The University welcomes applications from students schooled at home and imposes on those students no special or additional requirements for admission. Since the credentials of home-schooled students may lack some or most of the contextualizing information typically found in the credentials of students schooled in more traditional settings, many home-schooled students take steps to contextualize and clarify their achievement and potential.
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The William and Ida Friday Center for Continuing Education provides advising and student services to non-degree students, including local high school students. Part-time students may register for a maximum of eight credit hours per semester. Courses are open to non-degree students as space permits.
But where are you on your leadership journey, and where do you go from here? Over my years of teaching about leadership, that question exists at the heart of so many leaders. Everyone wants to know where they stand and how to get to the next level. And you are probably no different!
So to grow at the people development level, you need to make investing in leaders a priority, and take intentional steps every day to help them grow. Do that consistently, for long enough, and you may begin to reap the rewards of the next level.
Mental disorders contribute substantial burden to the society. Given the magnitude of this public health problem, it is necessary to employ strategies which can effectively reduce its occurrence. Strategies which put emphasis on improving social determinants of health such as nutrition, housing, access to education, reductions in economic insecurity and harm from addictive substances, and strengthening of community networks have been found to reduce risks, reinforce protective factors, and decrease psychiatric symptoms and disability and the onset of some mental disorders [7]. School-based interventions are especially advantageous in addressing mental disorders, since children and adolescents spend more time in this setting than in any other formal institutions. Interventions implemented in schools which aim to improve adolescent mental health using strategies such as gatekeeper training and improving knowledge or mental health literacy among others are found to be effective in increasing knowledge, self-esteem, and social support thus reducing risk factors [8,9,10]; however, there is limited information on the integration of religious education in these interventions, which can be an effective approach in promoting mental health. This paper discusses religious education and how it can influence adolescent mental health.
Religion and its effect on health and well-being has been the subject of many previous studies [22]. Although the definitions for both religiosity and spirituality remains a point of debate among researchers, the two concepts are considered as related [23] and include several dimensions such as beliefs, attitudes, and behaviors, to name a few [24]. A recent systematic review and meta-analysis of randomized controlled trials which investigated the effects of religious and spiritual interventions showed positive effects on mental health outcomes such as significant decrease in stress, alcoholism, and depression [25]. However, the importance of religious education in the promotion of both physical and mental health in the school has not been given emphasis despite several religions teaching about overall health and well-being. For example, Islam teaches the importance of personal hygiene, stress management, and eating healthy [26]; Buddhism teaches avoidance of any drink or drug which can cloud the mind [27]; the Catholic Christian spiritual perspective puts emphasis on confession of sins for forgiveness by God to provide relief to a troubled mind; and Jewish beliefs emphasize that their bodies belong to God and should therefore take care of it by maintaining a proper diet, getting adequate exercise and sleep, maintaining good hygiene, and having a healthy mind [28].
Aside from negative effects experienced by religious minority, religious education can also negatively impact adolescents who belong to sexual minority groups. As discussed previously, adolescence is an important period of personal development and sexual identity development figures prominently during this stage. However, previous studies have reported negative effects of religious education on lesbian, gay, bisexual, transgender, and queer (or questioning) (LGBTQ) adolescents. Although gender discrimination is not unique to religious schools, hostile messages promoted by religious denominations and groups can foster victimization of LGBTQ adolescents [70,71,72]. These religiously-based messages of discrimination can contribute to social exclusion. Furthermore, non-acceptance of LGBTQ views (i.e. not accepted or permitted in school work) can also undermine academic achievement [72]. Despite, these unintended negative outcomes, religion remains an important aspect of human life, and if implemented properly, religious education can positively influence adolescent mental health.
The coronavirus COVID-19 outbreak disrupted life around the globe in 2020. As in any other sector, the COVID-19 pandemic affected education in many ways. Government actions have followed a common goal of reducing the spread of coronavirus by introducing measures limiting social contact. Many countries suspended face-to-face teaching and exams as well as placing restrictions on immigration affecting Erasmus students [1]. Where possible, traditional classes are being replaced with books and materials taken from school. Various e-learning platforms enable interaction between teachers and students, and, in some cases, national television shows or social media platforms are being used for education. Some education systems announced exceptional holidays to better prepare for this distance-learning scenario.
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Each lesson comes with a downloadable lesson plan for easy customization. Plus, unit planning guides provide dozens of differentiated activities, small-group assignments, and project ideas that allow teachers to tailor the unit to their students' unique needs. 2ff7e9595c
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