learned a language online before, which impacted significantly on student perception and use of online learning content. Furthermore, the first phase of research has revealed the impact that a complex interplay of different factors has on the relative effectiveness of these blended programs, and it has acknowledged that research is central to informed decision making in order to provide for effective blended learning. DOI: 10.18870/hlrc.v3i1.103

Telling Stories Digitally: An Experiment with Preschool Children

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Kocaman-Karoglu, Aslihan

2015-01-01

With the emergence of the new technologies, twenty-first-century learning involves the application of new media in educational environments. Digital storytelling (DST) is a method that blends traditional storytelling with new technologies. This study was designed to compare the conceptual understanding of preschool students in DST classrooms with…

Parental perception on the efficacy of a physical activity program for preschoolers.

Science.gov (United States)

Bellows, Laura; Silvernail, Sara; Caldwell, Lisa; Bryant, Angela; Kennedy, Cathy; Davies, Patricia; Anderson, Jennifer

2011-04-01

Childhood obesity is among the leading health concerns in the United States. The relationship between unmet physical activity needs in young children is of particular interest as the trend in childhood obesity continues to rise and unmet physical activity needs are identified. The preschool years are an influential time in promoting healthful lifestyle habits and early childhood interventions may help establish lifelong healthful behaviors which could help prevent obesity later in life. The Food Friends®: Get Movin' with Mighty Moves® is a preschool physical activity program which aims to improve children's gross motor skills and physical activity levels. The home environment and parental modeling are critical factors related to child physical activity in this population. The parent component, Mighty Moves®: Fun Ways to Keep Families Active and Healthy, was designed to address barriers in the home environment that lead to unmet physical activity needs in preschoolers and their families. The program and materials were designed based on Social Marketing tenets and Social Learning Theory principles. Four Colorado Head Start centers were assigned to an experimental group as part of the Mighty Moves® group randomized trial. Quantitative and qualitative evaluation methods were used to determine what messages and materials reached and motivated the target audience to increase physical activity levels. Results of the study indicated the program's materials helped families and children to be more physically active. Additionally, materials and material dissemination were revised to enhance program goals.

Blended Learning

OpenAIRE

Bauerová, Andrea

2013-01-01

This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

Evaluation of a teacher training program to enhance executive functions in preschool children.

Science.gov (United States)

Walk, Laura M; Evers, Wiebke F; Quante, Sonja; Hille, Katrin

2018-01-01

Executive functions (EFs) play a critical role in cognitive and social development. During preschool years, children show not only rapid improvement in their EFs, but also appear sensitive to developmentally appropriate interventions. EMIL is a training program for German preschool teachers that was developed and implemented to improve the EFs of preschoolers. The aim of the present study was to evaluate its effects on the EFs of children between three and six years old. The teacher training (eight sessions, 28.5 hours) was implemented in four preschools. The EFs of children of the intervention group (n = 72, 32 girls, Mage = 48 months) and the control group of four other matched preschools (n = 61, 27 girls, Mage = 48 months) were tested before, during, and after the intervention using different measures assessing working memory, inhibitory control, and cognitive flexibility. The intervention group showed significant gains on three out of seven EF tests (behavioral inhibition, visual-spatial working memory, and combined EFs) compared to the control group. Post hoc analyses for children with low initial EFs scores revealed that participation in the intervention led to significant gains in inhibitory control, visual-spatial working memory, and phonological working memory as well as a marginally significant difference for combined EFs. However, effect sizes were rather small. The results suggest that teacher training can lead to significant improvements in preschooler's EFs. Although preliminary, the results could contribute to the discussion on how teacher training can facilitate the improvement of EFs in preschool children.

A Randomized Controlled Trial of a Parent Training and Emotion Socialization Program for Families of Hyperactive Preschool-Aged Children

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Herbert, Sharonne D.; Harvey, Elizabeth A.; Roberts, Jasmin L.; Wichowski, Kayla; Lugo-Candelas, Claudia I.

2013-01-01

The present study evaluated the effectiveness of a parent training and emotion socialization program designed specifically for hyperactive preschoolers. Participants were 31 preschool-aged children whose parents were randomly assigned to a parent training (PT) or waitlist (WL) control group. PT parents took part in a 14-week parenting program that…

The Traditional in Contemporary Curricula of Preschool Education

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Kopas-Vukašinović Emina

2016-02-01

Full Text Available Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting points for the development of preschool children, which have existed in the first preschool programs in Serbia in the late 19th century, be recognized in contemporary preschool programs. A descriptive method was applied as well as a procedure for content analysis of program documents. Research results confirm that the elements of the first preschool programs, which remain relevant until today, can be recognized in contemporary preschool programs. They are related to target orientations, principles and functions of preschool education. However, these ideas are defined as contemporary tendencies, and the fact that they existed in preschool programs that were developed a long time ago is unjustly ignored.

When Does Preschool Matter?

Science.gov (United States)

Yoshikawa, Hirokazu; Weiland, Christina; Brooks-Gunn, Jeanne

2016-01-01

We have many reasons to invest in preschool programs, including persistent gaps in school readiness between children from poorer and wealthier families, large increases in maternal employment over the past several decades, and the rapid brain development that preschool-age children experience. But what do we know about preschool education's…

Preschool Children's Development in Classic Montessori, Supplemented Montessori, and Conventional Programs

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Lillard, Angeline S.

2012-01-01

Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower…

A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children

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Vaknin-Nusbaum, Vered; Nevo, Einat

2017-01-01

The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have…

The development of a taste education program for preschoolers and evaluation of a program by parents and childcare personnel.

Science.gov (United States)

Shon, Choengmin; Park, Young; Ryou, Hyunjoo; Na, Woori; Choi, Kyungsuk

2012-10-01

The change in people's dietary life has led to an increase in an intake of processed foods and food chemicals, raising awareness about taste education for preschoolers whose dietary habits start to grow. This study aims to evaluate the effectiveness and satisfaction of parents and childcare personnel after developing a taste education program and demonstrating it in class. A part of the curriculum developed by Piusais and Pierre was referred for the program. After educating 524 preschoolers in child care facilities in Seoul, a satisfaction survey was conducted on the program. The data in this study were analyzed using SPSS 14.0. Statistical analysis was conducted based on the frequency after collecting the data. Mean ± SD used to determine satisfaction with taste education, with preferences marked on a five-point scale and the alpha was set at 0.05. The program includes five teachers' guides with subjects of sweetness, saltiness, sourness, bitterness and harmony of flavor, and ten kinds of teaching tools. For the change in parents' recognition of the need for taste education based on five-point scale, the average of 4.06 ± 0.62 before the program has significantly increased to 4.32 ± 0.52 (P facilities, the average scores for education method, education effect, education contents and nutritionists, and teaching tools were at 4.15 ± 0.63, 3.91 ± 0.50, 4.18 ± 0.50, and 3.80 ± 0.56 respectively. In addition, the need for a continuous taste education scored 4.42 ± 0.67. This program has created a positive change in preschoolers' dietary life, therefore the continuation and propagation of the taste education program should be considered.

Kentucky Preschool Evaluation Project: Differential Effects, Program Characteristics and Child Outcomes, and Longitudinal and Cumulative Findings. Reports 1-4, 1998-1999.

Science.gov (United States)

Hemmeter, Mary Louise; Townley, Kim; Wilson, Stephen; Epstein, Ann; Hines, Huyi

This document is comprised of four reports related to the evaluation of the Kentucky Preschool Program (KPP), serving 4-year-olds who qualify for the free lunch program and 3- and 4-year-olds with disabilities. Report 1 focuses on the differential effects of the preschool program related to race and to gender. Three key findings are reported: (1)…

The Abbott Preschool Program: Fifth Year Report on Enrollment and Budget

Science.gov (United States)

Applewhite, Erain; Hirsch, Lesley

2003-01-01

The New Jersey Supreme Court's 1998 ruling in Abbott v. Burke represents the first judicial directive in the nation that public education must include a high-quality, well-planned preschool program starting at age three. This decision applies to 30 urban school districts, known as the Abbott districts, that serve approximately 25 percent of the…

Improving Social Understanding of Preschool Children: Evaluation of a Training Program

Science.gov (United States)

Esteban, Moises; Sidera, Francesc; Serrano, Jessica; Amado, Anna; Rostan, Carles

2010-01-01

Introduction: This study tested the effects of a training program intending to foster social understanding or the capacity which enables them to understand themselves and others in terms of intentions, beliefs, desires, and emotions in children at preschool age. A number of studies have shown that in the context of shared narratives, children are…

Partnering for Preschool: A Study of Center Directors in New Jersey's Mixed-Delivery Abbott Program. Research Report

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Whitebook, Marcy; Ryan, Sharon; Kipnis, Fran; Sakai, Laura

2008-01-01

In a series of New Jersey Supreme Court decisions known as Abbott v. Burke, the 28 (now 31) urban school districts serving the state's poorest students were ordered to create systems of high-quality preschool for all three- and four-year-old children, beginning in the 1999-2000 school year. The Abbott Preschool Program now serves approximately…

A Blended Approach to Learning in an Obstetrics and Gynecology Residency Program: Proof of Concept

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Funminiyi A. Taylor

2015-01-01

Full Text Available Problem Graduate medical education programs are expected to educate residents to be able to manage critically ill patients. Most obstetrics and gynecology (OB/GYN graduate medical education programs provide education primarily in a didactic format in a traditional face-to-face setting. Busy clinical responsibilities tend to limit resident engagement during these educational sessions. The revision of the training paradigm to a more learner-centered approach is suggested. Intervention A blended learning education program was designed and implemented to facilitate the teaching and learning of obstetric emergencies, specifically diabetic ketoacidosis and acute-onset severe hypertension in pregnancy. The program incorporated tools to foster a community of inquiry. Multimedia presentations were also utilized as the main modality to provide instruction. The blended learning course was designed in accordance with the cognitive theory of multimedia learning. Context This intervention was carried out in the Department of Obstetrics and Gynecology, Southern Illinois University. All 15 OB/GYN residents were enrolled in this course as part of their educational curriculum. First, face-to-face instructions were given in detail about the blended learning process, course content, and online website. The residents were then assigned tasks related to completing the online component of the course, including watching multimedia presentations, reading the resources placed online, and participating in online asynchronous discussions. The course culminated with a face-to-face session to clarify misconceptions. Pre- and postcourse quizzes were administered to the residents to assess their retention and understanding. Outcome Objective analysis demonstrated significant improvements in retention and understanding after participating in the course. The blended learning format was well received by the residents. Resident perception of social presence in the asynchronous

A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

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Brodhecker, Shirley G.

This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program.

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Benzies, Karen; Tough, Suzanne; Edwards, Nancy; Mychasiuk, Richelle; Donnelly, Carlene

2011-06-01

The development of preschool children of Aboriginal heritage is jeopardized by the inter-generational transmission of risk that has created, and continues to create, social disadvantage. Early intervention programs are intended to mitigate the impact of social disadvantage. Yet, evidence of the effectiveness of these programs for children of Aboriginal heritage is limited. The purpose of this study was to examine the effects of a two-generation, multi-cultural preschool program on 45 children of Aboriginal heritage and their caregivers. We used a single-group, pretest (program intake)/posttest (program exit) design with follow-up when the children were 7 years old. We used an observational measure of child receptive language (Peabody Picture Vocabulary Test-III) and caregiver-reported measures of child development (Nipissing District Developmental Screen), risk for child maltreatment (Adult-Adolescent Parenting Inventory; AAPI), parenting stress (Parenting Stress Index; PSI), self-esteem (Rosenberg Self-Esteem scale; RSE), and life skills (Community Life Skills scale; CLS). Using paired t-tests we found statistically significant increases in child receptive language scores between intake and exit, and repeated-measures ANOVA showed that these improvements were maintained up to age 7 years. For caregivers, Pearson's correlations demonstrated that risk for child maltreatment, parenting stress, self-esteem, and life skills were stable over time. Results of this study suggest that children of Aboriginal heritage can benefit from participation in a two-generation, multi-cultural preschool program. Their caregivers may have received greater benefit if issues of intergenerational transmission of the negative influences of residential schools were addressed as part of programming.

Defining Nature-Based Preschools

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Larimore, Rachel

2016-01-01

Nature-based early childhood education. Nature-based preschool. Nature preschool. Forest kindergarten. Nature kindergarten. Waldkindergarten. Forest school. These are a few of the program terms currently being discussed among early childhood environmental education professionals in the United States. Why is there so much discussion about the names…

Performance of Blended Learning in University Teaching:

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Michael Reiss

2010-07-01

Full Text Available Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc. does not play the role of a performance driver but serves as an enabler for blended learning.

Good Talking Words: A Social Communications Skills Program for Preschool and Kindergarten Classes.

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Paulson, Lucy Hart; van den Pol, Rick

The "Good Talking Words" program aims to help children develop and demonstrate the social communication skills that are vital to school and life success. It uses an active, direct instructional approach for preschool and kindergarten students that uses language experiences to teach specific, prosocial behaviors that will help children…

Who Goes to Preschool and Why Does It Matter? Preschool Policy Brief. Issue 15

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Barnett, W. Steven; Yarosz, Donald J.

2007-01-01

In a world shaped by global competition, preschool education programs play an increasingly vital role in child development and school readiness. There is growing awareness that early learning's impacts persist across children's life spans, affecting educational achievement, adult earning and even crime and delinquency. Preschool education is…

Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program

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Benzies, Karen; Tough, Suzanne; Edwards, Nancy; Mychasiuk, Richelle; Donnelly, Carlene

2011-01-01

The development of preschool children of Aboriginal heritage is jeopardized by the inter-generational transmission of risk that has created, and continues to create, social disadvantage. Early intervention programs are intended to mitigate the impact of social disadvantage. Yet, evidence of the effectiveness of these programs for children of…

Fathers of Children in Public Preschool Programs: A Study of School Involvement and Satisfaction

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Noggle, Amy Kappel

2012-01-01

In this quantitative study, I examined the involvement levels of fathers of children attending public preschool programs using the Family Involvement Questionnaire; I also examined fathers' satisfaction with school contact and involvement experiences using the Parent Satisfaction with Educational Experiences scale. Additionally, I…

The High/Scope Perry Preschool Program: Cost-Benefit Analysis Using Data from the Age-40 Followup

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Belfield, Clive R.; Nores, Milagros; Barnett, Steve; Schweinhart, Lawrence

2006-01-01

This paper presents an updated cost-benefit analysis of the High/Scope Perry preschool Program, using data on individuals aged 40. Children were randomly assigned to a treatment or control group. Program costs are compared against treatment impacts on educational resources, earnings, criminal activity, and welfare receipt. Net present values are…

Parents and Children through the School Years: The Effects of the Home Instruction Program for Preschool Youngsters.

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Baker, Amy J. L.; Piotrkowski, Chaya S.

The Home Instruction Program for Preschool Youngsters (HIPPY) is a free 2-year family oriented early childhood education and parent involvement program for parents with limited formal education to help them provide educational enrichment for their 4-year-old and 5-year-old children. As of 1996, HIPPY programs serve over 15,000 economically…

From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

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Spektor-Levy, Ornit; Abramovich, Anat

2017-01-01

This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

Making Validated Educational Models Central in Preschool Standards.

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Schweinhart, Lawrence J.

This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher…

The Role of Discussion Boards in a University Blended Learning Program

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Rosa Isabel González Moreno

2011-01-01

Full Text Available Discussion boards as tools in blended English language learning programs have unique characteristics when compared to other synchronous and asynchronous communication tools that are different. Therefore, it is important to investigate the way they operate, their role within a given program and the students', teachers' and tutors' attitudes towards them. This paper contains the report of a study that took place in an English virtual program of a public university in Colombia. Students' surveys and reflections, the tutor's and teachers' interviews and reflections were used to collect data. The results showed the main advantages and disadvantages of the use of the tool as well as ideas for new proposals to improve their use and, therefore, increase the students' performance in the program.

The State of Preschool 2012: State Preschool Yearbook. Executive Summary

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Barnett, W. Steven; Carolan, Megan E.; Fitzgerald, Jen; Squires, James H.

2012-01-01

The 2012 "State Preschool Yearbook" profiles state-funded prekindergarten programs in the United States. The "Yearbook" compares each state program's standards against a checklist of 10 research-based quality standards benchmarks. Although the benchmarks against which the National Institute for Early Education Research (NIEER)…

Commitment to Classroom Model Philosophy and Burnout Symptoms among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders

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Coman, Drew; Alessandri, Michael; Gutierrez, Anibal; Novotny, Stephanie; Boyd, Brian; Hume, Kara; Sperry, Laurie; Odom, Samuel

2013-01-01

Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and…

A Longitudinal Study of Handwriting Skills in Pre-Schoolers: The Acquisition of Syllable Oriented Programming Strategies

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Soler Vilageliu, Olga; Kandel, Sonia

2012-01-01

Previous studies have shown the relevance of the syllable as a programming unit in handwriting production, both in adults and elementary school children. This longitudinal study focuses on the acquisition of writing skills in a group of preschoolers. It examines how and when the syllable structure of the word starts regulating motor programming in…

Preschool Gifted Education: Perceived Challenges Associated with Program Development

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Kettler, Todd; Oveross, Mattie E.; Salman, Rania C.

2017-01-01

This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants were 254 licensed preschool center directors in a southern state. Participants completed a researcher-created survey including both selected response items and constructed response items to examine the perceived…

Decreasing Stress and Burnout in Nurses: Efficacy of Blended Learning With Stress Management and Resilience Training Program.

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Magtibay, Donna L; Chesak, Sherry S; Coughlin, Kevin; Sood, Amit

The study's purpose was to assess efficacy of blended learning to decrease stress and burnout among nurses through use of the Stress Management and Resiliency Training (SMART) program. Job-related stress in nurses leads to high rates of burnout, compromises patient care, and costs US healthcare organizations billions of dollars annually. Many mindfulness and resiliency programs are taught in a format that limits nurses' attendance. Consistent with blended learning, participants chose the format that met their learning styles and goals; Web-based, independent reading, facilitated discussions. The end points of mindfulness, resilience, anxiety, stress, happiness, and burnout were measured at baseline, postintervention, and 3-month follow-up to examine within-group differences. Findings showed statistically significant, clinically meaningful decreases in anxiety, stress, and burnout and increases in resilience, happiness, and mindfulness. Results support blended learning using SMART as a strategy to increase access to resiliency training for nursing staff.

Investigation of 2013 pre-school education program in the context of values in education

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Neriman Aral

2018-04-01

Full Text Available It has been aimed to examine the acquisition and indicators in the Pre-school Education Program 2013, updated and implemented in 2013, according to the development areas in terms of values education in the study. For this purpose, content analysis method from qualitative research methods was used. The values addressed with in the direction of the theory of values have been divided into categories and subcategories. The final form of the category of values was given in line with the opinion of experts. The specified values have been analyzed according to their status of acquisition and indicators for children. As a result of the study, it has been found that the value of responsibility was given a great place in the pre-school education program and it is followed by the values of respect, solidarity, trust, love, tolerance, freedom, equality, friendship and justice respectively.  Depending on the results obtained, it may be recommended that more attention is paid to the individual interests and needs of children, all values are equally integrated into the program and school-family cooperation is ensured about the values.

Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

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Kettler, Todd; Oveross, Mattie E.; Bishop, James C.

2017-01-01

Substantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were…

Combining child social skills training with a parent early intervention program for inhibited preschool children.

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Lau, Elizabeth X; Rapee, Ronald M; Coplan, Robert J

2017-10-01

Previous studies have demonstrated the efficacy of early intervention for anxiety in preschoolers through parent-education. The current study evaluated a six-session early intervention program for preschoolers at high risk of anxiety disorders in which a standard educational program for parents was supplemented by direct training of social skills to the children. Seventy-two children aged 3-5 years were selected based on high behavioural inhibition levels and concurrently having a parent with high emotional distress. Families were randomly assigned to either the intervention group, which consisted of six parent-education group sessions and six child social skills training sessions, or waitlist. After six months, families on waitlist were offered treatment consisting of parent-education only. Relative to waitlist, children in the combined condition showed significantly fewer clinician-rated anxiety disorders and diagnostic severity and maternal (but not paternal) reported anxiety symptoms and life interference at six months. Mothers also reported less overprotection. These gains were maintained at 12-month follow-up. Parent only education following waitlist produced similar improvements among children. Quasi-experimental comparison between combined and parent-only interventions indicated greater reductions from combined intervention according to clinician reports, but no significant differences on maternal reports. Results suggest that this brief early intervention program for preschoolers with both parent and child components significantly reduces risk and disorder in vulnerable children. The inclusion of a child component might have the potential to increase effects over parent-only intervention. However, future support for this conclusion through long-term, randomised controlled trials is needed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

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Smith, Jaime

2009-01-01

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to…

BioBlend.objects: metacomputing with Galaxy.

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Leo, Simone; Pireddu, Luca; Cuccuru, Gianmauro; Lianas, Luca; Soranzo, Nicola; Afgan, Enis; Zanetti, Gianluigi

2014-10-01

BioBlend.objects is a new component of the BioBlend package, adding an object-oriented interface for the Galaxy REST-based application programming interface. It improves support for metacomputing on Galaxy entities by providing higher-level functionality and allowing users to more easily create programs to explore, query and create Galaxy datasets and workflows. BioBlend.objects is available online at https://github.com/afgane/bioblend. The new object-oriented API is implemented by the galaxy/objects subpackage. © The Author 2014. Published by Oxford University Press.

HIGHLY ENRICHED URANIUM BLEND DOWN PROGRAM AT THE SAVANNAH RIVER SITE PRESENT AND FUTURE

International Nuclear Information System (INIS)

Magoulas, V; Charles Goergen, C; Ronald Oprea, R

2008-01-01

The Department of Energy (DOE) and Tennessee Valley Authority (TVA) entered into an Interagency Agreement to transfer approximately 40 metric tons of highly enriched uranium (HEU) to TVA for conversion to fuel for the Browns Ferry Nuclear Power Plant. Savannah River Site (SRS) inventories included a significant amount of this material, which resulted from processing spent fuel and surplus materials. The HEU is blended with natural uranium (NU) to low enriched uranium (LEU) with a 4.95% 235U isotopic content and shipped as solution to the TVA vendor. The HEU Blend Down Project provided the upgrades needed to achieve the product throughput and purity required and provided loading facilities. The first blending to low enriched uranium (LEU) took place in March 2003 with the initial shipment to the TVA vendor in July 2003. The SRS Shipments have continued on a regular schedule without any major issues for the past 5 years and are due to complete in September 2008. The HEU Blend program is now looking to continue its success by dispositioning an additional approximately 21 MTU of HEU material as part of the SRS Enriched Uranium Disposition Project

AN EVALUATION OF A PRESCHOOL TRAINING PROGRAM FOR CULTURALLY DEPRIVED CHILDREN. FINAL REPORT.

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TAMMINEN, ARMAS W.; AND OTHERS

TO FIND OUT IF CULTURALLY DEPRIVED CHILDREN SHOW CHANGE IN ACADEMIC READINESS AS A RESULT OF SPECIAL PRESCHOOL PROGRAMS, 3 GROUPS OF CHILDREN (14 TO 17 IN EACH) IN 3 DULUTH SCHOOL AREAS WERE PRE- AND POSTTESTED WITH THE STANFORD-BINET AND SRA PRIMARY MENTAL ABILITIES TESTS. A CONTROL GROUP OF 30 CHILDREN FROM THE SAME 3 SCHOOL AREAS WERE GIVEN THE…

Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228

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Brodersen, R. Marc; Melluzzo, Daniel

2017-01-01

This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K-12 online and blended face-to-face and online learning programs that offer differentiated learning options. The report also describes the characteristics of the learning programs. Most of the examined programs used…

Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

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Schechter, Rachel L.; Kazakoff, Elizabeth R.; Bundschuh, Kristine; Prescott, Jen Elise; Macaruso, Paul

2017-01-01

The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended…

Characteristics of Successful Local Blended Programs in the Context of the Sloan-C Pillars

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Moloney, Jacqueline F.; Hickey, Charmaine P.; Bergin, Amy L.; Boccia, Judith; Polley, Kathleen; Riley, Jeannette E.

2010-01-01

Drawing on the University of Massachusetts experience in developing successful blended local programs, this paper suggests guiding principles that include mission-driven responsiveness to local contexts and partnerships; using low-cost marketing strategies available through local relationships and brand; attending to students' preferences for…

The Impact of Art Education Program on the Social Skills of Preschool Children

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Yazici, Elçin

2017-01-01

The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test…

Parental Preferences for the Organization of Preschool Vaccination Programs Including Financial Incentives: A Discrete Choice Experiment

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Darren Flynn PhD

2017-05-01

Full Text Available Objective: To establish preferences of parents and guardians of preschool children for the organization of preschool vaccination services, including financial incentives. Design: An online discrete choice experiment. Participants: Parents and guardians of preschool children (up to age 5 years who were (n = 259 and were not (n = 262 classified as at high risk of incompletely vaccinating their children. High risk of incomplete vaccination was defined as any of the following: aged less than 20 years, single parents, living in one of the 20% most deprived areas in England, had a preschool child with a disability, or had more than three children. Main Outcome Measures: Participant preferences expressed as positive (utility or negative (disutility on eight attributes and levels describing the organization of preschool vaccination programs. Results: There was no difference in preference for parental financial incentives compared to no incentive in parents “not at high risk” of incomplete vaccination. Parents who were “at high risk” expressed utility for cash incentives. Parents “at high risk” of incomplete vaccination expressed utility for information on the risks and benefits of vaccinations to be provided as numbers rather than charts or pictures. Both groups preferred universally available, rather than targeted, incentives. Utility was identified for shorter waiting times, and there were variable preferences for who delivered vaccinations. Conclusions: Cash incentives for preschool vaccinations in England would be welcomed by parents who are “at high risk” of incompletely vaccinating their children. Further work is required on the optimal mode and form of presenting probabilistic information on vaccination to parents/guardians, including preferences on mandatory vaccination schemes.

Interactive programs with preschool children bring smiles and conversation to older adults: time-sampling study.

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Morita, Kumiko; Kobayashi, Minako

2013-10-18

Keeping older adults healthy and active is an emerging challenge of an aging society. Despite the importance of personal relationships to their health and well-being, changes in family structure have resulted in a lower frequency of intergenerational interactions. Limited studies have been conducted to compare different interaction style of intergenerational interaction. The present study aimed to compare the changes in visual attention, facial expression, engagement/behaviour, and intergenerational conversation in older adults brought about by a performance-based intergenerational (IG) program and a social-oriented IG program to determine a desirable interaction style for older adults. The subjects of this study were 25 older adults who participated in intergenerational programs with preschool children aged 5 to 6 years at an adult day care centre in Tokyo. We used time sampling to perform a structured observation study. The 25 older participants of intergenerational programs were divided into two groups based on their interaction style: performance-based IG program (children sing songs and dance) and social-oriented IG program (older adults and children play games together). Based on the 5-minute video observation, we compared changes in visual attention, facial expression, engagement/behaviour, and intergenerational conversation between the performance-based and social-oriented IG programs. Constructive behaviour and intergenerational conversation were significantly higher in the social-oriented IG programming group than the performance-based IG programming group (pprogramming group than the performance-based IG programming (pprogramming group than the social-oriented IG programming group (pprograms with preschool children brought smiles and conversation to older adults. The social-oriented IG program allowed older adults to play more roles than the performance-based IG program. The intergenerational programs provide opportunities to fulfil basic human needs and

Problems of computerization in the brunch of preschool education

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Podolyaka А.Е.

2010-04-01

Full Text Available The use of computer technologies was probed in preschool education. 27 pedagogical workers of child's preschool establishments took part in research. The differentiated approach is rotined in the selection of facilities of physical education of children of preschool age. The basic requirements are selected to the computer programs. Found out disparity between enhanceable demand on the computer programs and their introduction in an educational educate process. Multilevel classification and sequence is set in the selection of mobile games.

Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

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Ge, Weiqing

2018-01-01

Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

Blended Learning: A Dangerous Idea?

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Moskal, Patsy; Dziuban, Charles; Hartman, Joel

2013-01-01

The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

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Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

2014-01-01

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

Fundamental movement skills among Australian preschool children.

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Hardy, Louise L; King, Lesley; Farrell, Louise; Macniven, Rona; Howlett, Sarah

2010-09-01

Early childhood is a critical period for the development of fundamental movement skills (FMS). Children who do not master FMS are more likely to experience failure in the motor domain and less likely to participate in sport and games during childhood and adolescence. Studies among primary school aged children report low levels of FMS mastery indicating the need to implement FMS programs during the preschool years. Cross-sectional study of 425 children attending preschools in the Sydney, Australia in 2008. FMS were assessed using the Test of Gross Motor Development-2 including locomotor (run, gallop, hop, horizontal jump) and object control (strike, catch, kick overhand throw) skills. Data were analysed using linear regression and chi-squared analyses. Total locomotor score was higher among girls compared with boys (pskills and boys had higher mastery of object control skills. These findings highlight the need to provide structured opportunities which facilitate children's acquisition of FMS, which may include providing gender separated games, equipment and spaces. That mastery of FMS is low in primary school children indicates the importance of early intervention programs in preschools. Preschools and child care centers hold promise as a key setting for implementing FMS programs.

Factors Affecting the Formation of Food Preferences in Preschool Children.

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Alles-White, Monica L.; Welch, Patricia

1985-01-01

Identifies and discusses factors that affect the development of food preferences in preschool children, including familiarity, age, parents, peers, teachers, and programs designed to influence food habits. Makes recommendations to preschool and day care programs for creating an atmosphere conducive to trying new foods. (Author/DST)

Cost-analysis of an oral health outreach program for preschool children in a low socioeconomic multicultural area in Sweden.

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Wennhall, Inger; Norlund, Anders; Matsson, Lars; Twetman, Svante

2010-01-01

The aim was to calculate the total and the net costs per child included in a 3-year caries preventive program for preschool children and to make estimates of expected lowest and highest costs in a sensitivity analysis. The direct costs for prevention and dental care were applied retrospectively to a comprehensive oral health outreach project for preschool children conducted in a low-socioeconomic multi-cultural urban area. The outcome was compared with historical controls from the same area with conventional dental care. The cost per minute for the various dental professions was added to the cost of materials, rental facilities and equipment based on accounting data. The cost for fillings was extracted from a specified per diem list. Overhead costs were assumed to correspond to 50% of salaries and all costs were calculated as net present value per participating child in the program and expressed in Euro. The results revealed an estimated total cost of 310 Euro per included child (net present value) in the 3-year program. Half of the costs were attributed to the first year of the program and the costs of manpower constituted 45% of the total costs. When the total cost was reduced with the cost of conventional care and the revenue of avoided fillings, the net cost was estimated to 30 Euro. A sensitivity analysis displayed that a net gain could be possible with a maximal outcome of the program. In conclusion, the estimated net costs were displayed and available to those considering implementation of a similar population-based preventive program in areas where preschool children are at high caries risk.

Test Review for Preschool-Wide Evaluation Tool (PreSET) Manual: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood

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Rodriguez, Billie Jo

2013-01-01

The Preschool-Wide Evaluation Tool (PreSET; Steed & Pomerleau, 2012) is published by Paul H. Brookes Publishing Company in Baltimore, MD. The PreSET purports to measure universal and program-wide features of early childhood programs' implementation fidelity of program-wide positive behavior intervention and support (PW-PBIS) and is,…

The Abbott School Construction Program: NJ Department of Education Proposed Facilities Regulations. Analysis of Preschool Issues

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Ponessa, Joan; Boylan, Ellen

2004-01-01

This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE) to implement the Educational Facilities Construction and Financing Act. (EFCFA). EFCFA, which authorizes and governs New Jersey's public school construction program, was enacted in July 2000 to implement the State Supreme Court's…

Investigating the Role of Mobile Devices in a Blended Pre-Service Teacher Education Program

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Vaughan, Norman; Lawrence, Kimberley

2013-01-01

The purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student…

Optimisation of substrate blends in anaerobic co-digestion using adaptive linear programming.

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García-Gen, Santiago; Rodríguez, Jorge; Lema, Juan M

2014-12-01

Anaerobic co-digestion of multiple substrates has the potential to enhance biogas productivity by making use of the complementary characteristics of different substrates. A blending strategy based on a linear programming optimisation method is proposed aiming at maximising COD conversion into methane, but simultaneously maintaining a digestate and biogas quality. The method incorporates experimental and heuristic information to define the objective function and the linear restrictions. The active constraints are continuously adapted (by relaxing the restriction boundaries) such that further optimisations in terms of methane productivity can be achieved. The feasibility of the blends calculated with this methodology was previously tested and accurately predicted with an ADM1-based co-digestion model. This was validated in a continuously operated pilot plant, treating for several months different mixtures of glycerine, gelatine and pig manure at organic loading rates from 1.50 to 4.93 gCOD/Ld and hydraulic retention times between 32 and 40 days at mesophilic conditions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

Science.gov (United States)

Fyssa, Aristea; Vlachou, Anastasia

2015-01-01

The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive…

The Rise and Fall of a Dakota Immersion Pre-school.

Science.gov (United States)

Johnston, Bill

2002-01-01

Discusses an attempt to establish a Dakota-language immersion preschool on an Indian reservation in Minnesota. Outlines the historical experience of the Dakota and contrasts the educational success of the preschool program. Describes the final crisis that led to the resignation of the director and to the program's demise. (Author/VWL)

Brief Report: Application of the TEACCH Program on Chinese Pre-School Children with Autism--Does Culture Make a Difference?

Science.gov (United States)

Tsang, Sandra K. M.; Shek, Daniel T. l.; Lam, Lorinda L.; Tang, Florence L. Y.; Cheung, Penita M. P.

2007-01-01

A longitudinal study was conducted on 34 children with autism to evaluate the usefulness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) program for Chinese pre-school children in Hong Kong. Eighteen children received full-time center-based TEACCH program training. The control group included 16…

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

What Is Quality Preschool? Fact Sheet

Science.gov (United States)

Advocates for Children of New Jersey, 2010

2010-01-01

Children need quality early learning programs. This can be a child care center, a preschool or a Head Start program. Not all early learning programs provide the high quality children need. This paper presents questions that should be considered when looking for an early learning program.

An Evaluation of the Model School Division (MSD) Preschool Program for the School Year 1973-74.

Science.gov (United States)

District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

This study was designed to assess the extent to which children served by the Model Schools Division Preschool Program developed socially, intellectually, physically and emotionally during the 1973-74 school year. This evaluation was also designed to measure the appropriateness of the learning environment and the amount of services provided by the…

The Impact of a Two-Year School Breakfast Program for Preschool-Aged Children on Their Nutrient Intake and Pre-Academic Performance.

Science.gov (United States)

Worobey, John; Worobey, Harriet S.

1999-01-01

Two studies examined nutritional differences between home breakfasts and breakfasts served at preschool following School Breakfast Program guidelines and evaluated nutritional impact of program participation on 4-year olds' preacademic performance. Results indicated that breakfast intake was altered under school breakfast conditions. Performance…

Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development

Science.gov (United States)

Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Jackson, Hannah

2018-01-01

Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness…

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

OpenAIRE

Wilbur, Kerry

2016-01-01

Background: Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods: To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore’s principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflecti...

The High/Scope Perry Preschool Study: A Case Study in Random Assignment.

Science.gov (United States)

Schweinhart, Lawrence J.

2000-01-01

Studied the long-term benefits of preschool programs for young children living in poverty in the High/Scope Perry Preschool Study, which examined the lives of 123 African Americans randomly divided into a preschool treatment group and a no-preschool comparison group. Cost-benefit analyses of data on these students to age 27 show beneficial effects…

Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

Science.gov (United States)

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

2016-01-01

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

[Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level].

Science.gov (United States)

Gil Llario, M D; Vicent Catalá, Consuelo

2009-02-01

Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level. In this paper, the effectiveness of a programme comprising several components that are meant to consolidate mathematical concepts and abilities at the pre-school level is analyzed. The instructional methodology of this programme is compared to other methodologies. One-hundred 5-6 year-old children made up the sample that was distributed in the following conditions: (1) traditional methodology; (2) methodology with perceptual and manipulative components, and (3) methodology with language and playful components. Mathematical competence was assessed with the Mathematical Criterial Pre-school Test and the subtest of quantitative-numeric concepts of BADyG. Participants were evaluated before and after the academic course during which they followed one of these methodologies. The results show that the programme with language and playful components is more effective than the traditional methodology (p<.000) and also more effective than the perceptual and manipulative methodology (p<.000). Implications of the results for instructional practices are analyzed.

Preschool professionals' (self)perception of competency and attitudes in the field of team work with children with special needs

OpenAIRE

Rozman, Katjuša

2017-01-01

Preschool period is very important for children's growth. Preschool period is also important for children with special needs, because we need to discover their problems, disabilities or obstacles as soon as possible. In Slovenia preschool children with special needs are divided in one of the three different educational programs definite by law. In ordinary preschool program they carry out special program for children with special needs. This special program has extra professional assistance, ...

Summary of Program Evaluation Results: 1985-1986 School Year Pre-Kindergarten Educational Program.

Science.gov (United States)

Heath, Robert W.; And Others

Reported are findings of the 1985-86 program evaluation of the prenatal-to-preschool and preschool programs operating under the auspices of the Kamehameha Schools/Bishop Estate. Evaluation of the prenatal-to-preschool program (the Kupulani Program) included item analysis of the Questions about Pregnancy Test, development of a revised data…

Developing a blended learning program for nursing and midwifery students in Iran: Process and preliminary outcomes

Science.gov (United States)

Zolfaghari, Mitra; Negarandeh, Reza; Eybpoosh, Sana

2013-01-01

Background: We aimed to develop and evaluate outcomes of a blended learning (BL) program for educating nursing and midwifery students of Tehran university of medical sciences (Tehran, Iran). Materials and Methods: This was a participatory action research project. After designing BL website, providing technological infrastructures, and holding preparatory workshops, 22 blended courses were designed. BL method was implemented for one semester. Students’ grade point average, participation with courses, and opinion about educational methods, and instructors’ attitude and opinion about educational methods were assessed. Results: Most students (n = 181; 72.1%) and 17 instructors (28.3%) consented to participate in the study. Students’ grade point average and participation was significantly higher in BL rather than in face-to-face method (P students preferred BL method and felt more independent in this method. However, they complained about lack of easy access to Internet and weakness in computer skills. Instructors admired the flexibility and incentives that had been provided in the program. However, some of them complained about the time-consuming nature of BL course design. Conclusion: The program showed positive effect on students’ learning outcomes and participation. The strengths and weaknesses of the program should be considered for development of next phase of the project. Lessons learned in this phase might be helpful for decision makers who tend to develop similar programs in Iran. Motivational and communicational issues and users’ IT skills should be addressed in every BL program. PMID:23983723

Effect of a multidisciplinary treatment program on eating behavior in overweight and obese preschool children.

Science.gov (United States)

Bocca, Gianni; Kuitert, Mirije W B; Sauer, Pieter J J; Corpeleijn, Eva

2018-04-25

The effects of multidisciplinary treatment programs on eating behavior in overweight preschool-aged children are largely unknown. We evaluated a multidisciplinary intervention program on eating behavior in 3- to 5-year-old overweight children, comparing them with children given standard treatment. We also assessed the parental eating behavior changes and investigated associations between parents and children. We randomized 75 children to a multidisciplinary intervention or to a standard care program. During a 16-week period, children and parents in the multidisciplinary group were given dietary advice, physical activity sessions and, for parents only, psychological counseling. Children and parents in the standard group visited a pediatrician 3 times and were given information on a healthy lifestyle. At baseline, after 16 weeks, and after 12 months, children were measured and parents completed the Dutch Child Eating Behavior Questionnaire (DEBQ-C) for their children and the DEBQ for themselves. At the three time points, 70 (93.3%), 57 (91.9%), and 42 (73.7%) DEBQ-Cs were analyzed. We found no differences in the changes in eating behavior between the two groups over time. In both groups, there was a significant increase in restrained eating behavior present at 16 weeks, however, this was no longer present at 12 months. We found no associations between changes in eating behavior between the children and their parents. A multidisciplinary obesity intervention program in preschool-aged children induced more restrained eating behavior between baseline and 16 weeks. However, there was no difference with the children in the standard care group.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

Science.gov (United States)

Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-12-25

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

Cost-analysis of an oral health outreach program for preschool children in a low socioeconomic multicultural area in Sweden

DEFF Research Database (Denmark)

Wennhall, Inger; Norlund, Anders; Matsson, Lars

2010-01-01

to a comprehensive oral health outreach project for preschool children conducted in a low-socioeconomic multi-cultural urban area. The outcome was compared with historical controls from the same area with conventional dental care. The cost per minute for the various dental professions was added to the cost......The aim was to calculate the total and the net costs per child included in a 3-year caries preventive program for preschool children and to make estimates of expected lowest and highest costs in a sensitivity analysis. The direct costs for prevention and dental care were applied retrospectively...... of materials, rental facilities and equipment based on accounting data. The cost for fillings was extracted from a specified per diem list. Overhead costs were assumed to correspond to 50% of salaries and all costs were calculated as net present value per participating child in the program and expressed...

The Use of Engineering Design Concept for Computer Programming Course: A Model of Blended Learning Environment

Science.gov (United States)

Tritrakan, Kasame; Kidrakarn, Pachoen; Asanok, Manit

2016-01-01

The aim of this research is to develop a learning model which blends factors from learning environment and engineering design concept for learning in computer programming course. The usage of the model was also analyzed. This study presents the design, implementation, and evaluation of the model. The research methodology is divided into three…

Synthesizing optimal waste blends

International Nuclear Information System (INIS)

Narayan, V.; Diwekar, W.M.; Hoza, M.

1996-01-01

Vitrification of tank wastes to form glass is a technique that will be used for the disposal of high-level waste at Hanford. Process and storage economics show that minimizing the total number of glass logs produced is the key to keeping cost as low as possible. The amount of glass produced can be reduced by blending of the wastes. The optimal way to combine the tanks to minimize the vole of glass can be determined from a discrete blend calculation. However, this problem results in a combinatorial explosion as the number of tanks increases. Moreover, the property constraints make this problem highly nonconvex where many algorithms get trapped in local minima. In this paper the authors examine the use of different combinatorial optimization approaches to solve this problem. A two-stage approach using a combination of simulated annealing and nonlinear programming (NLP) is developed. The results of different methods such as the heuristics approach based on human knowledge and judgment, the mixed integer nonlinear programming (MINLP) approach with GAMS, and branch and bound with lower bound derived from the structure of the given blending problem are compared with this coupled simulated annealing and NLP approach

Infant behavioral assessment and intervention program in very low birth weight infants improves independency in mobility at preschool age

NARCIS (Netherlands)

Verkerk, Gijs; Jeukens-Visser, Martine; Koldewijn, Karen; van Wassenaer, Aleid; Houtzager, Bregje; Kok, Joke; Nollet, Frans

2011-01-01

To evaluate the effects of the Infant Behavioral Assessment and Intervention Program(©) (IBAIP) in very low birth weight infants on sensory processing and daily activities at preschool age. Follow-up of children included in a randomized controlled trial. Eighty-six infants were enrolled in

Increasing Physical Activity in Preschool: A Pilot Study to Evaluate Animal Trackers

Science.gov (United States)

Williams, Christine L.; Carter, Betty Jean; Kibbe, Debra L.; Dennison, David

2009-01-01

Objective: This report describes a pilot study to evaluate Animal Trackers (AT), a preschool program designed to (1) increase structured physical activity (PA) during the preschool day; (2) increase practice of gross motor skills; (3) provide teachers with an easy-to-use PA program regardless of teacher experience; and (4) implement a teacher…

"Dora the Explorer": Preschool Geographic Educator

Science.gov (United States)

Carter, James R.

2008-01-01

"Dora the Explorer" is a twenty-three-minute television program for preschoolers viewed by millions every day in many countries. These programs are also marketed as videotapes and DVDs. This seven-year-old Latina, bilingual cartoon character teaches many things by interacting with the young viewers. On every program Dora and friends have to go…

Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS.

Directory of Open Access Journals (Sweden)

Josipa Mihic

2016-11-01

Full Text Available Preschool PATHS (Promoting Alternative Thinking Strategies is an evidence-based universal prevention program focused on promoting children’s social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of the first children to participate in Preschool PATHS in Croatia. This study included 164 children, ages 3-6, in 12 preschool classrooms in three cities across Croatia, who participated in the classroom-based Preschool PATHS curriculum. At the beginning and end of the preschool year, teachers completed wellvalidated and reliable assessments of social and emotional competencies on each child. Hierarchical linear models revealed statistically significant and substantial improvements in prosocial behaviour, emotion regulation, emotion symptoms, peer problems, relational aggression, conduct problems, and hyperactive-impulsive behaviour. Study findings reveal significant changes in children’s social and emotional competencies during preschool. This time may present a unique opportunity to buttress children’s skills and improve long-term school success through the implementation of a rigorous empiricallyvalidated prevention program such as Preschool PATHS.

Using social marketing principles to guide the development of a nutrition education initiative for preschool-aged children.

Science.gov (United States)

Young, Laura; Anderson, Jennifer; Beckstrom, Leslie; Bellows, Laura; Johnson, Susan L

2004-01-01

Within the field of nutrition education, social marketing has become a promising framework to systematically approach problems related to nutrition behavior. In 1997, the Colorado Nutrition Network began developing a social marketing campaign to promote healthful food choices among low-income Coloradans. A multifaceted formative evaluation plan that included focus groups, campaign concept pretesting, and a food frequency questionnaire was used to segment and scrutinize the target audience. The resulting pilot program was a blend of educational and marketing strategies targeting preschoolers that was implemented in Head Start classrooms. The 12-week intervention contained a narrow, behavior-based "try new foods" message, multiple nutrition education activities, and repeated opportunities to taste 13 novel foods. Key strategies used and findings from the formative evaluation process are presented herein in an effort to provide insight for nutrition educators interested in developing similar interventions.

Make More Time for Laughter in a Preschool Setting.

Science.gov (United States)

Hamlin, Barbara B.

Based on the idea that laughter and humor are basic components of a healthy childhood, this practicum paper emphasizes the concern that preschool programs have become too academic and are creating stress for children. Similarly, adults in preschool settings, pressured by parents and public school academic expectations, have become too serious in…

Do KS/BE Preschools Help Hawaiian Children Succeed in the Public Schools?

Science.gov (United States)

Heath, Robert W.; Plett, Jerald D.

Presented are results of the tracking of the 1985-86 cohort of preschool alumni of the Kamehameha Schools/Bishop Estate (KS/BE) as they entered and completed kindergarten in the 1986-87 school year. During the 1985-86 program year, 100 preschoolers were enrolled in the KS/BE Pre-kindergarten Education Program at five sites. An additional group of…

The Irie Classroom Toolbox: developing a violence prevention, preschool teacher training program using evidence, theory, and practice.

Science.gov (United States)

Baker-Henningham, Helen

2018-05-01

In this paper, I describe the development of the Irie Classroom Toolbox, a school-based violence prevention, teacher training program for use with children aged 3-6 years. In-depth interviews were conducted with Jamaican preschool teachers, who had participated in a trial of a classroom behavior management program, at posttest (n = 35) and 5 years later (n = 20). An on-going process evaluation was also conducted. Teachers' preferred behavior management strategies and training methods were documented, and enablers and barriers to implementation were identified. Teachers were most likely to adopt strategies that they liked, found easy to use, and were effective. These included paying attention to positive behavior and explicitly teaching children the expected behavior. Teachers preferred active, hands-on training strategies based on social-cognitive theories. Enablers to intervention implementation included positive teacher-facilitator relationships, choice, collaborative problem solving, teachers recognizing benefits of the intervention, group support, and provision of materials. Barriers to intervention implementation were also identified. These data were integrated with behavior change theory (i.e., the behavior change wheel and theoretical domains framework) to develop an intervention grounded in common core elements of evidence-based programs while also utilizing teachers' perspectives. The resulting program is a low cost, adaptable intervention that should be suitable for training preschool teachers in other low-resource settings. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

Becoming Blended. A Case Study in Teacher Identity

OpenAIRE

Rentería, Victoria

2014-01-01

This case-study explores the identities of two teachers in the English Blended Program of a Mexican University during a four month period. The aim is to discover how agency creates different kinds of impacts on teacher's identity in the context of a blended program. Through an interpretive and sociocultural perspective an analysis was conducted by examining data gathered from face-to-face class observations, teacher's Moodle pages, teacher's journals and interviews, as well as questionnaires ...

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

Science.gov (United States)

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

2011-01-01

The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

Developing Preschool Teachers' Knowledge of Students' Number Conceptions

Science.gov (United States)

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi

2014-01-01

This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning

Science.gov (United States)

Sobel, David

2016-01-01

"Nature Preschools and Forest Kindergartens" is the latest from environmental education expert David Sobel. Joined by a variety of colleagues to share their experiences and steps for creating a successful forest kindergarten program, "Nature Preschools and Forest Kindergartens" walks you through the European roots of the…

43 CFR 17.220 - Preschool, elementary, and secondary education.

Science.gov (United States)

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Preschool, elementary, and secondary education. 17.220 Section 17.220 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF THE INTERIOR Nondiscrimination on the Basis of Handicap § 17.220 Preschool, elementary,...

Exploring the outcomes of a novel computer-assisted treatment program targeting expressive-grammar deficits in preschoolers with SLI.

Science.gov (United States)

Washington, Karla N; Warr-Leeper, Genese; Thomas-Stonell, Nancy

2011-01-01

The impact of a newly designed computer-assisted treatment (C-AT) program, My Sentence Builder, for the remediation of expressive-grammar deficits in children with specific language impairment (SLI) was explored. This program was specifically designed with features to directly address expressive-grammar difficulties, thought to be associated with hypothesized deficits in verbal working memory (VWM). Thirty-four preschoolers with deficits in expressive-grammar morphology participated. Using the randomization procedure of consecutive sampling, participants were recruited. Twenty-two participants were consecutively assigned to one of two treatment groups, C-AT or non C-AT (nC-AT). The nC-AT utilized conventional language stimulation procedures containing features which have been traditionally used to address expressive-grammar deficits. A group of equivalent children awaiting treatment and chosen from the same sample of children as the treatment participants served as a control group. Blind assessments of outcomes were completed pre-, post-, and 3-months post-treatment in a formal and informal context. C-AT and nC-AT participants significantly outperformed controls pre-to-post to 3-months post-treatment in both assessment contexts. No significant differences in treatment gains were found between C-AT and nC-AT. Results suggested that treatments designed to directly address expressive-grammar deficits were better than no treatment for preschool SLI. Further, use of a C-AT program may be another feasible treatment method for this disorder population. As a result of this activity, the reader will recognize that: (1) expressive-grammar treatment is better than no treatment for immediate and continued language growth, (2) use of a C-AT program containing specific features designed to directly address expressive-grammar deficits is another viable, but not necessarily a better treatment option for the remediation of expressive-grammar deficits in preschool children with SLI

Preschool-aged children's television viewing in child care settings.

Science.gov (United States)

Christakis, Dimitri A; Garrison, Michelle M

2009-12-01

The goal was to quantify television viewing in day care settings and to investigate the characteristics of programs that predict viewing. A telephone survey of licensed child care programs in Michigan, Washington, Florida, and Massachusetts was performed. The frequency and quantity of television viewing for infants, toddlers, and preschool-aged children were assessed. With the exception of infants, children in home-based child care programs were exposed to significantly more television on an average day than were children in center-based programs (infants: 0.2 vs 0 hours; toddlers: 1.6 vs 0.1 hours; preschool-aged children: 2.4 vs 0.4 hours). In a regression analysis of daily television time for preschool-aged children in child care, center-based programs were found to have an average of 1.84 fewer hours of television each day, controlling for the other covariates. Significant effect modification was found, in that the impact of home-based versus center-based child care programs differed somewhat depending on educational levels for staff members; having a 2- or 4-year college degree was associated with 1.41 fewer hours of television per day in home-based programs, but no impact of staff education on television use was observed in center-based programs. For many children, previous estimates of screen time significantly underestimated actual amounts. Pediatricians should council parents to minimize screen time in child care settings.

Fuzzy linear programming based optimal fuel scheduling incorporating blending/transloading facilities

Energy Technology Data Exchange (ETDEWEB)

Djukanovic, M.; Babic, B.; Milosevic, B. [Electrical Engineering Inst. Nikola Tesla, Belgrade (Yugoslavia); Sobajic, D.J. [EPRI, Palo Alto, CA (United States). Power System Control; Pao, Y.H. [Case Western Reserve Univ., Cleveland, OH (United States)]|[AI WARE, Inc., Cleveland, OH (United States)

1996-05-01

In this paper the blending/transloading facilities are modeled using an interactive fuzzy linear programming (FLP), in order to allow the decision-maker to solve the problem of uncertainty of input information within the fuel scheduling optimization. An interactive decision-making process is formulated in which decision-maker can learn to recognize good solutions by considering all possibilities of fuzziness. The application of the fuzzy formulation is accompanied by a careful examination of the definition of fuzziness, appropriateness of the membership function and interpretation of results. The proposed concept provides a decision support system with integration-oriented features, whereby the decision-maker can learn to recognize the relative importance of factors in the specific domain of optimal fuel scheduling (OFS) problem. The formulation of a fuzzy linear programming problem to obtain a reasonable nonfuzzy solution under consideration of the ambiguity of parameters, represented by fuzzy numbers, is introduced. An additional advantage of the FLP formulation is its ability to deal with multi-objective problems.

NOx emissions and combustibility characteristics of coal blends

Energy Technology Data Exchange (ETDEWEB)

Rubiera, F.; Arenillas, A.; Arias, B.; Pis, J.J. [CSIC, Instituto Nacional del Carbon, Oviedo (Spain). Dept. of Energy and Environment

2001-07-01

In this work, a series of coals with different origin and rank were blended and several aspects of the resultant blends were studied. This included determination of the grindability of individual coals and blends by means of the Hardgrove Grindability Index (HGI), and temperature programmed combustion test, which were carried out in a thermogravimetric analyser (TG) coupled to a quadruple mass spectrometer (MS) for evolved gas analysis. Special attention was paid to the combustibility parameters and the NO emissions during blends combustion. It was found that while some coal blends present interaction between the individual coals, others do not. This behaviour was assumed to be due to the differences in coal structure and functional groups composition. 18 refs., 11 figs., 2 tabs.

Public Preschooling and Maternal Labor Force Participation in Rural India.

OpenAIRE

Jain, Monica

2013-01-01

Mothers from poor families in India have a compelling need to work, but childcare for their young children is a constraint. This paper examines how far the public daycare helps in loosening this constraint. Todo this, I look at the effect on maternal labor force participation, of daycare implicit in the preschooling provided to young children, through India’s largest child development program - Integrated Child Development Scheme (ICDS). Besides preschooling, the ICDS program provides a whole...

The High/Scope Preschool Curriculum Comparison Study through Age 23.

Science.gov (United States)

Schweinhart, Lawrence J.; Weikart, David P.

1997-01-01

Assessed the relative effects through age 23 on young participants born in poverty of the High/Scope, Direct Instruction, and traditional Nursery School preschool curriculum models. Found against using Direct Instruction in preschool programs and for using a well-defined curriculum model based on child-initiated learning activities. (Author)

Occupational Therapy in Preschools: A Synthesis of Current Knowledge

Science.gov (United States)

Jasmin, Emmanuelle; Gauthier, Anne; Julien, Marjorie; Hui, Caroline

2018-01-01

This paper presents a synthesis of current knowledge about occupational therapy in preschools (for 3-6 year olds) in order to provide a better understanding of this field of practice and to guide the implementation or programming of this service. In the literature, occupational therapy in preschools has been documented mainly in the USA. Results…

A Study on Gross Motor Skills of Preschool Children

Science.gov (United States)

Wang, Joanne Hui-Tzu

2004-01-01

The purpose of this study was to investigate the effects of a creative movement program on gross motor skills of preschool children. Sixty children between the ages of 3 to 5 were drawn from the population of a preschool in Taichung, Taiwan. An experimental pretest-posttest control-group design was utilized. The children enrolled in the…

Swedish Preschool Teachers' Ideas of the Ideal Preschool Group

Science.gov (United States)

Pramling Samuelsson, Ingrid; Williams, Pia; Sheridan, Sonja; Hellman, Annette

2016-01-01

In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child's right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence…

Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents

Science.gov (United States)

Sevimli-Celik, Serap; Kirazci, Sadettin; Ince, Mustafa Levent

2011-01-01

The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews,…

Studies of PVC/ENR blends: blend compositions

International Nuclear Information System (INIS)

Chantara Thevy Ratnam; Khairul Zaman Mohd Dahlan; Nasir, M.; Baharin, A.

2002-01-01

Blends of poly(vinyl chloride/epoxidized natural rubber (PVC/ENR) were prepared by using Bra bender Plasticorder at compositions ranging from 0-100% PVC. They were blended at 150 degree C mixing temperature, 50 rpm rotor speed and 10 minutes mixing time. The blends were characterized for tensile strength , elongation at break, glass transition temperatures and Fourier transform infra red spectroscopy (FTIR). Results revealed that as the PVC content increases the blend behaviour changes from elastomeric to glassy. However the blends found to be compatible at all compositions. (Author)

The Effects of Action and Violence in Television Programs on the Social Behavior and Imaginative Play of Preschool Children.

Science.gov (United States)

Huston-Stein, Aletha; And Others

The independent contributions of action and violence in television programs to children's attention and social behavior were investigated. Pairs of preschool children were assigned to one of four television conditions (1) high action-high violence, (2) high action-low violence, (3) low action-low violence, or (4) no television. Action was defined…

Preschool teachers' perception and use of hearing assistive technology in educational settings.

Science.gov (United States)

Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

2013-07-01

This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

A study on the combustion behaviour of coal blends

Energy Technology Data Exchange (ETDEWEB)

Rubiera, F.; Fuente, E.; Arenillas, A.; Pis, J.J. [Instituto Nacional del Carbon, Oviedo (Spain)

1999-07-01

Combustion behaviour of four coals of varying rank and their binary blends was studied using temperature programmed combustion tests, and thermogravimetric analysis. Characteristic parameters could not be predicted from the weight percentage of individual coals in the blend. 6 refs., 4 figs., 1 tab.

A Program Review

Directory of Open Access Journals (Sweden)

Jale Aldemir

2014-08-01

Full Text Available The purpose of this study was to discover the transformation preschool teacher candidates go through in their perceptions about teacher and teaching during their teacher education program. The participants of the study were 35 senior students enrolled in the preschool teacher education program at a university located in the Eastern Anatolian Region of Turkey. A qualitative survey instrument was conducted to examine the preservice teachers’ perceptions. The data collected from the survey were analyzed by adopting a constant comparative coding method. The study revealed a change in the participants’ perceptions about preschool education before and after they enrolled in the program. The hardest parts of teaching in preschool were the need of high level of energy, patience, and skills to manage the classroom while the most pleasurable sides were having fun, play opportunities, and the positive impact teachers make on children. The qualities of an ideal preschool program listed by the participants involved curriculum, physical environment, and social-emotional atmosphere while the themes regarding the ideal preschool teacher were revolved around the personal qualities, professional attitude, and professional knowledge and skills. Hence, the findings of this qualitative study can only be generalized in the context the study was conducted; however, the study could have important implications for preschool teacher education in Turkey and in other countries, and help the international readers perceive preschool teacher education from a different perspective.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study.

Science.gov (United States)

Lillard, Angeline S; Heise, Megan J; Richey, Eve M; Tong, Xin; Hart, Alyssa; Bray, Paige M

2017-01-01

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3-6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Directory of Open Access Journals (Sweden)

Angeline S. Lillard

2017-10-01

Full Text Available Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3–6, on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children’s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools.

Science.gov (United States)

Byun, Wonwoo; Blair, Steven N; Pate, Russell R

2013-01-03

This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Montessori preschools, after adjusting for selected potential correlates of preschoolers' sedentary behavior. Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers' sedentary behavior. Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

Science.gov (United States)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

Science.gov (United States)

Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

2011-01-01

This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

Improvements and Future Challenges for the Research Infrastructure in the Field of “Preschool Education”

OpenAIRE

C. Katharina Spiess

2009-01-01

"Given the importance of the early stage of a child`s life and taking into account that there various initiatives underway to improve preschool programs in German, it is remarkable that there are only a few microdatasets covering the field of preschool education in Germany - even less if the focus is on nationally representative datasets. The majority of these at least provide information on attendance of preschool programs. In principle there are two main groups of data: data that comprise p...

Arts Enrichment and Preschool Emotions for Low-Income Children at Risk

Science.gov (United States)

Brown, Eleanor D.; Sax, Kacey L.

2013-01-01

No studies to date examine the impact of arts-integrated preschool programming on the emotional functioning of low-income children at risk for school problems. The present study examines observed emotion expression and teacher-rated emotion regulation for low-income children attending Settlement Music School's Kaleidoscope Preschool Arts…

Educator Experiences Transitioning to Blended Learning Environment in K-6 Public Schools

Science.gov (United States)

Somera, Sandra Lopez

2018-01-01

Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a…

Mastering of musical rhythm by pre-school age children with speech disorders with the help of dance-correction program trainings

Directory of Open Access Journals (Sweden)

N.B. Petrenko

2016-08-01

Full Text Available Introduction: It is known that regular listening to specially selected music develops children’s cognitive abilities. Musical influence optimizes many important functions of brain: increases mental workability; accelerates processing of information; improves short term memory. Besides, sensitivity of visual and hearing analyzers strengthens, as well as regulation of arbitrary movements; indicators of verbal and non verbal intellect improve. Purpose: to determine peculiarities of musical rhythm’s mastering by pre-school age children with speech disorders with the help of dance-correction program trainings. Material: the categories of the tested children: children of age - 4-5 and 5-6 years with speech disorders and healthy pre-school age children. Children of 4-5 years’ age composed: main group (n=12, control group (n=16; group of healthy children (n=24. For assessment of verbal thinking and rhythm-motor (or dance abilities we used complex of tests of constantly increasing difficulty. Results: we found that under influence of dance-correcting exercises activation of rhythm-motor abilities and development of cognitive functions happened in children. We also found main functional peculiarities of musical rhythm’s mastering by pre-school age children. It was determined that by the end of pedagogic experiment, main groups of children approached to groups of healthy peers by all tested characteristics. Conclusions: it is recommended to include correcting components (fit ball - dance gymnastic, tales-therapy, logo-rhythm trainings, and game fitness in trainings by choreographic program.

Blend or not to blend: a study investigating faculty members perceptions of blended teaching

Directory of Open Access Journals (Sweden)

Mehmet A Ocak

2010-12-01

Full Text Available This study examined faculty members’ perceptions of blended teaching from several perspectives. A total of 73 faculty members in Turkish Higher Education context participated in the study by completing an online survey that combined quantitative and qualitative approaches. Based on a data analysis, the faculty members’ perceptions were sorted into six categories: (a satisfaction with blended teaching, (b perceived impact on the role of the faculty, (c perceived impact on student learning, (d perceived impact on student motivation, (e advantages of blended teaching, and (f disadvantages of blended teaching. Findings indicated that faculty members were likely to agree that blended teaching provides a high degree of satisfaction and that it requires more time and commitment from the faculty. The faculty members perceived that blended teaching improves student learning and, to some extent, improves motivation. The faculty members also emphasized the importance of institutional support and the use of technology to mitigate student problems. This study presents these faculty members’ perceptions, which are helpful for those planning to implement a blended teaching approach, and makes suggestions for trouble-shooting and taking advantage of the opportunities in a blended environment successfully.

Science in the Eyes of Preschool Children: Findings from an Innovative Research Tool

Science.gov (United States)

Dubosarsky, Mia D.

How do young children view science? Do these views reflect cultural stereotypes? When do these views develop? These fundamental questions in the field of science education have rarely been studied with the population of preschool children. One main reason is the lack of an appropriate research instrument that addresses preschool children's developmental competencies. Extensive body of research has pointed at the significance of early childhood experiences in developing positive attitudes and interests toward learning in general and the learning of science in particular. Theoretical and empirical research suggests that stereotypical views of science may be replaced by authentic views following inquiry science experience. However, no preschool science intervention program could be designed without a reliable instrument that provides baseline information about preschool children's current views of science. The current study presents preschool children's views of science as gathered from a pioneering research tool. This tool, in the form of a computer "game," does not require reading, writing, or expressive language skills and is operated by the children. The program engages children in several simple tasks involving picture recognition and yes/no answers in order to reveal their views about science. The study was conducted with 120 preschool children in two phases and found that by the age of 4 years, participants possess an emergent concept of science. Gender and school differences were detected. Findings from this interdisciplinary study will contribute to the fields of early childhood, science education, learning technologies, program evaluation, and early childhood curriculum development.

The Implementation of Blended Learning Using Android-Based Tutorial Video in Computer Programming Course II

Science.gov (United States)

Huda, C.; Hudha, M. N.; Ain, N.; Nandiyanto, A. B. D.; Abdullah, A. G.; Widiaty, I.

2018-01-01

Computer programming course is theoretical. Sufficient practice is necessary to facilitate conceptual understanding and encouraging creativity in designing computer programs/animation. The development of tutorial video in an Android-based blended learning is needed for students’ guide. Using Android-based instructional material, students can independently learn anywhere and anytime. The tutorial video can facilitate students’ understanding about concepts, materials, and procedures of programming/animation making in detail. This study employed a Research and Development method adapting Thiagarajan’s 4D model. The developed Android-based instructional material and tutorial video were validated by experts in instructional media and experts in physics education. The expert validation results showed that the Android-based material was comprehensive and very feasible. The tutorial video was deemed feasible as it received average score of 92.9%. It was also revealed that students’ conceptual understanding, skills, and creativity in designing computer program/animation improved significantly.

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

Directory of Open Access Journals (Sweden)

Byun Wonwoo

2013-01-01

Full Text Available Abstract Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03, after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04, and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009 periods. School type (Montessori or traditional, preschool setting (private or public, socio-demographic factors (age, gender, and socioeconomic status were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Students' Opinions on Facebook Supported Blended Learning Environment

Science.gov (United States)

Erdem, Mukaddes; Kibar, Pinar Nuhoglu

2014-01-01

The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

Composites and blends from biobased materials

Energy Technology Data Exchange (ETDEWEB)

Kelley, S.S. [National Renewable Energy Laboratory, Golden, CO (United States)

1995-05-01

The program is focused on the development of composites and blends from biobased materials to use as membranes, high value plastics, and lightweight composites. Biobased materials include: cellulose derivative microporous materials, cellulose derivative copolymers, and cellulose derivative blends. This year`s research focused on developing an improved understanding of the molecular features that cellulose based materials with improved properties for gas separation applications. Novel cellulose ester membrane composites have been developed and are being evaluated under a collaborative research agreement with Dow Chemicals Company.

How Does Self-Regulation Affect Computer-Programming Achievement in a Blended Context?

Science.gov (United States)

Cigdem, Harun

2015-01-01

This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student…

Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

Science.gov (United States)

Goldstein, Peggy; Warde, Beverly; Peluso, Paul

2013-01-01

Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective:…

Validity Study of the "Preschool Language Scale-4" with English-Speaking Hispanic and European American Children in Head Start Programs

Science.gov (United States)

Qi, Cathy H.; Marley, Scott C.

2011-01-01

The purpose of the study was to examine the psychometric properties of the "Preschool Language Scale-4" (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American).…

Preschool Italian in Melbourne

Science.gov (United States)

Hannan, Siobhan

2010-01-01

Kindergarten in Victoria, Australia is the preschool year, attended by children who are four going on five, and who will go onto primary school the following year. These are part-time programs, run over a small number of sessions per week, typically for 3-5 hours per session for 10-12 hours per week. North West Brunswick Kindergarten, in the…

Summer Treatment Program for Preschoolers with Externalizing Behavior Problems: a Preliminary Examination of Parenting Outcomes.

Science.gov (United States)

Graziano, Paulo A; Ros, Rosmary; Hart, Katie C; Slavec, Janine

2017-11-07

Within an at-risk sample of preschoolers with externalizing behavior problems (EBP), the current study examined the initial promise of a multimodal intervention, the Summer Treatment Program for Pre-Kindergarteners (STP-PreK), in improving parenting outcomes. Using an open trial design, 154 parents and their preschool children (73% male; M age  = 5.06 years; 82% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP (57% of which were referred by schools or mental health/medical professionals) completed a baseline and post-treatment assessment. A subsample of 90 families completed a follow-up assessment approximately 6 to 9 months after treatment completion. Parental measures of parenting stress and discipline strategies were collected across all three assessments. Observational data were also collected across all assessments during a 5-min standardized child-led play situation and a 5-min parent-led clean up task. The parenting component of the STP-PreK included a School Readiness Parenting Program (SRPP) of which the behavioral management component was implemented via a Parent-Child Interaction Therapy (PCIT) adaptation (8 weekly group sessions with 15-20 parents in each group, lack of requirement of "mastery" criteria). All parenting outcomes (both ratings and observed) significantly improved after the intervention (Cohen's d mean effect size across measures 0.89) with all effects being maintained at the 6-9 month follow-up. These findings highlight the initial promise of our SRPP's PCIT adaptation in targeting multiple aspects of parenting while yielding comparable parenting skills acquisition compared to traditional individual PCIT.

Design of tailor-made chemical blend using a decomposition-based computer-aided approach

DEFF Research Database (Denmark)

Yunus, Nor Alafiza; Gernaey, Krist; Manan, Z.A.

2011-01-01

Computer aided techniques form an efficient approach to solve chemical product design problems such as the design of blended liquid products (chemical blending). In chemical blending, one tries to find the best candidate, which satisfies the product targets defined in terms of desired product...... methodology for blended liquid products that identifies a set of feasible chemical blends. The blend design problem is formulated as a Mixed Integer Nonlinear Programming (MINLP) model where the objective is to find the optimal blended gasoline or diesel product subject to types of chemicals...... and their compositions and a set of desired target properties of the blended product as design constraints. This blend design problem is solved using a decomposition approach, which eliminates infeasible and/or redundant candidates gradually through a hierarchy of (property) model based constraints. This decomposition...

Blended Infant Massage–Parenting Enhancement Program on Recovering Substance-Abusing Mothers' Parenting Stress, Self-Esteem, Depression, Maternal Attachment, and Mother-Infant Interaction

Directory of Open Access Journals (Sweden)

Luz S. Porter, PhD, ARNP, FAANP, FAAN

2015-12-01

Conclusions: The findings suggest that infant massage blended into a structured parenting program has value-added effects in decreasing parenting stress and maternal depressive symptoms, but not on SAM's self-esteem, attachment, or maternal-infant interaction.

Factors of the active listening of preschool children

Directory of Open Access Journals (Sweden)

Purić Daliborka S.

2016-01-01

Full Text Available Active listening is a communication skill which is crucial for the development of cooperative relationships in the group, culture of friendship and fellowship, it is also important for the development of literacy skills and talent for speaking. Furthermore, it contributes to the improvement of the level of knowledge, skills and school achievement, as well as to the development of self-confidence of children. Developing of active listening is an important task in the activities with children of preschool age. In this paper, the author, wanting to determine the importance of the factors of active listening of preschool children, examines how preschool teachers (N = 198: (a evaluate the importance of certain elements of active listening that relate to the speaker and the listener, and (b estimate their role in the process of developing active listening skills of preschool children as an essential element of successful interpersonal communication. Results of the survey show that preschool teachers attach greater importance to the factors of active listening related to the listener (attention, listening skill, interest in the subject, than to the factors related to the speaker (motivation for listening, quality of the narrative. More than two-thirds of surveyed preschool teachers (172 or 86.9% define its impact on the stimulation of active listening of children as significant. Work experience and professional qualifications as independent variables significantly influence the attitudes of preschool teachers about the importance of their impact in stimulating active listening. Preschool teacher is a key element of the training of preschool children in the area of the basic communication skills of active listening. In this sense, the results of our survey show that in the context of academic study programs for education of preschool teachers special attention is given to the communication skills and to their role in the development of active listening

La Educacion Preescolar en Cuba [Preschool Education in Cuba].

Science.gov (United States)

Childhood Education, 2002

2002-01-01

Describes the "Educate Your Child" program, a Cuban family-based program supported by UNICEF and designed to enhance the total development of children from birth until the start of formal schooling for the 80 percent of Cuban children who do not attend the Children's Circle preschool program. Highlights the importance of the regional…

Beyond the Factory Model: Oakland Teachers Learn How to Blend

Science.gov (United States)

Jacobs, Joanne

2014-01-01

This article describes an Oakland Unified schools program of "blended learning" that is designed to reach students who are academically all over the map. Blended learning combines brick-and-mortar schooling with online education "with some element of student control over time, place, path, and/or pace" of learning. The program…

Organising and Leading Systematic Quality Work in the Preschool -- Preschool Managers' Perspectives

Science.gov (United States)

Håkansson, Jan

2016-01-01

Preschool managers' responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers' leadership and management of the systematic quality work in Swedish preschools with reference…

Addressing the Needs of Preschool Children in the Context of Disasters and Terrorism: Assessment, Prevention, and Intervention.

Science.gov (United States)

Wolmer, Leo; Hamiel, Daniel; Pardo-Aviv, Lee; Laor, Nathaniel

2017-07-01

The goal of this paper is to review the research literature regarding the needs of preschoolers in the context of disasters and terrorism with the aim of understanding the existing methods for assessment, prevention, and intervention to provide recommendations and point out required research and development. We differentiate between screening tools that provide initial evaluation and assessment tools for diagnosing preschooler children's pathology and review possible interventions that address the preschool child's needs before, during, and after the incident itself. We also emphasize the lack of dissemination and research of prevention programs and mass interventions for preschoolers. Programs for community mass prevention and intervention for preschoolers should be developed and evaluated and interventions should be adapted for individual and group delivery. Moreover, the increase in the number of children refugees requires cultural adaptations of assessment measures and interventions.

Operational effectiveness of blended e-learning program for nursing research ethics.

Science.gov (United States)

Cho, Kap-Chul; Shin, Gisoo

2014-06-01

Since 2006, the Korean Ministry of Education, Science and Technology, and the National Research Foundation of Korea have taken the lead in developing an institutional guideline for research ethics. The purpose was to identify the effectiveness of the Good Research Practice program, developed on a fund granted by the National Research Foundation of Korea, for nurses and nursing students whose knowledge and perception of research ethics were compared before and after the implementation of the Good Research Practice program. This study was conducted to compare the levels of knowledge and perception of research ethics in the participants before and after the program was implemented. The participants included 45 nurses and 69 nursing students from hospitals, colleges of nursing, and the Korean Nurses Association, located in Seoul, Korea. This study was approved by the Institutional Research Board in Korea. Based on the Analysis, Design, Development, Implementation, and Evaluation model, the Good Research Practice program was made up of a total of 30 h of the blended learning both online and off-line. The results of this study showed that there were statistically significant differences in both knowledge and perception of research ethics in nursing students and nurses before and after the program had been implemented. The concepts of professional nursing ethics, moral issues, and bioethics were often confused with one another and not clearly defined. Therefore, the concept and scope of bioethics, moral judgment, and overall nursing ethics should be well defined and conceptualized in the future. This study suggested integrating research ethics education in the nursing curriculum as a required course of study for nursing students and as part of the in-service training program for nurses in order to improve research ethics in nursing research in Korea. © The Author(s) 2013.

Homogeneity of blended nuclear fuel powders after pneumatic transport

International Nuclear Information System (INIS)

Smeltzer, E.E.; Skriba, M.C.; Lyon, W.L.

1982-01-01

A study of the pneumatic transport of fine (approx. 1μm) cohesive nuclear fuel powders was conducted for the U.S. Department of Energy to demonstrate the feasibility of this method of transport and to develop a design data base for use in a large scale nuclear fuel production facility. As part of this program, a considerable effort was directed at following the homogeneity of blended powders. Since different reactors require different enrichments, blending and subsequent transport are critical parts of the fabrication sequence. The various materials used represented analogs of a wide range of powders and blends that could be expected in a commercial mixed oxide fabrication facility. All UO 2 powders used were depleted and a co-precipitated master mix of (U, Th)O 2 was made specifically for this program, using thorium as an analog for plutonium. In order to determine the effect of pneumatic transport on a blended powder, samples were taken from a feeder vessel before each test, and from a receiver vessel and a few line sections after each transfer test. The average difference between the before and after degree of non-homogeneity was < 1%, for the 21 tests considered. This shows that overall, the pneumatic transport of blended, fine nuclear fuel powders is possible, with only minor unblending occurring

Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education

Directory of Open Access Journals (Sweden)

Sanja Berčnik

2017-12-01

Full Text Available This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.

The role of preschool in reducing inequality

OpenAIRE

Waldfogel, Jane

2015-01-01

Children from disadvantaged families have lower levels of school readiness when they enter school than do children from more advantaged families. Many countries have tried to reduce this inequality through publicly provided preschool. Evidence on the potential of these programs to reduce inequality in child development is now quite strong. Long-term studies of large publicly funded programs in Europe and Latin America, and newer studies on state and local prekindergarten programs implemented ...

Deep and shallow water effects on developing preschoolers' aquatic skills.

Science.gov (United States)

Costa, Aldo M; Marinho, Daniel A; Rocha, Helena; Silva, António J; Barbosa, Tiago M; Ferreira, Sandra S; Martins, Marta

2012-05-01

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (pdeep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.

Preschool Teachers' Emotional Socialization Responses to 4-6 Year-Old Turkish Preschoolers' Emotional Expressions

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Kilic, Sukran

2015-01-01

The goal of the present study was to investigate preschool teachers' emotion socialization responses to Turkish preschoolers' emotional expressions based on children's age and gender. The participants in the current study were 12 preschool full time teachers from 4 preschool and 288 preschoolers ranging in age from 4 to 6 years in Aksaray. In…

The Relationship of Preschool Experience and Socioeconomic Status to Kindergarten and First Grade Achievement. Technical Report #65.

Science.gov (United States)

Fox, Candace; Gallimore, Ronald

This study examines the effects of preschool attendance on school achievement. The achievement test scores of 50 children in two classes of the Kamehameha Early Education Program (KEEP) who had attended preschool were compared to those of their classmates who had not attended preschool. Measures of kindergarten achievement used were the Wechsler…

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

Science.gov (United States)

Wilbur, Kerry

2016-01-01

Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

An Ethnographic Case Study on the Phenomena of Blended Learning Teachers

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Tiell, Lauren Renae

2017-01-01

This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs. This qualitative case study used an ethnographic framework through interviews,…

Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

Science.gov (United States)

Blissitt, Andrea Marie

2016-04-01

Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

Blended learning

DEFF Research Database (Denmark)

Dau, Susanne

2016-01-01

Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

Child Sexual Abuse at Preschools--A Research Review of a Complex Issue for Preschool Professionals

Science.gov (United States)

Bergström, Helena; Eidevald, Christian; Westberg-Broström, Anna

2016-01-01

The objective of this research review is to synthesize research published between 2000 and 2015 regarding child sexual abuse, preschool and preschool teachers. The review identifies themes relevant for the preschool teacher profession: child sexual abuse at preschools, suspicions and consequences for the preschool sector, preventing techniques and…

Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study

Directory of Open Access Journals (Sweden)

Spyridoula Vazou

2017-06-01

Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.

Perception of childhood obesity in mothers of preschool children.

Science.gov (United States)

Kim, Hae Ok; Kim, Gyo Nam; Park, Euna

2015-04-01

The purpose of this study was to identify the perception of childhood obesity in mothers of preschool children using Q methodology. A total of 38 Q statements about childhood obesity were obtained from 41 participants. The QUANL PC program was used to analyze the results. There were three types of perception toward obesity in mothers of preschool children: the "authoritative discipline type," the "generous home meal focused type," and the "home meal based on household financial situation type." The perception of mothers toward childhood obesity can affect the extent of maternal interaction with children or meal preparation for the family. Based on these results, it is necessary to plan specific programs according to the types of maternal perception toward childhood obesity.

Strengths Weaknesses Opportunities and Threats of Blended ...

African Journals Online (AJOL)

students more and that facilitated a more interactive classroom environment. .... link: The evaluation of an innovative and interactive CME program, poster abstracts. ... Picciano A. Blending with purpose: The multimodal model. J Res Cent Educ ...

The influence of the program of prophylaxis of flat foot on the biomechanics characteristics of foot of children of pre-school age

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Bychuk I.O.

2011-02-01

Full Text Available In the article is defined linear and angular biomechanics descriptions of children's foot of senior preschool age. It is analysed the dynamics and increase of the explored indexes during realization of the program of prophylaxis of flat foot in the teaching process. In experiment took part teachers and instructors of physical culture; control and experimental group consist of 20 children at the age of 5-6 years old. Efficiency of the offered program of prophylaxis of flat foot is proved.

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

Directory of Open Access Journals (Sweden)

Kerry Wilbur

2016-06-01

Full Text Available Background: Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods: To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results: Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion: Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Footwear suitability in Turkish preschool-aged children.

Science.gov (United States)

Yurt, Yasin; Sener, Gul; Yakut, Yavuz

2014-06-01

Unsuitable footwear worn in childhood may cause some foot problems by interfering normal development of foot. To compare footwear suitability rate of indoor and outdoor footwear at all points in preschool children and investigate factors which could affect footwear suitability. A cross-sectional survey study. A total of 1000 healthy preschool children (4-6 years old) participated in this study. Indoor and outdoor footwear of children were evaluated through Turkish version of Footwear Assessment Score. Effect of factors like age, sex, number of siblings, educational and occupational situation of parents, and behavior of school management about selecting footwear was investigated. Children got better footwear score for outdoor than indoor ones (p footwear score for both indoor and outdoor ones than girls (p footwear score was found in favor of children who were going to schools that gave guidance about selecting footwear for both indoor and outdoor in comparison to children going to other schools (p footwear for their children. Performing education programs and investigation of their effect with comprehensive follow-up studies in future is essential. This study reflects footwear habits of Turkish preschool children and factors affecting this issue. Results may give way to education programs about suitable footwear worn in childhood for healthy foot development. © The International Society for Prosthetics and Orthotics 2013.

MORE MINUTES OF PHYSICAL EDUCATION CLASSES SUPPORT MOTOR DEVELOPMENT IN PRESCHOOL CHILDREN

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Judith Jiménez Díaz

2010-12-01

Full Text Available The aim of this study was to determine the effect of physical education classes in 12 fundamental motor skills (FMS. Preschool students (M = 6.09±0.5 years old were randomly assigned to a control group (6 boys and 7 girls who performed the regular preschool class (which includes one 30- minutes session per week; experimental group 1 (6 boys and 6 girls who received the regular preschool class plus 1 session of 30 minutes per week of the intervention program; or experimental group 2 (6 boys and 7 girls, who received the regular preschool class plus 1 session of 60 minutes per week of the intervention program; during 8 weeks (n=38. All participants performed the Test of Gross Motor Development (TGMD-2 before and after the study. A one-way MANOVA reflected a similar behavior in al FMS in the pre-test. A two-way MANOVA (group x time reflected no interaction in the 12 FMS; also in the 6 object control FMS; but there was an interaction in the 6 locomotor FMS. In conclusion, 90-minutes of physical education classes per week only benefit the FMS of galloping and hopping.

'Our story': Support program for parents of children with disabilities: Example of good practice in preschool institutions

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Mihić Ivana

2016-01-01

Full Text Available Raising a child with a developmental disability can be a serious challenge for parents, which leads to increased parenting stress and has multiple impacts on family well-being. Even though there is a well recognized need for support for parents of children with disabilities, our country lacks the systematized support programs and their evaluations. Program 'Our Story' aims to educate parents about the key processes that lead to accepting the child's condition and recognizing an appropriate care model for a child with disabilities. The program is based on attachment theory and the importance of resolution to diagnosis- emotional and cognitive acceptance of the child's health condition and its implications. It is a structured program, consisting of six thematic meetings with a group of parents. The group counseling is led by two professionals who have previously undergone a 32-hour program for the implementation of training. This paper presents the experiences from two preschool institutions, in which the program was implemented and evaluated. Also it discusses the importance and possibilities of implementing a support program for parents of children with disability in the context of early education system.

Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children's early self-regulation development: study protocol for a cluster randomized controlled trial.

Science.gov (United States)

Howard, Steven J; Vasseleu, Elena; Neilsen-Hewett, Cathrine; Cliff, Ken

2018-01-24

For children with low self-regulation in the preschool years, the likelihood of poorer intellectual, health, wealth and anti-social outcomes in adulthood is overwhelming. Yet this knowledge has not yielded a framework for understanding self-regulatory change, nor generated particularly successful methods for enacting this change. Reconciling insights from cross-disciplinary theory, research and practice, this study seeks to implement a newly developed program of low-cost and routine practices and activities for supporting early self-regulatory development within preschool contexts and to evaluate its effect on children's self-regulation, executive function and school readiness; and educator perceived knowledge, attitudes and self-efficacy related to self-regulation. The Early Start to Self-Regulation study is a cluster randomized, controlled trial for evaluating benefits of the Preschool Situational Self-Regulation Toolkit (PRSIST) program, when implemented by early childhood educators, compared with routine practice. The PRSIST program combines professional learning, adult practices, child activities and connections to the home to support children's self-regulation development. Fifty preschool centers in New South Wales, Australia, will be selected to ensure a range of characteristics, namely: National Quality Standards (NQS) ratings, geographic location and socioeconomic status. After collection of baseline child and educator data, participating centers will then be randomly allocated to one of two groups, stratified by NQS rating: (1) an intervention group (25 centers) that will implement the PRSIST program; or (2) a control group (25 centers) that will continue to engage in practice as usual. Primary outcomes at the child level will be two measures of self-regulation: Head-Toes-Knees-Shoulders task and the PRSIST observational assessment. Secondary outcomes at the child level will be adult-reported measures of child self-regulation, executive function and

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

Science.gov (United States)

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2013-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool…

A Longitudinal Study of the TEACCH Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder

Science.gov (United States)

D'Elia, Lidia; Valeri, Giovanni; Sonnino, Fabiana; Fontana, Ilaria; Mammone, Alessia; Vicari, Stefano

2014-01-01

We conducted a longitudinal study of 30 preschool children with autism spectrum disorders (ASDs) to evaluate the potential benefits of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). Fifteen children following a low intensity TEACCH program were assessed four times for autism severity, adaptive…

Online Platform Support for Sustained, Collaborative and Self-directed Engagement of Teachers in a Blended Professional Development Program

Science.gov (United States)

Osburg, Thomas; Todorova, Albena

Professional development of teachers plays a significant role for the success of educational reforms and for student achievement. Programs for developing teachers’ skills to integrate digital media in the classroom have received increased attention, due to the role of technology in today’s world. Recent research and field experiences have identified elements which contribute to the effectiveness of such programs, among them opportunities for sustained, collaborative and self-directed learning. This paper explores how an online platform of a large scale blended program for professional development, Intel® Teach - Advanced Online, supports the implementation of such opportunities in practice and incorporates them in the structure of the program. The positive outcomes from the program as evidenced by its evaluation indicate that professional development based on the design principles identified as effective by recent research is a viable solution for addressing the limitations of traditional teacher training for technology integration.

Early Childhood Education: The Sustainability of the Benefits of Preschool Participation in Abbott Districts

Science.gov (United States)

Fernandez, Norma

2010-01-01

The landmark New Jersey Supreme Court school funding case, "Abbott v. Burke", established the availability of preschool for all three- and four-year-olds living within the state's thirty-one poorest districts as a means of eradicating the effects of poverty. Longitudinal studies have shown the value of high quality preschool programs for…

Reflection on the Use of Blended Learning at a Korean University

Science.gov (United States)

Klemsen, Katie Mae; Seong, Myeong Hee

2012-01-01

The purpose of this study was to examine students' satisfaction and investigate the potential of improved learning outcomes in smart and blended learning environments. This paper reflects on the experience of the delivery of a program at H University in Seoul, Korea using smart and blended learning. The goal was to apply the findings to current…

Early preschool environments and gender: Effects of gender pedagogy in Sweden.

Science.gov (United States)

Shutts, Kristin; Kenward, Ben; Falk, Helena; Ivegran, Anna; Fawcett, Christine

2017-10-01

To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N=80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender. Copyright © 2017 Elsevier Inc. All rights reserved.

An Examination of Parents' and Preschool Workers' Perspectives on Bullying in Preschool

Science.gov (United States)

Cameron, David Lansing; Kovac, Velibor Bobo

2016-01-01

Parents (n = 141) and preschool workers (n = 81) completed a survey regarding their perspectives towards: (a) the existence of bullying in preschool, (b) interpretations of bullying, (c) the roles of bullies and victims, and (d) gender differences. Findings suggest that both groups largely believe that bullying occurs in preschool. Excluding…

What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

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Derman-Sparks Louise

2016-06-01

Full Text Available This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967, critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

AUDITING INTERNAL CONTROLS IN FINANCING PRESCHOOL PUBLIC INSTITUTION: EVIDENCE FROM SLOVENIA

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Tatjana HORVAT

2017-12-01

Full Text Available Public preschool educational institutions in Slovenia are mostly financed by public money, it means bay state and municipalities. They are also financed by parents. So, it is important that preschool institutions are using public money transparent and responsible, for this reason public preschool institution should have internal controls in financing. The internal auditor as independent professional should verify if internal controls works. The purpose of this paper is to investigate how internal controls in financing public educational institution works it means which internal controls are important in financing the preschool institution - on the selected institution to show and check how internal controls work. For this reason we divide internal controls in the financing in two phases: (1 internal controls in the preparation of the annual financial plan and financial planning of financial resources for institution’s programs and activities, (2 internal controls in obtaining financial resources. We used methods of internal auditing and research approaches as sampling, unstructured interviews and analysis of documents. The results showed that selected preschool institution should work on rules of recovery and monitoring of claims. The findings provide useful academic insight to setting internal controls as well as practical guidance for preschool institutions.

Attitudes of Preschool Teachers toward the Integration of Handicapped Children.

Science.gov (United States)

Dyson, Lily L.; Kubo, H. Richard

Forty-six supervisors and teachers were surveyed regarding their attitudes toward integration of handicapped children in a regular preschool program, the helpfulness of supportive services, and the necessary conditions for the integration of their programs. Findings showed that the majority of teachers were in favor of integration and supportive…

Beyond Behavioral Modification: Benefits of Socio-Emotional/Self-Regulation Training for Preschoolers with Behavior Problems

Science.gov (United States)

Graziano, Paulo A.; Hart, Katie

2016-01-01

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…

Preparedness of Educators to Implement Modern Information Technologies in Their Work with Preschool Children

Science.gov (United States)

Velickovic, Sonja; Stošic, Lazar

2016-01-01

This study explores the issue of the preparedness of educators to realize the contents of the PPP (Preschool Preparatory Program) from the point of view of digitalization and informatization of the society. The authors are in favour of the implementation of modern educational technology in the process of educating preschool children with the aim…

FM POD: an evidence-based blended teaching skills program for rural preceptors.

Science.gov (United States)

Delver, Hilary; Jackson, Wesley; Lee, Sonya; Palacios, Mone

2014-05-01

The University of Calgary's Rural Integrated Community Clerkship anchors final-year medical student education in 9 months of family medicine. The purpose of this pilot study was to evaluate the Family Medicine Preceptor Online Development (FM POD) program, designed to meet the faculty development needs of rural preceptors facing challenges of geographical distribution and time constraints. The theoretically based program used a blended learning approach, beginning with a face-to-face workshop to strengthen participants' social presence during online interactions to follow. Asynchronous narrated presentations supplied foundational knowledge prior to facilitated synchronous web conferences, where participants shared experiences and co-constructed new knowledge. The program was evaluated using mixed methods, including surveys and focus group discussion. Evaluation tools generated data with high internal consistency reliability; focus group information substantiated and enriched the quantitative survey data. Participants enjoyed collaborating with colleagues and rated their learning experiences highly, reporting meaningful and statistically significant increases in mean comfort with all the precepting skills taught: giving effective feedback, using questions to teach, teaching communications skills, helping learners in difficulty, and making teaching time-efficient. All effect sizes were large. Increased comfort with distance learning technologies was a positive consequence. Results support the applicability of principles of social constructivism, experiential learning, and reflective learning in these participants. The program was highly rated and effectively increased participants' comfort with teaching skills, offering practical off-the-peg modular faculty development in basic teaching skills for distributed faculty. Participants appreciated the flexible delivery format, which course developers found readily adaptable for additional topics.

Estimation of the Level of Cognitive Development of a Preschool Child Using the System of Situations with Mathematical Contents

Science.gov (United States)

Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V.

2016-01-01

Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…

Improving Nurses' Peripheral Intravenous Catheter Insertion Knowledge, Confidence, and Skills Using a Simulation-Based Blended Learning Program

Science.gov (United States)

Keleekai, Nowai L.; Schuster, Catherine A.; Murray, Connie L.; King, Mary Anne; Stahl, Brian R.; Labrozzi, Laura J.; Gallucci, Susan; LeClair, Matthew W.; Glover, Kevin R.

2016-01-01

Introduction Peripheral intravenous catheter (PIVC) insertion is one of the most common invasive procedures performed in a hospital, but most nurses receive little formal training in this area. Blended PIVC insertion training programs that incorporate deliberate simulated practice have the potential to improve clinical practice and patient care. Methods The study was a randomized, wait-list control group with crossover using nurses on three medical/surgical units. Baseline PIVC knowledge, confidence, and skills assessments were completed for both groups. The intervention group then received a 2-hour PIVC online course, followed by an 8-hour live training course using a synergistic mix of three simulation tools. Both groups were then reassessed. After crossover, the wait-list group received the same intervention and both groups were reassessed. Results At baseline, both groups were similar for knowledge, confidence, and skills. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge, confidence, and skills upon completing the training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills than the intervention group. Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, skills by 24%, and decreased confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%. Conclusions Results demonstrate significant improvements in nurses' knowledge, confidence, and skills with the use of a simulation-based blended learning program for PIVC insertion. Transferability of these findings from a simulated environment into clinical practice should be further explored. PMID:27504890

Relations between blended learning possibilities and teachers' approaches to blended learning

DEFF Research Database (Denmark)

Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna

Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We...... suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University......: • Optain locally-embedded knowledge about blended learning • Develop opportunities for law students to receive (more) feedback • Comply with strategic aims The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences...

A CURRICULUM FOR THE PRE-SCHOOL CHILD.

Science.gov (United States)

MOLITOR, M. GRAHAM; AND OTHERS

THIS PRESCHOOL PROGRAM OF THE SOUTHERN WISCONSIN COLONY AND TRAINING SCHOOL IS PLANNED TO PROVIDE STIMULATION AND EXPERIENCES SIMILAR TO THOSE WHICH A MOTHER MIGHT PROVIDE AT HOME. EXPERIENCES PROVIDE OPPORTUNITIES FOR INDULGENCE OF CURIOSITY AND IMAGINATION, COMFORTABLE COMPETITION WITH SELF AND OTHERS, RECOGNITION AND ATTENTION AS AN INDIVIDUAL,…

Optimal set of selected uranium enrichments that minimizes blending consequences

International Nuclear Information System (INIS)

Nachlas, J.A.; Kurstedt, H.A. Jr.; Lobber, J.S. Jr.

1977-01-01

Identities, quantities, and costs associated with producing a set of selected enrichments and blending them to provide fuel for existing reactors are investigated using an optimization model constructed with appropriate constraints. Selected enrichments are required for either nuclear reactor fuel standardization or potential uranium enrichment alternatives such as the gas centrifuge. Using a mixed-integer linear program, the model minimizes present worth costs for a 39-product-enrichment reference case. For four ingredients, the marginal blending cost is only 0.18% of the total direct production cost. Natural uranium is not an optimal blending ingredient. Optimal values reappear in most sets of ingredient enrichments

Preschool education studentsʼ attitude towards inclusion in preschool educational context

OpenAIRE

Skubic, Darija; Vidrih, Alenka

2015-01-01

The purpose of the current study was to investigate the attitudes of preschool education students regarding inclusive teaching/inclusive practices. As a research instrument a questionnaire with 17 statements, referred to education, practices and policies of inclusion was developed. 118 students of the preschool education study programme at the Faculty of Education in Ljubljana participated in the study. There were 3 different groups of students: 25 students of the 2nd year of preschool educat...

Assessment of Attention in Preschoolers

Science.gov (United States)

Mahone, E.M.; Schneider, H.E.

2012-01-01

In the past two decades, there has been an increased interest in the assessment and treatment of preschool children presenting with concerns about attention problems. This article reviews the research and clinical literature involving assessment of attention and related skills in the preschool years. While inattention among preschoolers is common, symptoms alone do not necessarily indicate a disorder, and most often represent a normal variation in typical preschool child development. Thus, accurate identification of “disordered” attention in preschoolers can be challenging, and development of appropriate, norm-referenced tests of attention for preschoolers is also difficult. The current review suggests that comprehensive assessment of attention and related functions in the preschool child should include thorough review of the child’s history, planned observations, and formal psychometric testing. The three primary methods of psychometric assessment that have been used to characterize attentional functioning in preschool children include performance-based tests, structured caregiver interviews, and rating scales (parent, teacher, and clinician). Among performance-based methods for measurement of attention in the preschool years, tests have been developed to assess sustained attention, selective (focused) attention, span of attention (encoding/manipulation), and (top-down) controlled attention—including freedom from distractibility and set shifting. Many of these tests remain experimental in nature, and review of published methods yields relatively few commercially available, nationally normed tests of attention for preschoolers, and an overall dearth of reliability and validity studies on the available measures. PMID:23090646

Blended Learning

NARCIS (Netherlands)

Van der Baaren, John

2009-01-01

Van der Baaren, J. (2009). Blended Learning. Presentation given at the Mini symposium 'Blended Learning the way to go?'. November, 5, 2009, The Hague, The Netherlands: Netherlands Defence Academy (NDLA).

he problem of physical rehabilitation for breach properties of foot preschool age children.

Directory of Open Access Journals (Sweden)

Kozlov Y.V.

2011-04-01

Full Text Available Scientific and methodical literature about preschoolers flat were analyzed in the article. Special means of physical rehabilitation are discussed in. Results of the study of literary sources suggest the need to develop and implement new physical rehabilitation programs in preschools. The greatest effect is expected when based on the foundation of certain numerical showings of biogeometrical sideview of bearing and videotechnology.

Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

Science.gov (United States)

Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

2017-01-01

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

The Role of Discussion Boards in a University Blended Learning Program (El papel de los foros de discusión en un programa universitario de aprendizaje mixto)

Science.gov (United States)

González Moreno, Rosa Isabel

2011-01-01

Discussion boards as tools in blended "English language" learning programs have unique characteristics when compared to other synchronous and asynchronous communication tools that are different. Therefore, it is important to investigate the way they operate, their role within a given program and the students', teachers' and tutors'…

Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

Science.gov (United States)

Robinson, Leah E; Palmer, Kara K; Bub, Kristen L

2016-01-01

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children's learning-related skills and physical development and subsequently to their academic success.

The Feasibility of First Step to Success with Preschoolers.

Science.gov (United States)

Frey, Andy J; Small, Jason; Feil, Edward; Seeley, John; Walker, Hill; Golly, Annemieke

2013-07-01

The primary purpose of this study was to examine feasibility of the preschool version of the First Step to Success (FSS) intervention. Toward this end, the following four research questions were addressed: (1) To what extent was the intervention implemented with integrity? (2) To what extent do teachers and parents perceive the intervention to be socially valid? (3) To what extent were teachers and parents satisfied with the intervention? and (4) To what extent was the intervention effective in reducing problem behavior and improving social skills? Twelve students participated in the study. Treatment integrity, social validity, and satisfaction results were analyzed at the aggregate level, and a reliable change index was calculated at the case level for primary outcome measures to assess the potential efficacy of the intervention. Fidelity data suggest the preschool version of the intervention can be implemented with acceptable integrity by coaches and teachers in preschool settings. Social validity outcomes suggest parents' perceptions of the program's goals, procedures, and outcomes were extremely favorable, and social validity from the teacher perspective was acceptable. The results provide initial evidence that participating in the preschool version of the FSS intervention improves children's social skills and decreases problem behavior.

Preschool Teachers' Views on Competence in the Context of Home and Preschool Collaboration

Science.gov (United States)

Vuorinen, Tuula; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

The purpose of this article is to analyse and discuss preschool teachers' views regarding competence within their profession in the context of home and preschool collaboration. The question addressed is as follows: In what situations do preschool teachers perceive that their competence becomes visible for parents? The results, based on interviews…

Preschool Life Skills: Recent Advancements and Future Directions

Science.gov (United States)

Fahmie, Tara A.; Luczynski, Kevin C.

2018-01-01

Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of…

Generation of Length Distribution, Length Diagram, Fibrogram, and Statistical Characteristics by Weight of Cotton Blends

Directory of Open Access Journals (Sweden)

B. Azzouz

2007-01-01

Full Text Available The textile fibre mixture as a multicomponent blend of variable fibres imposes regarding the proper method to predict the characteristics of the final blend. The length diagram and the fibrogram of cotton are generated. Then the length distribution, the length diagram, and the fibrogram of a blend of different categories of cotton are determined. The length distributions by weight of five different categories of cotton (Egyptian, USA (Pima, Brazilian, USA (Upland, and Uzbekistani are measured by AFIS. From these distributions, the length distribution, the length diagram, and the fibrogram by weight of four binary blends are expressed. The length parameters of these cotton blends are calculated and their variations are plotted against the mass fraction x of one component in the blend .These calculated parameters are compared to those of real blends. Finally, the selection of the optimal blends using the linear programming method, based on the hypothesis that the cotton blend parameters vary linearly in function of the components rations, is proved insufficient.

Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi

Science.gov (United States)

Roul, Sushanta Kumar

2014-01-01

Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purposes of the study were: to study the…

On the Factors Influencing New Ventures’ Blended Values

DEFF Research Database (Denmark)

Giones, Ferran; Ungerer, Christina; Baltes, Guido

Mullen 2007). These so-called hybrid organizations try to be congruent with their blended values, despite being under external pressure in the process of maturing the new venture (Mcmullen & Warnick 2016). This research explores not only the initial motivations of the entrepreneur as potential influence...... on the ventures’ blended values, but also the source of finance. A dataset of 4,125 early-stage ventures (Entrepreneurship Database Program; Emory University) has been explored to gain insights into how entrepreneurs' motives and external financing sources could influence on the impact dimensions being addressed...... or environmental impact dimensions – thus they may have been willing to adapt their initial goals to match with different donors’ expectations. In the case of social impact ambitions, increasing profit margin targets and venture age have a negative effect on the prevalence of blended values. The research results...

Polymer blends

Energy Technology Data Exchange (ETDEWEB)

Allen, Scott D.; Naik, Sanjeev

2017-08-22

The present invention provides, among other things, extruded blends of aliphatic polycarbonates and polyolefins. In one aspect, provided blends comprise aliphatic polycarbonates such as poly(propylene carbonate) and a lesser amount of a crystalline or semicrystalline polymer. In certain embodiments, provided blends are characterized in that they exhibit unexpected improvements in their elongation properties. In another aspect, the invention provides methods of making such materials and applications of the materials in applications such as the manufacture of consumer packaging materials.

Fathers' involvement in preschool programs for children with and without hearing loss.

Science.gov (United States)

Ingber, Sara; Most, Tova

2012-01-01

The authors compared the involvement in children's development and education of 38 fathers of preschoolers with hearing loss to the involvement of a matched group of 36 fathers of preschoolers with normal hearing, examining correlations between child, father, and family characteristics. Fathers completed self-reports regarding their parental involvement and parenting self-efficacy and reported on their family cohesion and adaptability. Mothers also reported on their husbands' involvement. Similarly high levels of involvement on the part of both groups of fathers were found. Involvement correlated positively with fathers' self-reported parenting self-efficacy, family cohesion, and adaptability, and mother-reported paternal involvement. Implications for professionals and mothers are discussed, including the need to encourage mothers' support for their husbands' involvement and to empower fathers' sense of competency in order to increase their involvement.

Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

Science.gov (United States)

Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

2013-01-01

The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

"Banana Starts with Yellow": Curricular Implications of Preschoolers Missing a Concept

Science.gov (United States)

Sylvester, Ruth; Kragler, Sherry

2013-01-01

Despite significant investments over the past decade in the expansion and improvement of preschool programs, too many children, particularly poor children, enter kindergarten behind their peers. Because it is critical that voluntary pre-kindergarten (VPK) classrooms offer educational programs that both address the needs and developmental levels of…

Preschool literacy and second language learners

DEFF Research Database (Denmark)

Holm, Lars

in the literacy events they meet in their day-care centers and kindergartens? Examining these social practices in pre-schools might illuminate the interplay between language and literacy and the learning processes of second language learners and contribute to the discussion about the need for re...... intending to enhance children´s language and literacy learning. The poor results of the PISA-measurement have in Denmark, Norway and Sweden drawn much attention to literacy and language in day-care centers and kindergartens and resulted in the development of a considerable number of social technologies...... (programs and concepts) intended to improve pre-school children’s literacy and language skills. Seen in a knowledge-society perspective the development might be characterized as an expansion of a life-long-learning evidence-based strategy into early childhood. The importance of development of early...

Attention and Perseverance Behaviors of PreSchool Children Enrolled in Suzuki Violin Lessons and Other Activities.

Science.gov (United States)

Scott, Laurie

1992-01-01

Reports on a study of attention span and persevering behaviors of preschool children. Finds the Suzuki Method of violin instruction is associated with longer attention spans and more persevering behaviors than creative movement instruction or other preschool programs. Concludes that teachers prefer the Suzuki Method's approach to other forms of…

Blended learning

DEFF Research Database (Denmark)

Staugaard, Hans Jørgen

2012-01-01

Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid.......Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid....

Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting.

Science.gov (United States)

Eapen, Valsamma; Crnčec, Rudi; Walter, Amelia

2013-01-07

Available evidence indicates that early intervention programs, such as the Early Start Denver Model (ESDM), can positively affect key outcomes for children with Autism Spectrum Disorder (ASD). However, programs involving resource intensive one-to-one clinical intervention are not readily available or deliverable in the community, resulting in many children with ASD missing out on evidence-based intervention during their early and most critical preschool years. This study evaluated the effectiveness of the ESDM for preschool-aged children with ASD using a predominantly group-based intervention in a community child care setting. Participants were 26 children (21 male) with ASD with a mean age of 49.6 months. The ESDM, a comprehensive early intervention program that integrates applied behaviour analysis with developmental and relationship-based approaches, was delivered by trained therapists during the child's attendance at a child care centre for preschool-aged children with ASD. Children received 15-20 hours of group-based, and one hour of one-to-one, ESDM intervention per week. The average intervention period was ten months. Outcome measures were administered pre- and post-intervention, and comprised a developmental assessment - the Mullen Scales of Early Learning (MSEL); and two parent-report questionnaires - the Social Communication Questionnaire (SCQ) and Vineland Adaptive Behaviours Scales-Second Edition (VABS-II). Statistically significant post-intervention improvements were found in children's performance on the visual reception, receptive language and expressive language domains of the MSEL in addition to their overall intellectual functioning, as assessed by standardised developmental quotients. Parents reported significant increases in their child's receptive communication and motor skills on the VABS-II, and a significant decrease in autism-specific features on the SCQ. These effects were of around medium size, and appeared to be in excess of what may

BLENDED LEARNING (BL AS PEDAGOGICAL ALTERNATIVE TO TEACH BUSINESS COMMUNICATION COURSE: Case Study of UUM Executive Diploma Program

Directory of Open Access Journals (Sweden)

Hisham DZAKIRIA

2012-07-01

Full Text Available Globally, blended learning (BL technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is student-centered approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC, Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners- it is their story, their experience, and their perspective. This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers

34 CFR 104.38 - Preschool and adult education.

Science.gov (United States)

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Preschool and adult education. 104.38 Section 104.38 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL...

Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom.

Science.gov (United States)

Chang, Ya-Chih; Shire, Stephanie Y; Shih, Wendy; Gelfand, Carolyn; Kasari, Connie

2016-06-01

Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD.

Implementation of the Blended Care Self-Management Program for Caregivers of People With Early-Stage Dementia (Partner in Balance): Process Evaluation of a Randomized Controlled Trial.

Science.gov (United States)

Boots, Lizzy Mm; de Vugt, Marjolein E; Smeets, Claudia Mj; Kempen, Gertrudis Ijm; Verhey, Frans Rj

2017-12-19

Caring for a family member with dementia puts caregivers at risk of overburdening. Electronic health (eHealth) support for caregivers offers an opportunity for accessible tailored interventions. The blended care self-management program "Partner in Balance" (PiB) for early-stage dementia caregivers was executed in Dutch dementia care organizations. The program combines face-to-face coaching with tailored Web-based modules. Next to an evaluation of program effectiveness, an evaluation of sampling and intervention quality is essential for the generalizability and interpretation of results. The aim of this study was to describe the process evaluation from the perspective of both family caregivers (participants) and professionals delivering the intervention (coaches) to determine internal and external validity before the effect analysis and aid future implementation. Implementation, sampling, and intervention quality were evaluated with quantitative and qualitative data from logistical research data, coach questionnaires (n=13), and interviews with coaches (n=10) and participants (n=49). Goal attainment scaling was used to measure treatment-induced change. Analyses were performed with descriptive statistics and deductive content analysis. The participation rate of eligible caregivers was 51.9% (80/154). Recruitment barriers were lack of computer and lack of need for support. Young age and employment were considered recruitment facilitators. All coaches attended training and supervision in blended care self-management. Deviations from the structured protocol were reported on intervention time, structure, and feedback. Coaches described an intensified relationship with the caregiver post intervention. Caregivers appreciated the tailored content and positive feedback. The blended structure increased their openness. The discussion forum was appreciated less. Overall, personal goals were attained after the program (T>50). Implementation barriers included lack of financing

Are sex differences in fundamental motor skills uniform throughout the entire preschool period?

Science.gov (United States)

Kokštejn, Jakub; Musálek, Martin; Tufano, James J

2017-01-01

The aim of this study was to assess differences in fundamental motor skills (FMS) proficiency between boys and girls of each age group, independently, across the entire preschool period. Using the Movement Assessment Battery for Children-second edition, FMS proficiency was tested in 325 preschoolers (4.9 ± 1.1 y, range 3-6) using a cross-sectional design. Compared to boys of the same age, 3- and 4-year-old girls had greater total (p skill (p < .01), and balance scores (p < .05). There were no sex differences for total test or balance scores in 5- and 6-year-olds, but 6-year-old boys outperformed girls in aiming and catching (p < .001). These data not only agree with previous research in that sex differences in FMS proficiency exist in preschool children, but the data also show that differences may not be uniform throughout the whole preschool period when analyzing by age. To avoid under- or overestimating FMS proficiency and subsequently prescribing inaccurate motor intervention programs, FMS proficiency normative values should be age- and sex-specific throughout the entire preschool period.

Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

Science.gov (United States)

Robinson, Leah E.; Palmer, Kara K.; Bub, Kristen L.

2016-01-01

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success. PMID:27660751

Polystyrene/Hyperbranched Polyester Blends and Reactive Polystyrene/Hyperbranched Polyester Blends

National Research Council Canada - National Science Library

Mulkern, Thomas

1999-01-01

.... In this work, the incorporation of HBPs in thermoplastic blends was investigated. Several volume fractions of hydroxyl functionalized hyperbranched polyesters were melt blended with nonreactive polystyrene (PS...

PRE-SCHOOL UPBRINGING OF CHILDREN WITH DEVELOPMENTAL DIFFICULTIES-CONDITION FOR SUCCESSFUL INTEGRATIONAL EDUCATION

Directory of Open Access Journals (Sweden)

Zora JACOVA

1997-12-01

Full Text Available Preschool upbringing of children with developmental difficulties is the first link in the system of education and upbringing and at the same time the utmost segment in the system of integrational rehabilitation.Initiating the process of preschool upbringing and adequate organized treatment at early age, permits support of the development and maximum usage of the remained capabilities of children with developmental difficulties.The newest world experiences show that the upbringing and educational integration of children with developmental difficulties as asegment of the social integration, should set the main conditions in the frames of upbringing education and rehabilitational continuity and support the minimal restrictive environment for their development.In the pre-school institutions that function on the territory of the Republic of Macedonia, an indifferent attitude towards the children with developmental difficulties is present, due to the uninformed educators for the characteristics and capabilities of these children and their believes for the negative influence of the children with developmental difficulties on the children without impairments, that implicates involvement of subsidery defectological education of present employed staff in the mainstream preschool institutions, also including defectologists in kindergartens for work with children with special difficulties in their development. Also, the data about the educator’s attitude in the mainstream preschool institutions is disturbing, so that they put the accent on the obligation for reducing of the program for work with handicapped children, not taking into consideration that subsidery, special forms and methods are needed beside the programs that are for the main stream group.The goal of our paper is to point out the need of involving of children with light developmental difficulties; the existence of special team in the preschool institutions when involving children with

Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada

Science.gov (United States)

Chaves-Barboza, Eduardo; Trujillo-Torres, Juan Manuel; López-Núñez, Juan Antonio; Sola-Martínez, Tomás

2017-01-01

This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning…

Teaching Problem Based Learning as Blended Learning

DEFF Research Database (Denmark)

Kolbæk, Ditte; Nortvig, Anne-Mette

2018-01-01

Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...

VALUE JUDGMENTS ON MEANING AND AIMS OF USING GAMES GIVEN BY PRESCHOOL TEACHERS

Directory of Open Access Journals (Sweden)

Inessa V. Usoltseva

2015-01-01

Full Text Available The aim of the presented article is to understand value, aims and practical aspects (frequency, diversity, etc. of using games by preschool teachers with different levels of education.Methods. In the conducted survey, 308 preschool teachers answered a questionnaire developed by leading researcher in ethnopedagogy of play V. M. Grigoriev. Examinees were divided into three groups different in educational level (undergraduated, graduated from college, specialized secondary education. The data were analyzed by comparing value judgments about meaning and aims of using games given by preschool teachers with different levels of education. Also value judgments were compared with practical aspects (frequency, diversity, etc. of the use of games in teachers’ professional work, and with their degree of satisfaction with it. Special attention was paid to the usage of ethno games. The analysis was done out in the program stаstistica 5.0 v and using the methods of nonparametric statistics.Results. The results have showed statistically significant differences between value judgments given by preschool teachers with different levels of education on values of games for developing various children personal qualities, frequency and diversity of use of different types of games. Problems in practical application of national games (Russian national games, games of the people of Russia and people of other countries, international games are designated.Scientific novelty. The author is the first to state the data about divergence influence in valuable representations and purposes of teachers of preschool centres on potential use of game technologies in daily work, and that is reflected in education productivity of younger children; wherein the game is the main activity. Specificity of national games in teaching is shown.Practical significance. The paper materials can be useful at the organisation of methodical work in preschool educational institutions, and by

Spoken language development in oral preschool children with permanent childhood deafness.

Science.gov (United States)

Sarant, Julia Z; Holt, Colleen M; Dowell, Richard C; Rickards, Field W; Blamey, Peter J

2009-01-01

This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.

Family Emotional Climate and Sibling Relationship Quality: Influences on Behavioral Problems and Adaptation in Preschool-Aged Children

Science.gov (United States)

Modry-Mandell, Kerri L.; Gamble, Wendy C.; Taylor, Angela R.

2007-01-01

We examined the impact of family emotional climate and sibling relationship quality on behavioral problems and adaptation in preschool-aged children. Participants were 63 mothers with a preschool-aged child enrolled in a Southern Arizona Head Start Program. Siblings were identified as children closest in age to target child. Mothers of…

Transition between Swedish Preschool and Preschool Class: A Question about Interweaving Care and Knowledge

Science.gov (United States)

Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth

2016-01-01

This study highlights teachers' experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children's learning within the target areas that the policy documents specify for preschool.…

Kentucky Preschool Evaluation Project, 1998-1999. Final Report.

Science.gov (United States)

Hemmeter, Mary Louise; Townley, Kim; Wilson, Stephen; Epstein, Ann; Hines, Huyi

This evaluation of the Kentucky Preschool Program (KPP) focused on two broad areas: (1) readiness for kindergarten; and (2) promotion of language and literacy in the classroom and at home. Key findings include the following: (1) most children who were ineligible because of family income status successfully transitioned to kindergarten; (2) several…

Effects of Family Socioeconomic Status on Parents’ Views Concerning the Integration of Computers into Preschool Classrooms

Directory of Open Access Journals (Sweden)

Triantafillia Natsiopoulou

2013-01-01

Full Text Available Background: The rapid growth of ICT has led to an important increase in the use of computers in preschool age. However the benefits of this use are a debatable issue. Some focus on the positive effects of computers on learning and kids’ cognitive development while others believe that computers may negatively affect their social and motivational impact.Aim: The aim of this research was to study Greek parents’ views on preschools’ computer programs and how these views are influenced by the family’s socioeconomic level.Methodology: The survey involved 280 parents of children aged 3-5 years, of whom 140 were in the upper socioeconomic level and the other 140 in a lower one.Results: The upper socioeconomic level parents thought that the use of computers was appropriate for preschool children more than parents of lower socioeconomic status (P=0.01. and that its inclusion in the preschool center’s program would work in favor for children who have no computer at home (P=0.00. Parents with higher socioeconomic status felt more than the others that such a program can support the provision of knowledge (P=0.00, the development of mathematical (P=0.00 and linguistic skills (P=0.00 and entertain children (P=0.04. Furthermore, the upper socioeconomic level parents as opposed to the other group do not consider that the computer will remove preschool educator from their leading and teaching role (P=0.04 or reduce their communication with the preschoolers (P=0.00.Conclusions: The results of this study revealed that Greek parents, especially those of higher socioeconomic level, have a positive view on the integration of a computer program into the preschoolclassroom.

GameBlocks: an entry point to ICT for pre-school children

CSIR Research Space (South Africa)

Smith, Andrew C

2007-04-01

Full Text Available The authors propose a system designed for pre-school children that offers an alternative introduction to the world of Information and Communication Technologies (ICT), specifically computer programming. Illiterate children can construct simple...

Profiling Student Behaviour in a Blended Course: Closing the Gap Between Blended Teaching and Blended Learning

NARCIS (Netherlands)

Bos, Nynke; Brand-Gruwel, Saskia

2018-01-01

Blended learning is often associated with student-oriented learning in which students have varying degrees of control over their learning process. However, the current notion of blended learning is often a teacher- oriented approach in which the teacher identifies the used learning technologies and

A Smartphone App for Families With Preschool-Aged Children in a Public Nutrition Program: Prototype Development and Beta-Testing

Science.gov (United States)

Emerson, Janice S; Quirk, Meghan E; Canedo, Juan R; Jones, Jessica L; Vylegzhanina, Violetta; Schmidt, Douglas C; Mulvaney, Shelagh A; Beech, Bettina M; Briley, Chiquita; Harris, Calvin; Husaini, Baqar A

2017-01-01

Background The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States provides free supplemental food and nutrition education to low-income mothers and children under age 5 years. Childhood obesity prevalence is higher among preschool children in the WIC program compared to other children, and WIC improves dietary quality among low-income children. The Children Eating Well (CHEW) smartphone app was developed in English and Spanish for WIC-participating families with preschool-aged children as a home-based intervention to reinforce WIC nutrition education and help prevent childhood obesity. Objective This paper describes the development and beta-testing of the CHEW smartphone app. The objective of beta-testing was to test the CHEW app prototype with target users, focusing on usage, usability, and perceived barriers and benefits of the app. Methods The goals of the CHEW app were to make the WIC shopping experience easier, maximize WIC benefit redemption, and improve parent snack feeding practices. The CHEW app prototype consisted of WIC Shopping Tools, including a barcode scanner and calculator tools for the cash value voucher for purchasing fruits and vegetables, and nutrition education focused on healthy snacks and beverages, including a Yummy Snack Gallery and Healthy Snacking Tips. Mothers of 63 black and Hispanic WIC-participating children ages 2 to 4 years tested the CHEW app prototype for 3 months and completed follow-up interviews. Results Study participants testing the app for 3 months used the app on average once a week for approximately 4 and a half minutes per session, although substantial variation was observed. Usage of specific features averaged at 1 to 2 times per month for shopping-related activities and 2 to 4 times per month for the snack gallery. Mothers classified as users rated the app’s WIC Shopping Tools relatively high on usability and benefits, although variation in scores and qualitative

Effect of blending temperature on the mechanical properties of PVC/ENR blend upon irradiation

International Nuclear Information System (INIS)

Chantara Thevy Ratnam; Khairul Zaman Mohd Dahlan; Nasir, M.; Baharin, A.

2000-01-01

Poly (vinyl chloride) / epoxidized natural rubber blends were prepared with a Brabender plasticorder at 140, 150, 160, 170 and 180 degree C mixing temperatures. They were mixed at 50 rpm rotor speed for 10 min. The blends were irradiated with doses ranging from 0-200 kGy. Changes in tensile strength, modulus at 100% elongation, gel fraction and damping properties (tan δ) of the blends with increasing mixing temperatures and irradiation doses were investigated. In general, it was observed that the mixing temperature is important in maximizing the positive effect of irradiation. Results revealed that a readily miscible blend enjoy maximum benefit from irradiation meanwhile irradiation impart miscibility to a partially miscible PVC/ENR blend. The enhancement in blend properties is believed to be attributed by the irradiation-induced crosslinking along with irradiation-induced interaction between the polymers. The radiation-induced degradation found to be prominent at higher doses for blend that has undergone excessive thermal degradation. However evidence did not reveal the specific nature of radiation-induced reaction responsible for the improved interactions of the blends. (author)

From Preschool to Prosperity: The Economic Payoff to Early Childhood Education. WE Focus Series

Science.gov (United States)

Bartik, Timothy J.

2014-01-01

This book is the author's second book on preschool. His first book, "Investing in Kids: Early Childhood Programs and Local Economic Development" (2011), explored the connection between early childhood programs and the economic development of American states and metro areas, and compared early childhood programs with business tax…

Effects of Intermediate Ethanol Blends on Legacy Vehicles and Small Non-Road Engines, Report 1

Energy Technology Data Exchange (ETDEWEB)

Knoll, Keith [National Renewable Energy Lab. (NREL), Golden, CO (United States); West, Brian [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Clark, Wendy [National Renewable Energy Lab. (NREL), Golden, CO (United States); Graves, Ronald [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Orban, John [Battelle Memorial Inst., Columbus, OH (United States); Przesmitzki, Steve [National Renewable Energy Lab. (NREL), Golden, CO (United States); Theiss, Timothy [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States)

2009-02-01

This report (February 2009) is an update of the original version, which was published in October 2008. This report is the result of the U.S. Department of Energy's test program to evaluate the potential impacts of intermediate ethanol blends on legacy vehicles and other engines. The purpose of the test program is to assess the viability of using intermediate blends as a contributor to meeting national goals in the use of renewable fuels.

Interventions in entrepreneurial learning: Blended learning and ICT capacity

OpenAIRE

Stephen Burgess; Scott Bingley; Rafael Paguio; Carolyn Woodley

2018-01-01

The effective use of information and communications technologies (ICT) can benefit most small businesses. This article examines the design, development and delivery of a pilot blended learning program for entrepreneurial learning that targets the use of ICT by tradespeople. The study involves a case study of tradespeople in Australia who participated in a program designed to build their capacity to identify, use and evaluate ICT to enhance their business practices. The program combined tradit...

Blending Words Found In Social Media

Directory of Open Access Journals (Sweden)

Giyatmi Giyatmi

2017-12-01

Full Text Available There are many new words from the social media such as Netizen, Trentop, and Delcon. Those words include in blending. Blending is one of word formations combining two clipped words to form a brand new word. The researchers are interested in analyzing blend words used in the social media such as Instagram, Twitter, Facebook, and Blackberry Messenger. This research aims at (1 finding blend words used in the social media (2 describing kinds of blend words used in social media (3 describing the process of blend word formation used in the social media. This research uses some theories dealing with definition of blending and kinds of blending. This research belongs to descriptive qualitative research. Data of the research are English blend words used in social media. Data sources of this research are websites consisting of some English words used in social media and some social media users as the informant. Techniques of data collecting in this research are observation and simak catat. Observation is by observing some websites consisting of some English words used in social media. Simak catat is done by taking some notes on the data and encoding in symbols such as No/Blend words/Kinds of Blending. The researchers use source triangulation to check the data from the researchers with the informant and theory triangulation to determine kinds of blending and blend word formation in social media. There are115 data of blend words. Those data consists of 65 data of Instagram, 47 data of Twitter, 1 datum of Facebook, and 2 data of Blackberry Messenger. There are 2 types of blending used in social media;108 data of blending with clipping and 7 data of blending with overlapping. There are 10 ways of blend word formation found in this research.

Design Principles for the Blend in Blended Learning: A Collective Case Study

Science.gov (United States)

Lai, Ming; Lam, Kwok Man; Lim, Cher Ping

2016-01-01

This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major…

Intelligence development of socio-economically disadvantaged pre-school children

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Sefa Bulut

2013-10-01

Full Text Available The intellectual development of socioeconomically disadvantaged preschool children is influenced by several factors. The development of intelligence is a multidimensional concept that is determined by biological, social, and environmental factors. In this literature review, however, only the social and environmental factors are discussed. Some of the factors that have profound effect on children's cognitive development are as follows: environmental stimulation, parental attitudes, maternal age, and education. Successful intervention and prevention programs aimed at enhancing children's cognitive development are also exemplified. It appears that early intervention programs in the second and third year of an infant's life have fundamental effects on the cognitive development of disadvan-taged children. It is clear that learning starts with birth. Longitudinal studies revealed that the most effective period for intervention is early childhood. Those who received early day-care and preschool intervention programs have sustained these gains in adolescence and adulthood. Those benefits include higher IQ scores, better achievement test scores, better reading and math skills, more educational attainment, more college degrees, and fewer psychosocial and mental health problems. Therefore, it appears that investing in early high-quality programs provide multiple advantages for individuals and society. Social activists, psychologists, and counsellors should make every effort to affect the allocation of governmental funds and policies.

Nature in Preschool

DEFF Research Database (Denmark)

Husted, Mia; Frøkjær, Thorleif

‘Nature and nature phenomena’ has formed a specific curriculum theme in Danish preschool since early childhood curriculum was prescribed by law in 2004. However, recent evaluations show that the implementation of an early childhood curriculum has not produced an increased pedagogical focus...... on ‘nature and nature phenomena’ in preschools (EVA 2012). This finding, along with an increased political interest in goals and measurable outcome of early childhood curriculum (Broström 2012), will be the starting point in our ambition to carry out a more thorough qualitative investigation into links...... between preschool teachers’ understanding and interest in teaching nature and the rather poor evaluation....

Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

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Maryam Bourbour

2014-01-01

Full Text Available This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices. Normal 0 21 false false false SV JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Normal tabell"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;}

Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators’ Perceptions

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Haruni J. Machumu

2016-04-01

Full Text Available In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.

Evaluation of a Social Marketing Campaign Targeting Preschool Children

Science.gov (United States)

Johnson, Susan L.; Bellows, Laura; Beckstrom, Leslie; Anderson, Jennifer

2007-01-01

Objectives: To determine the effectiveness of a pilot social marketing program to increase preschoolers' willingness to try new foods. Methods: Four Head Start centers participated (2 experimental, 2 control) in a study using a quasi-experimental design. Experimental sites received a 12-week intervention developed using social marketing…

Pre-School Education in Europe.

Science.gov (United States)

Blackstone, Tessa

The extent and nature of preschool education in Europe is discussed, with reference to England and Wales, France, the Netherlands, Norway and Sweden. Reports on preschool education in these countries give examples of both an early and a late start to compulsory education, very extensive and very limited preschool provision, and the effects of…

Introduction of blended learning in a master program: Developing an integrative mixed method evaluation framework.

Science.gov (United States)

Chmiel, Aviva S; Shaha, Maya; Schneider, Daniel K

2017-01-01

The aim of this research is to develop a comprehensive evaluation framework involving all actors in a higher education blended learning (BL) program. BL evaluation usually either focuses on students, faculty, technological or institutional aspects. Currently, no validated comprehensive monitoring tool exists that can support introduction and further implementation of BL in a higher education context. Starting from established evaluation principles and standards, concepts that were to be evaluated were firstly identified and grouped. In a second step, related BL evaluation tools referring to students, faculty and institutional level were selected. This allowed setting up and implementing an evaluation framework to monitor the introduction of BL during two succeeding recurrences of the program. The results of the evaluation allowed documenting strengths and weaknesses of the BL format in a comprehensive way, involving all actors. It has led to improvements at program, faculty and course level. The evaluation process and the reporting of the results proved to be demanding in time and personal resources. The evaluation framework allows measuring the most significant dimensions influencing the success of a BL implementation at program level. However, this comprehensive evaluation is resource intensive. Further steps will be to refine the framework towards a sustainable and transferable BL monitoring tool that finds a balance between comprehensiveness and efficiency. Copyright © 2016 Elsevier Ltd. All rights reserved.

Factors Influencing Implementation of a Preschool-Based Physical Activity Intervention

Science.gov (United States)

Lau, Erica Y.; Saunders, Ruth P.; Beets, Michael W.; Cai, Bo; Pate, Russell R.

2017-01-01

Examining factors that influence implementation of key program components that underlie an intervention's success provides important information to inform the development of effective dissemination strategies. We examined direct and indirect effects of preschool capacity, quality of prevention support system and teacher characteristics on…

Physical Activity in Preschool Children: Comparison between Montessori and Traditional Preschools

Science.gov (United States)

Pate, Russell R.; O'Neill, Jennifer R.; Byun, Wonwoo; McIver, Kerry L.; Dowda, Marsha; Brown, William H.

2014-01-01

Background: Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools. Methods: We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry…

Science Education in Preschool: How to Assimilate the Reggio Emilia Pedagogy in a Turkish Preschool

Science.gov (United States)

Inan, Hatice Zeynep

2009-01-01

This commentary manuscript, which was part of a larger research project, aimed to show how teachers can help preschoolers construct their knowledge of science and meet preschool science standards successfully in a Reggio Emilia approach. The demonstrations for preschool teachers are summarized as follows: be inspired by the Reggio Emilia approach;…

Improving Nurses' Peripheral Intravenous Catheter Insertion Knowledge, Confidence, and Skills Using a Simulation-Based Blended Learning Program: A Randomized Trial.

Science.gov (United States)

Keleekai, Nowai L; Schuster, Catherine A; Murray, Connie L; King, Mary Anne; Stahl, Brian R; Labrozzi, Laura J; Gallucci, Susan; LeClair, Matthew W; Glover, Kevin R

2016-12-01

Peripheral intravenous catheter (PIVC) insertion is one of the most common invasive procedures performed in a hospital, but most nurses receive little formal training in this area. Blended PIVC insertion training programs that incorporate deliberate simulated practice have the potential to improve clinical practice and patient care. The study was a randomized, wait-list control group with crossover using nurses on three medical/surgical units. Baseline PIVC knowledge, confidence, and skills assessments were completed for both groups. The intervention group then received a 2-hour PIVC online course, followed by an 8-hour live training course using a synergistic mix of three simulation tools. Both groups were then reassessed. After crossover, the wait-list group received the same intervention and both groups were reassessed. At baseline, both groups were similar for knowledge, confidence, and skills. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge, confidence, and skills upon completing the training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills than the intervention group. Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, skills by 24%, and decreased confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%. Results demonstrate significant improvements in nurses' knowledge, confidence, and skills with the use of a simulation-based blended learning program for PIVC insertion. Transferability of these findings from a simulated environment into clinical practice should be further explored.

Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

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Leah Elizabeth Robinson

2016-09-01

Full Text Available Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 + 6.5 months; 49.5% males were randomly assigned to a treatment (n = 68 or control (n = 45 program. CHAMP participants engaged in 15, 40-minute sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development - 2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time*treatment interaction (p < .001. In regards to motor skills, post hoc comparisons found that all children improved their motor skills (p < .05, but the CHAMP group improved significantly more than the control group (p < .001. Children in CHAMP maintained their self-regulation scores across time while children in the control group scored significantly lower than the CHAMP group at the posttest (p < .05. CHAMP is a mastery climate movement program that may be an approach to enhance skills associated with healthy development in children (i.e., motor skills and self-regulation. This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age

A NATIONAL DEMONSTRATION PROJECT UTILIZING TELEVISED MATERIALS FOR THE FORMAL EDUCATION OF CULTURALLY DISADVANTAGED PRESCHOOL CHILDREN. FINAL REPORT.

Science.gov (United States)

MUKERJI, ROSE; AND OTHERS

TO SUPPLY DISADVANTAGED PRESCHOOL CHILDREN WITH CULTURALLY STIMULATING EXPERIENCES, A TV SERIES, "ROUNDABOUT," WAS DESIGNED TO BE USED IN WASHINGTON, D.C. INNER-CITY PRESCHOOL AND DAY CARE CENTERS. THE 15-MINUTE PROGRAMS WERE TO INTRODUCE NEW EXPERIENCES AND SUPPLEMENT REGULAR ACTIVITIES. IT WAS HOPED THAT THE CHILDREN WOULD IDENTIFY…

Are sex differences in fundamental motor skills uniform throughout the entire preschool period?

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Jakub Kokštejn

Full Text Available The aim of this study was to assess differences in fundamental motor skills (FMS proficiency between boys and girls of each age group, independently, across the entire preschool period. Using the Movement Assessment Battery for Children-second edition, FMS proficiency was tested in 325 preschoolers (4.9 ± 1.1 y, range 3-6 using a cross-sectional design. Compared to boys of the same age, 3- and 4-year-old girls had greater total (p < .01, fine motor skill (p < .01, and balance scores (p < .05. There were no sex differences for total test or balance scores in 5- and 6-year-olds, but 6-year-old boys outperformed girls in aiming and catching (p < .001. These data not only agree with previous research in that sex differences in FMS proficiency exist in preschool children, but the data also show that differences may not be uniform throughout the whole preschool period when analyzing by age. To avoid under- or overestimating FMS proficiency and subsequently prescribing inaccurate motor intervention programs, FMS proficiency normative values should be age- and sex-specific throughout the entire preschool period.

Trained, Generalized, and Collateral Behavior Changes of Preschool Children Receiving Gross-Motor Skills Training.

Science.gov (United States)

Kirby, Kimberly C.; Holborn, Stephen W.

1986-01-01

Three preschool children participated in a behavioral training program to improve their gross-motor skills. Results indicated that the program improved the 10 targeted gross-motor skills and that improvements sometimes generalized to other settings. The program did not produce changes in fine-motor skills or social behaviors. Implications are…

Examining the Sustainability of an Evidence-Based Preschool Curriculum: The REDI Program

Science.gov (United States)

Sanford DeRousie, Rebecca M.; Bierman, Karen L.

2011-01-01

This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum. PMID:22408287

Improving preschoolers' mathematics achievement with tablets: a randomized controlled trial

Science.gov (United States)

Schacter, John; Jo, Booil

2017-09-01

With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen's d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen's d = 1.27). These results suggest that early education teachers can improve their students' mathematics outcomes by integrating experimentally proven tablet software into their daily routines.

Improving preschooler conduct adaptation by using a social learning program based on motion games

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Zsuzsa Szilárda

2017-03-01

Full Text Available Being aware of the changes which occur under the influence of environmental conditions, education, culture and social roles upon the child is indispensable with a view to build up a conduct adapted to the social environment. For any preschooler child, entering kindergarten is an important social event and getting adapted to the new situation is not easy. Broadening the relational framework with objects, other individuals, with one’s own self, results in disciplining preschooler conducts and increasing the number of socially desirable conducts. Relying upon the above statements, this study is aimed at working out a social learning programme made up of motion games involving socialization/cooperation elements intended for inducing amelioration in terms of the child’s conduct during the process of adaptation to the kindergarten environment. The experiment was conducted using a sample of “little group” preschoolers (children 3-4 years of age. As research methods, the following have been used: studying the reference literature, the method of pedagogical observation, the method of experiment and the method of playing. Further to the practical application of the programme worked out with a view to enhance the adaptation conduct in the said subjects, the experimental group proved to have undergone a significant positive evolution and each subject showed improvements considering the conduct of adaptation to kindergarten conditions, as highlighted by the change i.e. higher values in terms of the individual scores achieved at the final test. Preschool education is meant to provide all possible ways and means to enable any child’s integration into groups of children of a peer age, to develop sociability in children and to create favorable conditions for building out inter-children networks.

Blended acquisition with dispersed source arrays

NARCIS (Netherlands)

Berkhout, A.J.

2012-01-01

Blended source arrays are historically configured with equal source units, such as broadband vibrators (land) and broadband air-gun arrays (marine). I refer to this concept as homogeneous blending. I have proposed to extend the blending concept to inhomogeneous blending, meaning that a blended

Classroom Habit(us): Digital Learning Tools in a Blended Learning Program

DEFF Research Database (Denmark)

Borsotti, Valeria; Møllenbach, Emilie

2016-01-01

In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co...

Use of Augmentative and Alternative Communication Systems in Preschool: teacher perceptions

Directory of Open Access Journals (Sweden)

Munique Massaro

2013-06-01

Full Text Available Augmentative and Alternative Communication Resources have proven to be helpful in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities and expand the skills and competencies of the teacher in the teaching-learning. The objective of this research was to identify the perception of teachers regarding the use of augmentative and alternative communication during an intervention program in Preschool. Participants were a special class of Preschool students with disabilities and severe communication complexity, along with their teacher and the researcher. For the development of this research, a Alternative Communication Program was applied. The teacher was provided with systematic guidance concerning language and communication. In a collaborative process, three children’s songs were selected according to the teacher’s pedagogical planning and adapted resources through Augmentative and Alternative Communication Systems. During the intervention program, assisted evaluations also took place immediately after the activities with the music. The data were collected in audio recordings. For data analysis, content analysis was carried out resulting in the outlining of themes and sub-themes. Results indicated that the teacher identified that Augmentative and Alternative Communication Systems can to facilitate expression abilities of students with disabilities; that Augmentative and Alternative Communication Systems can be used by children in Preschool; and that resources adapted through augmentative and alternative communication systems should be in accordance with the specificities of students.

Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

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Mario Alberto Segura-Castillo

2012-12-01

Full Text Available The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation. (1 Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

Quality in preschool in a cultural context

DEFF Research Database (Denmark)

Kragh-Müller, Grethe; Ringsmose, Charlotte

What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?......What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?...

ECOLOGICAL THERAPY AS CORRECTIONAL AND PEDAGOGICAL ELEMENT OF INTEGRATED APPROACH IN THE TREATMENT OF LOGONEUROSIS AMONG PRESCHOOL CHILDREN

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I. V. Kalashnikova

2016-01-01

Full Text Available . The aims of the publication are: to analyse domestic experience of education and training of preschool children with logoneurosis; to designate the causes and displays of this disease; to define the problems arising through organization of correctional work in preschool institution taking into account modern requirements of the Russian legislation and climatic features of regions; to present a possible version of the solution of these problems.Methods. The methods of theoretical analysis and generalization of scientific, methodical publications, and legislative base on a problem of correctional work on stuttering among preschool children are used.Results and scientific novelty. The authors’ program of additional education with the correctional elements «Ecotherapy for Children at the age of 5–7 years with Logoneurosis» developed by the staff of the Ecotherapy Laboratory of the Polar Alpine Botanical Garden – Institute named after N. A. Avrorin is described in the publication. The program complies with the modern requirements of Federal State Educational Standard of preschool education and is focused on tutors and speech language therapists of correctional groups and logocentres. In the course of mastering the program, a child by means of a game at once joins in search-investigative activity in the field of biology and ecology with visualization of an ultimate goal and obligatory practical material realization of results of work. From the point of view of medical expediency, the program has included the special breathing and relaxation exercises which are picked up for the lesson topic. The efficiency of a combination in correctional pedagogics of standard logopedic methods and the practise with nonconventional methods of art-, garden-, and animal-assisted therapy is confirmed. Special relevance of the proposed techniques and methods in the conditions of the Polar region (the region, wherein during the period of an exit from polar night

Preschool teacher's view on learning in preschool in Sweden and Denmark

DEFF Research Database (Denmark)

Broström professor m.so., Stig; Frøkjær, Thorleif; Johansson, Inge

2014-01-01

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children’s learning in preschool. The study aimed to answer the following questions: What is ‘learning’? How do children learn? What are the best conditions for children’s learning? What is the role of part...

Blended Learning

Science.gov (United States)

Imbriale, Ryan

2013-01-01

Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children

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Judith Jiménez Díaz

2010-08-01

Full Text Available The purpose of this study was to investigate how students (mean= 6.08±0.5 years benefit from a physical education program in motor performance, creative thinking and academic achievement. Students (n = 39 were randomly assigned to comparison group (6 boys and 7 girls who received the regular preschool program (which includes 1 session of 30 minutes per week; intervention group 1 (6 boys and 7 girls who received the regular preschool program plus 1 session of 30 minutes per week of the intervention program; or intervention group 2 (6 boys and 7 girls, who received the regular preschool program plus 1 session of 60 minutes per week of the intervention program; during 8 weeks. All participants performed the Test of Gross Motor Development (TGMD-2 and the Torrance Test of Creative Thinking (TTCT before and after the study. The academic achievement score was given by the school. The ANOVA (Group x Gender x Time pre and post analysis revealed a significant triple interaction in the object control. Significant double interactions in the locomotor subscale and in the gross motor quotient were also found. After the post-hoc analysis, the results suggest that the physical education program benefits the gross motor performance and did not have an effect on the creative thinking or on the academic achievement.

Apparatus for blending small particles

International Nuclear Information System (INIS)

Bradley, R.A.; Reese, C.R.; Sease, J.D.

1975-01-01

An apparatus is described for blending small particles and uniformly loading the blended particles in a receptacle. Measured volumes of various particles are simultaneously fed into a funnel to accomplish radial blending and then directed onto the apex of a conical splitter which collects the blended particles in a multiplicity of equal subvolumes. Thereafter the apparatus sequentially discharges the subvolumes for loading in a receptacle. A system for blending nuclear fuel particles and loading them into fuel rod molds is described in a preferred embodiment

Locomotion and Grasping impairment in preschoolers with autism spectrum disorder

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Francesca Fulceri

2015-08-01

Full Text Available Objective: To investigate expressiveness of motor impairment in autism spectrum disorder (ASD and its correlation with developmental and clinical features of ASD. Method: Thirty-five male preschoolers with ASD completed the Peabody Developmental Motor Scales-2 (PDMS-2; Folio and Fewell, 2000 and underwent a multidisciplinary assessment including medical examination, standardized assessment of cognitive abilities, administration of Autism_Diagnostic_Observation_Schedule (ADOS and a parent interview about adaptive skills. Results: Results revealed a substantial impairment in locomotion and grasping skills. Both fine and gross motor skills were significantly correlated with non verbal IQ and adaptive behaviours (p<0.01 but not with chronological age or ADOS scores. Children with weaker motor skills have greater cognitive and adaptive behaviours deficits. Conclusions: Motor development in ASD can be detected at preschool age and locomotion and grasping skills are substantially the most impaired area. These findings support the need to assess motor skills in preschoolers with ASD in addition to other developmental skill areas. Along with the increasingly acknowledged importance of motor skills for subsequent social, cognitive, and communicative development our findings support the need to consider motor intervention as a key area in therapeutic program to improve outcome in preschoolers with ASD.

Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children.

Science.gov (United States)

Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

2017-04-01

This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children's Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.

Effect of the grinding behaviour of coal blends on coal utilisation for combustion

Energy Technology Data Exchange (ETDEWEB)

Rubiera, F.; Arenillas, A.; Fuente, E.; Pis, J.J. [Inst. Nacional del Carbon, CSIC, Oviedo (Spain); Miles, N. [School of Chemical, Environmental and Mining Engineering, Nottingham Univ. (United Kingdom)

1999-11-01

Grinding of a high volatile bituminous coal was performed in three comminution devices: Raymond Mill (RM), Rolls Crusher (RC) and Ball Mill (BM). The pulverised samples were sieved to obtain four particle size fractions, and temperature-programmed combustion (TPC) was used for the evaluation of their combustion behaviour. In addition, three coals of different hardness and rank were mixed in various proportions in order to compare the combustibility characteristics of the binary coal blends with those of the individual coals. The effect of coal blending on grindability was also studied. It was found that grindability was non-additive especially when coals of very different hardgrove grindability index (HGI) were blended. The combustion studies also suggested that there exists an interaction between individual coals when they are burnt as a blend. (orig.)

Reading use in preschool

OpenAIRE

Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

2016-01-01

Abstract: Reading in preschool is a time of awakening the taste and pleasure in reading, it is also a source of reflection, discovery and learn to listen. It is then necessary that the contact with the reading start from pre-school, with a variety of texts and the teacher also has the habit of reading in their daily lives. Therefore, this study aimed to investigate the benefits of daily reading in the classroom pre-school life of a student, which the characteristics of a player and teacher re...

Motivations and Barriers in Promoting Preschool Education

Science.gov (United States)

Küçükturan, A. Güler; Akbaba Altun, Sadegül

2017-01-01

This study is designed to explore the reasons for sending and not sending preschool age children to preschools at an early age by exploring the motivations for and barriers towards promoting preschool education in Turkey. It aimed to determine various stakeholders' perceptions, attitudes, and knowledge related to preschool education in order to…

Effects of Preschool Intervention Strategies on School Readiness in Kindergarten

Science.gov (United States)

Ma, Xin; Nelson, Regena F.; Shen, Jianping; Krenn, Huilan Y.

2015-01-01

Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children's school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK)…

E-learning and blended learning in orthodontic education

Directory of Open Access Journals (Sweden)

Avinash Kumar

2017-01-01

Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

The Poverty of Preschool Promises: Saving Children and Money with the Early Education Tax Credit. Policy Analysis. No. 641

Science.gov (United States)

Schaeffer, Adam B.

2009-01-01

The political momentum behind state-level preschool programs is tremendous, but existing proposals are often flawed and expensive. Preschool can provide small but statistically significant short-term gains for low-income children; however, these gains usually fade quickly in later grades. There is little evidence to support the belief that…

Investigation of diesel-ethanol blended fuel properties with palm methyl ester as co-solvent and blends enhancer

Directory of Open Access Journals (Sweden)

Mat Taib Norhidayah

2017-01-01

Full Text Available Diesel engine is known as the most efficient engine with high efficiency and power but always reported as high fuel emission. Malaysia National Automotive Policy (NAP was targeting to improve competitive regional focusing on green technology development in reducing the emission of the engine. Therefore, ethanol was introduced to reduce the emission of the engine and while increasing its performance, Palm methyl ester was introduced as blend enhancer to improve engine performance and improve diesel-ethanol blends stability. This paper aimed to study the characteristics of the blends and to prove the ability of palm-methyl-ester as co-solvent in ethanol-diesel blends. Stability and thermophysical test were carried out for different fuel compositions. The stability of diesel-ethanol blended was proved to be improved with the addition of PME at the longer period and the stability of the blends changed depending on temperature and ethanol content. Density and viscosity of diesel-ethanol-PME blends also give higher result than diesel-ethanol blends and it's proved that PME is able to increase density and viscosity of blends. Besides, heating value of the blends also increases with the increasing PME in diesel-ethanol blends.

A Pilot Study of a 6-Week Parenting Program for Mothers of Pre-school Children Attending Family Health Centers in Karachi, Pakistan

Directory of Open Access Journals (Sweden)

Yasmin Khowaja

2016-02-01

Full Text Available Background Recently, parenting programs to address behavioural and emotional problems associated with child maltreatment in developing countries have received much attention. There is a paucity of literature on effective parent education interventions in the local context of Pakistan. This study aimed to assess the feasibility of offering a 6-week parenting program for mothers of pre-school children attending family health centres (FHCs in Karachi, the largest metropolitan city of Pakistan. Methods A pilot quasi-experimental trial was conducted. Two FHCs were selected, one as the intervention and the second as the control. A total of 57 mothers of pre-school children (n = 30 intervention; n = 27 control participated in this study. Mothers in the intervention group received SOS Help for parents module, while mothers in the control group received information about routine childcare. A parenting scale (PS was administered before the program was implemented and repeated 2 weeks after the program was completed in both groups. Statistical analysis was performed to compare participants’ attributes. Descriptive analysis was conducted to compare pre- and post-test mean scores along with standard deviation for parenting subscales in the intervention and control groups. Results A total of 50 mothers (n = 25 intervention; n = 25 control completed the 6-week program. Attrition was observed as 5/30 (17% in the intervention arm and 2/27 (2% in the control arm. Mothers commonly reported the burden of daily domestic and social responsibilities as the main reason for dropping out. Furthermore, the majority of participants in the control group recommended increasing the duration of weekly sessions from 1 to 1.5 hours, thereby decreasing the program period from 6 to 4 weeks. Mothers in intervention group reported substantial improvement in parenting skills as indicated by mean difference in their pre- and post-test scores for laxness and over

Age Difference in Research Course Satisfaction in a Blended Ed.D. Program: A Moderated Mediation Model of the Effects of Internet Self-Efficacy and Statistics Anxiety

Science.gov (United States)

Liu, Lu; Haque, M. D.

2017-01-01

This study identified the moderated mediation relationship among age, Internet self-efficacy, and statistics anxiety on student satisfaction after controlling for demographics and technology experiences in research methods courses in a blended professional doctoral program. One hundred and thirty-one students in a three-year Ed.D. Program…

Nutritional practices in full-day-care pre-schools.

LENUS (Irish Health Repository)

Jennings, A

2011-06-01

Full-day-care pre-schools contribute significantly to the nutritional intake and acquisition of dietary habits of the pre-school child. The present study investigated nutritional practices in full-day-care pre-schools in Dublin, Ireland, aiming to determine the nutritional support that pre-school managers deem necessary, thereby facilitating the amelioration of existing pre-school nutritional training and practices.

Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education.

Science.gov (United States)

Nekitsing, Chandani; Hetherington, Marion M; Blundell-Birtill, Pam

2018-03-01

The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children. Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.

Radiation effect on PVC/ENR blends

International Nuclear Information System (INIS)

Chantara Thevy Ratnam; Khairul Zaman Mohd Dahlan

1997-01-01

The effect of irradiation on the physical properties of Polyvinyl Chloride / Epoxidised Natural Rubber Blends (PVC/ENR blends) were investigated. The enhancement in tensile strength, elongation at break, hardness and aging properties of the blends have confirmed the positive effect of irradiation on the blends. It is evident from gel fraction and infra red spectroscopic studies that the blends of PVC and ENR cross-linked upon irradiation. The results also revealed that at any blend composition, the enhancement in properties depend on irradiation dose which controls the degree of radiation induced cross-linking. In an attempt to maximize the constructive effect of irradiation, the influence of various additives such as stabilizers, radiation sensitizers, fillers and processing aids on the blend properties were studied. The changes in blend properties upon irradiation with the presents of above additives were also presented in this paper

Sixty Minutes of Physical Activity per Day Included Within Preschool Academic Lessons Improves Early Literacy.

Science.gov (United States)

Kirk, Stacie M; Kirk, Erik P

2016-03-01

The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Over 8 months, rhyming significantly (p literacy. © 2016, American School Health Association.

Para Candidatos en Programas de Centros de Cuidado y Educacion Infantil con Ninos de Edad Pre-escolar: Asociado en Desarrollo Infantil Sistema de Evaluacion y Normas de Competencia CDA (Preschool Caregivers in Center-Based Programs: The Child Development Associate Assessment System and Competency Standards).

Science.gov (United States)

Council for Early Childhood Professional Recognition, Washington, DC.

This Spanish-language booklet outlines the requirements of the Child Development Associate (CDA) credential for preschool teachers or caregivers who work in center-based preschool day care programs. Part 1 provides an overview of the CDA credentialing system and the various options, settings, standards, and stages of the CDA assessment system.…

Blending into the mix

Energy Technology Data Exchange (ETDEWEB)

Adams, R.G.; Gibb, W.H.; Majid, K.A. [Power Technology (United Kingdom)

1999-07-01

Successful coal blending requires finding a careful balance between fuel costs and plant performance. A recent study of a Malaysian power plant shows how the utility (Tenaga Nasional Berhad (TNB)) could reduce fuel costs while avoiding boiler operating problems normally associated with firing low-grade coals. TNB`s Kaper 2220 MW power station in Selangor needed an improved method of coal blending for two new 500 MW units and for two existing 300 MW units. UK`s Power Technology was commissioned to identify what coal blends the boiler could tolerate. A Coal Quality Impact Model (CQIM) analysis of the effect of different coals and coal blends on combustion performance and economics, and a performance analysis of coal yard handling facility was made to determine whether the accuracy of the required blend could be achieved (using a Coal Handling Simulation, CHAS, software package). The CQIM study showed that the proportion of cheaper coals could be increased from 20% to 50% provided each shipment was adequately sampled. The CHAS study showed that use of a flat back reclaimer or modifications to the dry coal stove would allow accurate blending. 5 figs., 1 tab.

Healthy eating and obesity prevention for preschoolers: a randomised controlled trial

Directory of Open Access Journals (Sweden)

Swinburn Boyd

2010-04-01

Full Text Available Abstract Background Developing effective prevention and intervention programs for the formative preschool years is seen as an essential step in combating the obesity epidemic across the lifespan. The overall goal of the current project is to measure the effectiveness of a healthy eating and childhood obesity prevention intervention, the MEND (Mind Exercise Nutrition Do It! program that is delivered to parents of children aged 2-4 years. Methods/Design This randomised controlled trial will be conducted with 200 parents and their 2-4 year old children who attend the MEND 2-4 program in metropolitan and regional Victoria. Parent-child dyads will attend ten 90-minute group workshops. These workshops focus on general nutrition, as well as physical activity and behaviours. They are typically held at community or maternal and child health centres and run by a MEND 2-4 trained program leader. Child eating habits, physical activity levels and parental behaviours and cognitions pertaining to nutrition and physical activity will be assessed at baseline, the end of the intervention, and at 6 and 12 months post the intervention. Informed consent will be obtained from all parents, who will then be randomly allocated to the intervention or wait-list control group. Discussion Our study is the first RCT of a healthy eating and childhood obesity prevention intervention targeted specifically to Australian parents and their preschool children aged 2-4 years. It responds to the call by experts in the area of childhood obesity and child health that prevention of overweight in the formative preschool years should focus on parents, given that parental beliefs, attitudes, perceptions and behaviours appear to impact significantly on the development of early overweight. This is 'solution-oriented' rather than 'problem-oriented' research, with its focus being on prevention rather than intervention. If this is a positive trial, the MEND2-4 program can be implemented as a

The Effectiveness of Healthy Start Home Visit Program: Cluster Randomized Controlled Trial

Science.gov (United States)

Leung, Cynthia; Tsang, Sandra; Heung, Kitty

2015-01-01

Purpose: The study reported the effectiveness of a home visit program for disadvantaged Chinese parents with preschool children, using cluster randomized controlled trial design. Method: Participants included 191 parents and their children from 24 preschools, with 84 dyads (12 preschools) in the intervention group and 107 dyads (12 preschools) in…

Capturing the Magic of Classroom Training in Blended Learning

Science.gov (United States)

Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

2014-01-01

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

The Arts in Turkish Preschool Education

Science.gov (United States)

Acer, Dilek

2015-01-01

One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a…

Development and Study the Usage of Blended Learning Environment Model Using Engineering Design Concept Learning Activities to Computer Programming Courses for Undergraduate Students of Rajabhat Universities

Directory of Open Access Journals (Sweden)

Kasame Tritrakan

2017-06-01

Full Text Available The objectives of this research were to study and Synthesise the components, to develop, and to study the usage of blended learning environment model using engineering design concept learning activities to computer programming courses for undergraduate students of Rajabhat universities. The research methodology was divided into 3 phases. Phase I: surveying presents, needs and problems in teaching computer programming of 52 lecturers by using in-depth interview from 5 experienced lecturers. The model’s elements were evaluated by 5 experts. The tools were questionnaire, interview form, and model’s elements assessment form. Phase II: developing the model of blended learning environment and learning activities based on engineering design processes and confirming model by 8 experts. The tools were the draft of learning environment, courseware, and assessment forms. Phase III evaluating the effects of using the implemented environment. The samples were students which formed into 2 groups, 25 people in the experiment group and 27 people in the control group by cluster random sampling. The tools were learning environment, courseware, and assessment tools. The statistics used in this research were means, standard deviation, t-test dependent, and one-way MANOVA. The results found that: 1 Lecturers quite agreed with the physical, mental, social, and information learning environment, learning processes, and assessments. There were all needs in high level. However there were physical environment problems in high level yet quite low in other aspects. 2 The developed learning environment had 4 components which were a 4 types of environments b the inputs included blended learning environment, learning motivation factors, and computer programming content c the processes were analysis of state objectives, design learning environment and activities, developing learning environment and testing materials, implement, ation evaluation and evaluate, 4 the outputs

Decentralized Blended Acquisition

NARCIS (Netherlands)

Berkhout, A.J.

2013-01-01

The concept of blending and deblending is reviewed, making use of traditional and dispersed source arrays. The network concept of distributed blended acquisition is introduced. A million-trace robot system is proposed, illustrating that decentralization may bring about a revolution in the way we

DEVELOPMENT OF FINE MOTOR COORDINATION AND VISUAL-MOTOR INTEGRATION IN PRESCHOOL CHILDREN

Directory of Open Access Journals (Sweden)

Haris MEMISEVIC

2013-03-01

Full Text Available Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegboard Test. Data were analyzed with one-way ANOVA, followed by planned com­parisons between the age groups. We also performed a regression analysis to assess the influence of age and motor coordination on visual-motor integration. The results showed that age has a great effect on the development of fine motor skills. Furthermore, the results indicated that there are possible sensitive periods at preschool age in which the development of fine motor skills is accelerated. Early intervention specialists should make a thorough evaluations of fine motor skills in preschool children and make motor (rehabilitation programs for children at risk of fine motor delays.

Blended Learning: enabling Higher Education Reform

Directory of Open Access Journals (Sweden)

Kathleen Matheos

2018-01-01

Full Text Available Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues the need for blended learning to situate itself within the timely and crucial Higher Education Reform (HER agenda. By aligning the affordances of blended learning with the components of HER, blended learning can clearly serve as an enabler for HER.

THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

Directory of Open Access Journals (Sweden)

Galiya H. Vakhitova

2015-03-01

preschool pedagogics, which despite the gathered wide experience of children development by means of additional educational services, has not been considered yet as the complex phenomenon and a resource of optimisation of preschool preparation of children. Attention is drawn to the fact that yet now, the deep comparative analysis of the performance efficiency with preschool children of the general and additional educational institutions hasn’t been carried. It is also required to design the system of expert assessment and working out of diagnostic procedures for defining the productivity of experts training programs of an additional education; and conformance inspection of these programs due to specifications of Federal State Educational Standard of Pre-school Education (FSES PE. Such research works will help to provide the maximum achievement of a purpose of preschool pedagogics – complex development of intellectual, spiritually-moral, creative and physical potential of children. 

THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

Directory of Open Access Journals (Sweden)

Galiya H. Vakhitova

2015-01-01

development of preschool pedagogics, which despite the gathered wide experience of children development by means of additional educational services, has not been considered yet as the complex phenomenon and a resource of optimisation of preschool preparation of children. Attention is drawn to the fact that yet now, the deep comparative analysis of the performance efficiency with preschool children of the general and additional educational institutions hasn’t been carried. It is also required to design the system of expert assessment and working out of diagnostic procedures for defining the productivity of experts training programs of an additional education; and conformance inspection of these programs due to specifications of Federal State Educational Standard of Pre-school Education (FSES PE. Such research works will help to provide the maximum achievement of a purpose of preschool pedagogics – complex development of intellectual, spiritually-moral, creative and physical potential of children. 

Motor Skill Improvement in Preschoolers: How Effective Are Activity Cards?

Directory of Open Access Journals (Sweden)

Lars Donath

2014-12-01

Full Text Available Strategies to early develop and implement motor skill promotion in preschoolers are lacking. Thus, we examined the effects of a card-based exercise promotion program in a kindergarten setting. 214 preschool children (5.5 ± 0.6 y, range 4.2–6.7 y were examined in the present intervention study. Body mass index (BMI and waist circumference were measured. Children were randomly assigned to the KIDZ-Box® physical activity intervention program (INT: n = 107 or the control group (CON: n = 107. Children were trained daily for 15 min over 7 month at the preschool for agility, balance, endurance and jump performance, employing the card-based KIDZ-Box® media package. At pre- and post-testing, dynamic balance, jump and agility performance were tested. Cross-sectionally, agility testing differed between sexes (p = 0.01 and BMI (p = 0.02. Trends towards a significant association were found between BMI and side-to-side jumping (p = 0.1 and beam balancing (p = 0.05. Relevant interventional effects favoring the intervention group were slightly found for agility (p = 0.04, ηp2 = 0.02 and moderately for side-to-side jumping (p < 0.001, ηp2 = 0.08. Balance performance did not relevantly improve. As jumping cards have been used frequently by the teachers, jumping improvements are plausible. The activity cards are feasibly applicable but should be employed with more structure during longer training sessions.

Reversible Micro- and Nano- Phase Programming of Anthraquinone Thermochromism Using Blended Block Copolymers.

Science.gov (United States)

Zhang, Yumiao; Lovell, Jonathan F

2015-12-22

Here, we present an approach to generate materials with programmable thermochromic transition temperatures (TTTs), based on the reversible microcrystallization of anthraquinone dyes with the assistance of blended Pluronic block copolymers. At temperatures above block copolymer critical micellization temperature (CMT), hydrophobic anthraquinone dyes, including Sudan blue II, were dispersed in copolymer micelles, whereas at lower temperature, the dyes formed microcrystals driven by dye-dye and dye-Pluronic molecular interactions. The crystallization process altered the optical properties of the dye with bathochromatic shifts detectable by eye and the thermochromic process was fully reversible. Not only could Pluronic reversibly incorporate the anthraquinone dyes into micelles at elevated temperatures, but it also modulated the crystallization process and resulting morphology of microcrystals via tuning the molecular interactions when the temperature was lowered. Crystal melting transition points (and TTTs) were in agreement with the CMTs, demonstrating that the thermochromism was dependent on block copolymer micellization. Thermochromism could be readily programmed over a broad range of temperatures by changing the CMT by using different types and concentrations of Pluronics and combinations thereof.

A case study of blended learning in a secondary biotechnology class

Science.gov (United States)

Coe, Jacqueline

An increase in the use of technology in high schools, coupled with the need to facilitate the development of 21st century skills in our students, give us opportunity and impetus to examine the use of blended learning. This study provides important insight into how blended learning translates into the secondary school environment. For the purpose of this study, blended learning is defined by Staker & Horn (2012) as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. (p. 4) This descriptive single case study used qualitative analyses in an effort to answer the research questions, What are the experiences of secondary students when blended learning methods are introduced in a Biotechnology I class and how might these impact (a) the cognitive complexity of the course, (b) the level of choice students perceive they have, (c) the amount of time spent on working with the content, (d) student and teacher perceptions of blended learning, and (e) overall student achievement. Additionally, the impact of a learning-centered approach was explored. Data was gathered through teacher interviews, student interviews, classroom observations, student work, including formative and summative assignments, exit slips, surveys, and grades. Keywords: blended learning, cognitive complexity, learning-centered

Outcome Evaluation of the Hands-On Parent Empowerment (HOPE) Program

Science.gov (United States)

Leung, Cynthia; Tsang, Sandra; Dean, Suzanne

2011-01-01

This study evaluated the effectiveness of the HOPE program. Participants included 120 Chinese new immigrant parents with preschool children in Hong Kong from 13 preschools which were randomized into intervention group (HOPE) and comparison group (6-session parent education program). Parent participants completed measures on child behavior,…

Blending Study For SRR Salt Disposition Integration: Tank 50H Scale-Modeling And Computer-Modeling For Blending Pump Design, Phase 2

International Nuclear Information System (INIS)

Leishear, R.; Poirier, M.; Fowley, M.

2011-01-01

the sludge level was shown to remain constant. To experimentally model the sludge layer, a very thin, pourable, sludge simulant was conservatively used for all testing. To experimentally model the liquid, supernate layer above the sludge in waste tanks, two salt solution simulants were used, which provided a bounding range of supernate properties. One solution was water (H 2 O + NaOH), and the other was an inhibited, more viscous salt solution. The research performed and data obtained significantly advances the understanding of fluid mechanics, mixing theory and CFD modeling for nuclear waste tanks by benchmarking CFD results to actual experimental data. This research significantly bridges the gap between previous CFD models and actual field experiences in real waste tanks. A finding of the 2009, DOE, Slurry Retrieval, Pipeline Transport and Plugging, and Mixing Workshop was that CFD models were inadequate to assess blending processes in nuclear waste tanks. One recommendation from that Workshop was that a validation, or bench marking program be performed for CFD modeling versus experiment. This research provided experimental data to validate and correct CFD models as they apply to mixing and blending in nuclear waste tanks. Extensive SDI research was a significant step toward bench marking and applying CFD modeling. This research showed that CFD models not only agreed with experiment, but demonstrated that the large variance in actual experimental data accounts for misunderstood discrepancies between CFD models and experiments. Having documented this finding, SRNL was able to provide correction factors to be used with CFD models to statistically bound full scale CFD results. Through the use of pilot scale tests performed for both types of pumps and available engineering literature, SRNL demonstrated how to effectively apply CFD results to salt batch mixing in full scale waste tanks. In other words, CFD models were in error prior to development of experimental

BLENDING STUDY FOR SRR SALT DISPOSITION INTEGRATION: TANK 50H SCALE-MODELING AND COMPUTER-MODELING FOR BLENDING PUMP DESIGN, PHASE 2

Energy Technology Data Exchange (ETDEWEB)

Leishear, R.; Poirier, M.; Fowley, M.

2011-05-26

the sludge level was shown to remain constant. To experimentally model the sludge layer, a very thin, pourable, sludge simulant was conservatively used for all testing. To experimentally model the liquid, supernate layer above the sludge in waste tanks, two salt solution simulants were used, which provided a bounding range of supernate properties. One solution was water (H{sub 2}O + NaOH), and the other was an inhibited, more viscous salt solution. The research performed and data obtained significantly advances the understanding of fluid mechanics, mixing theory and CFD modeling for nuclear waste tanks by benchmarking CFD results to actual experimental data. This research significantly bridges the gap between previous CFD models and actual field experiences in real waste tanks. A finding of the 2009, DOE, Slurry Retrieval, Pipeline Transport and Plugging, and Mixing Workshop was that CFD models were inadequate to assess blending processes in nuclear waste tanks. One recommendation from that Workshop was that a validation, or bench marking program be performed for CFD modeling versus experiment. This research provided experimental data to validate and correct CFD models as they apply to mixing and blending in nuclear waste tanks. Extensive SDI research was a significant step toward bench marking and applying CFD modeling. This research showed that CFD models not only agreed with experiment, but demonstrated that the large variance in actual experimental data accounts for misunderstood discrepancies between CFD models and experiments. Having documented this finding, SRNL was able to provide correction factors to be used with CFD models to statistically bound full scale CFD results. Through the use of pilot scale tests performed for both types of pumps and available engineering literature, SRNL demonstrated how to effectively apply CFD results to salt batch mixing in full scale waste tanks. In other words, CFD models were in error prior to development of experimental

7 CFR 989.16 - Blend.

Science.gov (United States)

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Blend. 989.16 Section 989.16 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements and... CALIFORNIA Order Regulating Handling Definitions § 989.16 Blend. Blend means to mix or commingle raisins. ...

Effect of Blending on the Composition and Acceptability of Blends of ...

African Journals Online (AJOL)

However the blend was found deficient in lysine, leucine, iso-leucine and phenylalanine when compared with the FAO recommendations for infants. Increased levels of pigeon pea in the blend also resulted in significant increases in potassium, phosphorus, sodium, magnesium and calcium. Similarly, increased levels of ...

No Teachers Left Behind: An Exploration of Preschool Teacher Preparation Programs in Massachusetts

Science.gov (United States)

O'Brien, Ellen J.

2012-01-01

Recognizing the importance of early childhood education for young children, states are planning and implementing initiatives to assure greater access to high-quality, elementary-school based preschool. In the field of early childhood education the leading professional organizations, such as the National Association for the Education of Young…

Promoting preschool reading

OpenAIRE

Istenič, Vesna

2013-01-01

The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I ...

Powertrain Component Inspection from Mid-Level Blends Vehicle Aging Study

Energy Technology Data Exchange (ETDEWEB)

Shoffner, Brent [Southwest Research Institute, San Antonio; Johnson, Ryan [Southwest Research Institute, San Antonio; Heimrich, Martin J. [Southwest Research Institute, San Antonio; Lochte, Michael [Southwest Research Institute, San Antonio

2010-11-01

The Energy Independence and Security Act of 2007 calls on the nation to significantly increase its use of renewable fuels to meet its transportation energy needs. The law expands the renewable fuel standard to require use of 36 billion gallons of renewable fuel by 2022. Given that ethanol is the most widely used renewable fuel in the U.S. market, ethanol will likely make up a significant portion of the 36-billion-gallon requirement. The vast majority of ethanol used in the United States is blended with gasoline to create E10-gasoline with up to 10% ethanol. The remaining ethanol is sold in the form of E85 - a gasoline blend with as much as 85% ethanol that can only be used in flexible-fuel vehicles (FFVs). Consumption of E85 is at present limited by both the size of the FFV fleet and the number of E85 fueling stations. Gasoline consumption in the United States is currently about 140 billion gallons per year; thus the maximum use of ethanol as E10 is only about 14 billion gallons. While the U.S. Department of Energy (DOE) remains committed to expanding the E85 infrastructure, that market represented less than 1% of the ethanol consumed in 2010 and will not be able to absorb projected volumes of ethanol in the near term. Because of these factors, DOE and others have been assessing the viability of using mid-level ethanol blends (E15 or E20) as a way to accommodate growing volumes of ethanol. The DOE Mid-Level Ethanol Blends Test Program has been under way since 2007, supported jointly by the Office of the Biomass Program and the Vehicle Technologies Program. One of the larger projects, the Catalyst Durability Study, or Vehicle Aging Study, will be completed early in calendar year 2011. The following report describes a subproject of the Vehicle Aging Study in which powertrain components from 18 of the vehicles were examined at Southwest Research Institute under contract to Oak Ridge National Laboratory (ORNL).

Morphology stabilization of heterogeneous blends

International Nuclear Information System (INIS)

1980-01-01

A heterogeneous elastomer blend is described, consisting of at least two elastomer components which are cross-linkable by irradiation and having a stabilized morphology formed by subjecting the blend to high energy radiation to a point from below to slightly above the gel dose of the blend. (author)

Locally restricted blending of Blobtrees

NARCIS (Netherlands)

Groot, de Erwin; Wyvill, B.; Wetering, van de H.M.M.

2009-01-01

Blobtrees are volume representations particularly useful for models which require smooth blending. When blending is applied to two or more Blobtree models, extra volume will be created in between the two surfaces to form a smooth connection. Although it is easy to apply blending, it is hard to

45 CFR 605.38 - Preschool and adult education.

Science.gov (United States)

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...

Blended Learning from Design to Evaluation: International Case Studies of Evidence-Based Practice

Science.gov (United States)

Vaughan, Norman; Reali, Aline; Stenbom, Stefan; Van Vuuren, Marieta Jansen; MacDonald, David

2017-01-01

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching…

A systematic review examining the effectiveness of blending technology with team-based learning.

Science.gov (United States)

River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

2016-10-01

Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.

Cost Comparison Model: Blended eLearning versus traditional training of community health workers.

Science.gov (United States)

Sissine, Mysha; Segan, Robert; Taylor, Mathew; Jefferson, Bobby; Borrelli, Alice; Koehler, Mohandas; Chelvayohan, Meena

2014-01-01

Another one million community healthcare workers are needed to address the growing global population and increasing demand of health care services. This paper describes a cost comparison between two training approaches to better understand costs implications of training community health workers (CHWs) in Sub-Saharan Africa. Our team created a prospective model to forecast and compare the costs of two training methods as described in the Dalburge Report - (1) a traditional didactic training approach ("baseline") and (2) a blended eLearning training approach ("blended"). After running the model for training 100,000 CHWs, we compared the results and scaled up those results to one million CHWs. A substantial difference exists in total costs between the baseline and blended training programs. RESULTS indicate that using a blended eLearning approach for training community health care workers could provide a total cost savings of 42%. Scaling the model to one million CHWs, the blended eLearning training approach reduces total costs by 25%. The blended eLearning savings are a result of decreased classroom time, thereby reducing the costs associated with travel, trainers and classroom costs; and using a tablet with WiFi plus a feature phone rather than a smartphone with data plan. The results of this cost analysis indicate significant savings through using a blended eLearning approach in comparison to a traditional didactic method for CHW training by as much as 67%. These results correspond to the Dalberg publication which indicates that using a blended eLearning approach is an opportunity for closing the gap in training community health care workers.

Preschool life skills: Recent advancements and future directions.

Science.gov (United States)

Fahmie, Tara A; Luczynski, Kevin C

2018-01-01

Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of the initial PLS study. For each area, we suggest directions for future research. © 2018 Society for the Experimental Analysis of Behavior.

AED (Automated External Defibrillator) Programs: Questions and Answers

Science.gov (United States)

... In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs CPR ... In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs CPR ...

The acquisition of the Latvian language as the Second language at preschool age in theory and practice

Directory of Open Access Journals (Sweden)

Ingēra Tomme-Jukēvica

2014-09-01

Full Text Available In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their influence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program (with instruction in Russian, the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts as well as the Latvian language as the second language study content. The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.

THE RELATIONSHIP OF THE EDUCATIONAL STAFF TOWARDS CHILDREN WITH DEVE LOPMENTAL DISORDERS-AN IMPORTANT FACTOR FOR THEIR QUALITY TREATMENT IN THE PRE-SCHOOL INSTITUTIONS

Directory of Open Access Journals (Sweden)

Snezana MATOVSKA

1997-03-01

Full Text Available Introduction· The purpose for the integration in the preschool institution· The need for the integration in the preschool institution· The results of the integration in the preschool institutionPersonal experience from the integration in the preschool institution· The relationship of the educational and upbringing staff towards the child· The relationship of the child towards the preschool institution· (the relationship towards the other children and the relationship towards the staff Proposal and suggestions for solving the present situation· The completion of legislative and its carrying out in practice· The creation of space and staff possibilities for active integration of the children with developmental disorders in the preschool institutions· The preparation of didactic material and the devices for carrying out the working program.

Preschool Teachers use of ICTs

DEFF Research Database (Denmark)

Masoumi, Davoud

2015-01-01

; and as a communication and documentation tool. In addition, by addressing the teachers’ values and attitudes to the role of ICT in early childhood, the paper also unpacks the stances of teachers who consider ICT to be unsuitable for early childhood education. The findings of this study may bring some clarity......This study aimed to identify the ways in which information and communication technologies (ICT) are integrated in three preschools in south-western Sweden. The case study involved observations of and interviews with preschool teachers. The findings support claims that ICT can enhance preschool...

Is Something Better than Nothing? An Evaluation of Early Childhood Programs in Cambodia

Science.gov (United States)

Rao, Nirmala; Sun, Jin; Pearson, Veronica; Pearson, Emma; Liu, Hongyun; Constas, Mark A.; Engle, Patrice L.

2012-01-01

This study evaluated the relative effectiveness of home-based, community-based, and state-run early childhood programs across Cambodia. A total of 880 five-year-olds (55% girls) from 6 rural provinces in Cambodia attending State Preschools, Community Preschools, Home-Based Programs, or no programs were assessed twice using the Cambodian…

A Smartphone App for Families With Preschool-Aged Children in a Public Nutrition Program: Prototype Development and Beta-Testing.

Science.gov (United States)

Hull, Pamela; Emerson, Janice S; Quirk, Meghan E; Canedo, Juan R; Jones, Jessica L; Vylegzhanina, Violetta; Schmidt, Douglas C; Mulvaney, Shelagh A; Beech, Bettina M; Briley, Chiquita; Harris, Calvin; Husaini, Baqar A

2017-08-02

The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States provides free supplemental food and nutrition education to low-income mothers and children under age 5 years. Childhood obesity prevalence is higher among preschool children in the WIC program compared to other children, and WIC improves dietary quality among low-income children. The Children Eating Well (CHEW) smartphone app was developed in English and Spanish for WIC-participating families with preschool-aged children as a home-based intervention to reinforce WIC nutrition education and help prevent childhood obesity. This paper describes the development and beta-testing of the CHEW smartphone app. The objective of beta-testing was to test the CHEW app prototype with target users, focusing on usage, usability, and perceived barriers and benefits of the app. The goals of the CHEW app were to make the WIC shopping experience easier, maximize WIC benefit redemption, and improve parent snack feeding practices. The CHEW app prototype consisted of WIC Shopping Tools, including a barcode scanner and calculator tools for the cash value voucher for purchasing fruits and vegetables, and nutrition education focused on healthy snacks and beverages, including a Yummy Snack Gallery and Healthy Snacking Tips. Mothers of 63 black and Hispanic WIC-participating children ages 2 to 4 years tested the CHEW app prototype for 3 months and completed follow-up interviews. Study participants testing the app for 3 months used the app on average once a week for approximately 4 and a half minutes per session, although substantial variation was observed. Usage of specific features averaged at 1 to 2 times per month for shopping-related activities and 2 to 4 times per month for the snack gallery. Mothers classified as users rated the app's WIC Shopping Tools relatively high on usability and benefits, although variation in scores and qualitative feedback highlighted several barriers that

[Phase transition in polymer blends and structure of ionomers and copolymers

Energy Technology Data Exchange (ETDEWEB)

1993-01-01

The main thrust of the program in the past 3 years are summarized: SAXS instrumentation development; structure and dynamics of macro- and supra-molecules, phase transitions in polymer blends and solutions, structure of ionomers, and fractals and anisotropic systems.

Quality evaluation of millet-soy blended extrudates formulated through linear programming.

Science.gov (United States)

Balasubramanian, S; Singh, K K; Patil, R T; Onkar, Kolhe K

2012-08-01

Whole pearl millet, finger millet and decorticated soy bean blended (millet soy) extrudates formulations were designed using a linear programming (LP) model to minimize the total cost of the finished product. LP formulated composite flour was extruded through twin screw food extruder at different feed rate (6.5-13.5 kg/h), screw speed (200-350 rpm, constant feed moisture (14% wb), barrel temperature (120 °C) and cutter speed (15 rpm). The physical, functional, textural and pasting characteristics of extrudates were examined and their responses were studied. Expansion index (2.31) and sectional expansion index (5.39) was found to be was found maximum for feed rate and screw speed combination 9.5 kg/h and 250 rpm. However, density (0.25 × 10(-3) g/mm(3)) was maximum for 9.5 kg/h and 300 rpm combination. Maximum color change (10.32) was found for 9.5 kg/h feed rate and 200 rpm screw speed. The lower hardness was obtained for the samples extruded at lowest feed rate (6.5 kg/h) for all screw speed and feed rate at 9.5 kg/h for 300-350 rpm screw speed. Peak viscosity decreases with all screw speed of 9.5 kg/h feed rate.

THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Oleksandra Bezverkha

2017-09-01

Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition.

Science.gov (United States)

Lindau, Tâmara Andrade; Rossi, Natalia Freitas; Giacheti, Celia Maria

2016-01-01

The objective was to test whether the Brazilian version of the Preschool Language Assessment Instrument - Second Edition (PLAI-2) has the potential to assess and identify differences in typical language development of Portuguese-speaking preschoolers. The study included 354 children of both genders with typical language development who were between the ages of 3 years and 5 years 11 months. The version of the PLAI-2 previously translated into Brazilian Portuguese was used to assess the communication skills of these preschool-age children. Statistically significant differences were found between the age groups, and the raw score tended to increase as a function of age. With nonstandardized assessments, the performances of the younger groups revealed behavioral profiles (e.g., nonresponsive, impulsive behavior) that directly influenced the evaluation. The findings of this study show that the PLAI-2 is effective in identifying differences in language development among Brazilian children of preschool age. Future research should include studies validating and standardizing these findings. © 2016 S. Karger AG, Basel.

SNAP Participation in Preschool-Aged Children and Prevalence of Overweight and Obesity

Science.gov (United States)

Simmons, Shannon; Alexander, Jeffrey L.; Ewing, Helen; Whetzel, Stephanie

2012-01-01

Background: An increased prevalence of overweight and obesity for adults on government-funded nutrition assistance, such as the Supplemental Nutrition Assistance Program (SNAP), has been observed; however, this association among preschool-aged children is not well understood. Longitudinal research designs tracking changes in body mass…

Blended Learning over Two Decades

Science.gov (United States)

Zhonggen, Yu; Yuexiu, Zhejiang

2015-01-01

The 21st century has witnessed vast amounts of research into blended learning since the conception of online learning formed the possibility of blended learning in the early 1990s. The theme of this paper is blended learning in mainstream disciplinary communities. In particular, the paper reports on findings from the last two decades which looked…

Evaporation characteristics of ETBE-blended gasoline.

Science.gov (United States)

Okamoto, Katsuhiro; Hiramatsu, Muneyuki; Hino, Tomonori; Otake, Takuma; Okamoto, Takashi; Miyamoto, Hiroki; Honma, Masakatsu; Watanabe, Norimichi

2015-04-28

To reduce greenhouse gas emissions, which contribute to global warming, production of gasoline blended with ethyl tert-buthyl ether (ETBE) is increasing annually. The flash point of ETBE is higher than that of gasoline, and blending ETBE into gasoline will change the flash point and the vapor pressure. Therefore, it is expected that the fire hazard caused by ETBE-blended gasoline would differ from that caused by normal gasoline. The aim of this study was to acquire the knowledge required for estimating the fire hazard of ETBE-blended gasoline. Supposing that ETBE-blended gasoline was a two-component mixture of gasoline and ETBE, we developed a prediction model that describes the vapor pressure and flash point of ETBE-blended gasoline in an arbitrary ETBE blending ratio. We chose 8-component hydrocarbon mixture as a model gasoline, and defined the relation between molar mass of gasoline and mass loss fraction. We measured the changes in the vapor pressure and flash point of gasoline by blending ETBE and evaporation, and compared the predicted values with the measured values in order to verify the prediction model. The calculated values of vapor pressures and flash points corresponded well to the measured values. Thus, we confirmed that the change in the evaporation characteristics of ETBE-blended gasoline by evaporation could be predicted by the proposed model. Furthermore, the vapor pressure constants of ETBE-blended gasoline were obtained by the model, and then the distillation curves were developed. Copyright © 2015 Elsevier B.V. All rights reserved.

Affordances of Ditches for Children in Preschool

DEFF Research Database (Denmark)

Lerstrup, Inger Elisabeth; Møller, Maja Steen

2016-01-01

This study aims to expand understanding of the affordances provided by ditches in a Danish preschool context. Affordances are defined as the meaningful action possibilities of the environment. At a forest preschool, a group of 21 children aged approximately 3to 6.5 years accompanied by two to three...... offered varied and changing action possibilities for the preschool children. The paper discusses the possible incorporation of this largely unrecognized design element by planners and managers of green spaces and playgrounds for children in preschool....

Preschool-based social communication treatment for children with autism: 12-month follow-up of a randomized trial.

Science.gov (United States)

Kaale, Anett; Fagerland, Morten W; Martinsen, Egil W; Smith, Lars

2014-02-01

This study reports 12-month follow-up data from a randomized controlled trial of preschool-based social communication treatment for young children with autism. A total of 61 children (48 males) with autism, 29 to 60 months of age, had earlier been randomized either to 8 weeks of preschool-based social communication treatment in addition to standard preschool program (n = 34) or to standard preschool program only (n = 27). Significant short-term effects on targeted social communication skills have previously been published. Long-term gains in social communication, language and global social functioning and communication were assessed from video-taped preschool teacher-child and mother-child interactions, Early Social Communication Scales, Reynell Developmental Language Scale, and Social Communication Questionnaire. Compared with those in the control group, the treated children achieved significantly larger improvements in joint attention and joint engagement from baseline to 12-month follow-up. However, no effects were detected on language and global ratings of social functioning and communication. The treatment effect on child initiation of joint attention increased with increasing level of sociability at baseline, whereas nonverbal IQ and expressive language had no moderating effect. This study is the first to show that, similar to specialist-delivered treatment, preschool-based treatment may produce small but possibly clinically important long-term changes in social communication in young children with autism. The treatment did not affect language and global ratings of social functioning and communication. More studies are needed to better understand whether treatment effects may be improved by increasing the intensity and duration of the treatment. Clinical trial registration information--Joint Attention Intervention and Young Children With Autism; http://clinicaltrials.gov/; NCT00378157. Copyright © 2014 American Academy of Child and Adolescent Psychiatry

Evaporation characteristics of ETBE-blended gasoline

International Nuclear Information System (INIS)

Okamoto, Katsuhiro; Hiramatsu, Muneyuki; Hino, Tomonori; Otake, Takuma; Okamoto, Takashi; Miyamoto, Hiroki; Honma, Masakatsu; Watanabe, Norimichi

2015-01-01

Highlights: • We chose 8-component hydrocarbon mixture as a model gasoline, and defined the molar mass of gasoline. • We proposed an evaporation model assuming a 2-component mixture of gasoline and ETBE. • We predicted the change in the vapor pressure of ETBE-blended gasoline by evaporation. • The vapor pressures were measured and compared as a means of verifying the model. • We presented the method for predicting flash points of the ETBE-blended gasoline. - Abstract: To reduce greenhouse gas emissions, which contribute to global warming, production of gasoline blended with ethyl tert-buthyl ether (ETBE) is increasing annually. The flash point of ETBE is higher than that of gasoline, and blending ETBE into gasoline will change the flash point and the vapor pressure. Therefore, it is expected that the fire hazard caused by ETBE-blended gasoline would differ from that caused by normal gasoline. The aim of this study was to acquire the knowledge required for estimating the fire hazard of ETBE-blended gasoline. Supposing that ETBE-blended gasoline was a two-component mixture of gasoline and ETBE, we developed a prediction model that describes the vapor pressure and flash point of ETBE-blended gasoline in an arbitrary ETBE blending ratio. We chose 8-component hydrocarbon mixture as a model gasoline, and defined the relation between molar mass of gasoline and mass loss fraction. We measured the changes in the vapor pressure and flash point of gasoline by blending ETBE and evaporation, and compared the predicted values with the measured values in order to verify the prediction model. The calculated values of vapor pressures and flash points corresponded well to the measured values. Thus, we confirmed that the change in the evaporation characteristics of ETBE-blended gasoline by evaporation could be predicted by the proposed model. Furthermore, the vapor pressure constants of ETBE-blended gasoline were obtained by the model, and then the distillation curves were

Evaporation characteristics of ETBE-blended gasoline

Energy Technology Data Exchange (ETDEWEB)

Okamoto, Katsuhiro, E-mail: okamoto@nrips.go.jp [National Research Institute of Police Science, 6-3-1 Kashiwanoha, Kashiwa, Chiba 277-0882 (Japan); Hiramatsu, Muneyuki [Yamanashi Prefectural Police H.Q., 312-4 Kubonakajima, Isawa-cho, Usui, Yamanashi 406-0036 (Japan); Hino, Tomonori; Otake, Takuma [Metropolitan Police Department, 2-1-1 Kasumigaseki, Chiyoda-ku, Tokyo 100-8929 (Japan); Okamoto, Takashi; Miyamoto, Hiroki; Honma, Masakatsu; Watanabe, Norimichi [National Research Institute of Police Science, 6-3-1 Kashiwanoha, Kashiwa, Chiba 277-0882 (Japan)

2015-04-28

Highlights: • We chose 8-component hydrocarbon mixture as a model gasoline, and defined the molar mass of gasoline. • We proposed an evaporation model assuming a 2-component mixture of gasoline and ETBE. • We predicted the change in the vapor pressure of ETBE-blended gasoline by evaporation. • The vapor pressures were measured and compared as a means of verifying the model. • We presented the method for predicting flash points of the ETBE-blended gasoline. - Abstract: To reduce greenhouse gas emissions, which contribute to global warming, production of gasoline blended with ethyl tert-buthyl ether (ETBE) is increasing annually. The flash point of ETBE is higher than that of gasoline, and blending ETBE into gasoline will change the flash point and the vapor pressure. Therefore, it is expected that the fire hazard caused by ETBE-blended gasoline would differ from that caused by normal gasoline. The aim of this study was to acquire the knowledge required for estimating the fire hazard of ETBE-blended gasoline. Supposing that ETBE-blended gasoline was a two-component mixture of gasoline and ETBE, we developed a prediction model that describes the vapor pressure and flash point of ETBE-blended gasoline in an arbitrary ETBE blending ratio. We chose 8-component hydrocarbon mixture as a model gasoline, and defined the relation between molar mass of gasoline and mass loss fraction. We measured the changes in the vapor pressure and flash point of gasoline by blending ETBE and evaporation, and compared the predicted values with the measured values in order to verify the prediction model. The calculated values of vapor pressures and flash points corresponded well to the measured values. Thus, we confirmed that the change in the evaporation characteristics of ETBE-blended gasoline by evaporation could be predicted by the proposed model. Furthermore, the vapor pressure constants of ETBE-blended gasoline were obtained by the model, and then the distillation curves were

AKRO/SF: Blend System

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The Blend was the system used by the NMFS Alaska Regional Office to monitor groundfish catch from 1991 until 2002. The Blend system combined data from industry...

Food-related advertising on preschool television: building brand recognition in young viewers.

Science.gov (United States)

Connor, Susan M

2006-10-01

This study used content analysis to explore how much and what type of advertising is present in television programming aimed at toddlers and preschool-aged children and what methods of persuasion are being used to sell products and to promote brands to the youngest viewers. Four randomly selected, 4-hour blocks (9 am to 1 pm) were recorded in spring 2005 from each of 3 stations airing programming aimed specifically at toddlers and preschool-aged children (Public Broadcasting Service, Disney, and Nickelodeon). All content that aired in the spaces between programs was examined. Data recorded for food-related advertisements included the primary appeals used to promote products or brands, whether advertisements were aimed at children or adults, whether advertisements used primarily animation or live action, whether advertisements showed food, and whether licensed characters were used. In 96 half-hour blocks of preschool programming, the 3 stations had a total of 130 food-related advertisements (1.354 food advertisements per half-hour). More than one half of all food advertisements (76 of 130 advertisements) were aimed specifically at children, and the majority of those were for fast food chains (50 advertisements) or sweetened cereals (18 advertisements). The primary advertising appeals used associated products with fun and happiness and/or with excitement and energy. Fast food advertisements in particular seemed to focus on building brand recognition and positive associations, through the use of licensed characters, logos, and slogans. The majority of child-oriented food advertisements viewed seemed to take a branding approach, focusing on creating lifelong customers rather than generating immediate sales. Promotional spots on advertisement-supported (Nickelodeon) and sponsor-supported (Public Broadcasting Service and Disney) networks took similar approaches and used similar appeals, seeming to promote the equation that food equals fun and happiness.

Intimate partner violence and preschoolers' explicit memory functioning.

Science.gov (United States)

Jouriles, Ernest N; Brown, Alan S; McDonald, Renee; Rosenfield, David; Leahy, Matthew M; Silver, Cheryl

2008-06-01

This research examines whether parents' intimate partner physical violence (IPV) relates to their preschoolers' explicit memory functioning, whether children's symptoms of hyperarousal mediate this relation, and whether mothers' positive parenting moderates this relation. Participants were 69 mothers and their 4- or 5-year-old child (34 girls). Mothers completed measures of IPV, children's hyperarousal symptoms, parent-child aggression, and positive parenting. Measures of explicit memory functioning were administered to preschoolers. As expected, IPV correlated negatively with preschoolers' performance on explicit memory tasks, even after controlling for parent-child aggression and demographic variables related to preschoolers' memory functioning. Preschoolers' hyperarousal symptoms did not mediate the relation between IPV and explicit memory functioning, but mothers' positive parenting moderated this relation. Specifically, the negative relation between IPV and preschoolers' performance on 2 of the 3 explicit memory tasks was weaker when mothers engaged in higher levels of positive parenting. These findings extend research on IPV and children's adjustment difficulties to explicit memory functioning in preschoolers and suggest that mothers can ameliorate the influence of IPV on preschoolers' memory functioning via their parenting. (c) 2008 APA, all rights reserved

The Development of Experimentation and Evidence Evaluation Skills at Preschool Age

Science.gov (United States)

Piekny, Jeanette; Grube, Dietmar; Maehler, Claudia

2014-01-01

Researchers taking a domain-general approach to the development of scientific reasoning long thought that the ability to engage in scientific reasoning did not develop until adolescence. However, more recent studies have shown that preschool children already have a basic ability to evaluate evidence and a basic understanding of experimentation. Data providing insights into when exactly in the preschool years significant gains in these abilities occur are scarce. Drawing on a sample of 138 preschool children, this longitudinal study therefore examined how children's ability to evaluate evidence and their understanding of experimentation develop between the ages of four and six. Findings showed that the ability to evaluate evidence was already well developed at age four and increased steadily and significantly over time as long as the pattern of covariation was perfect. In the case of imperfect covariation, the proportion of correct answers was low over the period of observation, but showed a significant increase between the ages of four and five. If the data did not allow relationship between variables to be inferred, the proportion of correct answers was low, with a significant increase between the ages of five and six. The children's understanding of experimentation increased significantly between the ages of five and six. The implications of these findings for age-appropriate science programs in preschool are discussed.

METHOD OF HISTORICAL RESEARCH OF PRESCHOOL EDUCATION IN RUSSIA

OpenAIRE

Y. S. Rubinchik

2015-01-01

The article suggests a methodology of historical research of preschool education. The analysis of theoretical and methodical provisions for the education of preschool children. Discusses the importance of the achievements of the Soviet system of preschool upbringing and education. Shows the principles, directions, methods and conditions for their implementation when working with children of preschool age. Discusses the state of childhood in modern Russia, problems of development of preschool ...

Communication Patterns in Preschool Education Institutions ? Practical Examples

OpenAIRE

Radic-Hozo, Endica

2014-01-01

Introduction: Proper communication in pre-school institutions for education is undeniable importance to the development of the child, as evidenced by numerous studies. After the child's birth follows the most complex phase in its early phases - preschool education. Only high-quality, synergistic relationship triad: parent-child-educator and the modern postulates of preschool child education, warrants successful preschool child education. Methods and materials: Description, with examples from ...

A theoretical framework for analysing preschool teaching

DEFF Research Database (Denmark)

Chaiklin, Seth

2014-01-01

This article introduces a theoretical framework for analysing preschool teaching as a historically-grounded societal practice. The aim is to present a unified framework that can be used to analyse and compare both historical and contemporary examples of preschool teaching practice within and across...... national traditions. The framework has two main components, an analysis of preschool teaching as a practice, formed in relation to societal needs, and an analysis of the categorical relations which necessarily must be addressed in preschool teaching activity. The framework is introduced and illustrated...

Examining the Benefits and Barriers of Instructional Gardening Programs to Increase Fruit and Vegetable Intake among Preschool-Age Children

Directory of Open Access Journals (Sweden)

Kristen L. Davis

2017-01-01

Full Text Available Research exists on using instructional gardening programs with school age children as a means of improving dietary quality and for obesity prevention. This article examines the potential use of instructional gardens in childcare settings to improving fruit and vegetable intake in young children. A qualitative study was conducted with childcare providers. Participants (n=20 were recruited via e-mails, letters, and follow-up phone calls. Interviews were recorded, transcribed, and coded to identify themes within two areas (1 childcare providers perceptions of children’s fruit and vegetable consumption and (2 components necessary to initiate or improve instructional gardening programs. Themes associated with provider’s perceptions of child fruit and vegetable consumption included benefits of consumption, willingness to try fruits and vegetables, meeting recommendations, and influence of the home and childcare environments on child eating. Benefits, barriers, and resources needed were identified as themes related to starting or improving instructional gardening programs. Benefits to gardening with preschoolers are consistent with those found in school-age populations. While several barriers exist, resources are available to childcare providers to address these barriers. Increased knowledge and awareness of resources are necessary to improve the success of gardening programs in the childcare setting with the goal of improving child diet quality.

Examining the Benefits and Barriers of Instructional Gardening Programs to Increase Fruit and Vegetable Intake among Preschool-Age Children.

Science.gov (United States)

Davis, Kristen L; Brann, Lynn S

2017-01-01

Research exists on using instructional gardening programs with school age children as a means of improving dietary quality and for obesity prevention. This article examines the potential use of instructional gardens in childcare settings to improving fruit and vegetable intake in young children. A qualitative study was conducted with childcare providers. Participants ( n = 20) were recruited via e-mails, letters, and follow-up phone calls. Interviews were recorded, transcribed, and coded to identify themes within two areas (1) childcare providers perceptions of children's fruit and vegetable consumption and (2) components necessary to initiate or improve instructional gardening programs. Themes associated with provider's perceptions of child fruit and vegetable consumption included benefits of consumption, willingness to try fruits and vegetables, meeting recommendations, and influence of the home and childcare environments on child eating. Benefits, barriers, and resources needed were identified as themes related to starting or improving instructional gardening programs. Benefits to gardening with preschoolers are consistent with those found in school-age populations. While several barriers exist, resources are available to childcare providers to address these barriers. Increased knowledge and awareness of resources are necessary to improve the success of gardening programs in the childcare setting with the goal of improving child diet quality.

Gendering in one Icelandic preschool

Directory of Open Access Journals (Sweden)

Gudrun Alda Hardardottir

2014-05-01

Full Text Available The aim of this article is to shed light on gendering in preschool. It analyzes the opinions and beliefs of preschool teachers with regard to boys and girls in one Icelandic preschool, and how gender performative acts are manifested in the preschool’s children. The preschool, which was observed for one school year, comprised 60 children, aged 18 months to five years, and 20 employees, of which eight were qualified teachers. The research material is analyzed in terms of Judith Butler’s gender constructivism. Butler contends that gender is constituted by, and is a product of, society, and that the individual’s empowerment is therefore limited in relation to society, with individuals typically seeking to identify themselves with the dominant norms concerning gender. The main conclusions suggest that “gendering” is prominent within the preschool. There is a strong tendency among the preschool teachers to classify the children into categories of boys/masculine and girls/feminine, and specific norms direct the children into the dominant feminine and masculine categories, thus maintaining and reinforcing their gender stereotypes. The children used symbols such as colors, locations and types of play as means to instantiate the “girling” and the “boying”. These findings are consistent with previous Nordic research and indicate a prevailing essentialist perspective towards both girls and boys. The originality of the research, however, lies in focusing on children’s gender from the individual’s perspective and how the individual child generally enacts gender performatively within the confines of society’s norms.

Entanglement in miscible blends

Science.gov (United States)

Watanabe, Hiroshi

2010-03-01

The entanglement length Le of polymer chains (corresponding to the entanglement molecular weight Me) is not an intrinsic material parameter but changes with the interaction with surrounding chains. For miscible blends of cis-polyisoprene (PI) and poly(tert-butyl styrene) (PtBS), changes of Le on blending was examined. It turned out that the Le averaged over the number fractions of the Kuhn segments of the components (PI and PtBS) satisfactorily describes the viscoelastic behavior of pseudo-monodisperse blends in which the terminal relaxation time is the same for PI and PtBS.

Miscibility evolution of polycarbonate/polystyrene blends during compounding

DEFF Research Database (Denmark)

Chuai, Chengzhi; Almdal, Kristoffer; Johannsen, Ib

2002-01-01

The miscibility evolution of polycarbonate/polystyrene (PC/PS) blends during the compounding process in three blending methods of industrial relevance, namely melt blending, remelt blending in a twin-screw extruder and third melt blending in an injection molding machine, was investigated...... polymer in the other. The observed solubility strongly depends on blend composition and blending method. The T-g measurements showed maximum mutual solubility around 50/50 composition. The miscibility of PC/PS blended after the third stage (melt injection molding) was higher than that after the first...... by measuring their glass transition temperatures (T-g) and their specific heat increment (DeltaC(p)). Differential scanning calorimetry (DSC) was used to examine nine blend compositions. Shifts in glass transition temperature (T-g) of the two phases in melt-mixed PC/PS blends suggest partial miscibility of one...

Children and Caregivers' Exposure to Adverse Childhood Experiences (ACES): Association with Children's and Caregivers' Psychological Outcomes in a Therapeutic Preschool Program.

Science.gov (United States)

Ziv, Yair; Sofri, Inbar; Capps Umphlet, Kristen L; Olarte, Stephanie; Venza, Jimmy

2018-03-31

Exposure to adverse childhood experiences (ACE) has been found to have a profound negative impact on multiple child outcomes, including academic achievement, social cognition patterns, and behavioral adjustment. However, these links have yet to be examined in preschool children that are already experiencing behavior or social-emotional problems. Thus, the present study examined the links between the caregiver's and the child's exposure to ACE and multiple child and caregiver's outcomes in a sample of 30 preschool children enrolled in a Therapeutic Nursery Program (TNP). Children are typically referred to this TNP due to significant delays in their social emotional development that often result in difficulty functioning in typical childcare, home, and community settings. Analyses revealed some contradictory patterns that may be specific to this clinical sample. Children with higher exposure to ACE showed more biased social information processing patterns and their caregivers reported lower child social skills than caregivers of children with less exposure, however their inhibitory control levels were higher (better control) and staff reported that these children exhibited better social skills as well as better approaches to learning than children with less exposure. No such contradictions were found in relation to the caregiver's exposure to ACE, as it was positively associated with a number of negative child and caregiver outcomes.

The Universal and the National in Preschool Education. Papers from the OMEP International Seminar (Moscow, Russia, December 4-7, 1991). YCF Series 3.

Science.gov (United States)

Organisation Mondiale Pour l'Education Prescolaire, Warsaw (Poland).

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood:…

Effects of Blended-Cement Paste Chemical Composition Changes on Some Strength Gains of Blended-Mortars

Science.gov (United States)

Kirgiz, Mehmet Serkan

2014-01-01

Effects of chemical compositions changes of blended-cement pastes (BCPCCC) on some strength gains of blended cement mortars (BCMSG) were monitored in order to gain a better understanding for developments of hydration and strength of blended cements. Blended cements (BC) were prepared by blending of 5% gypsum and 6%, 20%, 21%, and 35% marble powder (MP) or 6%, 20%, 21%, and 35% brick powder (BP) for CEMI42.5N cement clinker and grinding these portions in ball mill at 30 (min). Pastes and mortars, containing the MP-BC and the BP-BC and the reference cement (RC) and tap water and standard mortar sand, were also mixed and they were cured within water until testing. Experiments included chemical compositions of pastes and compressive strengths (CS) and flexural strengths (FS) of mortars were determined at 7th-day, 28th-day, and 90th-day according to TS EN 196-2 and TS EN 196-1 present standards. Experimental results indicated that ups and downs of silica oxide (SiO2), sodium oxide (Na2O), and alkali at MP-BCPCC and continuously rising movement of silica oxide (SiO2) at BP-BCPCC positively influenced CS and FS of blended cement mortars (BCM) in comparison with reference mortars (RM) at whole cure days as MP up to 6% or BP up to 35% was blended for cement. PMID:24587737

Effects of Blended-Cement Paste Chemical Composition Changes on Some Strength Gains of Blended-Mortars

Directory of Open Access Journals (Sweden)

Mehmet Serkan Kirgiz

2014-01-01

Full Text Available Effects of chemical compositions changes of blended-cement pastes (BCPCCC on some strength gains of blended cement mortars (BCMSG were monitored in order to gain a better understanding for developments of hydration and strength of blended cements. Blended cements (BC were prepared by blending of 5% gypsum and 6%, 20%, 21%, and 35% marble powder (MP or 6%, 20%, 21%, and 35% brick powder (BP for CEMI42.5N cement clinker and grinding these portions in ball mill at 30 (min. Pastes and mortars, containing the MP-BC and the BP-BC and the reference cement (RC and tap water and standard mortar sand, were also mixed and they were cured within water until testing. Experiments included chemical compositions of pastes and compressive strengths (CS and flexural strengths (FS of mortars were determined at 7th-day, 28th-day, and 90th-day according to TS EN 196-2 and TS EN 196-1 present standards. Experimental results indicated that ups and downs of silica oxide (SiO2, sodium oxide (Na2O, and alkali at MP-BCPCC and continuously rising movement of silica oxide (SiO2 at BP-BCPCC positively influenced CS and FS of blended cement mortars (BCM in comparison with reference mortars (RM at whole cure days as MP up to 6% or BP up to 35% was blended for cement.

Introducing blended e-learning course design

DEFF Research Database (Denmark)

Gyamfi, Samuel Adu; Ryberg, Thomas

2012-01-01

In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

Sustained Effects of Incredible Years as a Preventive Intervention in Preschool Children with Conduct Problems

Science.gov (United States)

Posthumus, Jocelyne A.; Raaijmakers, Maartje A. J.; Maassen, Gerard H.; van Engeland, Herman; Matthys, Walter

2012-01-01

The present study evaluated preventive effects of the Incredible Years program for parents of preschool children who were at risk for a chronic pattern of conduct problems, in the Netherlands. In a matched control design, 72 parents of children with conduct problems received the Incredible Years program. These families (intervention group) were…

[Psychophysiological studies in the pre-school children].

Science.gov (United States)

Ullner, R; von Braun, G S; Ziegelmayer, G

1976-10-14

The behavior of 24 children, aged 3-6 years, was recorded on video-tape. Simultaneously the ECG was recorded telemetrically. These observations were made during two pre-school educational programs lasting 90 minutes each: "Didactic games" and "Elementary music and movement program". For each child a scale was developed to show the correlation of mean heart-rate and well defined motor-activity. It was evident that the mean heart-rate was higher during the music program than during the didactic program, corresponding to the higher motor-activity. But it was found that in the didactic program the variation of the heart-rate within short intervals was higher due to the more frequent occurrence of respiratory arrhythmias. It was also seen that during the music program the children showed no signs of exertion as they did towards the end of the didactic program. Respiratory arrhythmias were not seen in children who according to the Schellong-test were classified as stable in their cardiovascular system. The arrhythmias occurred mainly when the children showed signs of fatigue.

Hidden Spaces and Places in the Preschool: Withdrawal Strategies in Preschool Children's Peer Cultures

Science.gov (United States)

Skanfors, Lovisa; Lofdahl, Annica; Hagglund, Solveig

2009-01-01

The article discusses how children make use of their preschool context in order to withdraw. Ethnographic observations were made of two-to five-year-old children's interactions during free play and teacher-led activities in the preschool, and documentation was carried out through field notes and video recordings. The empirical material was…

Blended Learning in Obstetrics and Gynecology Resident Education: Impact on Resident Clinical Performance.

Science.gov (United States)

Ghareeb, Allen; Han, Heeyoung; Delfino, Kristin; Taylor, Funminiyi

2016-01-01

Effects of residents' blended learning on their clinical performance have rarely been reported. A blended learning pilot program was instituted at Southern Illinois University School of Medicine's Obstetrics and Gynecology program. One of the modules was chronic hypertension in pregnancy. We sought to evaluate if the resident blended learning was transferred to their clinical performance six months after the module. A review of patient charts demonstrated inadequate documentation of history, evaluation, and counseling of patients with chronic hypertension at the first prenatal visit by Obstetrics and Gynecology (OB/GYN) residents. A blended learning module on chronic hypertension in pregnancy was then provided to the residents. A retrospective chart review was then performed to assess behavioral changes in the OB/GYN residents. This intervention was carried out at the Department of Obstetrics and Gynecology, Southern Illinois University. All 16 OB/GYN residents were enrolled in this module as part of their educational curriculum. A query of all prenatal patients diagnosed with chronic hypertension presenting to the OB/GYN resident clinics four months prior to the implementation of the blended learning module (March 2015-June 2015) and six months after (July 20, 2015-February 2016) was performed. Data were collected from outpatient charts utilizing the electronic medical record. Data were abstracted from resident documentation at the first prenatal visit. The residents thought that the blended learning module was applicable to performance improvement in the real-world setting. Patients evaluated before ( n = 10) and after ( n = 7) the intervention were compared. After the intervention, there was an increase in assessment of baseline liver enzymes, referral for electrocardiogram, and early assessment for diabetes in the obese patients. More patients were provided a blood pressure cuff after the module (71.4% vs. 20%). Data were provided to the residents in an

Can Kinesiological Activities Change "Pure" Motor Development in Preschool Children during One School Year?

Science.gov (United States)

Krneta, Željko; Casals, Cristina; Bala, Gustav; Madić, Dejan; Pavlović, Slobodan; Drid, Patrik

2015-07-01

The purpose of this study was to evaluate the effects of an additional, organized, and more intensive kinesiological treatment on "pure" motor abilities in preschool children. In the present study an experimental treatment was carried out on a sample of 37 preschool boys by applying kinesiological activities. The 60 minute treatment was applied over a period of one school year (9 months), twice a week. A control group of 31 boys were trained according to the regular program for preschool institutions. Treatment effects were assessed by 8 motor ability tests and 5 anthropometric measures. The significant differences between the groups, which were observed after the final measurement and compared to the initial one, proved that the kinesiological treatment had a positive impact on the general development of "pure" motor abilities. The most significant effect of experimental kinesiological treatment was the improvement in whole body force, flexibility and coordination of preschool boys. These findings, obtained only in one school year, point to the importance of physical exercise and the application of additional kinesiological activities with various modalities, to improve motor development, even morphological growth and development in preschool children. The effects of the perennial application of kinesiological activities, under the supervision of kinesiological professionals, could be beneficial and could form the basis for a better biological and motor development in older age.

Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

Science.gov (United States)

Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

2014-01-01

This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

Coalescence in PLA-PBAT blends under shear flow: Effects of blend preparation and PLA molecular weight

Energy Technology Data Exchange (ETDEWEB)

Nofar, M. [Center for High Performance Polymer and Composite Systems (CREPEC), Chemical Engineering Department, Polytechnique Montreal, Montreal, Quebec H3T 1J4, Canada and CREPEC, Department of Chemical Engineering, McGill University, Montreal, Quebec H3A 2B2 (Canada); Heuzey, M. C.; Carreau, P. J., E-mail: pierre.carreau@polymtl.ca [Center for High Performance Polymer and Composite Systems (CREPEC), Chemical Engineering Department, Polytechnique Montreal, Montreal, Quebec H3T 1J4 (Canada); Kamal, M. R. [CREPEC, Department of Chemical Engineering, McGill University, Montreal, Quebec H3A 2B2 (Canada); Randall, J. [NatureWorks LLC, 15305 Minnetonka Boulevard, Minnetonka, Minnesota 55345 (United States)

2016-07-15

Blends containing 75 wt. % of an amorphous polylactide (PLA) with two different molecular weights and 25 wt. % of a poly[(butylene adipate)-co-terephthalate] (PBAT) were prepared using either a Brabender batch mixer or a twin-screw extruder. These compounds were selected because blending PLA with PBAT can overcome various drawbacks of PLA such as its brittleness and processability limitations. In this study, we investigated the effects of varying the molecular weight of the PLA matrix and of two different mixing processes on the blend morphology and, further, on droplet coalescence during shearing. The rheological properties of these blends were investigated and the interfacial properties were analyzed using the Palierne emulsion model. Droplet coalescence was investigated by applying shear flows of 0.05 and 0.20 s{sup −1} at a fixed strain of 60. Subsequently, small amplitude oscillatory shear tests were conducted to investigate changes in the viscoelastic properties. The morphology of the blends was also examined using scanning electron microscope (SEM) micrographs. It was observed that the PBAT droplets were much smaller when twin-screw extrusion was used for the blend preparation. Shearing at 0.05 s{sup −1} induced significant droplet coalescence in all blends, but coalescence and changes in the viscoelastic properties were much more pronounced for the PLA-PBAT blend based on a lower molecular weight PLA. The viscoelastic responses were also somehow affected by the thermal degradation of the PLA matrix during the experiments.

Coalescence in PLA-PBAT blends under shear flow: Effects of blend preparation and PLA molecular weight

International Nuclear Information System (INIS)

Nofar, M.; Heuzey, M. C.; Carreau, P. J.; Kamal, M. R.; Randall, J.

2016-01-01

Blends containing 75 wt. % of an amorphous polylactide (PLA) with two different molecular weights and 25 wt. % of a poly[(butylene adipate)-co-terephthalate] (PBAT) were prepared using either a Brabender batch mixer or a twin-screw extruder. These compounds were selected because blending PLA with PBAT can overcome various drawbacks of PLA such as its brittleness and processability limitations. In this study, we investigated the effects of varying the molecular weight of the PLA matrix and of two different mixing processes on the blend morphology and, further, on droplet coalescence during shearing. The rheological properties of these blends were investigated and the interfacial properties were analyzed using the Palierne emulsion model. Droplet coalescence was investigated by applying shear flows of 0.05 and 0.20 s"−"1 at a fixed strain of 60. Subsequently, small amplitude oscillatory shear tests were conducted to investigate changes in the viscoelastic properties. The morphology of the blends was also examined using scanning electron microscope (SEM) micrographs. It was observed that the PBAT droplets were much smaller when twin-screw extrusion was used for the blend preparation. Shearing at 0.05 s"−"1 induced significant droplet coalescence in all blends, but coalescence and changes in the viscoelastic properties were much more pronounced for the PLA-PBAT blend based on a lower molecular weight PLA. The viscoelastic responses were also somehow affected by the thermal degradation of the PLA matrix during the experiments.

Morphology Evolution of Polycarbonate-Polystyrene Blends During Compounding

DEFF Research Database (Denmark)

Chuai, Chengzhi; Almdal, Kristoffer; Johannsen, Ib

2001-01-01

The morphology evolution of polycarbonate-polystyrene (PC/PS) blends during the compounding process in three blending methods of industrial relevance, namely melt blending, re-melt blending in a twin-screw extruder and tri-melt blending in an injection-moulding machine, was investigated using......-empirical model. The results show that the formation of co-continuous morphology strongly depends on blend composition and melt blending method, whereas the model prediction for phase inversion deviates from the experimental values. Further, we found that the initial mechanism of morphology evolution involves...... scanning electron microscopy (SEM) Co examine nine blend compositions. Blends were prepared at compositions where phase inversion was expected to occur according to model predictions. The experimental results were compared to the values of the point of phase inversion calculated with the semi...

Using social impact borrowing to expand preschool through third grade programs in urban public schools.

Science.gov (United States)

Temple, Judy A; Reynolds, Arthur J

Budget constraints and difficulty raising taxes limit school districts from expanding education programming even when research shows that additional expenditures would generate economic benefits that are greater than costs. Recently, coalitions of private investors, philanthropists, education practitioners, and government finance analysts have emerged to create opportunities to expand education services that promise high rates of social net benefits without raising taxes or reducing other expenditures. These collaborators have a strong interest in obtaining careful estimates of educational program effectiveness. We describe the use of social-impact borrowing to increase access to the Child-Parent Center preschool-through-third-grade intervention for at-risk students in the Chicago Public School District. The partners include the city, school district, investors, nonprofit organizations, and a university. The key to the feasibility of social-impact borrowing is the ability to document that early intervention can reduce the need for later special-education services. With the help of private investors and nonprofit organizations, it is possible for public school districts to finance services with funds from private sources and use future cost savings to repay this debt. We discuss how social-impact borrowing is being used in Chicago and in Salt Lake County as the nation's first two instances of using pay-for-performance social-impact borrowing to support early education.

Physical Activity and Health in Preschool Children

DEFF Research Database (Denmark)

Christensen, Line Brinch

Physical activity is beneficial in relation to several life style diseases and the association between physical activity and early predictors of life style diseases seem to be present already in preschool age. Since physical activity and other health behaviours are established during childhood...... and track from childhood into adult life, it is relevant to address physical activity already in the preschool age. The research in preschool children’s physical activity is relatively new, and because of methodological inconsistencies, the associations between physical activity and health are less clear...... in this age group. The objective of this thesis was to contribute to the knowledge base regarding physical activity in preschoolers; How active are preschoolers? Are activity levels related to specific settings during a typical week? And are the activity levels related to a range of health outcomes...

Blended Learning Design

DEFF Research Database (Denmark)

Pedersen, Lise

2015-01-01

University College Lillebaelt has decided that 30 percent of all educational elements must be generated as blended learning by the end of the year 2015 as part of a modernization addressing following educational needs: 1. Blended learning can help match the expectations of the future students who...... learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

Directory of Open Access Journals (Sweden)

Elizabeth Graue

2004-12-01

Full Text Available This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

Optimized periodic verification testing blended risk and performance-based MOV inservice test program an application of ASME code case OMN-1

Energy Technology Data Exchange (ETDEWEB)

Sellers, C.; Fleming, K.; Bidwell, D.; Forbes, P. [and others

1996-12-01

This paper presents an application of ASME Code Case OMN-1 to the GL 89-10 Program at the South Texas Project Electric Generating Station (STPEGS). Code Case OMN-1 provides guidance for a performance-based MOV inservice test program that can be used for periodic verification testing and allows consideration of risk insights. Blended probabilistic and deterministic evaluation techniques were used to establish inservice test strategies including both test methods and test frequency. Described in the paper are the methods and criteria for establishing MOV safety significance based on the STPEGS probabilistic safety assessment, deterministic considerations of MOV performance characteristics and performance margins, the expert panel evaluation process, and the development of inservice test strategies. Test strategies include a mix of dynamic and static testing as well as MOV exercising.

Optimized periodic verification testing blended risk and performance-based MOV inservice test program an application of ASME code case OMN-1

International Nuclear Information System (INIS)

Sellers, C.; Fleming, K.; Bidwell, D.; Forbes, P.

1996-01-01

This paper presents an application of ASME Code Case OMN-1 to the GL 89-10 Program at the South Texas Project Electric Generating Station (STPEGS). Code Case OMN-1 provides guidance for a performance-based MOV inservice test program that can be used for periodic verification testing and allows consideration of risk insights. Blended probabilistic and deterministic evaluation techniques were used to establish inservice test strategies including both test methods and test frequency. Described in the paper are the methods and criteria for establishing MOV safety significance based on the STPEGS probabilistic safety assessment, deterministic considerations of MOV performance characteristics and performance margins, the expert panel evaluation process, and the development of inservice test strategies. Test strategies include a mix of dynamic and static testing as well as MOV exercising

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

Science.gov (United States)

Jeffrey, Lynn M.; Milne, John; Suddaby, Gordon

2014-01-01

Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem,…

Social games with pre-school children

OpenAIRE

Tomažin, Maja

2013-01-01

The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views ...

Thin films of polymer blends deposited by matrix-assisted pulsed laser evaporation: Effects of blending ratios

International Nuclear Information System (INIS)

Paun, Irina Alexandra; Ion, Valentin; Moldovan, Antoniu; Dinescu, Maria

2011-01-01

In this work, we show successful use of matrix-assisted pulsed laser evaporation (MAPLE) for obtaining thin films of PEG:PLGA blends, in the view of their use for controlled drug delivery. In particular, we investigate the influence of the blending ratios on the characteristics of the films. We show that the roughness of the polymeric films is affected by the ratio of each polymer within the blend. In addition, we perform Fourier transformed infrared spectroscopy (FTIR) measurements and we find that the intensities ratios of the infrared absorption bands of the two polymers are consistent with the blending ratios. Finally, we assess the optical constants of the polymeric films by spectroscopic ellipsometry (SE). We point out that the blending ratios exert an influence on the optical characteristics of the films and we validate the SE results by atomic force microscopy and UV-vis spectrophotometry. In all, we stress that the ratios in which the two polymers are blended have significant impact on the morphology, chemical structure and optical characteristics of the polymeric films deposited by MAPLE.

Green Settings for Children in Preschools

DEFF Research Database (Denmark)

Lerstrup, Inger Elisabeth

settings for preschools. The intent is to facilitate transfer of knowledge from preschools to planners and managers of green settings such as woodland, parks, green lots and playgrounds. The central concept applied is that of affordances, here defined as the meaningful action possibilities......This Danish study investigates the relationship between children in preschool (age range 3-6.5 years) and the outdoor environments they use. The main aim is to describe and analyse the outdoor features of significance for children’s activities and of importance for design and management of green...... between forest features and manufactured features, a detailed account of the affordances of ditches, and a description of the forest sites used by a Danish forest preschool. Children were attracted to features with changing and not fully explored action possibilities; forest features added variation...

Trained, generalized, and collateral behavior changes of preschool children receiving gross-motor skills training.

OpenAIRE

Kirby, K C; Holborn, S W

1986-01-01

Three preschool children participated in a behavioral training program to improve their gross-motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross-motor behaviors, one fine-motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross-motor skills trained and that improvements sometimes generalized to other settings. Contrary...

Emissions characteristics of higher alcohol/gasoline blends

International Nuclear Information System (INIS)

Gautam, M.; Martin, D.W.; Carder, D.

2000-01-01

An experimental investigation was conducted to determine the emissions characteristics of higher alcohols and gasoline (UTG96) blends. While lower alcohols (methanol and ethanol) have been used in blends with gasoline, very little work has been done or reported on higher alcohols (propanol, butanol and pentanol). Comparisons of emissions and fuel characteristics between higher alcohol/gasoline blends and neat gasoline were made to determine the advantages and disadvantages of blending higher alcohols with gasoline. All tests were conducted on a single-cylinder Waukesha Cooperative Fuel Research engine operating at steady state conditions and stoichiometric air-fuel (A/F) ratio. Emissions test were conducted at the optimum spark timing-knock limiting compression ratio combination for the particular blend being tested. The cycle emission [mass per unit time (g/h)] of CO, CO 2 and organic matter hydrocarbon equivalent (OMHCE) from the higher alcohol/gasoline blends were very similar to those from neat gasoline. Cycle emissions of NO x from the blends were higher than those from neat gasoline. However, for all the emissions species considered, the brake specific emissions (g/kW h) were significantly lower for the higher alcohol/gasoline blends than for neat gasoline. This was because the blends had greater resistance to knock and allowed higher compression ratios, which increased engine power output. The contribution of alcohols and aldehydes to the overall OMHCE emissions was found to be minimal. Cycle fuel consumption (g/h) of higher alcohol/gasoline blends was slightly higher than with neat gasoline due to the lower stoichiometric A/F ratios required by the blends. However, the brake specific fuel consumption (g/kW h) for the blends was significantly lower than that for neat gasoline. (Author)

Use of Savannah River Site facilities for blend down of highly enriched uranium

International Nuclear Information System (INIS)

Bickford, W.E.; McKibben, J.M.

1994-02-01

Westinghouse Savannah River Company was asked to assess the use of existing Savannah River Site (SRS) facilities for the conversion of highly enriched uranium (HEU) to low enriched uranium (LEU). The purpose was to eliminate the weapons potential for such material. Blending HEU with existing supplies of depleted uranium (DU) would produce material with less than 5% U-235 content for use in commercial nuclear reactors. The request indicated that as much as 500 to 1,000 MT of HEU would be available for conversion over a 20-year period. Existing facilities at the SRS are capable of producing LEU in the form of uranium trioxide (UO 3 ) powder, uranyl nitrate [UO 2 (NO 3 ) 2 ] solution, or metal. Additional processing, and additional facilities, would be required to convert the LEU to uranium dioxide (UO 2 ) or uranium hexafluoride (UF 3 ), the normal inputs for commercial fuel fabrication. This study's scope does not include the cost for new conversion facilities. However, the low estimated cost per kilogram of blending HEU to LEU in SRS facilities indicates that even with fees for any additional conversion to UO 2 or UF 6 , blend-down would still provide a product significantly below the spot market price for LEU from traditional enrichment services. The body of the report develops a number of possible facility/process combinations for SRS. The primary conclusion of this study is that SRS has facilities available that are capable of satisfying the goals of a national program to blend HEU to below 5% U-235. This preliminary assessment concludes that several facility/process options appear cost-effective. Finally, SRS is a secure DOE site with all requisite security and safeguard programs, personnel skills, nuclear criticality safety controls, accountability programs, and supporting infrastructure to handle large quantities of special nuclear materials (SNM)

Blending technology in teaching advanced health assessment in a family nurse practitioner program: using personal digital assistants in a simulation laboratory.

Science.gov (United States)

Elliott, Lydia; DeCristofaro, Claire; Carpenter, Alesia

2012-09-01

This article describes the development and implementation of integrated use of personal handheld devices (personal digital assistants, PDAs) and high-fidelity simulation in an advanced health assessment course in a graduate family nurse practitioner (NP) program. A teaching tool was developed that can be utilized as a template for clinical case scenarios blending these separate technologies. Review of the evidence-based literature, including peer-reviewed articles and reviews. Blending the technologies of high-fidelity simulation and handheld devices (PDAs) provided a positive learning experience for graduate NP students in a teaching laboratory setting. Combining both technologies in clinical case scenarios offered a more real-world learning experience, with a focus on point-of-care service and integration of interview and physical assessment skills with existing standards of care and external clinical resources. Faculty modeling and advance training with PDA technology was crucial to success. Faculty developed a general template tool and systems-based clinical scenarios integrating PDA and high-fidelity simulation. Faculty observations, the general template tool, and one scenario example are included in this article. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

Guia para Padres Educacion Especial para Ninos en Pre-Escolar en Pennsylvania. (A Parent Guide to Special Education for Preschool Children in Pennsylvania).

Science.gov (United States)

Parent Education Network, York, PA.

This guide, in Spanish, is intended to help Pennsylvania parents of preschool children with special needs to understand their rights and assist in the design of an appropriate early intervention preschool educational program. An overview of special education laws focuses on the Individuals with Disabilities Education Act, Part B. The main sections…

BLENDED LEARNING AS AN INNOVATIVE FORM OF TEACHING AND LEARNING AT SCHOOL

Directory of Open Access Journals (Sweden)

Olga Kuzmenko

2017-09-01

Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching

40 CFR 80.82 - Butane blending.

Science.gov (United States)

2010-07-01

... FUELS AND FUEL ADDITIVES Reformulated Gasoline § 80.82 Butane blending. A refiner for any refinery that produces gasoline by blending butane with conventional gasoline or reformulated gasoline or RBOB may meet... paragraph (b)(1) of this section, the refiner may: (i) Blend the butane with conventional gasoline, or...

Development of high-performance blended cements

Science.gov (United States)

Wu, Zichao

2000-10-01

This thesis presents the development of high-performance blended cements from industrial by-products. To overcome the low-early strength of blended cements, several chemicals were studied as the activators for cement hydration. Sodium sulfate was discovered as the best activator. The blending proportions were optimized by Taguchi experimental design. The optimized blended cements containing up to 80% fly ash performed better than Type I cement in strength development and durability. Maintaining a constant cement content, concrete produced from the optimized blended cements had equal or higher strength and higher durability than that produced from Type I cement alone. The key for the activation mechanism was the reaction between added SO4 2- and Ca2+ dissolved from cement hydration products.

Systematic Quality Work in Preschool

Science.gov (United States)

Sheridan, Sonja; Williams, Pia; Sandberg, Anette

2013-01-01

The purpose of this study was to investigate the meaning that Swedish preschool teachers ascribe to systematic quality work. In Sweden, all preschools are required to work systematically with quality issues. This involves several interdependent steps that follow each other in a specific order. Although the concept of systematic quality work might…

Motor competence and characteristics within the preschool environment.

Science.gov (United States)

True, Larissa; Pfeiffer, Karin Allor; Dowda, Marsha; Williams, Harriet G; Brown, William H; O'Neill, Jennifer R; Pate, Russell R

2017-08-01

Environmental characteristics within preschools that influence children's motor competence are largely unknown. The purpose of the present study was to examine the contribution of various preschool environmental characteristics to children's locomotor, object control, and total gross motor scores. Cross-sectional, observational study of 3-5 year-old children (n=229) from 22 preschools in South Carolina. The Children's Activity and Movement in Preschool Study (CHAMPS) Motor Skills Protocol assessed MC. Preschool directors provided information regarding policies and practices. The research team measured playgrounds and classrooms, and the Early Childhood Environment Rating Scale-Revised assessed preschool quality. Time spent in open space and electronic media use were also assessed using direct observation. The aforementioned variables predicted children's object control, locomotor, and total gross motor scores. Classroom size/child ratio, teacher education, playground size, electronic media use, and trips to outside organizations emerged as significant predictors of locomotor score and total motor score. The object control model was non-significant. Preschools may be able to promote motor competence by allowing children more time in open spaces, structured activity experiences, and by expanding existing outdoor playground space whenever possible. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

An intervention to reduce television viewing by preschool children.

Science.gov (United States)

Dennison, Barbara A; Russo, Theresa J; Burdick, Patrick A; Jenkins, Paul L

2004-02-01

Television viewing has been associated with increased violence in play and higher rates of obesity. Although there are interventions to reduce television viewing by school-aged children, there are none for younger children. To develop and evaluate an intervention to reduce television viewing by preschool children. Randomized controlled trial conducted in 16 preschool and/or day care centers in rural upstate New York. Children aged 2.6 through 5.5 years. Children attending intervention centers received a 7-session program designed to reduce television viewing as part of a health promotion curriculum, whereas children attending the control centers received a safety and injury prevention program. Change in parent-reported child television/video viewing and measured growth variables. Before the intervention, the intervention and control groups viewed 11.9 and 14.0 h/wk of television/videos, respectively. Afterward, children in the intervention group decreased their television/video viewing 3.1 h/wk, whereas children in the control group increased their viewing by 1.6 h/wk, for an adjusted difference between the groups of -4.7 h/wk (95% confidence interval, -8.4 to -1.0 h/wk; P =.02). The percentage of children watching television/videos more than 2 h/d also decreased significantly from 33% to 18% among the intervention group, compared with an increase of 41% to 47% among the control group, for a difference of -21.5% (95% confidence interval, -42.5% to -0.5%; P =.046). There were no statistically significant differences in children's growth between groups. This study is the first to show that a preschool-based intervention can lead to reductions in young children's television/video viewing. Further research is needed to determine the long-term effects associated with reductions in young children's television viewing.

The Situated Nature of Preschool Children's Conflict Strategies

Science.gov (United States)

Thornberg, Robert

2006-01-01

The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict…

Peer Effects on Head Start Children’s Preschool Competency

Science.gov (United States)

DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

2015-01-01

The goals of the present study were to investigate whether young children attending Head Start (N=292; Mage=4.3 years) selected peers based on their preschool competency and whether children’s levels of preschool competency were influenced by their peers’ levels of preschool competency. Children’s peer interaction partners were intensively observed several times a week over one academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners’ levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. PMID:26479545

Preschool Personnel Exposure to Occupational Noise

Directory of Open Access Journals (Sweden)

Kaļužnaja Darja

2016-10-01

Full Text Available Increased noise, which is also below the occupational exposure values and is “hearing safe” noise, affects the exposed person’s health as a non-specific stressor. Increased noise level also creates an environment for additional vocal apparatus load. The objective of this study was to determine preschool personnel occupational noise and its relationship with subjective health complaints. Data were obtained with survey assistance through subjective answers of respondents about health complaints and noise exposure among Rīga preschool personnel. Objective noise measurements were made to assess real noise levels in the preschool environment. Data from 155 respondents and objective measurements of 37 preschool classrooms were obtained. The results showed that the average 8-h noise exposure among Rīga preschool educational institutions was 70 dB(A, which did not exceed the Latvian work environment noise limits, but exceeded the 35–40 dB(A noise limit in the educational environment guidelines recommended by the WHO. The survey results showed that loud noise is one of the most important workplace environmental factors (~70% of respondents feel a necessity to increase voice because of noise. A constant feeling of fatigue, headache, irritable feeling, and a desire to isolate oneself from others more often occurred in respondents exposed to increased noise, compared with those who noted that they were not exposed to increased noise. In general, loud noise was associated with increased subjective health complaints in preschool education institution personnel.

THE COMBUSTION CHARACTERISTICS OF LIGNITE BLENDS

Institute of Scientific and Technical Information of China (English)

Cheng Jun; Zhou Junhu; Cao Xinyu; Cen Kefa

2000-01-01

The combustion characteristics of lignite blends were studied with a thermogravimetric analyzer (t.g.a.), at constant heating rate.The characteristic temperatures were determined from the burning profiles.It was found that the characteristic times of combustion reaction moved forward, the ignition temperature dropped and the burnout efficiency slightly changed when blending lignites.The characteristic parameters of blends could not be predicted as a linear function of the average values of the individual lignites.when blending with less reactive coal, the ignition and burnout characteristics of lignite turned worse.

Literature review on the preschool pedestrian

Science.gov (United States)

1985-01-01

The purpose of this literature review was to describe (1) the factors leading to typical preschool pedestrian accidents, (2) the developmental characteristics of the preschool child that affect his/her behavior in traffic, (3) social factors that may...

Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS

Science.gov (United States)

Mihic, Josipa; Novak, Miranda; Basic, Josipa; Nix, Robert L.

2016-01-01

Preschool PATHS (Promoting Alternative Thinking Strategies) is an evidence-based universal prevention program focused on promoting children's social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of…

Anaemia, Nutritional Status and Parasitic Infection among Preschool ...

African Journals Online (AJOL)

Objective: This study was carried out to determine the packed cell volume nutritional status and parasitic infection among preschool children living in rural villages. Subjects and Methods: A total of 116 preschool children in nine villages formed the population for this study. The preschool children were studied using ...

Integration of Interactive Whiteboard in Swedish Preschool Practices

Science.gov (United States)

Bourbour, Maryam; Vigmo, Sylvi; Samuelsson, Ingrid Pramling

2015-01-01

This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided…

Children´s and Preschool Teacher´s Photographs of New Preschool Architecture

DEFF Research Database (Denmark)

Rasmussen, Kim

In an ongoing project (2013-2014) about children´s and preschool teacher´s interactions with and experiences of new architecture/physical environment, young children between 2-5 years and their preschool teachers has photographed the physical and social environment. A numbers of photo...... architecture. The architecture in new childcare-institutions breaks on several points with the former idea of "kindergarten" (small environments with an emphasis on domesticity, development and play). The new preschools in Denmark are bulky, contains many children (some more than 200 children), and are highly...... transparent (widespread use of glass in both interior and exterior walls). The new architecture is based on (neoliberal) ideas of flexibility and puts the emphasis on early childhood learning. But one thing is the ideas of politicians, architects and builders, another is how the buildings are "lived...

Structural characterization of HDPE/LLDPE blend-based nano composites obtained by different blending sequence

International Nuclear Information System (INIS)

Passador, Fabio R.; Ruvolo Filho, Adhemar; Pessan, Luiz A.

2011-01-01

The blending sequence affects the morphology formation of the nanocomposites. In this work, the blending sequences were explored to determine its influence in the rheological behavior of HDPE/LLDPE/OMMT nanocomposites. The nanocomposites were obtained by melt-intercalation using a mixture of LLDPE-g-MA and HDPE-g-MA as compatibilizer system in a torque rheometer at 180 deg C and five blending sequences were studied. The materials structures were characterized by wide angle X-ray diffraction (WAXD) and by rheological properties. The nanoclay's addition increased the shear viscosity at low shear rates, changing the behavior of HDPE/LLDPE matrix to a Bingham model behavior with an apparent yield stress. Intense interactions were obtained for the blending sequence where LLDPE and/or LLDPE-g-MA were first reinforced with organoclay since the intercalation process occurs preferentially in the amorphous phase. (author)

Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use.

Science.gov (United States)

Lisson, Sarah; Goodell, L Suzanne; Dev, Dipti; Wilkerson, Kristi; Hegde, Archana V; Stage, Virginia C

2016-10-01

The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina-based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Unleashing the Creative Potential of Faculty to Create Blended Learning

Science.gov (United States)

Carbonell, Katerina Bohle; Dailey-Hebert, Amber; Gijselaers, Wim

2013-01-01

Bottom-up managed change processes offer the advantage to use the creative power of faculty to design and implement blended learning programs. This article proposes four factors as crucial elements for a successful bottom-up change process: the macro and micro contexts, the project leader and the project members. Interviews were conducted with 5…

PENGARUH PROGRAM PEMBERIAN MAKANAN TAMBAHAN TERHADAP KEADAAN GIZI ANAK-ANAK PRA-SEKOLAH DI LINGKUNGAN KEBON KELAPA BOGOR

Directory of Open Access Journals (Sweden)

Darwin Karyadi

2012-11-01

Full Text Available Pengaruh program pemberian makanan tambahan terhadap ke­adaan gizi anak2 prasekolah di Lingkungan Kebon Kelapa, Bogor. (The effect of food supplementation program on the nutritional status of pre-school children. Presented at the Second National Pediatric Congress. Bandung. 1971. One of the main nutrition problems in developing countries is protein calorie malnutrition. The age group that has been most affected is the pre-school child. Serious dietary deficiency will impair his physical and mental developments. The pilot project was designed for the care of pre-school children with signs of malnutrition through a supplementary feeding program. The approach is to educate mothers on how to feed, with locally available foods, and care for their pre-school children; using techniques that are compatible with their under­standing and financial   limitation through   active participation. The duration of the supplementary feeding program was three months. In order to evaluate the program some anthro­pometric measurements, dietary intake study and clinical assess­ment were carried out before and after the program. The results of the study reveal that this program-approach can be recommended in the prevention and in combating malnu­trition in the pre-school child.

Hand in Hand: A Journey toward Readiness for Profoundly At-Risk Preschoolers.

Science.gov (United States)

Parke, Beverly N.; Agness, Phyllis

2002-01-01

Discusses the seven principles of the Hand in Hand early childhood program for at-risk preschoolers designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Notes risk factors under which the students live, including violence, abandonment, homelessness, starvation, and abuse. (Author/SD)

Exploring In-Service Preschool Teachers' Conceptions of and Approaches to Online Education

Science.gov (United States)

Yang, Yu-Fang; Tsai, Chin-Chung

2017-01-01

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches),…

A year-long caregiver training program to improve neurocognition in preschool Ugandan HIV-exposed children.

Science.gov (United States)

Boivin, Michael J; Bangirana, Paul; Nakasujja, Noeline; Page, Connie F; Shohet, Cilly; Givon, Deborah; Bass, Judith K; Opoka, Robert O; Klein, Pnina S

2013-05-01

Mediational intervention for sensitizing caregivers (MISC) is a structured program enabling caregivers to enhance their child's cognitive and emotional development through daily interactions. The principal aim was to evaluate if a year-long MISC caregiver training program produced greater improvement in child cognitive and emotional development compared with a control program. One hundred and nineteen uninfected HIV-exposed preschool children and their caregivers were randomly assigned to 1 of 2 treatment arms: biweekly MISC training alternating between home and clinic for 1 year or a health and nutrition curriculum. All children were evaluated at baseline, 6 months, and 1 year with the Mullen Early Learning Scales, Color-Object Association Test for memory, and Achenbach Child Behavior Checklist for psychiatric symptoms. Caregivers were evaluated on the same schedule with the Hopkins Symptoms Checklist-25 for depression and anxiety. The treatment arms were compared using repeated-measures analysis of covariance with child age, gender, weight, socioeconomic status, caregiving quality, caregiver anxiety, and caregiver education as covariates. The MISC children had significantly greater gains compared to controls on the Mullen Receptive and Expressive Language development, and on the Mullen composite score of cognitive ability. Color-Object Association Test total memory for MISC children was marginally better than controls. No Achenbach Child Behavior Checklist differences between the groups were noted. Caldwell Home Observation for Measurement of the Environment scores and observed mediational interaction scores from videotapes measuring caregiving quality also improved significantly more for the MISC group. The MISC enhanced cognitive performance, especially in language development. These benefits were possibly mediated by improved caregiving and positive emotional benefit to the caregiver.

Print Knowledge of Preschool Children with Hearing Loss

Science.gov (United States)

Werfel, Krystal L.; Lund, Emily; Schuele, C. Melanie

2015-01-01

Measures of print knowledge were compared across preschoolers with hearing loss and normal hearing. Alphabet knowledge did not differ between groups, but preschoolers with hearing loss performed lower on measures of print concepts and concepts of written words than preschoolers with normal hearing. Further study is needed in this area.

Diet Quality and Adequacy of Nutrients in Preschool Children: Should Rice Fortified with Micronutrients Be Included in School Meals?

Science.gov (United States)

Della Lucia, Ceres M.; Rodrigues, Kellen Cristina C.; Rodrigues, Vivian Cristina C.; Santos, Laura Luiza M.; Cardoso, Leandro M.; Martino, Hércia S. D.; Franceschini, Sylvia C. C.; Pinheiro-Sant’Ana, Helena Maria

2016-01-01

Feeding is indicative of the nutritional status of children, however micronutrient deficiency is common in this age group. We evaluated the impact of inclusion of rice (Ultra Rice® (UR®)) fortified with iron, zinc, thiamin and folic acid on laboratory measurements and the nutrient intake of children. Ninety-nine preschoolers (2–6 years; 42.6% male) from two preschools participated, one of which received UR® added to polished rice as part of school meals (test preschool) and the other received only polished rice (control preschool). Biochemical evaluations were performed before and after four months of intervention. Feeding was assessed by direct weighing of food, complemented by 24-h recalls, and the diet was assessed by the Healthy Eating Index (HEI) adapted to the Brazilian reality. The fortified rice improved the levels of zinc (p < 0.001), thiamine (p < 0.001), folic acid (p = 0.003), mean corpuscular hemoglobin (p < 0.001) and mean corpuscular hemoglobin concentration (p < 0.001). The inadequacy percentages of thiamine, folic acid and iron were lower among preschoolers from the test preschool. This study demonstrated the effectiveness of using UR® on laboratory measurements of children. The inadequate intake of thiamine, folic acid and iron was also reduced, making the fortified rice an interesting strategy in school feeding programs. PMID:27187464

Making Oneself Heard--Children's Experiences of Empowerment in Swedish Preschools

Science.gov (United States)

Almqvist, Anna-Lena; Almqvist, Lena

2015-01-01

Children's experiences of empowerment in relation to preschool peers and in child-adult interactions were studied, involving 25 four- to six-year-olds from four Swedish preschools. Group interviews using puppets comprised pre-constructed scenarios to examine preschools' activities. Children took photos of indoor and outdoor preschool environments,…

Positioning masculinities and femininities in preschool EFLl1 education

OpenAIRE

CASTAÑEDA-PEÑA, HAROLD

2008-01-01

Positioning Masculinities and Femininities in Preschool EFL Education seeks to describe and interpret how masculinities and femininities are communicated in the preschool EFL classroom and is aimed at discussing whether those masculinities and femininities are likely to have an impact on the preschoolers' learning of English as a foreign language. Preschoolers' classroom interactions taking place in a Colombian kindergarten, videotaped from 2004 to 2006, are analysed via ideas of 'positioning...

A Systems Approach to Understanding Occupational Therapy Service Negotiations in a Preschool Setting

Science.gov (United States)

Silverman, Fern; Kramer, Paula; Ravitch, Sharon

2011-01-01

The purpose of this study was to use a systems approach to examine informal communications, meaning those occurring outside of scheduled meetings, among stakeholders in a preschool early intervention program. This investigation expands the discussion of how occupational therapy treatment decisions are made in educational settings by using a…

Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children

Science.gov (United States)

Daly, Laura A.; Perez, Linda M.

2009-01-01

This article examines the play behavior of 70 preschool children and its relationship to television violence and regulatory status. Linear regression analysis showed that violent program content and poor self-regulation were independently and significantly associated with overall and physical aggression. Advanced maternal age and child age and…

To Teach Is to Learn Twice: The Power of a Blended Peer Mentoring Approach

Science.gov (United States)

Vaughan, Norman; Clampitt, Kayla; Park, Naomi

2016-01-01

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…

45 CFR 84.38 - Preschool and adult education.

Science.gov (United States)

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...

Swedish Preschool Leadership--Supportive of Music or Not?

Science.gov (United States)

Ehrlin, Anna

2015-01-01

This study uses observations and interviews to investigate how the leadership at three Swedish preschools in Sweden has impacted the didactic choices made. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool serves as a comparison. The inspiration that the leadership has brought to…

Blended-Format Professional Development and the Emergence of Communities of Practice

Science.gov (United States)

Hodges, Thomas E.; Cady, JoAnn

2013-01-01

In this paper, we draw on Wenger's (1998) conception of communities of practice to observe the emergence of a community of practice among middle grades mathematics teachers who participated in a two-year blended-format (online synchronous, online asynchronous, and face to face) professional development program designed to increase middle-grades…

Polyethylene/hydrophilic polymer blends for biomedical applications.

Science.gov (United States)

Brynda, E; Houska, M; Novikova, S P; Dobrova, N B

1987-01-01

Polyethylene blends with poly(2-hydroxyethyl methacrylate) [poly(HEMA)] or poly(2,3-dihydroxypropyl methacrylate) [poly(DHPMA)] were prepared by swelling polyethylene with HEMA or 2,3-epoxypropyl methacrylate (EPMA) and by polymerization of the respective monomers. Poly(EPMA) in blends was hydrolysed to poly(DHPMA) with acetic acid. The blends had similar surface and bulk compositions. Swelling with water and surface wettability were proportional to the content of the hydrophilic component; at the same content the polyethylene/poly(DHPMA) blends appeared more hydrophilic than those of polyethylene/poly(HEMA). Thrombus formation in contact with blood examined ex vivo and in vivo was considerably slower on the blends than on unmodified polyethylene. The tests indicated optima in composition; the best biological response was achieved with the blends containing about 14% poly(HEMA) or 16% poly(DHPMA).

HEU to LEU conversion and blending facility: Metal blending alternative to produce LEU oxide for disposal

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

US DOE is examining options for disposing of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. The nuclear material is converted to a form more proliferation- resistant than the original form. Blending HEU (highly enriched uranium) with less-enriched uranium to form LEU has been proposed as a disposition option. Five technologies are being assessed for blending HEU. This document provides data to be used in environmental impact analysis for the HEU-LEU disposition option that uses metal blending with an oxide waste product. It is divided into: mission and assumptions, conversion and blending facility descriptions, process descriptions and requirements, resource needs, employment needs, waste and emissions from plant, hazards discussion, and intersite transportation.

HEU to LEU conversion and blending facility: Metal blending alternative to produce LEU oxide for disposal

International Nuclear Information System (INIS)

1995-09-01

US DOE is examining options for disposing of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. The nuclear material is converted to a form more proliferation- resistant than the original form. Blending HEU (highly enriched uranium) with less-enriched uranium to form LEU has been proposed as a disposition option. Five technologies are being assessed for blending HEU. This document provides data to be used in environmental impact analysis for the HEU-LEU disposition option that uses metal blending with an oxide waste product. It is divided into: mission and assumptions, conversion and blending facility descriptions, process descriptions and requirements, resource needs, employment needs, waste and emissions from plant, hazards discussion, and intersite transportation

Using the Preschool Language Scale, Fourth Edition to Characterize Language in Preschoolers with Autism Spectrum Disorders

Science.gov (United States)

Volden, Joanne; Smith, Isabel M.; Szatmari, Peter; Bryson, Susan; Fombonne, Eric; Mirenda, Pat; Roberts, Wendy; Vaillancourt, Tracy; Waddell, Charlotte; Zwaigenbaum, Lonnie; Georgiades, Stelios; Duku, Eric; Thompson, Ann

2011-01-01

Purpose: The Preschool Language Scale, Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) was used to examine syntactic and semantic language skills in preschool children with autism spectrum disorders (ASD) to determine its suitability for use with this population. We expected that PLS-4 performance would be better in more…

Construction environment education development activity for children pre-school

OpenAIRE

MA. TRAN THI THUY NGA; MA. PHAM THI YEN

2015-01-01

Education motor development contribute to the comprehensive development of pre-school children. Building educational environment for young athletes develop in pre-school is one of many issues of concern in the current stage of pre-school education in Vietnam.

Incremental Net Benefit of Early Intervention for Preschool-Aged Children with Emotional and Behavioral Problems in Foster Care.

Science.gov (United States)

Lynch, Frances L; Dickerson, John F; Saldana, Lisa; Fisher, Phillip A

2014-01-01

Of 1 million cases of child maltreatment identified every year in the United States, one-fifth result in foster care. Many of these children suffer from significant emotional and behavioral conditions. Decision-makers must allocate highly constrained budgets to serve these children. Recent evidence suggests that Multidimensional Treatment Foster Care for Preschoolers can reduce negative outcomes for these children, but the relative benefits and costs of the program have not been evaluated. The objective of this study was to assess net benefit, over 24 months, of Multidimensional Treatment Foster Care for Preschoolers compared to regular foster care. Data were from a randomized controlled trial of 117 young children entering a new foster placement. A subsample exhibited placement instability (n = 52). Intervention services including parent training, lasted 9-12 months. Multidimensional Treatment Foster Care for Preschoolers significantly increased permanent placements for the placement instability sample. Average total cost for the new intervention sample was significantly less than for regular foster care (full sample: $27,204 vs. $30,090; P = .004; placement instability sample: $29,595 vs. $36,061; P = .045). Incremental average net benefit was positive at all levels of willingness to pay of zero or greater, indicating that the value of benefits exceeded costs. Multidimensional Treatment Foster Care for Preschoolers has significant benefit for preschool children in foster care with emotional and behavioral disorders compared to regular foster care services. At even modest levels of willingness to pay, benefits exceed costs indicating a strong likeliness that this program is an efficient choice for improving outcomes for young children with emotional and behavioral disorders in foster care.

HEU to LEU conversion and blending facility: UNH blending alternative to produce LEU oxide for disposal

International Nuclear Information System (INIS)

1995-09-01

The United States Department of Energy (DOE) is examining options for the disposition of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. Disposition is a process of use or disposal of material that results in the material being converted to a form that is substantially and inherently more proliferation-resistant than is the original form. Examining options for increasing the proliferation resistance of highly enriched uranium (HEU) is part of this effort. This report provides data to be used in the environmental impact analysis for the uranyl nitrate hexahydrate blending option to produce oxide for disposal. This the Conversion and Blending Facility (CBF) alternative will have two missions (1) convert HEU materials into HEU uranyl nitrate (UNH) and (2) blend the HEU uranyl nitrate with depleted and natural assay uranyl nitrate to produce an oxide that can be stored until an acceptable disposal approach is available. The primary emphasis of this blending operation will be to destroy the weapons capability of large, surplus stockpiles of HEU. The blended LEU product can only be made weapons capable again by the uranium enrichment process. The blended LEU will be produced as a waste suitable for storage or disposal

HEU to LEU conversion and blending facility: UNH blending alternative to produce LEU oxide for disposal

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

The United States Department of Energy (DOE) is examining options for the disposition of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. Disposition is a process of use or disposal of material that results in the material being converted to a form that is substantially and inherently more proliferation-resistant than is the original form. Examining options for increasing the proliferation resistance of highly enriched uranium (HEU) is part of this effort. This report provides data to be used in the environmental impact analysis for the uranyl nitrate hexahydrate blending option to produce oxide for disposal. This the Conversion and Blending Facility (CBF) alternative will have two missions (1) convert HEU materials into HEU uranyl nitrate (UNH) and (2) blend the HEU uranyl nitrate with depleted and natural assay uranyl nitrate to produce an oxide that can be stored until an acceptable disposal approach is available. The primary emphasis of this blending operation will be to destroy the weapons capability of large, surplus stockpiles of HEU. The blended LEU product can only be made weapons capable again by the uranium enrichment process. The blended LEU will be produced as a waste suitable for storage or disposal.

A blended psychosocial support program for partners of patients with amyotrophic lateral sclerosis and progressive muscular atrophy: protocol of a randomized controlled trial.

Science.gov (United States)

de Wit, Jessica; Beelen, Anita; Drossaert, Constance H C; Kolijn, Ruud; van den Berg, Leonard H; Visser-Meily, Johanna M A; Schröder, Carin D

2018-05-02

Informal caregivers of patients with Amyotrophic Lateral Sclerosis (ALS) or Progressive Muscular Atrophy (PMA) face stressful demands due to severe impairments and prospect of early death of the patients they care for. Caregivers often experience feelings of psychological distress and caregiver burden, but supportive interventions are lacking. The objective of this study is to investigate the effectiveness of a psychosocial support program aimed at enhancing feelings of control over caregiving tasks and reducing psychological distress. This support program is based on an existing program for adult partners of people with cancer and is adapted to meet the needs of ALS caregivers. This study is a randomized controlled trial using a wait-list control design. One hundred and forty caregiver-patient dyads, recruited from a nationwide database and through the website of the Dutch ALS Center, will be either randomized to a support program or a wait-list control group. The blended intervention is based on Acceptance and Commitment Therapy and consists of 1 face-to-face contact, 6 online guided modules and 1 telephone contact. The intervention can be worked through in 8 weeks. The effectiveness and the participants' satisfaction with the intervention will be evaluated using a mixed method design. Caregivers and patients will be asked to fill in questionnaires on 4 occasions during the study: baseline, 3 months, 6 months and 9 months. The main study outcome is the psychological distress of the caregiver assessed with the Hospital Anxiety and Depression Scale. Secondary outcomes are caregiver burden, caregiver quality of life, quality of life of the patient and psychological distress of the patient. Group differences in primary and secondary outcomes at 6 months will be compared with linear mixed model analysis. In a subgroup of caregivers we will explore experiences with the support program through semi-structured interviews. Usage of the online modules will be logged

Perception of Child Weight and Feeding Styles in Parents of Chinese-American Preschoolers.

Science.gov (United States)

Chang, Lucy Y; Mendelsohn, Alan L; Fierman, Arthur H; Au, Loretta Y; Messito, Mary Jo

2017-04-01

Parent perception of weight and feeding styles are associated with obesity in other racial groups but have not been explored in-depth in Chinese-American preschoolers. Cross-sectional survey of 253 Chinese-American parents with preschoolers was performed in a community clinic. Regression analysis was used to assess relationships between parental perception of weight and feeding styles. Parent under-perception of weight was common but more likely in boys than girls (χ 2  = 4.91, p = 0.03). Pressuring was also greater in boys [adjusted mean difference (95% CI) 0.24 (0.004, 0.49)]. In girls, pressuring was lower for children perceived as overweight [adjusted mean difference in CFQ scores -0.75 (-1.27, -0.23)]; in boys, pressuring was high regardless of perceived child weight. Weight perceptions and feeding styles related to childhood obesity in other groups were identified in Chinese-American families. Parent under-perception of child weight and pressure to eat were more common in boys. These factors should be addressed in Chinese-American preschooler obesity prevention programs.

Preschool attachment, self-esteem and the development of preadolescent anxiety and depressive symptoms.

Science.gov (United States)

Lecompte, Vanessa; Moss, Ellen; Cyr, Chantal; Pascuzzo, Katherine

2014-01-01

This study examined the longitudinal association between preschool attachment patterns, the development of anxiety and depression at preadolescence and the mediational role of self-esteem. Child-mother attachment classifications of 68 children (33 girls) were assessed between 3-4 years of age (M = 3.7 years, SD = 4.4 months) using the Separation-Reunion Procedure. At age 11-12 (M = 11.7 years, SD = 4.3 months), anxiety and depressive symptoms (Dominic Interactive Questionnaire), and self-esteem (Self-Perception Profile for Children) were also evaluated. Preadolescents who had shown disorganized attachment at preschool age scored higher on both anxiety and depression and lower on self-esteem than those who had shown secure and insecure-organized attachment strategies. Self-esteem was a partial mediator of the association between preschool disorganization and symptoms of preadolescent depression, but the model was not supported for anxiety. These findings support the idea that early attachment and self-esteem should be central themes in prevention programs with young children.

Viscoelastic properties of PLA/PCL blends compatibilized with different methods

Science.gov (United States)

Shin, Boo Young; Han, Do Hung

2017-11-01

The aim of this study was to observe changes in the viscoelastic properties of PLA/PCL (80/20) blends produced using different compatibilization methods. Reactive extrusion and high-energy radiation methods were used for blend compatibilization. Storage and loss moduli, complex viscosity, transient stress relaxation modulus, and tan δ of blends were analyzed and blend morphologies were examined. All compatibilized PLA/PCL blends had smaller dispersed particle sizes than the non-compatibilized blend, and well compatibilized blends had finer morphologies than poorly compatibilized blends. Viscoelastic properties differentiated well compatibilized and poorly compatibilized blends. Well compatibilized blends had higher storage and loss moduli and complex viscosities than those calculated by the log-additive mixing rule due to strong interfacial adhesion, whereas poorly compatibilized blends showed negative deviations due to weak interfacial adhesion. Moreover, well compatibilized blends had much slower stress relaxation than poorly compatibilized blends and didn't show tan δ plateau region caused by slippage at the interface between continuous and dispersed phases.

Renewing Head Start's Promise: Invest in What Works for Disadvantaged Preschoolers

Science.gov (United States)

Mead, Sara

2014-01-01

Since Head Start's last reauthorization in 2007, the Department of Health and Human Services, which oversees Head Start, has implemented significant reforms that are improving the program. In "Renewing Head Start's Promise: Invest in What Works for Disadvantaged Preschoolers," Sara Mead offers several recommendations to enable…

Mechanical properties of irradiated rubber-blends

International Nuclear Information System (INIS)

Nasr, G.M.; Madani, M.

2005-01-01

A study has been made on blend ratios of natural rubber (NR) and acrylonitrile butadiene rubber (NBR) that are loaded with general purpose furnace (GPE) carbon black and irradiated at different gamma radiation doses. It was fount that the mechanical properties of such blend are highly affected by γ- irradiation dose and the composition ratios of its constituents. The elongation at break for blends was found to increase slightly with increasing NBR loafing which is mainly due to the stiffness of blending matrix formation between NR and GPF carbon black particles. The hysteresis loss, extension ratio and shape factor have been calculated for the different un-irradiated and irradiated samples

Binary blend Nanoparticles with defined morphology

International Nuclear Information System (INIS)

Ghazy, O.A.H.

2008-01-01

The word blend in linguistics means a word formed from two parts of two words. In polymer science polymer blends means polymer mixtures, a class of materials analogues to the metal alloys. Blending of polymers is a simple and economic way to create new materials meeting specific desired properties. The other alternative is to synthesize such materials eventually facing the organic chemistry design difficulties. The low entropy of mixing polymers makes the process thermodynamically unfavorable, unless there are some specific interactions between the mixed polymers. As a result, in thermal equilibrium typically a phase separation between the blend components takes place. The main challenge facing the blending of polymers is the control of the length scale of the phase separation. One of the most important applications, where the control of the phase separation is crucial for the performance is the organic solar cells. In organic solar cells a blend of an electron donating polymer and electron accepting one is formed. The dimensions of the phase separation between the two polymers should be in the range of the exciton diffusion length [1-3] (in semiconductors, exciton diffusion length is the average distance traveled by the electron-hole pair before recombination). Only under this condition the charge transfer at the interface between the two polymer layers can take place and the solar cell performs efficiently. The thin polymer blend layers for such applications are commonly deposited by spin coating from solution containing both polymers. The morphology of the thin layer prepared in this way is highly influenced by the preparation conditions such as the surface properties of the substrate, the solvent from which the blend was deposited, the temperature, and the annealing temperature [4-9]. Therefore controlling the length scale of phase separation in layers casted or spin coated from solutions is difficult and is a matter of trials and errors. Recently a novel

Early childhood caries in preschool children of Kosovo - a serious public health problem

Directory of Open Access Journals (Sweden)

Meqa Kastriot

2010-12-01

Full Text Available Abstract Background Even though it has been widely studied, early childhood caries (ECC remains a serious public health problem, especially in countries where there is no national program of oral health assessment and no genuine primary oral health care, such as in Kosovo. The purpose of this study was to assess the prevalence of ECC and analyze caries risk factors. Methods The subjects were 1,008 preschool children, selected by stratified random cluster sampling, in the municipality of Prishtina, capital of Kosovo. Data were collected through clinical examination and interviews. Dmft data were recorded according to WHO criteria. Bacterial examination (CRT bacteria test and plaque test of Greene-Vermillion were used. Results The mean dmft of preschool children was found to be 5.8. The prevalence of ECC was 17.36%, with a mean dmft of 11 ± 3.6. Streptococcus mutans prevalence in ECC children was 98%. A significant correlation between dmft and S mutans counts (≥105 CFU/mL saliva was demonstrated. A correlation was also found between daily sweets consumption and dmft in children with ECC (P P Conclusion The prevalence of ECC was high among preschool children in the municipality of Kosovo. We recommend increasing parents' knowledge of proper feeding habits and oral health practices, and increasing preschool children's accessibility to dental services.

Blended care vs. usual care in the treatment of depressive symptoms and disorders in general practice [BLENDING]: study protocol of a non-inferiority randomized trial.

Science.gov (United States)

Massoudi, Btissame; Blanker, Marco H; van Valen, Evelien; Wouters, Hans; Bockting, Claudi L H; Burger, Huibert

2017-06-13

The majority of patients with depressive disorders are treated by general practitioners (GPs) and are prescribed antidepressant medication. Patients prefer psychological treatments but they are under-used, mainly due to time constraints and limited accessibility. A promising approach to deliver psychological treatment is blended care, i.e. guided online treatment. However, the cost-effectiveness of blended care formatted as an online psychological treatment supported by the patients' own GP or general practice mental health worker (MHW) in routine primary care is unknown. We aim to demonstrate non-inferiority of blended care compared with usual care in patients with depressive symptoms or a depressive disorder in general practice. Additionally, we will explore the real-time course over the day of emotions and affect, and events within individuals during treatment. This is a pragmatic non-inferiority trial including 300 patients with depressive symptoms, recruited by collaborating GPs and MHWs. After inclusion, participants are randomized to either blended care or usual care in routine general practice. Blended care consists of the 'Act and Feel' treatment: an eight-week web-based program based on behavioral activation with integrated monitoring of depressive symptomatology and automatized feedback. GPs or their MHWs coach the participants through regular face-to-face or telephonic consultations with at least three sessions. Depressive symptomatology, health status, functional impairment, treatment satisfaction, daily activities and resource use are assessed during a follow-up period of 12 months. During treatment, real-time fluctuations in emotions and affect, and daily events will be rated using ecological momentary assessment. The primary outcome is the reduction of depressive symptoms from baseline to three months follow-up. We will conduct intention-to-treat analyses and supplementary per-protocol analyses. This trial will show whether blended care might be an

Face-to-Face Activities in Blended Learning

DEFF Research Database (Denmark)

Kjærgaard, Annemette

While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

Food-Related Advertising on Preschool Television: Building Brand Recognition in Young Viewers

Science.gov (United States)

Connor, Susan M.

2007-01-01

Objectives: This study used content analysis to explore how much and what type of advertising is present in television programming aimed at toddlers and preschool-aged children and what methods of persuasion are being used to sell products and to promote brands to the youngest viewers. Methods: Four randomly selected, 4-hour blocks (9 AM to 1 PM)…

Tips and Pitfalls for Blended Learning : Redesigning a CS Curriculum Using IT

NARCIS (Netherlands)

Leo van Moergestel; Esther van der Stappen; Ander de Keijzer

2016-01-01

From the article: "This paper describes the process of introducing blended learning in a CS educational program. The methodology that has been used as well as the motivation for the choices made are given. The rst results compared with results from previous courses that used a more

The impact of group occupational therapy using a cueing system on executive function of preschool-aged children with brain lesions.

Science.gov (United States)

Seo, Sang-Min

2018-02-01

[Purpose] This study investigates the effects of group occupational therapy using a cueing system on the executive function of preschool-aged children with brain lesions. [Subjects and Methods] Six preschool-aged children with brain lesions participated in this study. A 24-session occupational therapy program (1 session/week, 50 minutes/session) designed based on a cueing system was administered to examine the changes in the participants' executive function. The behavior rating inventory of executive function-preschool (BRIEF-P) was used to check the magnitude of improvement of executive functions after therapy. [Results] A Wilcoxon signed rank test revealed that occupational therapy significantly improved all domains, indices, and the global executive composite in the BRIEF-P. [Conclusion] The occupational therapy intervention incorporating a type of cognitive behavioral approach known as the cueing system may assist improving executive functions in preschool-aged children with brain lesions.

Preschool Teachers' Attitudes and Beliefs Toward Science

Science.gov (United States)

Lloyd, Sharon Henry

In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.

27 CFR 24.213 - Heavy bodied blending wine.

Science.gov (United States)

2010-04-01

... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Heavy bodied blending wine..., DEPARTMENT OF THE TREASURY LIQUORS WINE Production of Other Than Standard Wine § 24.213 Heavy bodied blending wine. Heavy bodied blending wine is wine made for blending purposes from grapes or other fruit without...

[Blending powdered antineoplastic medicine in disposable ointment container].

Science.gov (United States)

Miyazaki, Yasunori; Uchino, Tomonobu; Kagawa, Yoshiyuki

2014-01-01

On dispensing powdered antineoplastic medicines, it is important to prevent cross-contamination and environmental exposure. Recently, we developed a method for blending powdered medicine in a disposable ointment container using a planetary centrifugal mixer. The disposable container prevents cross-contamination. In addition, environmental exposure associated with washing the apparatus does not arise because no blending blade is used. In this study, we aimed to confirm the uniformity of the mixture and weight loss of medicine in the blending procedure. We blended colored lactose powder with Leukerin(®) or Mablin(®) powders using the new method and the ordinary pestle and mortar method. Then, the blending state was monitored using image analysis. Blending variables, such as the blending ratio (1:9-9:1), container size (35-125 mL), and charging rate (20-50%) in the container were also investigated under the operational conditions of 500 rpm and 50 s. At a 20% charging rate in a 35 mL container, the blending precision of the mixtures was not influenced by the blending ratio, and was less than 6.08%, indicating homogeneity. With an increase in the charging rate, however, the blending precision decreased. The possible amount of both mixtures rose to about 17 g with a 20% charging rate in a 125 mL container. Furthermore, weight loss of medicines with this method was smaller than that with the pestle and mortar method, suggesting that this method is safer for pharmacists. In conclusion, we have established a precise and safe method for blending powdered medicines in pharmacies.

Preparation and Characterization of a Master Blend of Plutonium Oxide for the 3013 Large Scale Shelf-Life Surveillance Project

Energy Technology Data Exchange (ETDEWEB)

Gillispie, Obie William [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Worl, Laura Ann [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Veirs, Douglas Kirk [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Stroud, Mary Ann [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Narlesky, Joshua Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Berg, John M. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Kelly, Elizabeth J. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Padilla, Dennis D. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bender, Beverly [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Lopez, Annabelle S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Martinex, Max A. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Trujillo, Leonardo A. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Wilson, Edward L. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-04-10

A mixture of chlorine-containing, impure plutonium oxides has been produced and has been given the name Master Blend. This large quantity of well-characterized chlorinecontaining material is available for use in the Integrated Surveillance and Monitoring Program for shelf-life experiments. It is intended to be representative of materials packaged to meet DOE-STD-3013.1 The Master Blend contains a mixture of items produced in Los Alamos National Laboratory’s (LANL) electro-refining pyrochemical process in the late 1990s. Twenty items were crushed and sieved, calcined to 800ºC for four hours, and blended multiple times. This process resulted in four batches of Master Blend. Calorimetry and density data on material from the four batches indicate homogeneity.

The Optimum Blend: Affordances and Challenges of Blended Learning For Students

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-03-01

Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reşection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings

The Optimum Blend: Affordances and Challenges of Blended Learning For Students

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-07-01

Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings.

Wavelet and Blend maps for texture synthesis

OpenAIRE

Du Jin-Lian; Wang Song; Meng Xianhai

2011-01-01

blending is now a popular technology for large realtime texture synthesis .Nevertheless, creating blend map during rendering is time and computation consuming work. In this paper, we exploited a method to create a kind of blend tile which can be tile together seamlessly. Note that blend map is in fact a kind of image, which is Markov Random Field, contains multiresolution signals, while wavelet is a powerful way to process multiresolution signals, we use wavelet to process the traditional ble...

When Seeing Is Better than Doing: Preschoolers' Transfer of STEM Skills Using Touchscreen Games.

Science.gov (United States)

Schroeder, Elizabeth L; Kirkorian, Heather L

2016-01-01

The purpose of this study was to examine the extent to which character familiarity and game interactivity moderate preschoolers' learning and transfer from digital games. The games were based on a popular television show and designed to test skills related to STEM (science, technology, engineering, mathematics): numerical cognition (quantity of different sets) and knowledge of a biological concept (growth). Preschoolers (3.0-5.5 years, N = 44) were assigned to play one game and watch a recording of an experimenter playing the other game. Learning was assessed during pre-test and post-test using screenshots from the game. Transfer was assessed using modified screenshots (near) and real-life objects (far). Familiarity was assessed by asking children to identify the television characters and program. Findings indicate that the effectiveness of the games varied by age and condition: younger children learned from the quantity game, but only when they watched (rather than played) the game. They did not transfer this information in either condition. Conversely, older children learned from the growth game regardless of whether they played or watched. However, older children only demonstrated far transfer if they watched (rather than played) the growth game. Thus, preschoolers may benefit more by watching a video than by playing a game if the game is cognitively demanding, perhaps because making decisions while playing the game increases cognitive load. Character familiarity did not predict learning, perhaps because there was little overlap between the lessons presented in the television program and game. Findings from the current study highlight the need for more research into educational games and applications designed for preschoolers in order to establish whether, how, and for whom screen media can be educationally valuable.

Pediatric Primary Care-Based Obesity Prevention for Parents of Preschool Children: A Pilot Study.

Science.gov (United States)

Sherwood, Nancy E; JaKa, Meghan M; Crain, A Lauren; Martinson, Brian C; Hayes, Marcia G; Anderson, Julie D

2015-12-01

The Healthy Homes/Healthy Kids Preschool (HHHK-Preschool) pilot program is an obesity prevention intervention integrating pediatric care provider counseling and a phone-based program to prevent unhealthy weight gain among 2- to 4-year-old children at risk for obesity (BMI percentile between the 50th and 85th percentile and at least one overweight parent) or currently overweight (85th percentile ≤ BMI pediatric primary care clinics were randomized to: (1) the Busy Bodies/Better Bites Obesity Prevention Arm or the (2) Healthy Tots/Safe Spots safety/injury prevention Contact Control Arm. Baseline and 6-month data were collected, including measured height and weight, accelerometry, previous day dietary recalls, and parent surveys. Intervention process data (e.g., call completion) were also collected. High intervention completion and satisfaction rates were observed. Although a statistically significant time by treatment interaction was not observed for BMI percentile or BMI z-score, post-hoc examination of baseline weight status as a moderator of treatment outcome showed that the Busy Bodies/Better Bites obesity prevention intervention appeared to be effective among children who were in the overweight category at baseline relative to those who were categorized as at risk for obesity (p = 0.04). HHHK-Preschool pilot study results support the feasibility, acceptability, and potential efficacy in already overweight children of a pediatric primary care-based obesity prevention intervention integrating brief provider counseling and parent-targeted phone coaching. What's New: Implementing pediatric primary care-based obesity interventions is challenging. Previous interventions have primarily involved in-person sessions, a barrier to sustained parent involvement. HHHK-preschool pilot study results suggest that integrating brief provider counseling and parent-targeted phone coaching is a promising approach.

Silk fibroin/pullulan blend films: Preparation and characterization

Energy Technology Data Exchange (ETDEWEB)

Shivananda, C. S.; Rao, B. Lakshmeesha; Madhukumar, R.; Asha, S. [Department of Studies in Physics, Mangalore University, Mangalagangotri – 574 199 (India); Sarojini, B. K. [Department of Industrial Chemistry, Mangalore University, Mangalagangotri, Mangalore –574 199 (India); Somashekhar, R. [Department of Studies in Physics, University of Mysore, Manasagangotri, Mysore – 570 006 (India); Sangappa, Y., E-mail: syhalabhavi@yahoo.co.in [Department of Studies in Physics, Mangalore University, Mangalagangotri – 574 199 (India); School of Material Science and Engineering, Georgia Institute of Technology, Atlanta, GA 30332 (United States)

2016-05-23

In this work silk fibroin/pullulan blend films have been prepared by solution casting method. The blend films were examined for structural, and thermal properties using X-ray diffraction (XRD), thermogravimatric (TGA) and differential scanning calorimetry (DSC) analysis. The XRD results indicate that with the introduction of pullulan, the interaction between SF and pullulan in the blend films induced the conformation transition of SF films and amorphous phase increases with increasing pullulan ratio. The thermal properties of the blend films were improved significantly in the blend films.

Observing Preschoolers' Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success

Science.gov (United States)

Denham, Susanne A.; Bassett, Hideko Hamada; Thayer, Sara K.; Mincic, Melissa S.; Sirotkin, Yana S.; Zinsser, Katherine

2012-01-01

Social-emotional behavior of 352 3- and 4-year-olds attending private childcare and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest…

Correspondence Theory and Phonological Blending in French

Directory of Open Access Journals (Sweden)

Lee Scott

2014-07-01

Full Text Available Though less productive than rival word-formation processes like compounding and affixation, blending is still a rich source of neologisms in French. Despite this productivity, however, blends are often seen by scholars as unpredictable, uninteresting, or both. This analysis picks up where recent studies of blending have left off, using Correspondence Theory and a bundle of segmental constraints to deal with this phenomenon as it pertains to French. More specifically, it shows that blending is the result of a single output standing in correspondence with two or more other outputs, and that we do not need to refer to prosodic information, which is crucial in accounts of blending in languages with lexical stress like English, to account for the process in French. The analysis also differs from previous studies in that it locates blending exclusively within the phonology, leaving its morphological and semantic characteristics to be handled by other processes in the grammar.

Blended working: for whom it may (not work.

Directory of Open Access Journals (Sweden)

Nico W Van Yperen

Full Text Available Similarly to related developments such as blended learning and blended care, blended working is a pervasive and booming trend in modern societies. Blended working combines on-site and off-site working in an optimal way to improve workers' and organizations' outcomes. In this paper, we examine the degree to which workers feel that the two defining features of blended working (i.e., time-independent working and location-independent working enhance their own functioning in their jobs. Blended working, enabled through the continuing advance and improvement of high-tech ICT software, devices, and infrastructure, may be considered beneficial for workers' perceived effectiveness because it increases their job autonomy. However, because blended working may have downsides as well, it is important to know for whom blended working may (not work. As hypothesized, in a sample of 348 workers (51.7% women, representing a wide range of occupations and organizations, we found that the perceived personal effectiveness of blended working was contingent upon workers' psychological need strength. Specifically, the perceived effectiveness of both time-independent working and location-independent working was positively related to individuals' need for autonomy at work, and negatively related to their need for relatedness and need for structure at work.

The Importance of Library Services to Preschool Children and an Exemplary Library