The document provides information about Camp Beyond, a summer camp located in Washington State that aims to help students build confidence and character through experiences in nature, education, and goal-setting activities. The camp offers multiple sessions throughout the year for students ages 12-16 and takes place in beautiful natural settings. Students participate in a variety of daily educational and adventure activities designed to improve thinking, decision-making, and social skills. The camp is led by an experienced director and staff and aims to provide a unique, well-rounded experience for students.
Camp Beyond is a 2-week program for ages 12-16 held in Taiwan during winter break that aims to build purpose, confidence, and character through goal setting, challenges, and cultural experiences. The program includes workshops on public speaking, decision making, and visiting sites like farms, villages, and beaches. Students stay in dorms and experience camping. The director and staff have extensive experience in education, camping, and cross-cultural programs.
The document describes a reflection activity completed by members of the Hui Alaka'i group where they were each tasked with selecting a random object and writing a reflection connecting that object to one of the elements of the WEO (Worldview of Excellence) and how it relates to their individual practice. Several members then shared their written reflections, with each choosing a different object like a Hawaiian photo frame, water bottle, charger, rock, Jenga block, battery, spoon, ice cream scoop, thumbdrive, pencil sharpener, pocket knife, spool of thread, and Gumby and explaining how it represents one of the WEO elements and their approach to that element.
The document discusses parenting and self-image. It says that parenting involves more than just providing basic needs and education - it is shaping children to be responsible citizens through teaching values, habits, thinking skills, appreciation, quality time, and understanding of relationships and culture. It also discusses how self-image directly impacts results and behavior. Developing a positive self-image involves making promises and keeping discipline, dressing for the image you want, respecting others, and increasing your comfort zone. Above all, parenting and self-image are about winning together through trust in oneself and interdependence.
The document discusses four fictional stories of learners - Jackie, Mphilonhle, Divia, and James - who face challenges related to their identities. In each case, a lack of understanding from teachers leads to declining self-esteem and poor outcomes. The document then discusses how more thoughtful teachers could have helped each learner by understanding their backgrounds and identities better, finding ways to engage them, and addressing cultural misunderstandings in the classroom. Good teachers are said to understand learners, encourage diversity of thought, and help all children reach their potential.
Bree Hohnbaum discusses her journey to becoming a teacher. She shares experiences from her childhood education, struggles in college, and finding her passion for teaching. She realized in 7th grade she wanted to be a teacher after learning about the impact teachers can have. Though she struggled in her early years of college, she found success at Community College of Western Idaho and is now studying to become an elementary school teacher. She believes that education can change the world and that teachers are the future.
URGENCY OF CHARACTER FORMATION: Strategies & MethodsMann Rentoy
This document provides information about an upcoming event to begin at 9am. It includes an opening prayer for generosity and guidance for teachers. It then introduces the speaker, who has extensive experience in education, including as a lecturer, teacher, administrator and founder of schools. The topic of the event is "Raising Children of Character in a Wired World" and discusses the challenges today's children face from technologies and popular culture, and principles and strategies for teachers to help develop good character.
This document contains Kellie Komatsu's portfolio for a business management program. It includes biographical information, reflections on values and career experiences, resumes, and academic plans. Kellie is studying business management and minors in international studies and Asian languages. She has a passion for international business and foreign languages. The portfolio outlines Kellie's goals of working in global marketing and includes analyses of potential companies and roles to pursue upon graduation.
Camp Beyond is a 2-week program for ages 12-16 held in Taiwan during winter break that aims to build purpose, confidence, and character through goal setting, challenges, and cultural experiences. The program includes workshops on public speaking, decision making, and visiting sites like farms, villages, and beaches. Students stay in dorms and experience camping. The director and staff have extensive experience in education, camping, and cross-cultural programs.
The document describes a reflection activity completed by members of the Hui Alaka'i group where they were each tasked with selecting a random object and writing a reflection connecting that object to one of the elements of the WEO (Worldview of Excellence) and how it relates to their individual practice. Several members then shared their written reflections, with each choosing a different object like a Hawaiian photo frame, water bottle, charger, rock, Jenga block, battery, spoon, ice cream scoop, thumbdrive, pencil sharpener, pocket knife, spool of thread, and Gumby and explaining how it represents one of the WEO elements and their approach to that element.
The document discusses parenting and self-image. It says that parenting involves more than just providing basic needs and education - it is shaping children to be responsible citizens through teaching values, habits, thinking skills, appreciation, quality time, and understanding of relationships and culture. It also discusses how self-image directly impacts results and behavior. Developing a positive self-image involves making promises and keeping discipline, dressing for the image you want, respecting others, and increasing your comfort zone. Above all, parenting and self-image are about winning together through trust in oneself and interdependence.
The document discusses four fictional stories of learners - Jackie, Mphilonhle, Divia, and James - who face challenges related to their identities. In each case, a lack of understanding from teachers leads to declining self-esteem and poor outcomes. The document then discusses how more thoughtful teachers could have helped each learner by understanding their backgrounds and identities better, finding ways to engage them, and addressing cultural misunderstandings in the classroom. Good teachers are said to understand learners, encourage diversity of thought, and help all children reach their potential.
Bree Hohnbaum discusses her journey to becoming a teacher. She shares experiences from her childhood education, struggles in college, and finding her passion for teaching. She realized in 7th grade she wanted to be a teacher after learning about the impact teachers can have. Though she struggled in her early years of college, she found success at Community College of Western Idaho and is now studying to become an elementary school teacher. She believes that education can change the world and that teachers are the future.
URGENCY OF CHARACTER FORMATION: Strategies & MethodsMann Rentoy
This document provides information about an upcoming event to begin at 9am. It includes an opening prayer for generosity and guidance for teachers. It then introduces the speaker, who has extensive experience in education, including as a lecturer, teacher, administrator and founder of schools. The topic of the event is "Raising Children of Character in a Wired World" and discusses the challenges today's children face from technologies and popular culture, and principles and strategies for teachers to help develop good character.
This document contains Kellie Komatsu's portfolio for a business management program. It includes biographical information, reflections on values and career experiences, resumes, and academic plans. Kellie is studying business management and minors in international studies and Asian languages. She has a passion for international business and foreign languages. The portfolio outlines Kellie's goals of working in global marketing and includes analyses of potential companies and roles to pursue upon graduation.
Week 1 introduction edu 692 creativity culture and global contexts in educati...janetaldridge
This document provides an introduction from Janet Aldridge, a 50-year-old African American woman pursuing a Master's degree in Early Childhood Education. She discusses growing up in a close-knit family in Georgia, with a tradition of a Christmas sunrise service. She shares that she has 6 children from her marriage and values education highly, though she initially pursued a career in business before returning to her passion for teaching children.
Brian Yutzy Professional Portfolio Final Version1byutzy14
Brian Yutzy's professional portfolio provides biographical information about him, including his education and career experiences. It outlines his leadership roles in founding Ohio University's club wrestling team, serving as academic chair for his fraternity, and co-directing a sales program. It shares his goals and values, which include commitment, loyalty, and passion. Testimonials praise his leadership, accountability, and dedication.
Kian Reade Gibson provides an objective and biographical information about himself. He outlines his career goal of becoming a sports writer/analyst and personal goals of running faster and reading more. He then summarizes his life experiences from ages 0-14, including playing with family and friends, attending various schools in Pleasanton and Livermore, California, and engaging in recreational activities like camping, hiking, and various sports. Gibson also lists his education history and skills in areas like reading, writing, math, photography, and knowledge of football. He describes qualities like being compassionate and making friends easily. Gibson is an active member of his family who enjoys traveling and outdoor activities together.
This sermon discusses the keys to spiritual success based on Psalm 1. It says the successful believer is separated from sinful ways, delights greatly in God's word, and is prosperous. Some characteristics of a successful believer are avoiding sinful crowds, loving God's word, allowing it to capture one's full attention, being planted near God for life and strength, bearing abundant fruit, and continually drawing life from God. The sermon encourages pursuing these biblical characteristics to measure up to God's standard of success.
For this assignment, I interviewed a friend of mine who grew up in a family who does not speak English as their first language. Her parents are both immigrants from Mexico, and I was able to learn about the ways that her background is different from mine.
This document is Mark Boatman's autobiographical essay for an education foundations course. It summarizes his educational and work background, and reasons for pursuing a career in teaching. He grew up in a family of educators and was influenced by many great teachers. After obtaining a degree in anthropology, he worked as an archaeologist for several years but wanted a career with more personal fulfillment and impact. He is passionate about empowering students and making a difference in their lives through teaching.
Joan Boyer is retiring after 41 years working for the Ida Public Schools. She has had a significant positive impact on both students and staff during her career, bringing technology to the district, expanding reading programs, and implementing teacher-led school improvement plans. Many people wrote letters thanking her for her leadership, kindness, passion for education, contagious optimism, and dedication to helping both students and teachers succeed. They wish her all the best in her retirement.
This document summarizes the author's personal experiences and development in relation to various psychological theories of student development. It describes the author's upbringing in a working class family that emphasized religion, education, and hard work. The author elaborates on how their parents' strict discipline and high expectations shaped their introverted personality as a child. The document then connects the author's experiences to theories like Kolb's learning theory, Myers-Briggs typology, and Chickering's seven vectors of student development to illustrate how the author developed extraversion and self-confidence over time through reflection and experiences with sports and education.
Why i converted to islam (embraced eslam)Arab Muslim
This is a real story of an American youth who converts to Islam and how he tried many religions and philisphies but chose Islam when he found it. Do you know WHY?
See for your self.
This document provides coaching resources and guidance for teachers in the Shalom Christian Education Ministry. It outlines the purpose of fall coaching sessions to provide ongoing support. It offers tips on teaching by example, the teaching-learning process, the role of prayer in the classroom, teaching multi-age groups, using games for learning, and printable activity sheets. The overall goal is to equip teachers to present the gospel and change lives through effective Christian education.
The document summarizes a field observation reflection essay on culture and religion. It describes the observer attending a Hindu temple meeting focused on creating religious unity. The basic tenets of Hinduism are explained. The reflection then discusses Hindu religious practices, the consequences of adherence or lack of adherence to practices, and accommodations a teacher could make for Hindu students in the classroom. Suggestions are provided for how a teacher in a case study could have handled a situation involving religious pluralism differently.
The document discusses Sharese's demographic identity factors and personal story. For demographic factors, it describes her education background with an emphasis on education, family structure of being raised by extended family, religious affiliation as Pentecostal, and ethnic background being mixed Indian and African American. Her personal story discusses being raised by her aunt and uncle in an upper-class household and enjoying reading as a child. It also notes the family celebration of a July picnic gathering and advice passed down of taking care of family, believing in God, and helping those in need.
1) The document describes an American man named Steve Allen's journey to converting to Islam. He was raised Christian but found many logical gaps in Christianity. He was intrigued after learning some basics about Islam from his math teacher.
2) Steve began deeply reading the Quran and was amazed by what he found, including apparent scientific miracles. He found Islam to provide clear, logical answers to questions about life and faith. He embraced Islam after reciting the Shahadah with a Pakistani janitor.
3) After converting, Steve faced some difficulties practicing Islam openly and having his family accept his conversion, but felt Islam was easy to adapt to and brought positive change to his life. He remained convinced by Islam despite negative
This newsletter provides information about Term 1 at Al Huda Weekend School and plans for Term 2. It discusses the successful completion of Term 1, where students learned Quran, hadith, Islamic history and conducted a bake sale fundraiser. It outlines the schedule for Term 2 and a new focus on cleanliness. It announces the departure of a teacher and includes student testimonials praising how Al Huda has increased their knowledge and made them better people. The newsletter concludes with reminders for parents and advice on how to help their children.
This autobiographical essay discusses the author's journey to becoming an educator. From an early age, the author enjoyed playing school and always wanted to be a teacher. In 4th grade, the author had an inspiring teacher, Mrs. Berberick, who reinforced this goal. After some detours in other careers like pharmacy technician and waitressing, the author returned to school to earn a teaching degree. The author's goals are to graduate with a bachelor's in elementary education in 2015, maintain a high GPA, and land a teaching job after graduation through volunteer work to build experience. The desire to positively impact students and provide them with a quality education that the author did not always receive has remained constant.
The document outlines the target audience for a documentary about segregation in cricket at school level in London. The primary target audience is male teenagers aged 15-19 from a range of ethnic, social, and religious backgrounds who play or are fans of cricket. They live in London and have interests in sports, music, and spending time with friends. The target audience aims to appeal to young people and address issues relevant to their experiences with segregation in school cricket.
The document summarizes the National Grassroots Conference Call and Webinar that took place on October 21, 2014. The call discussed Bread for the World's campaign efforts to address hunger in Virginia's 10th district leading up to the midterm elections and their legislative priorities for the upcoming lame duck session, including issues around refugee children, immigration reform, and global food security. The call encouraged participants to get involved in making hunger an election issue.
The document summarizes a national grassroots conference call and webinar held by Bread for the World on October 15, 2013. It includes updates on key policy issues like the Farm Bill, federal budget negotiations, and immigration reform. Speakers included representatives from Bread for the World and the White House who discussed these issues and urged activists to contact their representatives to oppose cuts to anti-hunger programs and support comprehensive immigration reform. The document outlines next steps for advocates and announces the next conference call on November 19th.
Week 1 introduction edu 692 creativity culture and global contexts in educati...janetaldridge
This document provides an introduction from Janet Aldridge, a 50-year-old African American woman pursuing a Master's degree in Early Childhood Education. She discusses growing up in a close-knit family in Georgia, with a tradition of a Christmas sunrise service. She shares that she has 6 children from her marriage and values education highly, though she initially pursued a career in business before returning to her passion for teaching children.
Brian Yutzy Professional Portfolio Final Version1byutzy14
Brian Yutzy's professional portfolio provides biographical information about him, including his education and career experiences. It outlines his leadership roles in founding Ohio University's club wrestling team, serving as academic chair for his fraternity, and co-directing a sales program. It shares his goals and values, which include commitment, loyalty, and passion. Testimonials praise his leadership, accountability, and dedication.
Kian Reade Gibson provides an objective and biographical information about himself. He outlines his career goal of becoming a sports writer/analyst and personal goals of running faster and reading more. He then summarizes his life experiences from ages 0-14, including playing with family and friends, attending various schools in Pleasanton and Livermore, California, and engaging in recreational activities like camping, hiking, and various sports. Gibson also lists his education history and skills in areas like reading, writing, math, photography, and knowledge of football. He describes qualities like being compassionate and making friends easily. Gibson is an active member of his family who enjoys traveling and outdoor activities together.
This sermon discusses the keys to spiritual success based on Psalm 1. It says the successful believer is separated from sinful ways, delights greatly in God's word, and is prosperous. Some characteristics of a successful believer are avoiding sinful crowds, loving God's word, allowing it to capture one's full attention, being planted near God for life and strength, bearing abundant fruit, and continually drawing life from God. The sermon encourages pursuing these biblical characteristics to measure up to God's standard of success.
For this assignment, I interviewed a friend of mine who grew up in a family who does not speak English as their first language. Her parents are both immigrants from Mexico, and I was able to learn about the ways that her background is different from mine.
This document is Mark Boatman's autobiographical essay for an education foundations course. It summarizes his educational and work background, and reasons for pursuing a career in teaching. He grew up in a family of educators and was influenced by many great teachers. After obtaining a degree in anthropology, he worked as an archaeologist for several years but wanted a career with more personal fulfillment and impact. He is passionate about empowering students and making a difference in their lives through teaching.
Joan Boyer is retiring after 41 years working for the Ida Public Schools. She has had a significant positive impact on both students and staff during her career, bringing technology to the district, expanding reading programs, and implementing teacher-led school improvement plans. Many people wrote letters thanking her for her leadership, kindness, passion for education, contagious optimism, and dedication to helping both students and teachers succeed. They wish her all the best in her retirement.
This document summarizes the author's personal experiences and development in relation to various psychological theories of student development. It describes the author's upbringing in a working class family that emphasized religion, education, and hard work. The author elaborates on how their parents' strict discipline and high expectations shaped their introverted personality as a child. The document then connects the author's experiences to theories like Kolb's learning theory, Myers-Briggs typology, and Chickering's seven vectors of student development to illustrate how the author developed extraversion and self-confidence over time through reflection and experiences with sports and education.
Why i converted to islam (embraced eslam)Arab Muslim
This is a real story of an American youth who converts to Islam and how he tried many religions and philisphies but chose Islam when he found it. Do you know WHY?
See for your self.
This document provides coaching resources and guidance for teachers in the Shalom Christian Education Ministry. It outlines the purpose of fall coaching sessions to provide ongoing support. It offers tips on teaching by example, the teaching-learning process, the role of prayer in the classroom, teaching multi-age groups, using games for learning, and printable activity sheets. The overall goal is to equip teachers to present the gospel and change lives through effective Christian education.
The document summarizes a field observation reflection essay on culture and religion. It describes the observer attending a Hindu temple meeting focused on creating religious unity. The basic tenets of Hinduism are explained. The reflection then discusses Hindu religious practices, the consequences of adherence or lack of adherence to practices, and accommodations a teacher could make for Hindu students in the classroom. Suggestions are provided for how a teacher in a case study could have handled a situation involving religious pluralism differently.
The document discusses Sharese's demographic identity factors and personal story. For demographic factors, it describes her education background with an emphasis on education, family structure of being raised by extended family, religious affiliation as Pentecostal, and ethnic background being mixed Indian and African American. Her personal story discusses being raised by her aunt and uncle in an upper-class household and enjoying reading as a child. It also notes the family celebration of a July picnic gathering and advice passed down of taking care of family, believing in God, and helping those in need.
1) The document describes an American man named Steve Allen's journey to converting to Islam. He was raised Christian but found many logical gaps in Christianity. He was intrigued after learning some basics about Islam from his math teacher.
2) Steve began deeply reading the Quran and was amazed by what he found, including apparent scientific miracles. He found Islam to provide clear, logical answers to questions about life and faith. He embraced Islam after reciting the Shahadah with a Pakistani janitor.
3) After converting, Steve faced some difficulties practicing Islam openly and having his family accept his conversion, but felt Islam was easy to adapt to and brought positive change to his life. He remained convinced by Islam despite negative
This newsletter provides information about Term 1 at Al Huda Weekend School and plans for Term 2. It discusses the successful completion of Term 1, where students learned Quran, hadith, Islamic history and conducted a bake sale fundraiser. It outlines the schedule for Term 2 and a new focus on cleanliness. It announces the departure of a teacher and includes student testimonials praising how Al Huda has increased their knowledge and made them better people. The newsletter concludes with reminders for parents and advice on how to help their children.
This autobiographical essay discusses the author's journey to becoming an educator. From an early age, the author enjoyed playing school and always wanted to be a teacher. In 4th grade, the author had an inspiring teacher, Mrs. Berberick, who reinforced this goal. After some detours in other careers like pharmacy technician and waitressing, the author returned to school to earn a teaching degree. The author's goals are to graduate with a bachelor's in elementary education in 2015, maintain a high GPA, and land a teaching job after graduation through volunteer work to build experience. The desire to positively impact students and provide them with a quality education that the author did not always receive has remained constant.
The document outlines the target audience for a documentary about segregation in cricket at school level in London. The primary target audience is male teenagers aged 15-19 from a range of ethnic, social, and religious backgrounds who play or are fans of cricket. They live in London and have interests in sports, music, and spending time with friends. The target audience aims to appeal to young people and address issues relevant to their experiences with segregation in school cricket.
The document summarizes the National Grassroots Conference Call and Webinar that took place on October 21, 2014. The call discussed Bread for the World's campaign efforts to address hunger in Virginia's 10th district leading up to the midterm elections and their legislative priorities for the upcoming lame duck session, including issues around refugee children, immigration reform, and global food security. The call encouraged participants to get involved in making hunger an election issue.
The document summarizes a national grassroots conference call and webinar held by Bread for the World on October 15, 2013. It includes updates on key policy issues like the Farm Bill, federal budget negotiations, and immigration reform. Speakers included representatives from Bread for the World and the White House who discussed these issues and urged activists to contact their representatives to oppose cuts to anti-hunger programs and support comprehensive immigration reform. The document outlines next steps for advocates and announces the next conference call on November 19th.
Feb 2014 Webinar: Everything You Wanted to Know About the 2014 Offering of L...gaeleal
This document summarizes a webinar hosted by Bread for the World, an organization that advocates for political leaders to end hunger domestically and abroad. The webinar provided an overview of Bread for the World's mission and goals, described current U.S. food aid programs, and proposed reforms to make food aid more efficient, nutritious, and well-funded. Attendees were encouraged to participate in Bread for the World's annual Offering of Letters campaign by writing letters to their representatives in Congress urging support for food aid reforms.
The document summarizes a national grassroots conference call and webinar held by Bread for the World on October 15, 2013. It includes updates on key policy issues like the Farm Bill, federal budget negotiations, and immigration reform. Speakers included representatives from Bread for the World and the White House who discussed these issues and urged activists to contact their representatives to oppose cuts to anti-hunger programs and support comprehensive immigration reform. The document outlines next steps for advocates and announces the next conference call on November 19th.
The document summarizes a grassroots conference call and webinar held by Bread for the World on June 18th, 2013. It includes updates on legislative issues like the farm bill and immigration reform, as well as a discussion of strategies for advocacy efforts to oppose cuts to SNAP funding and food aid programs. The document outlines next steps for participants, including calling representatives to voice opposition to proposed cuts and participating in future advocacy activities supported by Bread for the World.
The document summarizes a national grassroots conference call and webinar held by Bread for the World on October 15, 2013. It provides updates on key policy issues - the Farm Bill, federal budget negotiations, and immigration reform. Speakers included Bread for the World staff and activists to discuss these issues and how participants can get involved through advocacy and prayer. The next call was scheduled for November 19th to continue providing grassroots updates and calls to action.
The document summarizes a national grassroots conference call and webinar held by Bread for the World on October 15, 2013. It includes welcome remarks, an opening prayer, field updates, speakers from the White House, and discussions of policy issues including the Farm Bill, federal budget negotiations, and immigration reform. The call provided activists with information and next steps on urging Congress to pass legislation addressing domestic and international hunger without making cuts to nutrition programs.
UPI Education's Summer Camp Leadership Development Program 2014 at Camp Colley, AZ. A huge thank you to all our sponsors, facilitators, and donors. This journal commemorates each and every single success, and memorializes the wonderful people who were involved, and the students whose lives are changed for the better due to the Life Skills Solutions™ training program they participated in.
This document summarizes Emily Homel's reflective presentation on the Boys Hope Girls Hope organization. The organization provides at-risk middle and high school students with housing, care, academic support, and guidance to help them succeed. Students live in houses with counselors and peers, attend local high schools, and receive support to attend college. The presentation discusses interviews with a student, counselor, and coordinator about their experiences with the program and how it helps students develop skills and opportunities they otherwise would not have.
This document summarizes Emily Homel's reflective presentation on the Boys Hope Girls Hope organization. The organization provides at-risk middle and high school students with housing, care, academic support, and assistance to attend college. Students live in houses with counselors and peers, where their medical, emotional, social, and academic needs are supported. Interviews with a learner, counselor, and volunteer coordinator highlight how the program helps students build responsibility, accountability, and community while gaining opportunities they would otherwise not have.
The Boys Hope Girls Hope organization provides at-risk middle and high school students with housing, academic support, counseling, and care to help them succeed. Students live in houses near Regis Jesuit High School with live-in counselors. The program addresses students' medical, emotional, social, and academic needs and supports them through high school graduation and acceptance to college. Interviews with a student, counselor, and volunteer coordinator revealed the program helps students build responsibility, accountability, and family-like bonds while gaining opportunities they would otherwise lack.
The Boys Hope Girls Hope organization provides at-risk middle and high school students with housing, academic support, counseling, and care to help them succeed. Students live in houses near Regis Jesuit High School with live-in counselors. The program addresses students' medical, emotional, social, and academic needs to help them complete high school and receive college scholarships. Interviews with a student, counselor, and coordinator showed that the program provides a supportive family environment that helps students improve their grades, develop responsibility, and gain opportunities they would otherwise not have.
Mission Journey Academy is a private K-6 Christian school focused on equipping students to serve others through their education. The school's name and mission center around teaching students to reach out to those in need. Core subjects like math, reading, science and bible are taught using a variety of teaching methods to engage students of different learning styles. Students participate in weekly service projects in the community. The school is housed in a renovated library building and aims to cultivate compassion in students through an emphasis on missions work.
Kathy Robinson was born in 1953 in Des Moines, Iowa and raised in Richmond, California where she continues to live. She has over 35 years of experience working with children and in education, earning degrees in early childhood education and behavioral science. She has directed various programs serving infants to adults and has helped over 200 students pursue education and careers. Kathy is dedicated to education and community service, enjoying giving back to her community.
The document provides an overview of the curriculum and programming at Capital Camps. It details the goals and methods for each village based on camper age groups, from grades 3-5 up to rising seniors. It emphasizes developing leadership, independence, and Jewish identity through an immersive camp experience. Core values of community, empowerment, challenge, and Jewish education are integrated throughout all camp activities.
The document describes observing a learner's home environment and community. It provides instructions for selecting a learner, interviewing their teacher and parents, and conducting a home visit. The learner's profile includes information on their physical, social, emotional, and cognitive development gathered from interviews. Recommendations are made to continue supporting the learner academically and strengthening their family bond. Effective home-school collaboration involves maintaining open communication channels and involving parents in decision making.
Dr. Becky Bailey is an internationally recognized expert in childhood education and developmental psychology. She is the founder of Loving Guidance, Inc. and has authored 14 books on positive guidance and discipline techniques. Her research-based method, Conscious Discipline, teaches social-emotional learning and self-regulation skills to both children and adults. It uses brain science to help teachers and students consciously respond to rather than react to conflicts. Key components include the Brain State Model, Seven Powers for Adults, School Family approach, and Seven Skills of Discipline. The S.T.A.R. technique from Conscious Discipline is highly effective for helping children calm down when upset.
The How and Why of Strengths-based TeachingJudie Haynes
This document discusses using a strengths-based teaching approach when working with students experiencing trauma, violence, or chronic stress. It emphasizes identifying students' inherent strengths rather than weaknesses, which research shows leads to better outcomes. Teachers are encouraged to examine their own strengths and values. Examples are provided of recognizing students' strengths that may be hidden under adversity, like resilience. An assets-based classroom focuses on safe, belonging, valued, and competent relationships through positive language, student voice, and predictable routines.
My Role In Life
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This document summarizes the service learning experience of three students, Jordan, Ozge, and Simon at Girraween Public School. It describes the school's emphasis on multicultural programs, relationships, and student success. The students' roles focused on literacy, reading, and student support. Their expectations of unruly classrooms and behavior issues were proven wrong. Each student found challenges with discipline, cultural boundaries, and strategies, but rewards in student relationships, growth, and rapport. Overall, their assumptions were dismantled and the experience provided skills to become teachers.
Holding On and Letting Go | IntroDUCKtion 2017Abigail Mizera
This document provides information and advice for parents of students transitioning to college. It discusses the challenges students and families may face during this transition, including developing independence and identity. Parents are advised to find a balance between being over-involved or uninvolved by acting as a trusted guide rather than doing things for their student. The document outlines campus resources available to support students' well-being and success. Parents are encouraged to have open conversations with their student over the summer to prepare for the transition.
Faithful Friends is a nonprofit organization that provides intensive, long-term mentors called Friends to at-risk children in St. Louis. It aims to break the cycle of poverty and abuse by mentoring children from kindergarten through high school graduation. Friends spend at least 4 hours per week with each child, helping with school, activities, and developing life skills. The program aims for children to graduate high school, avoid the juvenile justice system, and prevent early parenting.
The document describes the Primary Years Programme at Michelangelo International Elementary School. It provides an overview of the school's mission, vision, and values which emphasize academic excellence, developing lifelong learners, and fostering international-mindedness. The school implements both the Quebec Educational Program and the International Baccalaureate Primary Years Programme (PYP), focusing on developing inquiry, communication, thinking, and social skills in students.
Advancing Learning, Relating and Performing through Character Strengths & Dig...Lynn Ochs
This presentation discusses using character strengths to build thriving learning communities in middle schools. It introduces the Mayerson Academy's MyTomorrow program which structures advisory periods to help students with social-emotional learning and college/career readiness. The program utilizes online games and activities to help students identify and apply their character strengths to improve self-management, relationships, and academic performance. Research shows that social-emotional skills lead to better outcomes including higher grades, less behavioral issues, and greater well-being. The goal is to create a strengths-based experience that maximizes student learning and engagement.
This summary provides highlights from two classrooms at the school. Room 13 is a Year 1 classroom focused on cultural learning, where students recently learned about Maori and Kiwi culture. They welcome visitors. Room 19 is a Year 6 classroom focused on developing independent learning skills. Students have been setting goals, learning about different cultures, and participating in writing, math, swimming and running activities. Both classrooms are experiencing engaging learning experiences.
Similar to Camp beyond: The American Experience - Summer 2014 (20)
Camp beyond: The American Experience - Summer 2014
1. The American Experience
A tour of individual empowerment
Session 1 ~ June 14 – July 4 )
Session 2 ~ July 8 – July 28
Session 3 ~ – Aug 1 – August 21
Home Valley, Washington State, United States of America
2. What is Camp Beyond?
Camp Beyond is a place where
students grow in
confidence
and
character
through understanding and
purpose of oneself.
Camp Beyond builds focused purpose and confidence through goal setting.
3. The Basics
WHO: Young adults, ages 12-16, in small groups that are
limited to twenty students.
WHAT: A unique and tailored combination of education
and adventure with expert and trained facilitators. See our
website for pricing.
WHEN: Several programs are scheduled throughout the
year.
WHERE: Summer sessions in the beautiful Pacific
Northwest of the United States and winter in the warm
and tropical paradise of southern Taiwan.
WHY: Because we believe your child deserves every
opportunity to build their potential and our curriculum
has already shown amazing results in our graduates.
Camp Beyond is that unique addition to a college
application showing that you seek a well-rounded
educational experience.
Camp Beyond builds focused purpose and confidence through goal setting.
4. Our Vision
Our mission is to deliver students a unique, exceptional, and challenging
educational experience via a natural outdoor setting that combines purpose
and confidence to strengthen character, overall effectiveness, and spiritual
understanding.
Preparing students to successfully integrate, contribute, and transfer their learning both academically and socially - is at the heart of all we do.
Camp Beyond builds focused purpose and confidence through goal setting.
5. Education Experience
The building blocks for academic
success are:
1.
Sense of PURPOSE created
through goal setting.
2. Sense of CONFIDENCE built by
facing challenges and overcoming
obstacles.
We chart a course for our students to
build the foundation that leads to a
successful future through
repetition, challenge, and
accomplishment. Trained minds need
great character for a profitable future.
Camp Beyond builds focused purpose and confidence through goal setting.
6. What Sets Us Apart?
Safe
Sound Method
Quality Academics
Cultural Experiences
Access to U.S. Schools
Unparalleled Experience
Valuable Educational Investment
Competent & Experienced Leadership
Camp Beyond builds focused purpose and confidence through goal setting.
7. U.S.A. Highlights
What better way to spend
your summer break …
Campers explore nature’s bounty
in the states of Washington and
Oregon from rivers to
mountaintops.
than exploring the Pacific
Daily challenges that build
Northwest?
confidence and character.
Unique curriculum designed to
improve thinking and
conversations that explore
worldviews.
Lifelong friendships formed
through a one-of-a-kind experience.
Workshop to build teenage
decision making skills.
Camp Beyond builds focused purpose and confidence through goal setting.
8. A Day at Camp Beyond – U.S.A.
7:00 – 8:00:
8:00 – 8:30:
8:30 – noon:
Noon – 1:00:
1:00 – 5:30:
5:30 – 6:30:
6:30 – 7:00:
7:00 –8:00:
8:00 – 9:30:
9:30 – 10:00:
Wake up and breakfast.
Activity and safety briefing.
First daily activity.
Lunch.
Second daily activity.
Free time.
Dinner.
Conversations in critical thinking.
The 6 Most Important Decision
You’ll Ever Make Workshop.
Showers and lights out.
Camp Beyond builds focused purpose and confidence through goal setting.
9. Weekly Breakdown– U.S.A.
Week 1: Nature. Campers explore and learn
about natural resources. Activities may include
fishing, picking berries or foraging for
mushrooms, tracking animals like deer or elk, and
exploring snow covered Mt. Hood or the ice caves
of Mt. Adams.
Week 2: People. Campers will meet and speak
with a variety of local residents, including
interviewing old-timers and mountain
men, farmers, orchardist and foresters.
Week 3: Culture. The final week includes
participating in a local rodeo, having dinner with
an American Indian community, experiencing
local festivals, and learning about local heritage –
students see how the use of nature by various
cultures has defined the Pacific Northwest.
Camp Beyond builds focused purpose and confidence through goal setting.
10. The 6 Decisions Workshop
The 6 Most Important Decisions You’ll Ever Make by Sean Covey is the basis
for an evening workshop series. These lessons will give our daily activities meaning
and purpose and build decision-making skills for our campers.
1. School. What are you going to do about
your education?
2. Friends. What type of friends will you
choose and what type of a friend will you be?
3. Parents. Are you going to get along with
your parents?
4. Dating and Sex. Who will you date and
what will you do about sex?
5. Addictions. What will you do about
smoking, drinking, drugs, and other
addictive stuff (including dealing with college
peer pressure)?
6. Self-worth. Will you chose to like yourself?
Camp Beyond builds focused purpose and confidence through goal setting.
11. Building Blocks
Through interaction with
nature and local
citizens, students will reflect
on how they are a part of
and can influence nature
and society in and through
their own lives. The unique
combination of education
and experience is designed
for one goal…
Camp Beyond builds focused purpose and confidence through goal setting.
12. Where Will My Kid Stay?
The unique experience will take
place in Washington State, with
Oregon just across the Columbia
River. Campers will live in a small
community called Home Valley.
Campers will:
Stay in traditional American
Indian tepees.
Experience a two day
adventure living in a tent
outdoors.
Be exposed to local cuisine and
and immersed in the daily life
of the local American
community.
Camp Beyond builds focused purpose and confidence through goal setting.
13. Camp Staff
Camp Founder and Director
John is a successful entrepreneur and avid outdoorsman who speaks Chinese
and has been living and working in China for over 20 years. Having grown up
in Washington’s Columbia River Gorge, John developed a love for the outdoors
at an early age. Since then John has gone on to start several companies and
become a pioneer in the burgeoning retail market in China. He’s also dedicated
himself to helping children develop through his involvement with various
organization. Aside from establishing Camp Beyond, John was the founder of
Boy Scouts troop 23, he’s acted as director at TYPA in Taiwan, and he founded
the Sluggers Baseball Program while living in Shanghai. John is also a father
two fantastic children and husband to the Camp Mother, Mei Lien.
Camp Mother
Mei Lien is a native of Taiwan and has lived and worked in both the East and the
West. She is a caring mother of two great children and wife to the director of
Camp Beyond. She is soft spoken, yet strong, and she is always there when you
need her. Mei Lien is also an excellent cook, an empathetic listener, and a
comfort to all who she spends time with. She plays a vital role in our camps as a
loving and patient listener when campers are in need of a motherly figure. Mei
Lien is an experienced camp counselor and will certainly be the one to make sure
all campers and staff live up to their commitments. Camp Beyond is fortunate to
have has as our camp mother!
14. Camp Staff
Counselor
Ray Kempf has a degree in Literature from Washington State University, a
graduate degree in Philosophy from Southern Illinois University, and a
teaching license from the State of Massachusetts. He has nearly twenty
years teaching experience and has taught classes in
English, History, Mathematics, Speech, Philosophy and Religion and
teaching experience at the Junior High, High School and College Level. He
currently teaches Geometry, Religion, Speech and Logic classes at a small
private school in Hood River Oregon. Mr. Kempf also brings seven
previous summers of experience in a camp setting working with children.
Counselor
Faith Kempf is an experienced, licensed American teacher entering her 23rd
year of teaching Junior High and High School students. She received her
teaching and Biology degree from Washington State University. She is
currently teaching at a small but academically rigorous private school in
Hood River, Oregon. Faith has prior experience in working with Chinese
students and in teaching English as a second language. Faith lives on a 5
acre farm in Husum, Washington with her husband and 3 children. They
work the farm together to raising much of their own food in a healthy and
sustainable way.
15. Testimonial: Changing Attitudes
October 5, 2013
Dear Camp Beyond,
I never thought any camp can change teens this much!!!
I can tell the change in Andrew: he is more willing to
communicate with us – and with more patience - has become
more understanding, and takes initiative. He acts like a mature
young adult now!! In the camp, he was asked to think about his
future, including college, a job, and even his future family!! He
was taught how to set up his goals (short-term, mid-term) and
the actions to reach his goals. And now, he is doing what he
promised in the letter he wrote to us - EVERYDAY!!!
I don't think any other organization can do what Camp Beyond
did for Andrew. It's not only about the skills Camp
Beyond teaches these teens, but the whole heart and goodwill
they pour onto these teens!!! Our children learn through daily
activities, writing, and reflections - and without
knowing, they grow physically and mentally stronger. This is a
camp I will highly recommend to my friends!
Best,
Rita Chang
Rita and her son Andrew
Chang. Andrew is a 2013
Camp Beyond alum.
Camp Beyond builds focused purpose and confidence through goal setting.
16. Testimonial: Fostering Leadership
Camp Beyond Summer Camp – 2013
Personal Experience by John Cho
This is a specially designed camp for a group of
teenagers (age 13 to 17) who attended International
schools in Shanghai and Taipei. We have known Camp
Organizer John Stephen for over a decade. We know
that John excels in fostering teen leadership
development and is a gifted coach who encourages
teamwork. We have encouraged John to run this
specially designed summer camp for our teen-age
children. John took our advice and organized a
successful Camp Beyond in the summer of 2013,which
my daughter attended.
Overall, John has designed this 3 week summer camp
to focus on life experiences for leadership
development, comprehension and reasoning, crossculture thinking, goal setting, and teamwork. Over this
three-week camp experience, both my daughters Martina and Melissa - have grown in many areas while
also exploring the Columbia River Gorge. The
experience of participating in a rodeo in
Goldendale, Washington, and the true U.S. Western
cowboy culture was a life changing experience for
these Chinese students.
My older daughter, Martina, has improved in crosscultural thinking, confidence and her ability to
work in teams. My second daughter, Melissa, has
grown in confidence, leadership, goal-setting and
teamwork skills. Both of them told me that this is
the best summer camp they have ever attended.
They would love to return to the camp in the future
to be the camp leaders or assistants to help out
other young students learn and grow.
My wife and I have both visited the town of
Stevenson in Washington State and the camp on the
third week. We have enjoyed the beautiful country
and views in the Columbia River Gorge. We could
see the real growth in our teenage children and
their peers during the summer camp. It was really
the best quality summer camp that we have
experienced over the years. I would recommend
other parents register your children to attend
future Camp Beyond sessions organized by Mr. John
Stephenson and his team in the U.S. or other parts
of the World.
John Cho
Johnhcho88@hotmail com
Camp Beyond builds focused purpose and confidence through goal setting.
17. Contact Info
Please visit our website at
www.orientalxpress.com/camp-beyond
Or find us on Facebook at
www.facebook.com/CampBeyond
You can feel free to email our
director, John Stephenson, at
jstephenson.taiwan@gmail.com
Camp Beyond builds focused purpose and confidence through goal setting.