Oral health of SMI patients can improve significantly with basic oral health interventions carried out by collaborating oral hygienists and mental health nurses.
In the Amsterdam Growth and Health Study, 103 girls and 97 boys were studied five times on a longitudinal basis over a period of 8 years, covering the teenage years from 12 to 17 until young adulthood at 22/23 years. Measured were anthropometric variables such as height, weight (BW), and body fat, and physiological variables such as maximal aerobic power (V̇O2max) and endurance performance (max slope). During the teenage period, V̇O2max/BW remains constant in boys and decreases in girls whereas endurance performance increases in boys and remains constant in girls. By young adulthood V̇O2max/BW and maximal slope have declined in both sexes, and in the case of females are even lower than at the beginning of their teens. Boys superiority in aerobic fitness and the decline in aerobic fitness in both sexes is mainly caused by the differences in the intensity of daily physical activity level.
It appears that children in Nepal have oral health problems and oral health does appear to influence their quality of life. The impact of the OHP activities have yet to be determined.
d Faculty of education, Learning and Philosophy, inholland university of applied sciences, haarlem, the netherlands ABSTRACT Content-oriented reading interventions that focus on the integration of motivational enhancement and strategy instruction have been found to have positive effects. Developmental education (DE) in the Netherlands is an innovative content-oriented approach in which reading is an integral part of an inquiry-oriented curriculum. Reading for meaning is a central pursuit, and strategy instruction is functionally integrated. This study differs from previous studies in three aspects. Firstly, instead of interventions, two types of existing practices were compared: the DE approach and a textbook-driven programmatic instruction approach (PI). Secondly, this study accounted for classroom influences by conducting multilevel analyses. Thirdly, control variables, i.e. ethnic background, home language, SES, non-verbal IQ, gender, vocabulary and decoding skills, were taken into account. The effects of both approaches were investigated in terms of reading comprehension, knowledge of reading strategies and reading motivation. In a pretest-posttest natural two-group design, tests and questionnaires were administered to 570 grade 4 students in 24 schools. The outcomes that resulted from the DE approach were as good as those from the PI approach. These results are discussed in relation to previous studies that have reported better outcomes of content-oriented reading approaches than traditional and strategy reading approaches.
This article presents some trends in the leaving home process of young adults between 1950 and 1990 and the trend shift that took place in the second half of the 1970s. Using a theoretical scheme, the authors discuss the possible relationship of material and nonmaterial resources in the family and outside the family with young adults' decision of leaving or staying home. Related to family-bound material resources, the authors discuss variables such as parental money, parental services, and the economic job status of the father. Nonmaterial family resources are the parent-child relationship, norms and values, and educational level. Both material and nonmaterial variables do not explain the trend shift in the leaving home process. In general, the authors conclude that the material and nonmaterial variables outside the family offer promising explanations for the trend shift in the average age at which young adults leave home for the first time.
The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students' self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.
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