EDUKASI ACTIVITY DAILY LIVING PADA PENDERITA OSTEOARTHRITIS KNEE DI KELURAHAN TALANG BANJAR

ABSTRACT   Osteoarthritis is a progressive degenerative joint disease in which the cartilage that protects the ends of the bones begins to break down, causing pain and loss of mobility. Osteoarthritis is one of the complaints that can be treated by physiotherapy. Physiotherapy program in education activity daily living osteoarthritis aims to improve functional abilities so that they can carry out activities as usual, reduce impairment and improve function, protect joints from further damage. Activity daily living education for knee osteoarthritis includes stretching exercises, flexibility exercises, and osteoarthritis exercises. The method of community service activities is carried out using the lecture method, and asking questions about osteoarthritis, then distributing leaflets. The results of this educational activity are very useful for people with osteoarthritis of the knee, when given this exercise, mothers or the elderly feel happy because this activity is very useful for reducing their stiffness and pain complaints. The conclusion of this educational activity is that mothers who take part in the activity already understand exercises for osteoarthritis of the knee.  Keyword: Osteoarthritis Knee, Physiotherapy, Activity Daily Livin

Pedestrian Observation and Data Collection Curriculum Guide

This is a final report, NITC-ED-999, from the NITC program of TREC at Portland State University, and can be found online at: https://nitc.trec.pdx.edu/research/project/999 The project brief associated with this research can be found at: https://archives.pdx.edu/ds/psu/25833This guidebook provides a comprehensive set of class exercises suitable for students in courses related to travel behavior, traffic safety, urban planning and design, community health, or civil engineering. Exercises include activities developed through this project as well as an extensive set of educational materials drawn from online resources. The exercises developed as part of this project focus on pedestrians. They include elements of both traditional traffic counts and behavioral components, the latter of which are often lacking from current data collections efforts. By encouraging students to consider behavioral interactions of roadway users, these exercises can provide students with field experience that collects data that underlie behavioral traffic theory and agent-based traffic models. The materials are organized to provide helpful guidance to instructors and provide insights gathered through the pilot testing of classroom materials. Activities drawn from existing resources provide a comprehensive set of educational materials that address different facets of pedestrian and bicycle planning. The educational curricula and resources outlined in this guide allow instructors with little or no experience to integrate pedestrian-related curriculum into their teaching. The guide may also prove useful for organizations interested in pedestrian and bicycle planning and provide additional resources for experienced instructors. Included curricula are aimed at undergraduate or graduate university students, but can be easily adaptable to high school students or community college classes interested in exploring these issues. Specific outcomes include the following: • Readings, curriculum, data collections tools, and general research design that instructors can adapt to their needs, while standardizing the data collection method. This can enrich classroom learning and facilitate fieldwork experience. • The data collected from the exercise may provide a benefit to local agencies. Local jurisdictions are often interested in partnering with local university classes on data collection, but time constraints, particularly in the quarter system, can make planning and execution of projects time-prohibitive.This project was funded by the National Institute for Transportation and Communities (NITC) under grant number 999. Additional resources in the guide are public documents courtesy of the Federal Highway Administration (FHWA), the Pedestrian & Bicycle Information Center (PBIC), the Initiative for Bicycle and Pedestrian Innovation (IBPI), Ryan Snyder at the UCLA Department of Urban Planning, and Krista Nordback of the University of North Carolina Highway Safety Research Center (UNC-HSRC)

The Case for a Contemplative Philosophy of Education

I argue for the use of contemplative practices, such as meditation, journaling, reflection, etc., as an adjunct or alternative form of pedagogy that can help enrich student engagement, facilitate the creation of a philosophical mind state, and engender intrinsic curiosity and related psychological and/or motivational qualities that are supportive of educational ideals. I report on my own scholarship of teaching and learning (SoTL) research performed in my philosophy classes, as a case study in point. I found that the more times students in my different philosophy courses meditated, the more their subjective responses changed on surveys about their philosophical attitudes and beliefs

Evaluation of the content and delivery of the student workbook for RIPH Level 2 award in understanding health improvement for health trainer champions in prisons and the wider community

The concept of Health Trainers (HT) being drawn from a given community is becoming well established and work has been on-going around this theme since 2005. At a national level the current focus of this work centres on the development of this model within the offender health context. In 2008 the North West and East Midlands Health Trainer Hubs, in partnership with Offender Health collaborated to produce an educational workbook based upon the Royal Society for Public Health (RSPH) training programme. The workbook was launched nationally in July 2008. The Hallam Centre for Community Justice was commissioned to conduct consultancy work regarding the appropriateness of workbook content for trainers delivering and students attending the RSPH Health Trainers programme in prisons and the wider community. This research identified the models of course delivery around the country and identifies the impacts of the workbook and the wider health trainer programme on both the teaching and learning experience

Abstracts and classification of graduate studies.

Thesis (Ed.M.)--Boston Universit

Can A True Faith-Based Education Be Delivered Online?

Can a faith-based education be as effective when delivered online as when it is delivered face-to-face? An in-depth look at the early adopters of the online technology reveals that it can be if the Christian university commits itself to developing an online learning community and to interweaving faith principles into crucial areas of its online program. The three key areas of faith integration upon which hinges the success of such programs are the integration of faith into course material, faith integration in the relationships among students, and faith integration in the faculty student relationships. Consistent attention to these three areas validates the online Christian education model, complements the missions of Christian institutions, supports the integration of faith and learning, and enables institutions to reach audiences that may not be currently accessible