For many people, the phrase ‘assistive technology’ conjures up images of elaborate high-tech devices that require a level of proficiency to use effectively. This may be true for some assistive technology devices including those that support individuals with compromised functional capabilities, allowing them to have greater independence. But not all assistive technology is high-tech.
Whether it is on social media, websites, magazines, or other publications specializing in health and wellness—there is no shortage of tips on exercising with the promise that you will achieve miraculous results in no time at all. The reality is that attaining physical fitness takes work, time, commitment, and consistency.
When a sports fan goes to a game, they get caught up in all the excitement unfolding on the field or arena. What team is up, what team is down, which player is having a good game, which player seems off, the defensive or offensive strategies being put into play—these are what the fans care about and what makes the game interesting.
Parks offer people the chance to enjoy fun and recreational activities within a natural setting which can significantly improve quality of life, especially for those who live in a densely populated, urban environment. In some instances, however, people coming from disadvantaged, underserved communities may feel less welcome when visiting these spaces and may stop participating in activities at parks altogether.
The beauty of literature is that it exposes the reader to a variety of perspectives and provides an opportunity to view the world through a different lens. Literature encourages diversity of thought and can serve as a springboard for innovative and fresh ideas—both of which are essential to the cognitive development of young students in grades K-12.
Research and modeled development, training and technical assistance, supporting students, and leadership—these are the four foundational pillars of the Helen A. Kellar Institute for Human disAbilities, a fixture on the Fairfax campus of George Mason University since 1988.
Establishing trust, building relationships, and taking responsibility for the harm you have caused others through your actions—these are the guiding principles of restorative justice, a holistic and non-punitive form of student discipline that is becoming more widespread in K-12 schools in the United States.
Many people who are overweight start an exercise program with the goal of shedding pounds and having a healthier lifestyle. However, they are not always conscious of the risk of injury if they choose the wrong type of exercise or adopt a physical routine that exceeds their initial fitness level.
Build trust, be patient, and communicate—these three guiding pillars are at the heart of what it takes to build relationships between early childhood educators and families in meeting the developmental needs of young students.
Know who your target audience is, figure out what it is they want, and find a way to establish a connection with them that builds brand loyalty. This is some of the advice offered by Chris Green, professor of the Sport Management program and academic program co-coordinator of the Sport and Recreation Studies program within George Mason University’s School of Sport, Recreation, and Tourism Management.