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Youth Empowerment

  • What is Attention Deficit Hyperactivity Disorder?
    Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).    In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous estimates. Ages 2-5: Approximately 388,000 children Ages 6-11: Approximately 2.4 million children Ages 12-17: Approximately 3.3 million children   The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013). The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
    By: Jen Martins Henzansanath
    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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  • Supporting Rationale and Research The following research informs and supports the development of globally and culturally competent students. Mansilla and Jackson, Educating for Global Competence: Preparing our Youth to Engage the World, CCSSO and Asia Society. (2011) http://asiasociety.org/files/book-globalcompetence.pdf The resulting work of the EdSteps Global Competence Task Force details the relevance of global competence in education and describes practical applications that demonstrate what global competence looks like in interactions between educators and learners.
    By: Scarlet Patrick
    Thursday, May 13, 2021
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  • Agri and food Scholar
    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.
    By: Jenny Reze Scarlet
    Wednesday, May 12, 2021
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  • 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.
    By: Jenny Reze Scarlet
    Wednesday, May 12, 2021
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  • Agro grant
    The educator uses current research and resources aligned with global education to create a yearly resource plan. The educator identifies strategies and activities that support the global competence framework, and incorporates them into lessons, assignments, activities, or assessments. Method Components Educating a new generation of globally and culturally competent students is imperative. A clear framework for global competence requires students to engage in robust and rigorous exploration that includes investigating the world, recognizing perspectives, communicating ideas, and taking action.
    By: Jenny Reze Scarlet
    Wednesday, May 12, 2021

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  • Educating a new generation of globally and culturally competent students is imperative. A clear framework for global competence requires students to engage in robust and rigorous exploration that includes investigating the world, recognizing perspectives, communicating ideas, and taking action.
    By: Jenny Reze Scarlet
    Thursday, May 13, 2021
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  • This is the third micro-credential in the “21st Century Learning through Global Education” stack. It is encouraged that the micro-credentials in this stack are earned in sequence, as each skill builds on the previous one in the stack.
    By: Jenny Reze Scarlet
    Thursday, May 13, 2021
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  • The educator uses current research and resources aligned with global education to create a yearly resource plan. The educator identifies strategies and activities that support the global competence framework, and incorporates them into lessons, assignments, activities, or assessments
    By: Jenny Reze Scarlet
    Thursday, May 13, 2021
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  • Outcomes of Global Education
    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 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: Scarlet Patrick Erinson
    Wednesday, May 12, 2021
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  • home environment: Impact of culture
    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.
    By: Vijaya Super admin
    Wednesday, May 12, 2021
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