Preparation work - Előkészítő munka
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This document provides an agenda for a meeting of the Hearing Impairment Children, Family Support group in Angers, France. The agenda includes: 1) Presentations from each center on their services, number of professionals and pupils, and whether they are public, private, specialized, or include mainstream students. 2) Testimonies from parents of hearing-impaired children about their experiences and needs for support as parents. 3) Presentations from professionals on existing family support practices at each center, including how they meet with families, the goals of meetings, and how they determine what support is needed.
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Hic FS minute Angers
The document summarizes the minutes from the first meeting of the HIC FS project between professionals and parents from France, Hungary, Romania, and Croatia. The goals of the project are to create a common guide on family support for hearing impaired children. At this initial meeting, participants introduced themselves and their organizations. They discussed definitions of key concepts and the legal framework around parenting children with hearing impairments. Participants also shared experiences and best practices of family support from their respective countries. The next meeting was planned to take place in Budapest, where the group would further discuss the guide concepts, analyze a parent questionnaire, and identify family needs through discussion between parents and professionals.
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The document contains meeting minutes from a January 2015 meeting in Zagreb, Croatia of the Hearing Impaired Children, Family Support project. Key topics discussed included: introducing new participants; reviewing and validating previous meeting minutes; presentations on family support practices from various countries; deciding on a logo and format for a brochure on family support for parents of hearing impaired children; and beginning work on the brochure content. Participants worked in workshops on the brochure, a final report, and analyses of parent surveys and testimonies. Plans were made to continue revising the brochure and present case studies at the next meeting in Romania.
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Program - Anger 2014
This document outlines the agenda for a meeting of the Hearing Impairment Professional Network in Angers, France to begin creating a common guide about family support. Over the course of three days, representatives from different centers will introduce their institutions, define key concepts around family support, present their practices for working with families, and hear testimonials from parents of hearing-impaired children. The goal is to identify best practices to include in the guide and begin developing a survey tool for use in all centers.
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This document contains a comparative analysis of questionnaires from parents in Romania, Hungary, Croatia and France. It includes data on the types of families, communication methods used, common activities between parents and children, difficulties experienced by parents, medical care of children, social and family support services available and used. The majority of data is presented in bar graph format comparing responses between the four countries.
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The document summarizes data from surveys of families with hearing impaired children. Key findings include:
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- About half of parents feel their child understands "almost everything" they say, while slightly less feel they understand "almost" what their child says.
- The most common difficulties families face are financial issues and issues with social acceptance of their hearing impaired child.
- Parents want more support services from schools and organizations, including more sports programs at school and more informational programs about hearing impairment from other organizations.
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Hic FS minute Angers
The document summarizes the minutes from the first meeting of the HIC FS project between professionals and parents from France, Hungary, Romania, and Croatia. The goals of the project are to create a common guide on family support for hearing impaired children. At this initial meeting, participants introduced themselves and their organizations. They discussed definitions of key concepts and the legal framework around parenting children with hearing impairments. Participants also shared experiences and best practices of family support from their respective countries. The next meeting was planned to take place in Budapest, where the group would further discuss the guide concepts, analyze a parent questionnaire, and identify family needs through discussion between parents and professionals.
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The document contains meeting minutes from a January 2015 meeting in Zagreb, Croatia of the Hearing Impaired Children, Family Support project. Key topics discussed included: introducing new participants; reviewing and validating previous meeting minutes; presentations on family support practices from various countries; deciding on a logo and format for a brochure on family support for parents of hearing impaired children; and beginning work on the brochure content. Participants worked in workshops on the brochure, a final report, and analyses of parent surveys and testimonies. Plans were made to continue revising the brochure and present case studies at the next meeting in Romania.
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The document provides the agenda for the HIPEN Hearing Impairment Professional Network's meeting number 4 in Cluj, Romania in May 2015. The 4 day agenda includes introductory sessions, workshops on experiences and practices related to supporting hearing impaired children and families, presentations on qualitative analyses and innovative programs, preparation for a dissemination conference, and conclusion of the overall project. Participants will discuss results from family surveys, presentations from parents, and selection of materials for an outcomes leaflet.
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This document outlines the agenda for a meeting of the Hearing Impairment Professional Network in Angers, France to begin creating a common guide about family support. Over the course of three days, representatives from different centers will introduce their institutions, define key concepts around family support, present their practices for working with families, and hear testimonials from parents of hearing-impaired children. The goal is to identify best practices to include in the guide and begin developing a survey tool for use in all centers.
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This document contains a comparative analysis of questionnaires from parents in Romania, Hungary, Croatia and France. It includes data on the types of families, communication methods used, common activities between parents and children, difficulties experienced by parents, medical care of children, social and family support services available and used. The majority of data is presented in bar graph format comparing responses between the four countries.
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The document summarizes data from surveys of families with hearing impaired children. Key findings include:
- The majority of families use spoken language to communicate with their hearing impaired child.
- About half of parents feel their child understands "almost everything" they say, while slightly less feel they understand "almost" what their child says.
- The most common difficulties families face are financial issues and issues with social acceptance of their hearing impaired child.
- Parents want more support services from schools and organizations, including more sports programs at school and more informational programs about hearing impairment from other organizations.
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This document summarizes the story of Dominika, a woman from Hungary who has a deaf daughter. It describes her journey from receiving her daughter's diagnosis of deafness at 7 months old, to using hearing aids, acupuncture, and educational programs. It discusses Dominika attending college to become a special education teacher and working as a traveling teacher to help other parents of deaf children. Dominika's daughter received a cochlear implant at age 7. The document outlines the importance of mentor families, parent clubs, and the partnership between parents and special education teachers in supporting deaf children. It emphasizes that special educators should help boost parents' self-confidence in raising their deaf child.
Preparatory work
The document outlines preparatory tasks for the second meeting of the Hearing Impairment Children, Family Support network in Budapest. It instructs participants to organize welcome activities and meals, ensure parent participation from their country, translate and distribute a survey to parents then synthesize the results and send them to the Romanian team for analysis to be presented at the meeting. It also tasks the French and Hungarian psychologist groups with synthesizing parent testimonies to present and asks for proposed discussion topics between parents before the meeting.
Project Content Summary
This document presents a proposal for a European project called HIPEN that brings together professionals and parents of hearing impaired children for the first time. The project aims to strengthen the partnership between parents and professionals and formalize family support programs to benefit hearing impaired children. The goal is for family support to be clearly identified by parents as part of specialized centers' institutional frameworks and responsive to families' needs.
Preparation work - Előkészítő munka
This document provides an agenda for a meeting of the Hearing Impairment Children, Family Support group in Angers, France. The agenda includes:
1) Presentations from each center on their services, number of professionals and pupils, and whether they are public, private, specialized, or include mainstream students.
2) Testimonies from parents of hearing-impaired children about their experiences and needs for support as parents.
3) Presentations from professionals on existing family support practices at each center, including how they meet with families, the goals of meetings, and how they determine what support is needed.
Budapesti találkozó programja
The document provides an agenda for the HIC FS meeting number 2 in Budapest, Hungary. The meeting will focus on creating the second part of a common guide about family support for hearing impaired children. Over three days, participants will engage in three workshops addressing concepts, practices, and experiences related to family support. Workshop topics include presentation styles for concepts, practices from different centers, a parent testimony, and synthesizing parents' testimonies to understand their needs. The goal is to develop recommendations for the guidebook from the perspectives of professionals and parents.
Agenda Budapest
The document provides an agenda for the HIC FS meeting number 2 on family support for hearing impaired children. The meeting will take place in Budapest, Hungary from May 20-23. The agenda includes 3 workshops focused on concepts, practices, and experiences related to family support. Workshop 1 will discuss how to present concepts in the common guide for professionals and families. Workshop 2 will involve centers presenting their family support practices and difficulties to develop recommendations. Workshop 3 will include a parent testimony, synthesizing parent testimonies from prior meetings, and organizing debates to understand parent needs for the guide. The goal is to create the second part of the common family support guide incorporating professional and parent perspectives.
Family support
This document discusses the importance of family support for hearing impaired children and outlines the main parts of family/parent support provided by an institute in Hungary. The key aspects of support include: 1) Increasing parental competence through education and skills training; 2) Providing mental health support through parent groups and counseling; 3) Helping strengthen the connection between children and parents such as through sign language courses; 4) Improving families' financial situations through various programs; and 5) Offering audiological advice. Challenges to support include scheduling issues and lack of motivation from some parents. The conclusion emphasizes that family support is crucial for child development and enhances the effectiveness of the institute's work.
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This document provides a case history for S. Sz. Dalma, a 23 month old girl diagnosed with profound hearing loss at 14 months. Dalma received her first hearing aids at 14 months and began therapy to learn how to hear, listen, and talk. The initial goals of therapy were to teach Dalma and her family about using the hearing aids and how hearing works, as well as starting language learning through talking, singing, and playing together. Dalma has made progress in her hearing, listening, and vocabulary skills, and can now communicate using around 150 words through listening alone without needing lip reading or visual cues.
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This document appears to be a questionnaire for families with hearing impaired children. It contains 17 multiple choice or short answer questions regarding communication methods, activities with the child, expression of feelings, support services, and challenges caring for a hearing impaired child. The questions aim to gather information on how families support and interact with their hearing impaired children at home and in school.
History of Dominika
This document summarizes the story of Dominika, a woman from Hungary who has a deaf daughter. It describes her journey from receiving her daughter's diagnosis of deafness at 7 months old, to using hearing aids, acupuncture, and educational programs. It discusses Dominika attending college to become a special education teacher and working as a traveling teacher to help other parents of deaf children. Dominika's daughter received a cochlear implant at age 7. The document outlines the importance of mentor families, parent clubs, and the partnership between parents and special education teachers in supporting deaf children. It emphasizes that special educators should help boost parents' self-confidence in raising their deaf child.
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The document outlines preparatory tasks for the second meeting of the Hearing Impairment Children, Family Support network in Budapest. It instructs participants to organize welcome activities and meals, ensure parent participation from their country, translate and distribute a survey to parents then synthesize the results and send them to the Romanian team for analysis to be presented at the meeting. It also tasks the French and Hungarian psychologist groups with synthesizing parent testimonies to present and asks for proposed discussion topics between parents before the meeting.
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This document presents a proposal for a European project called HIPEN that brings together professionals and parents of hearing impaired children for the first time. The project aims to strengthen the partnership between parents and professionals and formalize family support programs to benefit hearing impaired children. The goal is for family support to be clearly identified by parents as part of specialized centers' institutional frameworks and responsive to families' needs.
Preparation work - Előkészítő munka
This document provides an agenda for a meeting of the Hearing Impairment Children, Family Support group in Angers, France. The agenda includes:
1) Presentations from each center on their services, number of professionals and pupils, and whether they are public, private, specialized, or include mainstream students.
2) Testimonies from parents of hearing-impaired children about their experiences and needs for support as parents.
3) Presentations from professionals on existing family support practices at each center, including how they meet with families, the goals of meetings, and how they determine what support is needed.
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The document provides an agenda for the HIC FS meeting number 2 in Budapest, Hungary. The meeting will focus on creating the second part of a common guide about family support for hearing impaired children. Over three days, participants will engage in three workshops addressing concepts, practices, and experiences related to family support. Workshop topics include presentation styles for concepts, practices from different centers, a parent testimony, and synthesizing parents' testimonies to understand their needs. The goal is to develop recommendations for the guidebook from the perspectives of professionals and parents.
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The document provides an agenda for the HIC FS meeting number 2 on family support for hearing impaired children. The meeting will take place in Budapest, Hungary from May 20-23. The agenda includes 3 workshops focused on concepts, practices, and experiences related to family support. Workshop 1 will discuss how to present concepts in the common guide for professionals and families. Workshop 2 will involve centers presenting their family support practices and difficulties to develop recommendations. Workshop 3 will include a parent testimony, synthesizing parent testimonies from prior meetings, and organizing debates to understand parent needs for the guide. The goal is to create the second part of the common family support guide incorporating professional and parent perspectives.
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This document discusses the importance of family support for hearing impaired children and outlines the main parts of family/parent support provided by an institute in Hungary. The key aspects of support include: 1) Increasing parental competence through education and skills training; 2) Providing mental health support through parent groups and counseling; 3) Helping strengthen the connection between children and parents such as through sign language courses; 4) Improving families' financial situations through various programs; and 5) Offering audiological advice. Challenges to support include scheduling issues and lack of motivation from some parents. The conclusion emphasizes that family support is crucial for child development and enhances the effectiveness of the institute's work.
Program anger 2014
This document outlines the agenda for the HIC FS meeting number 1 in Angers, France from January 28-31, 2014. The goals of the meeting are to create the first part of a common guide about family support for hearing impaired children and to share practices and experiences between professionals and parents from different centers. The agenda includes introductions and presentations from each center, defining key concepts, parents sharing their experiences, identifying relevant practices to include in the guide, and synthesizing the work at the end of the meeting.
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Nurses must be able to knowledgeably plan services for individuals, families and the community. In order to effectively plan, it is essential that you are aware of the resources specific to the community a client resides in to allow for identification of health-related resources and to understand gaps in services. This analysis is a component of a Physical Assessment subsystem. It is a scientific method commonly utilized to gather data within communities. You must travel through an identified community to gather data that you can SEE, that you can HEAR, that you can SMELL, and that you can possibly TOUCH. You should imagine that you are a maternity home health nurse assigned to complete an assessment in a community that you know nothing about, and will be visiting for the first time.
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Real final ppt
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were recognized in the late 1800s and public childcare expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools. Teachers require a university degree and training. Programs focus on language, social skills, creativity, and learning about the world. In Ontario, licensed childcare includes home-based and center-based options. Teachers require college education and training. Programs aim to support children's development and prepare them for school. Both systems have evolved over time to improve availability, accessibility, and quality of early education.
Real final ppt
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were recognized in the late 1800s and public childcare expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools. Teachers require a university degree and training. Programs focus on language, social skills, creativity, and learning about the world. In Ontario, licensed childcare includes home-based and center-based options. Teachers complete college programs. Programs aim to support children's development and prepare them for school. Both systems have evolved over time to improve availability, accessibility, and quality of early education.
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Román partner előadása.
The document discusses the importance of family involvement in the rehabilitation and education of hearing impaired children. It notes that families represent a child's first environment and their support is critical. Parents of hearing impaired children often experience feelings of guilt and fear due to lack of information. Providing parents with information about their child's impairment and involving them in support activities helps them better accept the impairment. The document outlines various family support services and activities at one institution including counseling, information sessions, recreational activities, and ensuring partnership between families and schools.
Szülők csoportja megbeszélése
1. This document outlines the agenda for the second meeting of the Hearing Impairment Children, Family Support group in Budapest, Hungary.
2. The meeting will focus on creating the second part of a common guide about family support and will include debates among parents on the topic of family support.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Preparation work - Előkészítő munka
- 1. HIPEN Hearing Impairment Professional Network HIC FS -Hearing Impairment Children, Family Support Agenda- Angers, FRANCE- HIC FS meeting n°1 Creation of part one of the common guide about family support -January 2014- Prepare a short presentation of your centre private or public / numbers of professionals / types of professionals / numbers and profiles of pupils (hearing ones and the ones with other or additional disabilities + ages) / existing services / close or open centre (pupils included in the mainstream system or a specialized centre with a boarding school or other) Prepare parents participation They are going to speak about their reality of parents of a hearing-impaired child (parenthood). They have to prepare a testimony of their experience of being a parent of a hearing impaired child (positive and negative aspects, needs, existing or non existing support, which support…) We don’t want them to talk about their child Prepare professionals participation Make the inventory of practices of family support in your centre (you can bring videos and tools used with and for families) Try to answer the following questions: how do you meet parents, families? When and where do you meet parents and families? What is the aim of meeting parents and families? Do you meet all families or not and why? How do you define that support for families is needed or is /could be helpful? …