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Water, Energy, And The Environment

  • WATER, ENERGY, AND THE ENVIRONMENT
    Water and Human Body
    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.
    Posted by: AAP Bridge
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  • Test the article: youtube thumbnail
    Test: An Introduction to the Ecological Model in Public Health  of the "ecological model, 
    By: Vijaya Super admin
    Wednesday, May 12, 2021
    WATER, ENERGY, AND THE ENVIRONMENT
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  • Environment
    The word ‘environment’ is derived from the old French word ‘environer’ – which means to ‘surround, enclose, and encircle’. Environment refers to an aggregate of conditions or surroundings in which living beings such as humans, animals, and plants live or survive and non-living things exist. All living beings including man and their environment are mutually reactive, affecting each other in a number of ways. It is generally equated with nature wherein physical components of the planet earth such as earth, air, water, etc. support and affect life in the biosphere.Ref : https://www.youtube.com/watch?v=5NNw0GSUR-c
    By: Vijaya Super admin
    Wednesday, May 12, 2021
    WATER, ENERGY, AND THE ENVIRONMENT
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  • WATER, ENERGY, AND THE ENVIRONMENT
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    Environment
    Environment means anything that surround us. It can be living things (biotic) or non-living (abiotic) things. It includes physical, chemical and other natural forces. Living things live in their environment.
    Posted by: AAP Bridge
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  • Lorell Sandi created Educating a new generation created Global education helps students develop their capacity to be informed, open-minded, responsible
    By: rupali
    Thursday, May 13, 2021
    WATER, ENERGY, AND THE ENVIRONMENT
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  • Micro-credentials
    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. Definition of Global Education Global education helps students develop their capacity to be informed, open-minded, 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.
    By: Jayathilini Lakshika Hewapathirana
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY
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  • Definition of Global Education Global education helps students develop their capacity to be informed, open-minded, 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.
    By: Vijaya Super admin
    Thursday, May 13, 2021
    CULTURE AND SOCIETY
    +1
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  • Culture leads people to categorize and assign meanings, expect certain behaviors, and act in particular ways. A simple example can be seen in ideas about gender and height. Americans for the most part prefer that husbands be taller than wives.
    By: rupali
    Thursday, May 13, 2021
    AGRI-FOOD SYSTEMS
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  • Science and Technology 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.  
    By: Scarlet Patrick
    Wednesday, May 12, 2021
    AGRI-FOOD SYSTEMS
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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.  
    By: Scarlet Patrick
    Wednesday, May 12, 2021
    AGRI-FOOD SYSTEMS
    +1
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  • Global Competence - Grant
    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.  
    By: Scarlet Patrick
    Wednesday, May 12, 2021
    WATER, ENERGY, AND THE ENVIRONMENT

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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.  
    By: Scarlet Patrick
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY
    +1
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