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The flag of the World Health Organization. The Ottawa Charter for Health Promotion is the name of an international agreement signed at the First International Conference on Health Promotion, organized by the World Health Organization (WHO) and held in Ottawa, Canada, in November 1986. [1]
The WHO's 1986 Ottawa Charter for Health Promotion and then the 2005 Bangkok Charter for Health Promotion in a Globalized World defines health promotion as "the process of enabling people to increase control over their health and its determinants, and thereby improve their health". [2]
In 1986, the Ottawa Charter for Health Promotion recognized life skills in terms of making better health choices. The 1989 Convention on the Rights of the Child (CRC) linked life skills to education [ citation needed ] by stating that education should be directed towards the development of the child’s fullest potential.
The 1978 World Health Organization (WHO) declaration at Alma-Ata was the first formal acknowledgment of the importance of intersectoral action for health. [5] The spirit of Alma-Ata was carried forward in the Ottawa Charter for Health Promotion (adopted in Ottawa in 1986), which discussed "healthy public policies" as a key area for health promotion.
Training and development involves improving the effectiveness of organizations and the individuals and teams within them. [1] Training may be viewed as being related to immediate changes in effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals.
Since learning is an active process, students must have adequate rest, health, and physical ability. Basic needs of students must be satisfied before they are ready or capable of learning. Students who are exhausted or in ill health cannot learn much.
The three Rs [1] are three basic skills taught in schools: reading, writing and arithmetic", Reading, wRiting, and ARithmetic [2] or Reckoning. The phrase appears to have been coined at the beginning of the 19th century.
Andrew, Bascom, and Bascom (1991) [16] defined four strategies that instructional leaders use to enhance student achievement: 1) Resource provider: provision of resources to attain learning goals, 2) Instructional resource: provision of strategies and skills to achieve better teaching practice, opportunities for professional development, and ...