Feed
-
Global Competence - GrantThe 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 PatrickWednesday, May 12, 2021WATER, ENERGY, AND THE ENVIRONMENT
-
Global Competence FrameworkThe 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 PatrickWednesday, May 12, 2021CULTURE AND SOCIETY+1
-
Agri and food ScholarGlobal 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.By: Scarlet PatrickWednesday, May 12, 2021WATER, ENERGY, AND THE ENVIRONMENT
-
Agri and food ScholarThe 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 ScarletWednesday, May 12, 2021HEALTH AND NUTRITION+1
-
Agro grantThe 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 ScarletWednesday, May 12, 2021YOUTH EMPOWERMENT
-
Earth’s natural greenhouse effectThe 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.By: rupaliWednesday, May 12, 2021CULTURE AND SOCIETY+2
-
home environment: Impact of cultureThe 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: Edwin CastelWednesday, May 12, 2021CULTURE AND SOCIETY+3
Leave a comment