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  • The Information, Education & Communication (IEC) strategy aims to create awareness and disseminate information regarding the benefits available under various schemes/programmes of the Ministry and to guide the citizens on how to access them. The objective is also to encourage build-up of health seeking behaviour among the masses in keeping with the focus on promotive and preventive health. The IEC strategy has catered to the different needs of the rural and urban masses through the various tools used for communication.
    By: rupali
    Tuesday, May 25, 2021
    YOUTH EMPOWERMENT
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  • Here are several of these practices: Giving Directions Many 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 a completed project. Teach students how to refer to these items as reminders of process steps to complete tasks. This strategy is particularly helpful for long-term projects.
    By: Jen Martins Henzansanath
    Friday, May 21, 2021
    AGRI-FOOD SYSTEMS
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  • Primer text from The College of William & Mary ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease Control 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 en 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).
    By: Jen Martins Henzansanath
    Thursday, May 13, 2021
    HEALTH AND NUTRITION
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  • Giving Directions Many 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 a completed project. Teach students how to refer to these items as reminders of process steps to complete tasks. This strategy is particularly helpful for long-term projects.
    By: Jen Martins Henzansanath
    Thursday, May 13, 2021
    AGRI-FOOD SYSTEMS
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  • Predominantly inattentive type. The student may: o submit inaccurate or incomplete work, o have difficulty attending to conversations, activities, or tasks, o be easily distracted, o have difficulty following directions, o frequently lose materials, and/or o have difficulty organizing tasks and materials.
    By: Anne miller chinthana
    Thursday, May 13, 2021
    YOUTH EMPOWERMENT

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  • Predominantly inattentive type. The student may: o submit inaccurate or incomplete work, o have difficulty attending to conversations, activities, or tasks, o be easily distracted, o have difficulty following directions, o frequently lose materials, and/or o have difficulty organizing tasks and materials.
    By: Anne miller chinthana
    Thursday, May 13, 2021
    CULTURE AND SOCIETY
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  • Test the post on Group
    By: Sakshi Jagtap
    Wednesday, May 12, 2021
    EDUCATION

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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
    CULTURE AND SOCIETY
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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
    AGRI-FOOD SYSTEMS
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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
    CULTURE AND SOCIETY
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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
    AGRI-FOOD SYSTEMS
    +6
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  • School interventions should include a team approach across multiple settings, consisting of both preventive 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 the students’ strengths and needs. This involves formal and informal assessment, as well as collaboration 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: Jim Silverman
    Thursday, May 13, 2021
    YOUTH EMPOWERMENT

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