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Improving the Quality of Life of the Elderly and Disabled
IMPROVING THE QUALITY OF LIFE OF THE ELDERLY AND DISABLED PEOPLE IN HUMAN SETTLEMENTS IMPROVING THE QUALITY OF LIFE OF ELDERLY AND DISABLED PEOPLE IN HUMAN SETTLEMENTS VOLUME I A Resource Book of Policy and Programmes from around the World United Nations Centre for Human Settlements (Habitat) Nairobi, 1993 HS/284/93E ISBN 92-1-131208-6 FOREWORD The world's population is ageing dramatically. The total number of people aged 60 and older grew from 200 million in 1950 to 400 million in 1982. Their number is expected to increase to 600 million in the year 2001 when 70 per cent of them will live in developing countries. This demographic revolution has major consequences on the way human settlements are designed, managed and used. The United Nations and its agencies have undertaken many activities that recognize this reality. The General Assembly adopted the World Programme of Action concerning Disabled Persons and proclaimed 1981 the International Year of Disabled Persons. In 1982, 124 Member States adopted the International Plan of Action on Aging at the World Assembly on Aging. These two landmark events launched a variety of activities and studies during the United Nations Decade of Elderly and Disabled Persons. The United Nations Centre for Human Settlements (Habitat) launched the decade with two important documents. Designing with Care - a Guide to Adaptation of the Built Environment for Disabled Persons was published as the result of cooperation between the United Nations, UNCHS (Habitat) and the Swedish International Development Agency (SIDA). This guide pointed out that implementation of suggested design guidelines and related policies and programmes would have to be undertaken by authorities, taking into consideration the economic, social and climatic conditions of the human settlement concerned. -
1-Intro Pages 3
Handout #8.1 Diapering/ Toileting Diapering and the use of potty chairs carry distinct risks to the child care environment. Since the changing area is one of the places where germs which cause disease are most likely to live and spread, these activities must be handled with extreme care and attention to sanitation. The Diapering Area The health and safety of the children in your child care setting demand that diapering be carried out in an environment that has been carefully planned. These are some important rules about the diapering area that should be remembered: • Use the area only for diapering. • Set up the diapering area as far away as possible from any food handling area. • Provide running water so hands can be washed immediately after a diaper is changed. Ideally, a diaper changing area should be within arm’s reach of a sink. • Construct a flat and safe diapering surface high enough so that you do not put extra stress on your back. • Be sure this surface is clean, waterproof and free of cracks or crevices. A good pad on the surface with a waterproof cover is more comfortable for the child. • Cover the surface with a disposable cover. Use cheap materials such as paper bags, used computer paper (on the “wrong” side), rolls of paper, etc. or buy disposable squares from discount medical supply companies. • Keep all creams, lotions and cleaning items out of the reach of children, but within your reach. Never give a child any of these to play with while being diapered, since s/he could be poisoned. -
DOCUMENT RESUME Essential Skills for the Care Team. A
DOCUMENT RESUME ED 419 937 CE 076 574 TITLE Essential Skills for the Care Team. A Program for New Employees in Residential and Home Care. INSTITUTION State Univ. of New York, Albany. Rockefeller Coll.; Eddy/Northeast Health, Troy, NY. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. PUB DATE 1998-00-00 NOTE 456p.; For a related document, see CE 076 575. CONTRACT V198A40098-96 PUB TYPE GuideS Classroom Teacher (052) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Adult Basic Education; Allied Health Occupations Education; Classroom Techniques; Competence; Competency Based Education; *Home Health Aides; *Nurses Aides; *On the Job Training; Postsecondary Education; Teaching Methods; Units of Study; *Workplace Literacy ABSTRACT This document contains modules for two types of training. It provides 20 hours of training to newly hired Nursing Assistant Trainees (NATs) in residential care settings preparing to become state Certified Nursing Assistants (CNAs), using eight stand-alone modules supported by training process guides. It also includes 7 hours of training for newly hired NATs in the home care settings preparing to become state certified Home Health Aides (HHAs), using five stand-alone modules with training process guides. The materials are suitable for workplace literacy programs for adults with low levels of English literacy skills. A learning strategies module serves as an introduction to both programs. The CNA program contains the following modules: understanding your -
2015-2016 SHM Parent Handbook (10-15-15)
PARENT HANDBOOK 2015 – 2016 Academic Year Sunny Hollow Montessori 636 South Mississippi River Boulevard Saint Paul, MN 55116 Phone: 651-690-2307 Fax: 651-690-0684 sunnyhollow.org Revised 10/15/15 Parent Handbook WELCOME We are delighted that your family is a part of the Sunny Hollow Montessori community! This handbook provides you with the tools you need to be informed and connected at Sunny Hollow. Included are the guidelines, policies, and procedures for families. If you have any questions, please ask our administrative staff. Here’s to a strong year of partnership, joy, and learning at Sunny Hollow! CHANGES TO THIS HANDBOOK We have revised the 2015-2016 Parent Handbook to make it easier to use and to include our new Toddler Community. Please review and let us know if you have questions. For returning families, here are important changes to drop-off times: • All Casa and Elementary children are expected to be in the school by 8:30 am. • Casa staff will now greet children from 8:20 to 8:30 am. • Car drop-off is now from 8:20 to 8:30 am. 2 Parent Handbook TABLE OF CONTENTS WELCOME 2 OVERVIEW OF SUNNY HOLLOW MONTESSORI 5 Our Mission 5 Our Vision 5 Our Values 5 Our History 5 Accreditation, Licensing, and Associations 6 Non-Discrimination Policy 6 STAFF DIRECTORY 7 WHO TO CONTACT WITH QUESTIONS 9 BOARD OF TRUSTEES 10 THE MONTESSORI METHOD 11 MONTESSORI EDUCATION PROGRAMS 13 Toddler Community (16 to 33 Months) 13 Casa (33 Months to 6 years) 16 Elementary (Grades 1 to 6) 19 CASA AND ELEMENTARY EXTRA CURRICULAR PROGRAMS 22 Foreign Language -
Eating Disorders
What to Expect… Medical Stabilization Program for Eating Disorders CHOC has developed a multidisciplinary approach in the treatment of acute medical instability related to eating disorders. Admission is designed to: Assess and treat medical disorders resulting from abnormal eating. Provide nutritional rehabilitation Prevent long-term and life threatening complications The patient’s stay depends on the level of medical instability. Once medically stable, we will help facilitate treatment arrangements to continue treatment for the eating disorder following discharge. Treatment includes: Complete physical examination and laboratory testing Individualized medical treatment plan including vitamin and mineral supplements Cardio-respiratory monitoring Nutritional assessment and management Growth and development evaluation Psychological evaluation and monitoring Psychiatric medication evaluation and monitoring as needed What to expect during hospitalization: Patients will receive one-to-one supervision of activity at all times, including meals and snacks and bathroom privileges. Visitors limited to parents, unless otherwise authorized by the multidisciplinary team. Activity level based on vitals o Strict medical bedrest: complete bedrest with commode at bedside. May stand only for daily weight and vitals; sit in chair for linen change; bed bath only, no shower. o Bedrest with wheelchair privileges: If vital signs stable, may be pushed in a wheelchair by staff on the floor; may take seated shower, use toilet in bathroom, sit at sink. o Bedrest with ambulation privileges – may use toilet in bathroom and may shower. If vital signs stable, may be pushed in a wheelchair by staff on the floor and may be up in room for short periods, otherwise on bedrest. Outside foods are not allowed unless approved by Nutrition. -
Cruising Game Space
CRUISING GAME SPACE Game Level Design, Gay Cruising and the Queer Gothic in The Rawlings By Tommy Ting A thesis exhibition presented to OCAD University in partial fulfillment of the requirements for the degree of Master of Fine Arts in Digital Futures Toronto Media Arts Centre 32 Lisgar Street., April 12, 13, 14 Toronto, Ontario, Canada April 2019 Tommy Ting 2019 This work is licensed under the Creative Commons Attribution-Non Commercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc- sa/4.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. Copyright Notice Author’s Declaration This work is licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. You are free to: Share – copy and redistribute the material in any medium or format Adapt – remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the follower terms: Attribution – You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommericial – You may not use the material for commercial purposes. ShareAlike – If you remix, transform, or build upon the material, you must distribute you contributions under the same license as the original. -
Dr. Barton Schmitt's Toilet Training Guidelines for Parents
Dr. Barton Schmitt’s Toilet Training Guidelines For Parents Provided by McKenzie Pediatrics 2007 Dr. Barton Schmitt is a professor of pediatrics at the University of Colorado School of Medicine, and perhaps the most well-known living pediatrician. The following is adapted from his writings, with some of our own additions. Toilet training is accomplished when a child uses a potty chair or toilet for bladder & bowel functions during waking hours. Nighttime bladder control usually occurs later, because it requires the ability to suppress the urge to urinate during sleep, or the advance skill of awakening from sleep to the signal of a full bladder. Even at 6 years of age, 10% of children still wet their bed. Successful toilet training is good for both parents and children. Not having to change diapers and wash of a bottom frees up considerable parental time, and saves a significant amount of money. Once a child is toilet trained, the options for travel, babysitters, day care and preschool multiply. From the child’s standpoint, using the toilet can enhance the sense of mastery and self-esteem, as well as prevent the discomfort of a diaper rash. Yet many parents postpone toilet training. The predominant reason seems to be the ease and availability of disposable diapers and pull-ups. Other factors are busy, dual-career families, and just plain procrastination. To keep toilet training in perspective, remember that half of children around the world not having access to diapers are toilet trained between 12 and 18 months of age. Even here in the U.S., low income families tend to toilet train their children earlier to save money on diapers. -
Iowa Family Day Care Handbook
DOCUMENT RESUME ED 286 603 PS 016 794 AUTHOR Holt, Bess Gene; Karas, Shirley C. TITLE Iowa Family Day Care Handbook. 3rd Edition. INSTITUTION Iowa State Univ. of Science and Technology, Ames. Dept. of Child Development. SPONS AGENCY Iowa State Dept. of Human Services, Des Moines. PUB DATE 86 GRANT IDHS-PL-98-473 NOTE 215p. AVAILABLE FROM Child Development Training Program, Department of Child Development, Iowa State University, Ames, IL 50011 ($7.00). PUB TYPE Guides Non-Classroom Use (055) EMS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Administrator Guides; *Business Skills; Community Resources; Discipline; Early Childhood Education; *Educational Planning; *Family Day Care; First Aid; Health; Nutrition; Safety; Scheduling; State Programs; Teacher Burnout IDENTIFIERS *Iowa ABSTRACT The purposes of this handbook are (1) to help individuals who are thinking about becoming family day care providers decide whether the profession is appropriate for themselves and their families, and (2) to present ideas for setting up and maintaining a family day care home that provides high quality service to families, 4 developmental learning environment to children, and business success to providers. Chapter 1 offers an introduction to family day care in Iowa. Chapter 2 focuses on starting and maintaining a family day care business. Chapter 3 discusses the home as a child care and learning environment. Chapter 4 explores aspects of the relationship between parent and cz.regiver. Chapter 5 discusses causes of behavior, individual differences, learning, development, and meeting children's special needs. Chapter 6 offers suggestions for guiding and disciplining children. Chapter 7 concerns scheduAing and planning learning and care activities. -
How to Clean and Sanitize a Bedside Commode
How to Clean and Sanitize a Bedside Commode Cleaning Keeping a bedside commode clean and odor free doesn't have to be a chore. Much like your toddler's old potty chair, bedside commodes are relatively easy to clean. All it takes is a pair of disposable gloves, Clorox wipes, and a can of Lysol aerosol spray. Step 1: Put on a pair of disposable gloves. Step 2: Place the lid on the waste container and carry with both hands to the bathroom. (For models with a carrying handle, it's a wise practice to support the bucket with one hand in case the handle detaches). Lift up the toilet seat and pour the contents into the toilet. Step 3: Rinse the bucket with some warm water and pour into the toilet. This will help to remove residual amount of waste. Step 4: Wipe down the inside of the bucket with Clorox wipes, disposing of the wipes in a separate container. For the frugally minded, a less expensive solution is to make your own cleaning agent by mixing up a pint of warm water with a tablespoons of bleach, which can then be decanted in a spray bottle. Spray the solution directly onto a paper towel which can then be used to wipe down the inside of the waste bucket and the underside of the lid. Take care not to spill any of the solution on your clothes or the bathroom rug! Step 5: Rinse the waste pail thoroughly with warm water and dry with a clean rag. Step 6: Spray the inside of the container with Lysol spray, and then place the bucket back under the commode. -
Compendium of Sanitation Technologies in Emergencies
Compendium 1st Edition of Sanitation Technologies in Emergencies Compendium 1st Edition of Sanitation Technologies in Emergencies Robert Gensch (GTO), Amy Jennings (BORDA), Samuel Renggli (Eawag), Philippe Reymond (Eawag) We would like to thank the following individuals and their organisations/institutions for their invaluable contributions to this publication: Djilali Abdelghafour, Nienke Andriessen, Leonellha Barreto-Dillon, Andy Bastable, Magdalena Bäuerl, Benjamin Bernan- dino, Damian Blanc, Franck Bouvet, Patrick Bracken, Chris Buckley, Marc-Andre Bünzli, Chris Canaday, Daniel Clauss, Benjamin Dard, Malcolm Dickson, Paul Donahue, Georg Ecker, Miriam Englund, Marta Fernández Cortés, Suzanne Ferron, Claire Furlong, Sergio Gelli, Feline Gerstenberg, Moritz Gold, Celia González Otálora, Peter Harvey, Oliver Hoffmann, Tineke Hooijmans, Andrews Jacobs, Heidi Johnston, Christopher Kellner, Anthony Kilbride, Sasha Kramer, Jenny Lamb, Günther Langergraber, Anne Lloyd, Andreas Ludwig, Christoph Lüthi, Saskia Machel, Grover Mamani, Adeline Mertenat, Mona Mijthab, Alexander Miller, Patrice Moix, Paolo Monaco, Bella Monse, Hans-Joachim Mosler, Burt Murray, Arne Pane sar, Thilo Panzerbieter, Jonathan Parkinson, Dominique Porteaud, Nick Preneta, Torsten Reckerzügl, Bob Reed, Stefan Reuter, Romain Revol, Nina Röttgers, Johannes Rück, Vasco Schelbert, Jan-Christoph Schlenk, Jan-Hendrik Schmidt, Stephanie Schramm, Jan Spit, Haakon Spriewald, Steve Sugden, Annkatrin Tempel, Elisabeth Tilley, Erika Trabucco, Tobias Ulbrich, Lukas Ulrich, Claudio Valsangiacomo, -
Early Childhood Visits 1 Through 4 Years
Early Childhood Visits 1 Through 4 Years BFG 4TH ED.indb 501 1/20/17 2:47 PM BFG 4TH ED.indb 502 1/20/17 2:47 PM Early Childhood 12 Month Visit Context The 12-month-old stands proudly, somewhat bow- parents’ ability to let go, permit independence, and legged, belly protruding. Walking, one of the most enjoy aspects of his behavior that are out of their exciting developmental milestones, occurs around direct control. The toddler’s messy attempts to feed the toddler’s first birthday, bringing with it increas- himself can be difficult for his parents as they sort EARLY CHILDHOOD EARLY ing independence. During the first year of life, the out their own desire for order and neatness with 12 MONTH VISIT infant was rarely in conflict with his environment. his need for self-care. He might have been demanding when he cried, Fortunately, the toddler is endowed with a social he required considerable care, and he changed the feedback loop to recognize both pleasure and dis- balance in the family. However, he spent most of pleasure from significant caregivers. Adults build his first year getting to know and trust his parents on this characteristic by providing appropriate and his environment. As a toddler, he becomes responses to a toddler’s actions. Adult laughter increasingly competent in acting upon the world during a well-played game of peekaboo holds around him, all on his own. His world broadens, the key to future good times in other interactive bringing both excitement and challenge. games, and turning away, ignoring, or expressing Autonomy and independent mobility are develop- displeasure at a plate of food thrown on the floor, mental achievements of which the parents and which sends a message that this behavior is not toddler are justifiably proud, but the toddler acceptable, helps prevent later disruptive behaviors. -
The Ultimate Potty Training
TThhee UUllttiimmaattee PPoottttyy TTrraaiinniinngg FFAAQQ Straight Answers To Parents’ Most Frequently Asked Questions About Potty Training Their Kids By Johanne and Greg Cesar Copyright and Legal Information Here Are girls easier to potty train than boys? Since I have three boys, it's easy for me to say boys are difficult! But on a serious note, I worked in the child care field for many years, and I have trained both boys and girls – more than 300 in all. It's hard to say who is harder to train. Boys and girls are probably just about even. However, what I will say is that girls are usually more advanced than boys. So they can be trained earlier than boys. They also seem to learn faster than boys as well. But in the end the frustrations, trials, and tribulations are identical. Girls will give you the same problems that a boy will give you. So if you do have a girl, I am sorry to tell you it is no easier. Here is the way to look at it: children of a young age are only children. They are not girls or boys yet. They are just little young kids looking at the world with open eyes. It's later on in life when society starts to say you are a girl so do this, or you are a boy so do that. So if you have a boy, don't treat him like he's slow or behind. The one disadvantage to potty training a boy is control. I’ll explain this when we get to that question.