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ABSTRACTAge-Tastic! is a health and wellness intervention designed for older adults. Incorporating game theory and behavioral activation concepts, this intervention is a board game that engages older adults in an interactive and immersive experience over 8 weeks. This paper reports on a pilot study that evaluated the impact of this intervention on health literacy about depression among community-dwelling older adults from New York City. The sample comprised 123 older adults recruited from 15 senior centers. Participants were tested on their knowledge and awareness of depression prior to the intervention and again at the end of the intervention after eight weeks. Statistically significant gains were made in the knowledge and awareness regarding the relationship of aging to depression, stigma of seeking help and knowing where to seek help. Implications for replication and use of this intervention are discussed. 相似文献
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Tony Burgess 《Changing English: An International Journal of English Teaching》2015,22(3):265-268
Written nearly 40 years ago, Peter Medway’s Finding a Language continues to be an arresting read, which offers a powerful vision of what might be possible in education. In this brief introduction, I set the work in context, referring to ideas that Pete engaged with and recalling a little of the times. 相似文献
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In this mixed-methods study we investigated the development of a generalized ethics decision-making model that can be applied in considering ethical dilemmas related to student assessment. For the study, we developed five scenarios that describe ethical dilemmas associated with student assessment. Survey participants (i.e., educators) completed an online survey to express their decision-making process when faced with ethical dilemmas relating to student assessment. Based on the literature and the educators’ written responses to the scenarios, elements to consider in an ethics decision-making model related to student assessment include the following: (1) the critical incident giving rise to the ethical dilemma; (2) identification of the conflict elements; (3) decisions about the ethicality of the elements; (4) justification of the decisions; (5) implications; and (6) alternative suggestions. This model offers guidance to educators in considering the dimensions of an ethical dilemma in assessment prior to making a decision. 相似文献
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