PB3

PB3
Do adolescents with a disability that is visible get different better treatment when it comes to social sympathy and rehabilitation, in developing 3rd world countries?

Article 1
Ng, K., Tynjälä, J., Sigmundová, D., Augustine, L., Sentenac, M., Rintala, P., . . . Sektionen för lärande och miljö. (2017). Physical activity among adolescents with long-term illnesses or disabilities in 15 european countries. Adapted Physical Activity Quarterly : APAQ, 34(4), 456-465. doi:10.1123/apaq.2016-0138
Article 2
Aldersey, H. M., Turnbull, 3., H Rutherford, & Turnbull, A. P. (2014). Intellectual and developmental disabilities in kinshasa, democratic republic of the congo: Causality and implications for resilience and support. Intellectual and Developmental Disabilities, 52(3), 220-233. doi:10.1352/1934-9556-52.3.220
Article 3
Bannink, F., Idro, R., & Van Hove, G. (2018). Health related quality of life in children with spina bifida in uganda. Disability and Health Journal, 11(4), 650-654. doi:10.1016/j.dhjo.2018.03.008
Article 4
Lucas-Carrasco, R., & Salvador-Carulla, L. (2012). Life satisfaction in persons with intellectual disabilities. Research in Developmental Disabilities, 33(4), 1103-1109. doi:10.1016/j.ridd.2012.02.002
Article 5
Thorn, S. H., Bamburg, J. W., & Pittman, A. (2007). Psychosocial treatment malls for people with intellectual disabilities. Research in Developmental Disabilities, 28(5), 531-538. doi:10.1016/j.ridd.2006.07.002
Article 6
Hendricks, C. , Lansford, J. E., Deater‐Deckard, K. and Bornstein, M. H. (2014), Associations Between Child Disabilities and Caregiver Discipline and Violence in Low‐ and Middle‐Income Countries. Child Dev, 85: 513-531. doi:10.1111/cdev.12132
Article 7
Saloojee, G. , Phohole, M. , Saloojee, H. and IJsselmuiden, C. (2007), Unmet health, welfare and educational needs of disabled children in an impoverished South African peri‐urban township. Child: Care, Health and Development, 33: 230-235. doi:10.1111/j.1365-2214.2006.00645.x

Comments

Post a Comment

Popular posts from this blog

PB1B

Genre Generator After experimenting with a couple genre generators online, many of them give certain examples of patterns to inform their audience that, their conventions are apart of a certain genre. By doing this, they both entertain and inform people about that topic and why its in that genre. These generators use several different types of genres to do this. When searching the web one of the examples I found was a memes generator. This generator took hundreds and hundreds of memes and uploaded them to their site. The main purpose is to make people laugh (obviously), but the jokes are only funny to people because they are relevant to the time and people can relate to them. For instance, there are memes with popular artist of today like drake and his music video, which will probably not be relevant 50 years from now. There is memes on this website that are religious as well, like the “Jesus says” memes. Today we are allowed to joke around with that but maybe would not have in the...
Read more

WP2 Elevator pitch + Rubric

Image
WP2 Rubric Doesn’t meet expectations Meets expectations Exceeds expectations Amount of Genre Knowledge Presented Pace The Slide Information Background information Body Language Insertion of faculty Member Focus of genre + conventions + rhetorical features Engagement
Read more
Elbow Article For my annotations of the elbow article I circled the main topics, or the main subjects that are being written about. The highlighted was everything that was important about the closest circled subject. The underlined part is when the author talks about what contradicts with what he talks about. The square is key word or words that I feel made the piece strong. Stars are strong messages messages I got out of the writing. I also make list for each subject. The pattern that I found when I write is, each annotation helps me distinguish what the author wants to say about he's explaining. Torie was telling me she highlight words or phrases she wants to look back on. She stars or underline points that she thinks are important and that will be discussed in class. She rewrites sentences that she wants to understand better. Jacob told me he also highlights or underlines what he thinks is important. He then writes questions in the margins to get answers in class.
Read more