Recipes is the fifth format we support, following the introduction of reviews, people, video and, most recently, events.If you have recipe content on your site, you can get started now by marking up your recipes with microdata, RDFa, or the hRecipe microformat. To learn more, read our documentation on how to mark up recipe information or our general help articles on rich snippets for a more complete overview.Please remember that to ensure a great user experience we're taking a gradual approach to surface rich snippets. This means that we can't guarantee that marking up your site will result in a rich snippet when your page shows up on our search results. However, we encourage you to get started, and once you're done you can test your pages with our rich snippets testing tool.Written by Jun Gong, Kosuke Suzuki, and Yu Watanabe Read more

If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).    No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.    Here are several of these practices: Giving DirectionsMany students with ADHD have trouble following directions. Here are some guidelines that might help address this problem. Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses.  Read more

The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.   Read more

The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.   Read more

The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.   The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.   Read more

The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.   Read more

Global Competence Framework The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential. Investigate the worldStudents must engage in activities and explorations where they are able to investigate their world beyond their immediate environment. Research that is age-appropriate should be conducted where problems are framed that are significant at the local, regional, or global level. Recognize perspectivesStudents must engage in activities where they are asked to recognize and express their own perspectives on situations, events, issues, or phenomena. Additionally, students should examine the perspectives of others and determine how that perspective has developed or changed based on exposure to different periods and cultures. Communicate ideasStudents must engage in activities where they are able to listen to and communicate effectively with diverse people. Additionally, it is important to be able to recognize and express how diverse people perceive meaning and how this is affected by communication. Take actionStudents must take action to address situations, events, and issues to improve conditions. Additionally, it is important to identify and create opportunities for personal and collaborative actions aimed at improving conditions locally, regionally, or globally. Read more

The social-ecological model emerged from ecological systems theory (Bronfenbrenner, 1979), which explicitly sought to examine transactions between persons and their environments. The model stresses cross-level influences, in which community or organizational environments can shape individual behavior (top-down effects), but also examines how individuals form groups or take actions that may affect higher level organizational or community spheres (bottom-up effects). The Centers for Disease Control and Prevention has incorporated social-ecological models into a number of its health promotion and disease prevention efforts. The simple onion or Russian doll rendering of social-ecological relations as concentric circles is not in itself very informative. However, flowchart models based on such relationships can be useful for specifying hypothesized cross-level influences. Read more

The home environment is critical for maintaining health and well-being among the medically ill and people living with disabilities. Access to appropriate supportive care technologies and home health care services depends in part on where homes are located, what sorts of spaces are available for care in the home, and whether basic services (such as utilities) are reliable. These aspects of home environments are difficult to measure, even when features of homes are narrowly defined and only a single attribute, such as safety, is considered (Gitlin, 2003). Measurement challenges become more complex when considering that each of these environmental features also has a cultural or social component. Homes are located in neighborhoods, where home health care providers may not feel welcome or safe because of crime in a low-income neighborhood and discrimination or suspicion in a higher-income one. Homes differ in their spaces available for care but also in the willingness of families to make these spaces available, adapt them as needed, and work with home health staff to provide care. Also, utilities, telephone service, and access to services differ by community, with some communities well serviced and others shortchanged. Read more

Types of accommodations Accommodations are typically divided into four categories: Presentation accommodations Response accommodations Setting accommodations Timing and scheduling accommodations How can educators identify and select accommodations to address the needs of individual students? Using a set of guiding questions, the teacher will identify one response accommodation for a student with a disability based on his or her individual strengths and needs and the barrier created by the disability. The educator will then implement the accommodation and evaluate its effectiveness. Finally, the teacher and student will reflect on the effectiveness of the accommodation. Read more

How can educators identify and select accommodations to address the needs of individual students? Using a set of guiding questions, the teacher will identify one response accommodation for a student with a disability based on his or her individual strengths and needs and the barrier created by the disability. The educator will then implement the accommodation and evaluate its effectiveness. Finally, the teacher and student will reflect on the effectiveness of the accommodation. Read more

Some of the Major Highlights of the National Education Policy 2020 are: Schooling to begin from the age of 3 years: The revised policy expands the age group of mandatory schooling from 6-14 years to 3-18 years. This new system will include 12 years of schooling with three years of Anganwadi/ pre-schooling. Read more