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Culture And Society

  • School interventions
    School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies.    Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.    Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).   The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families.    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
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021

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  • Examination
    Learner Participates in a Collaboration Protocol (Tool 4; see Resources) as outlined here: Setting norms—Facilitator reminds team of the norms. Present—Presenter briefly describes the context within which the assessment was administered. Examination—Teachers look briefly at the task, student work, rubric, and score sheet. Clarifying questions—Teachers ask the presenter any factual questions necessary for them to score the work. Read and score—Group m
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
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  • What is communication (and what isn’t it)?
    The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
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  • Communication to Support Student Learning in a Digital Learning Environment
    Key Method Educator provides evidence of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning. Method Components What are the 4Cs? The 4Cs for 21st century learning are Creativity, Critical Thinking, Communication, and Collaboration. They are part of the framework for 21st Century Learning and are designed to support student learning in today’s world and are skills they can use in college and career. What is communication (and what isn’t it)? The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience. Example strategies that use technology to support communication in the classroom: Host a TED-style conference or showcases for your students to present original ideas on a topic of interest to them to an authentic, external audience. Record and post the videos to a youtube stream. Provide opportunities to listen and ask questions through back channel tools like Today’s Meet or even Twitter. Have your students publish their work through blogs, by creating websites, and by building other online resources that are shared with authentic audiences. For other ideas see the resources below. View Printable Version  
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
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  • Recognize perspectives
    test : .doc Students 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.
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021

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  • Connecting Knowledge to Action
    Key Method The educator builds upon the identified considerations for practice by incorporating strategies and activities that support global education practices. The educator reflects and categorizes them according to the four global competencies. Method Components Global Education Global education helps students develop their capacity to be informed, open-minded, and responsible people who are responsive to diverse perspectives. Global education prepares us to address the world’s most pressing issues collaboratively, equitably, and sustainably. Global education helps students understand that pressing issues must be faced in an interdisciplinary way, given the complexity of environments and competing needs and interests. Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably. Global Education Strategies and Activities Preparing students for responsible global citizenship must include strategies and activities that reflect the increasing diversity of today’s global population. The cooperative learning strategy can be incorporated as a global education structure where heterogeneous groups are formed and engage in interactive opportunities. This offers a platform where students can be exposed to diverse individuals, as well as prepared for successful global cooperation and competition. Additionally, a structure of project- or problem-based learning can be employed. The project or problem of focus would be a global concern or issue that is investigated. 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.
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021

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  • Organizational Supports for ADHD Students
    Primer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf Many students with ADHD have significant difficulties with organization.    They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.    Clear rules and advanced planning are keys to success for teachers of students with ADHD. The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently. Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help record
    By: Brian Winston
    Wednesday, May 12, 2021

  • ADHD and School interventions
    School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies.    Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.    Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).   The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families.    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:
    By: Harshana Zoysa
    Wednesday, May 12, 2021

  • Man-Environment Relationship
    Man and environment relationship is as old as the evolution of mankind. Since the evolution of man, the physical elements of the planet earth, such as terrain, soil, water, climate, flora and fauna formed man’s environment. During that time man was a typically a ‘physical man’ because of his limited wants, requirements, and total dependence on nature. With the growth in social and economic activities, advancement in technologies, man expanded his own environment through design and skill to have provisions for improved and better food, shelter, access, and comfort or luxuries. Man’s ability to survive in a variety of ecosystem and his unique ability to adapt to a great variety of external conditions make man-environment relationship quite a fascinating area of study. The environment in which man survives and to which he adapts himself and which he influences include physical, socio-cultural, and biological aspects. Man and environment has never been static and a great many factors are responsible for the shifts in man environment relationship. Approaches to Man-Environment Relationship The man and environment relationship can be studied under the following approaches. Determinism − Friedrich Ratzel, the German geographer, was responsible for the development of the concepts of determinism, which was further expanded by Ellsworth Huntington. This approach is based on the concept of ‘nature controls man’ or ‘earth made man’. According to this approach, man is largely influenced by nature. In fact, the determinism states that man is subordinate to natural environment because all aspects of human life such as physical (health and well-being), social, economic, political, ethical, aesthetic, etc. not only depend on but are dominantly controlled by the physical environment. World famous biologist, Charles Darwin, in 1859 laid the foundation stone of the concept of environment influences on man and other organism. Possibilism − Lucien Febvre, the French historian, founded the concept of Possibilism. Possibilism approach in the study of man-environment relationship is an offshoot of the criticism of environmental determinism and the impact of science and technology on such a relationship. Possibilism indicates that the physical environment is passive and man is the active agent at liberty to choose between wide ranges of environmental possibilities. According to it, the pattern of human activity is the result of the initiative and mobility of man operating within the natural framework. Nowadays, the role of natural elements in conditioning, though not controlling human activities, is often lost sight of. Possibilists were largely aware of the limitations of freedom of man to dictate terms to environment. It was agreed upon by the possibilists that man lacks the abilities to fully tame the nature and is not always victorious over it. As result of the above, some geographers vouched for ‘cooperation with nature’ or ‘mutual interaction’ between man and environment. Ecological Approach − This approach is based upon the basic principle of ecology, which is the study of mutual interaction between organisms and physical environment on the one hand, and the interaction among the organism on the other in a given ecosystem. This approach describes man as an integral part of nature or environment. Man, being most skilled and intelligent, has a unique role to play in maintaining a natural environment as healthy and productive as it should be. This approach emphasizes on wise and restrained use of natural resources, application of appropriate environmental management programs, policies and strategies keeping in view certain basic principles of ecology so that already depleted natural resources are replenished, and health and productivity of the nature is restored.
    By: rupali
    Wednesday, May 12, 2021
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  • Agri and food Scholar
    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 leve
    By: Jony Karn
    Wednesday, May 12, 2021
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  • The Water in You: Water and the Human Body
    REF:https://www.usgs.gov/special-topic/water-science-school/science/water-you-water-and-human-body?qt-science_center_objects=0#qt-science_center_objects The Water in You: Water and the Human Body ​​​​​​​Water serves a number of essential functions to keep us all going Think of what you need to survive, really just survive. Food? Water? Air? Facebook? Naturally, I'm going to concentrate on water here. Water is of major importance to all living things; in some organisms, up to 90% of their body weight comes from water. Up to 60% of the human adult body is water. According to H.H. Mitchell, Journal of Biological Chemistry 158, the brain and heart are composed of 73% water, and the lungs are about 83% water. The skin contains 64% water, muscles and kidneys are 79%, and even the bones are watery: 31%. Each day humans must consume a certain amount of water to survive. Of course, this varies according to age and gender, and also by where someone lives. Generally, an adult male needs about 3 liters (3.2 quarts) per day while an adult female needs about 2.2 liters (2.3 quarts) per day. All of the water a person needs does not have to come from drinking liquids, as some of this water is contained in the food we eat. Water serves a number of essential functions to keep us all going A vital nutrient to the life of every cell, acts first as a building material. It regulates our internal body temperature by sweating and respiration The carbohydrates and proteins that our bodies use as food are metabolized and transported by water in the bloodstream; It assists in flushing waste mainly through urination acts as a shock absorber for brain, spinal cord, and fetus forms saliva lubricates joints
    By: Scarlet Patrick
    Wednesday, May 12, 2021

  • Test article: Link preview
    Read more follow : https://www.webmd.com/a-to-z-guides/ss/slideshow-drink-enough-watertest article
    By: Edwin Castel
    Wednesday, May 12, 2021
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