Macrosocial determinants of population health in the context of globalization

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/55738/1/florey_globalization_2007.pd

Teaching and Learning in the Global Classroom

This chapter provides both theoretical underpinnings and practical examples of designing and implementing the thinking curriculum for the global classroom. The authors argue that teaching and learning in the global classroom calls for (1) thinking about the curriculum at a deeper level toward (2) implementing collaborative learning projects that count for multicultural and multilingual online learning environments. They use the term thinking curriculum to capture the proposition that teaching and learning are always concept- and assessment-based. The authors discuss examples of two thinking tools, concept mapping and Vee diagramming, to illustrate how these tools can help teachers think and communicate about the whole curricular process in a scientific way. In the second part of the chapter, the authors offer examples of collaborative learning projects that were implemented in the global classroom. In summary, this chapter is a practical guide for teachers who wish to think about their curriculum in a scientific way and recognize the value of creating a global classroom for preparing students for their roles in the global economy

The use of gamification in social phobia

Social phobia usually starts in adolescence. Social situations that include meeting people, talking in groups, or in more specific situations are going to be avoided by individuals. Therefore, this condition has the consequence of significant impairment in diferente occupations. Recent studies show that gamification applied to interventions for the treatment of chronic diseases, and although there are interventions concerning mental health, these are few and there is evidence that these interventions have positive effects on mental health, particularly among, young people. The desensitization therapy program using gamification consisted of 15 sessions, 13 biweekly exposure therapy sessions, and the last reevaluation session corresponding to a total duration of the program of seven weeks. Each session, lasting approximately 50 minutes, is followed a formal structure consisting of the following phases. The intervention focused on shaping appropriate approach behaviors through a processo f successive approximations. ( 132-153)info:eu-repo/semantics/publishedVersio