Greater Toronto Area has the highest rate of child poverty in Ontario. Children who grow up in poverty are more likely to experience physical health issues like higher mortality, illness, and accidents as well as psychosocial problems including behavioral disorders, emotional issues, and low self-esteem. They also tend to have poorer cognitive development and school performance characterized by challenges with concentration, memory, and higher dropout rates due to health problems impacting attendance and participation.
Poverty puts young children at great risk; they are exposed to experiences and environments that are detrimental to their health and well-being. (Committee on Integrating the Science of Early Childhood, 2000) The difference in the socioeconomic backgrounds of children implicates significant differences in their language development and level of academic achievement. (Cumulative Risk and Low-Income Children\'s Language Development, 2004)
Poverty puts young children at great risk; they are exposed to experiences and environments that are detrimental to their health and well-being. (Committee on Integrating the Science of Early Childhood, 2000) The difference in the socioeconomic backgrounds of children implicates significant differences in their language development and level of academic achievement. (Cumulative Risk and Low-Income Children\'s Language Development, 2004)
Guidance and Counselling lessons on Social and Emotional problemskiranjustinejoseph
Social and Emotional problems of adolescence is an issue of international concern. the degree and types of problems may vary from nations to nations considering various factors of that country. but in general, developing minds go through a similar process and we can find the similarity of problems across the nations.
Paper presented at the 7th British Association of Applied Linguistics (BAAL) Language Learning and Teaching SIG Conference “Theorising practice and practising theory: developing local pedagogies in language teaching”. Birmingham, UK: July 2011.
Guidance and Counselling lessons on Social and Emotional problemskiranjustinejoseph
Social and Emotional problems of adolescence is an issue of international concern. the degree and types of problems may vary from nations to nations considering various factors of that country. but in general, developing minds go through a similar process and we can find the similarity of problems across the nations.
Paper presented at the 7th British Association of Applied Linguistics (BAAL) Language Learning and Teaching SIG Conference “Theorising practice and practising theory: developing local pedagogies in language teaching”. Birmingham, UK: July 2011.
Wordpress is a bicycle, Joomla is a bus. Joomla is a flexible, industrial strength content management system for websites with 20 pages or 20,000 pages.
The republication of this very popular book takes school leaders through the difficult process of designing a curriculum that suits them and the children in their care.
Treatment Track, National Rx Drug Abuse Summit, April 2-4, 2013. Treatment Options for Juveniles
presentation by Michelle Lipinski and Dr. Marc Fishman.
Parental Support, Self-Esteem and Emotional Intelligence as Predictors of Soc...iosrjce
The Nigerian contemporary African society often sees mentally challenged children as being
bewitched, possessed, or spiritually inflicted and fails to see their situation from the biological, physiological or
accidental perspective of nature. This ill conceive feelings make members of the society and even immediate
family members behave in an unaccommodating manner to mentally challenged children at home or school.
This has negative implication on their well-being. In view of this context, this study investigated parental
support, self-esteem, and emotional intelligence as predictors of social anxiety among mentally challenged
children in Ibadan, Nigeria. Using the descriptive survey research design of ex-post factor, three research
questions were answered and data were collected using four validated instruments, from seventy (70) socially
anxious mentally challenged pupils selected through multi-stage sampling technique. Data was analysed using
the Multiple Regression Analysis at 0.05 level of significance. The study revealed that the independent variables
(parental support, self-esteem and emotional intelligence) made joint contribution of 58.5% variance on the
dependent variable (social anxiety). Also, the independent variables significantly predicted the dependent
variable. Thus, it was recommended that the family, school, teachers and society should support the
developmental needs of mentally challenged pupils in school and at home instead of treating them with disdain.
Mental Health Conditions Among Children – A Growing ProblemSastasundar
Mental disorders in children are quite common, occurring in about one-quarter of this age group in any given year. The most common childhood mental disorders are anxiety disorders, depression, and attention deficit hyperactivity disorder (ADHD).
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Joan pan poster
1. GTA is Child Poverty Capital of Ontario
How poverty impacts children’s development?
Children who grow up in poverty show almost three and one-half times the number of conduct
disorders, almost twice the chronic illnesses and over twice the rate of school problems, hyperactivity
and emotional disorders as children who are not poor.
Physical Outcomes:mortality, morbidity, accidents, abuse, and illness.
Psychosocial Outcomes:behavioural problems including impulsiveness, aggression, difficulty getting
along with peers, attention-deficit/hyperactivity disorder and conduct disorder; emotional problems
including anxiety, depression, social withdrawal, and low self-esteem.
Cognitive Outcomes and School Readiness:concentration and memory problems; poor participation,
irregular attendance, and high rates of school dropout due to poor health.
