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Learning theories attempt to elucidate the mechanisms underlying learning. Influential theories include behaviorism, cognitivism, and constructivism. Behaviorism posits that learning entails a modification in behavior in response to environmental stimuli. This occurs through the presentation of a stimulus, the association of this stimulus with the desired response, and the reinforcement of this stimulus-response connection. Cognitivism views learning as a transformation in cognitive structures and emphasizes the mental processes involved in encoding, retrieving, and processing information. Constructivism asserts that learning is grounded in the individual's personal experiences and places greater emphasis on social interactions and their interpretation by the learner. These theories carry significant implications for instructional practices. For instance, behaviorists often emphasize repetitive drills, cognitivists may advocate for mnemonic techniques, and constructivists typically employ collaborative learning strategies.[

By: Anne Miller vijayalaxmi Santosh Mhetre

Wednesday, Mar 13, 2024

HEALTH AND NUTRITION

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Education is the transmission of knowledge, skills, and character traits and comes in many forms. Formal education happens in a complex institutional framework, like public schools. Non-formal education is also structured but takes place outside the formal schooling system, while informal education is unstructured learning through daily experiences. Formal and non-formal education are divided into levels that include early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on the teaching method, like teacher-centered and student-centered education, and on the subject, like science education, language education, and physical education. The term "education" can also refer to the mental states and qualities of educated people and the academic field studying educational phenomena.

By: Anne Miller vijayalaxmi Santosh Mhetre

Monday, Feb 19, 2024

HEALTH AND NUTRITION

philosophy and theology

Essence (Latin: essentia) is a polysemic term, having various meanings and uses. It is used in philosophy and theology as a designation for the property or set of properties or attributes that make an entity or substance what it fundamentally is, and which it has by necessity, and without which it loses its identity. Essence is contrasted with accident: a property or attribute the entity or substance has contingently, without which the substance can still retain its identity.

By: Monika Dhakate..

Tuesday, Dec 12, 2023

HEALTH AND NUTRITION

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HEALTH AND NUTRITION

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High-Quality Educational Opportunity

Questions about the just distribution of educational opportunity are especially vexing given the scarcity of resources allocated to education. Although developed societies provide some education for free to their citizens, funding for education is always in competition with the need to provide citizens with other social goods. As Amy Gutmann writes: “The price of using education to maximize the life chances of children would be to forego these other social goods” (Gutmann 1999: 129). Other basic welfare needs (e.g., housing, healthcare, food), as well as cultural goods (e.g., museums, parks, concert halls), must be weighed against public funds allocated to education, thereby making high-quality education—even in highly productive societies—scarce to some degree.

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Nonformal learning

Non-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD.Examples of non-formal learning include swimming sessions for toddlers, community-based sports programs, and programs developed by organisations such as the Boy Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development.[2] The learner's objectives may be to increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning

Can You Migrate Your Data To GA4? The primary concern is whether GA users can transfer or migrate Universal Analytics data into their Google Analytics 4 property. Unfortunately, you cannot migrate your data to GA4, and it’s not likely to be a feature we’ll see added in the coming months. Migrating your data to GA4 is not likely to be a feature because the two versions use completely different data models. I spoke with Charles Farina, Head of Innovation at Adswerve, and he explained that: “It is the difference in schema and dimension definitions/calculations that make merging the data not possible.” Schema refers to how the data is organized and the language used to ensure compatibility. Essentially it is the blueprint. He explains you can see the differences in schema well when comparing the BigQuery integrations for UA and GA4. “The UA export is sess-ionized, meaning each row in the export is a session, and every interaction is nested in that row. The GA4 export is very different, where each row is the event (interaction) itself,” shared Farina.

By: Sali Hamilton

Wednesday, Jul 5, 2023

CULTURE AND SOCIETY

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Culture of Collaboration & Interprofessional Teaming

Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet 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 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). The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics. 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/oro have difficulty organizing tasks and materials.

By: Harrel Bellenta

Wednesday, Jun 14, 2023

HEALTH AND NUTRITION

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

By: Anne Miller vijayalaxmi Santosh Mhetre

Wednesday, Apr 26, 2023

HEALTH AND NUTRITION

Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504. The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems. Under IDEA, each public agency-that is, each school district-shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The child's individualized education program (IEP) team uses the results of the evaluation to determine the educational needs of the child. The results of a medical doctor's, psychologist's, or other qualified professional's assessment indicating a diagnosis of ADHD may be an important evaluation result, but the diagnosis does not automatically mean that a child is eligible for special education and related services. A group of qualified professionals and the parent of the child determine whether the child is an eligible child with a disability according to IDEA. Children with ADHD also may be eligible for services under the "Specific Learning Disability," "Emotional

By: Lorell Sandi

Tuesday, Mar 28, 2023

CULTURE AND SOCIETY

+2

Legal Requirements for Identification of and Educational Services for Children With ADHD

Legal Requirements for Identification of and Educational Services for Children With ADHD Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504. The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems. Under IDEA, each public agency-that is, each school district-shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The child's individualized education program (IEP) team uses the results of the evaluation to determine the educational needs of the child. The results of a medical doctor's, psychologist's, or other qualified professional's assessment indicating a diagnosis of ADHD may be an important evaluation result, but the diagnosis does not automatically mean that a child is eligible for special education and related services. A group of qualified professionals and the parent of the child determine whether the child is an eligible child with a disability according to IDEA. Children with ADHD also may be eligible for services under the "Specific Learning Disability," "Emotional

By: Lorell Sandi

Tuesday, Mar 28, 2023

CULTURE AND SOCIETY

+1

Students with ADHD

Caring for children with ADHD may be challenging, but it is important to remember that these children can learn successfully. It is critical that parents remember that some of their child's disruptive behavior is a manifestation of the disability and that the challenge is finding ways to help their child change the inappropriate behavior. Key to this is remembering to focus on the need for structure and routine for your child's daily schedule and thereby reinforcing the importance of learning self-control and self-regulation. The following are suggestions for parents: Focus on discrete rewards and consequences for appropriate and inappropriate behavior:- Tangible rewards and treats;- Movie night for a good week at school;- Removal of privileges; and Time-out from reinforcing activities: the child is essentially removed from situations that foster inappropriate behavior.Set a daily routine and stick to it. Bedtime and preparation for school are much easier if there is a structure already in place.Have tangible reminders:- A big clock in the bedroom;- Charts for chores;- Assignment pad to record homework and a specific folder to put work in upon completion; and- Gain the child's attention before speaking to him or her. Have the child repeat back directions for things that are really important. Avoid the following:- Repeating patterns of inappropriate behavior followed by ineffective punishment;- Administering consequences without prior warning or without the child understanding why he or

By: Lorell Sandi

Tuesday, Mar 28, 2023

HEALTH AND NUTRITION

+1

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