School and Families Working Together for Student Success: Healthy Habits Help Children be Prepared for MCT2 Assessments

2010 ◽  
Keyword(s):  
Student Success ◽  
Healthy Habits ◽  
Working Together

scholarly journals What can everyone do about it? Sustainable individual choices that contribute to the SDGs

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Vareda
Keyword(s):  
Global Scale ◽  
The Sustainable Development ◽  
Individual Level ◽  
Global Partnership ◽  
Healthy Habits ◽  
Working Together ◽  
Development Goals ◽  
Summer Temperatures ◽  
Individual Choices ◽  
Sustainable Health

Abstract Background The Sustainable Development Goals (SDG) aim to solve the world's most wicked problems, which requires global partnership. That means governments, national and international organizations and worldwide leaders working together, but it also implies individuals, families and communities, which make up most of the world, must contribute. Households, schools, the health system and others have a responsibility in the consumption and demand for energy and resources of our planet and contribute largely to climate change. Awareness and population education are essential to promote action on an individual level. Objective This presentation is part of a workshop on how individuals and public health (PH) can create a more sustainable world. It aims to present the science and challenges behind changing and creating new habits, and examples of individual habits and choices everyone can make in order to contribute to the SDG and to sustainable health prevention. This presentation is based on the United Nation (UN) available material for the SDG, as well as other independent research on the subject. Results Sustainable individual actions can be divided in 3 different main themes: Food and Water - Examples. Eat a more plant-based diet; use apps like Too Good To Go®; reutilize the water from your shower... Energy - Examples. Plug all appliances into a power strip and turn them off completely when not in use; adjust your fridge and home thermostat to winter and summer temperatures; use energy efficient light bulbs; fill your house with rugs... Resources - Examples. Pay your bills online; delete your spam email; compost your food; choose a better diaper option; shop second-hand clothes... Conclusions There are a lot of habits and small choices everyone can adopt in order to contribute to a more sustainable world and to promote healthy habits. These changes may seem trivial on an individual level, but they add up to millions of resources saved for the planet at a global scale.

Collaborate to Celebrate!

2009 ◽  
Vol 10 (3) ◽  
pp. 101-106
Author(s):  
JoAnn Ridge ◽  
Patty Vogel
Keyword(s):  
Student Success ◽  
Team Building ◽  
Speech Language Pathologists ◽  
Collaborative Relationships ◽  
School Professionals ◽  
School Based ◽  
Working Together

Abstract When speech-language pathologists and other school professionals collaborate, powerful teams working together for student success develop. Partnerships, achievement, and celebrating learning are important components of collaborative relationships that empower students, speech-language pathologists, and teachers. This paper describes a collaborative framework for school-based team building and intervention.

Leading Institutions Through Change to Improve Learning

2022 ◽  
pp. 106-126
Author(s):  
Gretchen Bartelson
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Teaching And Learning ◽  
Change Agents ◽  
Educational Institutions ◽  
Higher Education Administrators ◽  
External Pressures ◽  
Success In Higher Education ◽  
Working Together ◽  
Education Administrators

Student success in higher education depends on a complex set of services that must be integrated seamlessly and delivered to students. This chapter looks at the complex, and often competing, interests of students, faculty, administration, and external stakeholders as they seek to improve student success in higher education. Administrators, mid-level managers, change agents, faculty and ancillary student support services all need to understand the importance of their role in working together to make the changes necessary to improve teaching and learning. The great challenge is managing the change that this will require. Educational institutions in the 21st century need to become agile and able to manage change imposed by both internal and external pressures.

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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