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Health And Nutrition

  • 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: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
    HEALTH AND NUTRITION

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  • Education
    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. 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: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
    HEALTH AND NUTRITION
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  • ADHD have particular challenges with written wor
    Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses.    Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units. The following strategies can be used to address these needs. Deconstructing Tasks: Break tasks into smaller units.o Limit amount of work per page.o Cover up part of the work on a page.o Allow extra time for completing tasks.o Provide work breaks.o Allow student to use a computer to type or to use speech-to-text software.o Reduce the length of written assignments.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 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: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
    HEALTH AND NUTRITION

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  • ADHD and School interventions
    School interventions should include a team approach across multiple settings, consisting of bothpreventive 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 thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration 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. 
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
    AGRI-FOOD SYSTEMS
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  • Communicate ideas
    Students 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 Patrick Erinson
    Thursday, May 27, 2021
    HEALTH AND NUTRITION
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  • Global Education
    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
    Thursday, May 27, 2021
    HEALTH AND NUTRITION
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  • 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.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
    CULTURE AND SOCIETY
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  • Global Education Strategies and Activities
    Preparing students for responsible global citizenship must include strategies and activities that reflect the increasing diversity of today’s global population. The cooperative learning strategy can be incorporated as a global education structure where heterogeneous groups are formed and engage in interactive opportunities. This offers a platform where students can be exposed to diverse individuals, as well as prepared for successful global cooperation and competition. Additionally, a structure of project- or problem-based learning can be employed. The project or problem of focus would be a global concern or issue that is investigated.
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
    HEALTH AND NUTRITION
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  • HEALTH AND NUTRITION
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    Global Competence Framework
    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.
    Posted by: AAP Bridge
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  • Response Accommodations
    Response Accommodations This micro-credential, one of four in the Accommodations stack, addresses response accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities. Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a student
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
    HEALTH AND NUTRITION
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  • Agri and food Scholar
    The Journal of Agricultural Sciences is a peer reviewed journal aiming to publish high quality articles on topical issues in Agriculture. The journal provides a forum for Sri Lankan and international scholars especially in Asia and Africa to publish authoritative and well referenced articles in agriculture related areas. The journal publishes original research works, book reviews, short communications and comparative articles. JAS is published by the Faculty of Agricultural Sciences of the Sabaragamuwa University of Sri Lanka.
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
    AGRI-FOOD SYSTEMS
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