Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
Susana Martinez, LICSW - The Promotor Pathway: An Innovative Client Managemen...youth_nex
Susana Martinez, LICSW - Latin American Youth Center (LAYC)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
Susana Martinez, LICSW - The Promotor Pathway: An Innovative Client Managemen...youth_nex
Susana Martinez, LICSW - Latin American Youth Center (LAYC)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
"Developing Sustainable Family-Centered Obesity Interventions: What Can
We Learn from Developmental Psychology and Implementation Science?"
- Kirsten Davison, Ph.D.
Davison is an Associate Professor of Nutrition at the Harvard School of Public Health. She completed her PhD at the Pennsylvania State University in Child and Family Development.
Panel 3 — Nutrition and Healthy Eating. As we understand more about what defines good nutrition for youth, we are also increasingly understanding the importance of instilling healthy eating habits for youth in the context of family, school, and sport. This varied panel covers major topics within this under-considered but important area of youth development.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Adilka Pimentel and Darian X - Make the Road NYyouth_nex
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 4 - "Youth of Color as Agents of Change"
We are turning to the real experts for this session – civically and culturally-minded youth. Teens from Make the Road New York (MRNY) and Whatever It Takes (WIT) will speak truth to power in discussions of challenges and opportunities in their communities.
MRNY youth will discuss how they have organized around issues like police accountability, and teens from WIT will share their entrepreneurial approaches to addressing discrimination.
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
"Developing Sustainable Family-Centered Obesity Interventions: What Can
We Learn from Developmental Psychology and Implementation Science?"
- Kirsten Davison, Ph.D.
Davison is an Associate Professor of Nutrition at the Harvard School of Public Health. She completed her PhD at the Pennsylvania State University in Child and Family Development.
Panel 3 — Nutrition and Healthy Eating. As we understand more about what defines good nutrition for youth, we are also increasingly understanding the importance of instilling healthy eating habits for youth in the context of family, school, and sport. This varied panel covers major topics within this under-considered but important area of youth development.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Adilka Pimentel and Darian X - Make the Road NYyouth_nex
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 4 - "Youth of Color as Agents of Change"
We are turning to the real experts for this session – civically and culturally-minded youth. Teens from Make the Road New York (MRNY) and Whatever It Takes (WIT) will speak truth to power in discussions of challenges and opportunities in their communities.
MRNY youth will discuss how they have organized around issues like police accountability, and teens from WIT will share their entrepreneurial approaches to addressing discrimination.
Noni K. Gaylord-Harden, Ph.D. - “Shifting the Narrative on Development in You...youth_nex
Noni K. Gaylord-Harden - Associate Professor of Psychology, Loyola University Chicago
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Jenny Roe - Natural Solutions to Tackling Behavior & Performance in Urban Sch...youth_nex
The talk highlights the benefits of green space access in school settings for behavioral and performance outcomes. It presents two studies both carried out in deprived schools in Central Scotland; the first compares the effect of indoor versus outdoor education (delivered in a forest setting) on a range of wellbeing outcomes in teenagers; the second study explores the benefits to memory recall in early years pupils from curriculum tasks carried out indoors versus outdoors in a range of playground settings.
Vickie Shoap - “Application of Restorative Practices and Restorative Justice ...youth_nex
Vickie Shoap -
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Suzanne Pritzker, Ph.D. - "Exploring Civic Engagement Among Immigrant Adolesc...youth_nex
Suzanne Pritzker, Ph.D. - Assistant Professor, University of Houston Graduate College of Social Work
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 2 - An Immigrant Paradox? Civic Engagement Among Immigrant & Undocumented Youth:
Undocumented and immigrant youth, particularly those from Hispanic/Latino backgrounds, face persistent marginalization in the United States, yet many of these same youth are actively engaged in their communities. Panelists will share their views on what engagement looks like, the challenges involved, and what we can do to support the civic engagement of undocumented and immigrant youth.
Gloria Rockhold MA, M.Ed. - "Relationship-Building" The Corner Stone"youth_nex
Community Engagement Manager, Albemarle County Public Schools, Creciendo Juntos
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel - 2 "An Immigrant Paradox? Civic Engagement Among Immigrant & Undocumented Youth"
Undocumented and immigrant youth, particularly those from Hispanic/Latino backgrounds, face persistent marginalization in the United States, yet many of these same youth are actively engaged in their communities. Panelists will share their views on what engagement looks like, the challenges involved, and what we can do to support the civic engagement of undocumented and immigrant youth.
Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.
People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. From effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults, and communities.
Children thrive. Schools win. Workplaces benefit. Society strengthens. All due to social-emotional learning.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
Mind Your Ps and Qs: Teaching Social Skills to Reduce Challenging BehaviorRethinkFirst
Challenging behavior in the classroom is one of the most highly discussed topics in public education. Teachers frequently report that disruptive behavior is their greatest concern and has a significant impact on their job satisfaction. This session will focus on what teachers do best - facilitate student learning and teach students new skills. Direct instruction in social skills promotes skill development in pro-social behaviors and reduces challenging behavior. When students have social skills in their repertoire they don't have to rely on challenging behavior.
Nurturing Growth_ The Importance of Social and Emotional Learning (SEL) in Ed...Enterprise Wired
Implementing Social and Emotional Learning in Education: 1. Curriculum Integration, 2. Professional Development, 3. Schoolwide Initiatives, 4. Family and Community Engagement.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Michael Bergeron, Ph.D., FACSM - "Youth Sports: Encouraging Participation and...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Panel 5 - Injury Prevention and Treatment
Michael F. Bergeron, Ph.D. FACSM - "Youth Sports: Encouraging Participation and Life-long Physical Activity, Fitness and Health"
Bergeron is the Executive Director of the National Youth Sports Health & Safety Institute and a Professor in the Department of Pediatrics, Sanford School of Medicine of the University of South Dakota at the Sanford USD Medical Center.
Website: http://bit.ly/YNCONF13
Dianne Ward, Ed.D. - "Moving Kids at Preschool and at Home" youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Ward is Professor of Nutrition in the Gillings School of Global Public Health at the University of North Carolina.
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
Matthew Trowbridge, M.D., MPH - "How Our Built Environments Impact Children's...youth_nex
Matthew Trowbridge, M.D., MPH - "Health & Place: How Our Built Environments Impact Children's Health" - Lunch Presentation
Trowbridge is a physician, public health researcher, and assistant professor at the University of Virginia School of Medicine.
Website: http://bit.ly/YNCONF13
Tamara Valovich McLeod, Ph.D. - "The Impact of Sport-Related Injury on Health...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Tamara Valovich McLeod, Ph.D. - "The Impact of Sport-Related Injury on Health-Related Quality of Life"
Valovich McLeod is the John P. Wood, D.O., Endowed Chair for Sports Medicine and a Professor in the Athletic Training Program at A.T. Still University.
Panel 5 -- Injury Prevention and Treatment. While being physically active is important for positive youth development, injuries can result. This panel will discuss ways to minimize injury, particularly concussions, while addressing the impact of sport-related injury on quality of life. The panel will also provide a blueprint for encouraging life-long physical activity.
Website: http://bit.ly/YNCONF13
Patricia Jennings, MEd, PhD - "Mindfulness-Based Approaches to Promoting Stud...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Patricia Jennings, MEd., Ph.D. - "Mindfulness-Based Approaches to Promoting Student Learning, Attention and Self-Regulation"
Jennings is a Research Assistant Professor in Human Development and Family Studies (HD FS) and affiliated with the Prevention Research Center at Penn State University.
Panel 4 — Mindfulness, Health and Well-Being: The Mind Body Connection.
Research with adults has found that contemplative practices such as mindfulness and yoga promote a variety of benefits for physical and emotional well-being. This panel will provide an overview of the growing body of research on such activities for youth that have been integrated into school settings and which are designed to affect students' attention, behavior, and academic achievement.
Website: http://bit.ly/YNCONF13
Joseph E. Donnelly - "Physical Activity and Academic Achievement in Elementar...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Joseph E. Donnelly, EdD, FACSM - "Physical Activity and Academic Achievement in Elementary School Children"
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
William H. Dietz, M.D., Ph.D. - Keynote - "What Can We Do To Increase Physica...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
William H. Dietz, M.D., Ph.D. - "What Can We Do To Increase Physical Activity in Youth?"
Until July 2012, Dietz was the Director of the Division of Nutrition, Physical Activity, and Obesity at the CDC. Prior to his appointment to the CDC, he was a Professor of Pediatrics at the Tuft's University School of Medicine, and Director of Clinical Nutrition at the Floating Hospital of New England Medical Center Hospitals.
Website: http://bit.ly/YNCONF13
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Thesis Statement for students diagnonsed withADHD.ppt
Roger Weissberg Slides
1. Enhancing the Social, Emotional, and Academic
Learning of Preschool to High School Students
Across the United States
Roger P. Weissberg
UIC Distinguished Professor of Psychology and Education
University of Illinois at Chicago
Chief Knowledge Officer
Collaborative for Academic, Social, and Emotional Learning
www.casel.org
Social and Emotional Learning Research
Group
Department of Psychology
2. UVA Friends and Colleagues
Joe Allen Bob Pianta
Catherine Bradshaw Dick Reppucci
Nancy Deutsch Sara Rimm-Kaufman
Jason Downer Katherine Ross
Bridget Hamre Ralph Sampson
Chris Hulleman Pat Tolan
Noelle Hurd Amanda Williford
Tish Jennings Melvin Wilson
Gary Melton
3. Long-term Commitment and Relationships
Weissberg, R. P., & Allen, J. P. (1986).
Promoting children's social skills and
adaptive interpersonal behavior. In B.
Edelstein & L. Michelson (Eds.),
Handbook of prevention (pp. 153-175).
New York: Plenum Press.
4. Strategies to Foster Evidence-Based Systemic SEL
in 50% of the Nation’s Schools by 2025
1. Co-convene kindred groups to advance research,
practice, and policy: National Commission
2. Advance social and emotional competence assessment
3. Document outcomes and develop models & resources
with collaborating districts
4. Leverage evidence, models, and resources to support
SEL nationwide
5. Develop model state SEL policies, student learning
standards, and implementation guidelines
6. Increase federal supports for SEL research and practice
6. Actionable, Research-based Family, School,
and Community Approaches
1. Support and strengthen family functioning
2. Sustained relationships with caring adults
3. Provide high-quality education
4. Connect students and their schools
5. Make communities safe and supportive for children
6. High-quality out-of-school-time programs
7. Provide children and youth with opportunities to
build social and emotional competence
7. Key Questions for SEL Research,
Practice, and Policy
1. Are people with better social and emotional skills more
likely to succeed in school and life?
2. Can social and emotional skills be taught?
3. Will children be better prepared for college, careers, and life if
we teach social, emotional, and academic skills?
4. How can we ensure that educators, service providers, and
families teach social and emotional skills effectively?
8. Collaborative for Academic, Social,
and Emotional Learning (CASEL)
CASEL was founded in 1994 to make SEL an
essential part of every child’s education.
Advance the science of SEL
Expand effective SEL practice
Improve federal and state policies
CASEL serves as strategist, collaborator, convener,
and supporter for the SEL community
www.casel.org
9. 1997: CASEL Defines the Field of SEL
2015: Current and Future Perspectives on
Social and Emotional Learning
10. What is Social and
Emotional Learning (SEL)?
• SEL involves processes through which children and
adults develop fundamental emotional and social
competencies to understand and manage emotions, set
and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and
make responsible decisions.
• SEL takes place within the context of safe, participatory
school, family, and community environments that support
children’s development and provide opportunities and
recognition for successfully applying these competencies.
11. SEL as a Coordinating Framework
How do we move from here...
Fragmented efforts
Piecemeal implementation
No common language
...to a better place for kids
Built on student strengths
Academic and life success
Coordinated efforts
Systemic integration
13. A Caring, Connected, Responsible,
Contributing Problem Solver
• STOP, CALM DOWN, & THINK before
you act
• Say the PROBLEM and how you FEEL
• Set a POSITIVE GOAL
• THINK of lots of SOLUTIONS
• THINK ahead to the CONSEQUENCES
• GO ahead and TRY the BEST PLAN
THINK
GO
STOP
14. A Conceptual Framework for Enhancing Students’
Social and Emotional Learning
SEL Approaches:
• Explicit SEL Skills
Instruction
• Integration with
Academic
Curriculum Areas
• Teacher
Instructional
Practices
• Organizational,
Culture, and
Climate Strategies
SEL Skill Acquisition:
Five Competence Areas
Improved Attitudes:
Self, Others, Learning, and
Schools
Enhanced Learning
Environment: Supportive,
Engaging, and Participatory
Positive Social
Behavior
Fewer Conduct
Problems
Less Emotional
Distress
Improved Academic
Performance
15. SEL CURRICULUM &
INSTRUCTION
Levels of Schoolwide SEL
SELF-
MANAGEMENT
SELF-
AWARENESS
RESPONSIBLE
DECISION-
MAKING
RELATIONSHIP
SKILLS
SOCIAL
AWARENESS
Social and
Emotional
Learning
(SEL)
16. Review of K to 12
School-based SEL Programming
Durlak, J. A., Weissberg, R. P., Dymnicki,
A. B., Taylor, R. D., & Schellinger, K.
(2011). The impact of enhancing students’
social and emotional learning: A meta-
analysis of school-based universal
interventions. Child Development, 82, 405-
432.
18. Are SEL programs conducted by
existing school staff effective?
Social-emotional skill
Attitudes
Positive social behavior
Conduct problems
Emotional distress
Academic performance
Teacher Researcher
—Durlak et al. (2011)
19. Does the quality of implementation
affect student outcomes?
Social-emotional skills
Attitudes
Positive social behavior
Conduct problems
Emotional distress
Academic performance
Implementation Problems?
No Yes
—Durlak et al. (2011)
20. SEL Improves Academic Outcomes
Attitudes
Motivation, commitment
Behaviors
Participation, study habits
Performance
Grades, subject mastery
Source: Zins, Weissberg, Wang, & Walberg (2004). Building Academic
Success on Social and Emotional Learning (SEL): What Does the
Research Say?
21. Longitudinal Findings from the Seattle Social
Development Project at Age 21
■More high school graduates
■More attending college
■More employed
■Better emotional and mental health
■Fewer with a criminal record
■Less drug selling
Cost-benefit: $2.11/student for $1 invested
—Hawkins et al. (2008)
22. Taylor, Oberle, Durlak, & Weissberg (2017). Promoting positive youth
development through school-based social and emotional learning
interventions: A meta-analysis of follow-up effects. Child Development.
■ 82 interventions
■ 97,406 K to 12 students
■ Follow-up: 6 months to 18 years
■ ES’s range from .13 to .33 for SE Skills,
Attitudes, Positive Social Behavior, Academic
Performance, Conduct Problems, Emotional
Distress, & Drug Use
■ Post-intervention social-emotional skills
development was strongest predictor of well-
being at follow-up
23. SAFE SEL Programs are Effective
Sequential: Sequenced activities to teach skills
Active: Active learning to practice skills
Focused: Focused time on skill development
Explicit: Explicit targeting of specific skills
24. • Feelings and attitudes
– Child self-perceptions
– School bonding
• Behavioral adjustment
– Positive social behaviors
– Problem behaviors
– Reduced drug use
• School performance
– Attendance
– School grades
– Achievement test scores
Student Outcomes in After-School Programs:
SAFE and OTHER Programs
(Durlak, Weissberg, & Pachan, 2010)
SAFE programs: Other programs:
25. Effects of SEL Participation on Teachers
96 100
88
96
79 83
Problem-solving Comm. w/ students Dealing w/ stress
% 6th-grade teachers reporting improvement
% 9th-grade teachers reporting improvement
26. Teachers Believe SEL Benefits Students in
School, Work, and Life (Bridgeland et al., 2013)
• Students from all types of backgrounds, both 97%
affluent and poor would benefit from
learning SEL skills in school
• Preparing students for the workforce: 87%
• Students becoming good citizens as adults: 87%
• Students ability to move successfully through
school and stay on track to graduate 80%
• Preparing students to get to and through college 78%
27. American Enterprise Institute/Brookings Institution
Working Group on Poverty and Opportunity (2015)
“For these and many other reasons a
conservative/progressive consensus on
how to reduce poverty and increase
opportunity must tackle the question of how to
reduce the growing gap in educational
achievement between children from wealthy
and poor families. That means not just closing
the gap in years of schooling, but in cognitive
academic skills and social-emotional skills
as well.”
28. The Economic Value of Social and Emotional
Learning (Belfield et al., 2015, p. 5)
“The aggregate result also shows considerable
benefits relative to costs, with an average
benefit-cost ratio of about 11 to 1 among the
six interventions. This means that, on average,
for every dollar invested equally across the six
SEL interventions, there is a return of eleven
dollars, a substantial economic return.”
29. Common Employability Skills - National Network
of Business and Industry Associations
A Foundation for Success in the Workplace:
The Skills All Employees Need, No Matter
Where They Work
• Personal Skills
• People Skills
• Applied Knowledge
• Workplace Skills
30. Effectiveness of SEL Worldwide
Failure or refusal to adopt and appropriately
support the implementation of SEL/SFL
programmes is equal to depriving children and
youngsters of crucial and scientifically
substantiated opportunities for their personal,
social and academic development.
This would be a flagrant violation of the United
Nations Convention of Children’s Rights.
—Diekstra, p. 261 (2008)
31. Implications for Practice and Policy
■ SEL works
■ Multiple positive outcomes including academic
achievement
■ Across grades and contexts
■ SEL is doable
■ Good results from programs run by existing school
and out-of-school staffs
■ Teachers want SEL
■ SEL has a good return on investment
■ SEL needs support
■ Implementation matters
■ Supported by federal and state policies, leadership
and professional development
32. Essential Questions
Each Community Must Answer
What do we want our
children to become, to
know, and to be able to
do when they graduate?
How can the entire community be organized to
ensure that all students reach the stated goals?
36. Systemic Schoolwide SEL
■ Establish a shared vision
■ Assess resources and
needs
■ Embed professional learning
■ Implement evidence-based
programs and practices
■ Integrate schoolwide and
beyond
■ Use data for continuous
improvement
Schoolwide
SEL
CASEL Guide for Schoolwide
Social and Emotional Learning
Establish a
Shared Vision
Assess
Resources
and Needs
Embed
Professional
Learning
Adopt
Evidence-
Based
Programs
Integrate SEL
Schoolwide
Use Data for
Continuous
Improvement
37. Partnering with large urban school districts to implement district-wide SEL.
Anchorage, AK
Atlanta, GA
Austin, TX
Chicago, IL
Cleveland, OH
El Paso, TX
Nashville, TN
Oakland, CA
Sacramento City, CA
Washoe County, NV
CASEL’s
Collaborating Districts
38. COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING
A Framework for Systemic SEL in
Educational Settings
Districtwide Social
and Emotional
Learning
Cultivate
Commitment &
Support for SEL
Assess SEL Resources
& Needs
Establish Classroom,
Schoolwide &
Community SEL
Programming
Establish Systems for
Continuous
Improvement
Schoolwide Social and Emotional Learning
Short Term Outcomes
• Attitudinal,
Behavioral, and
Academic
Improvements
Long Term Outcomes
• Enhanced
College/Career
Readiness,
Citizenship, and Life
Success
40. CDI Student Outcome Data:
• Academic achievement: improved across
subjects (e.g., Reading and Math) and years of
implementation
• Social-emotional competence: mixed with
positive effects concentrated at grade 3
• Student perceptions of school climate: positive
for teacher support and peer social-emotional
behavior
• Attendance: positive
• Discipline: positive
41. Collaborating States Initiative
Illinois PreK-12 SEL Student Learning Goals
Develop self-
awareness and
self-management
skills to achieve
school and life
success.
Use social-
awareness and
interpersonal
skills to
establish and
maintain positive
relationships.
Demonstrate
decision-
making skills
and responsible
behaviors in
personal, school,
and community
contexts.
Self Other Decision-
making
42. Standards are one element of a coordinated
approach to effective education that includes:
• Specifying what we want our students to become, to
know, and to be able to do from preK to 12
• Evidence-based curricula/instruction
• Professional development for teachers, student
support staff, and administrators
• Assessment that allows teachers to monitor and
foster student progress
43. Collaboration for Practical Social-Emotional
(SE) Competence Assessment
Goal 1: Provide a guide with timely information for educators about selecting
and effectively using currently available SE assessments.
Goal 2: Demonstrate alignment and distinctions between existing SE
frameworks.
Goal 3: Conduct annual design challenges for next-generation performance
tasks. Identify and disseminate key design principles for creating practical
SE performance measures.
Goal 4: Collaborate with, coordinate with, and learn from ongoing related
efforts in the field of SE assessment in order to maximize impact and
avoid duplication of efforts.
44. What Do You Assess and How?
• Formative Assessment
• Multiple Measures for Accountability
• Self-report, Teacher Ratings, Performance
Tasks
• Social and Emotional Competence
• School Climate
• Student Voice!!
45. Strategies to Foster Evidence-Based Systemic SEL
in 50% of the Nation’s Schools by 2025
1. Co-convene kindred groups to advance research,
practice, and policy: National Commission
2. Advance social and emotional competence assessment
3. Document outcomes and develop models & resources
with collaborating districts
4. Leverage evidence, models, and resources to support
SEL nationwide
5. Develop model state SEL policies, student learning
standards, and implementation guidelines
6. Increase federal supports for SEL research and practice
46. “We can not always build the
future for our youth, but we can
build the youth for our future.”
– Franklin D. Roosevelt