Chad Olivard Course Proposal - Bible
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Client Name:
Date:
Clinical Placement Student:
Type of service (check one): FORMCHECKBOX
Individual FORMCHECKBOX
Family FORMCHECKBOX
Child FORMCHECKBOX
Couple
1. Target Problem
Specific/Short Term Goals:
Objectives:
Strategies/Interventions to Achieve Goals:
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Objectives:
Strategies/Interventions to Achieve Goals:
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Client Signature: _______________________________________ Date:
Counseling Student Signature: ____________________________ Date:
Supervisor Signature: ___________________________________ Date:
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NAME(S):
DATE OF BIRTH:
PRIMARY LANGUAGE:
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INTAKE DATE:
EVALUATED BY:
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Write what you observe about the client—age, sex, ethnicity, appearance, behaviors, and impressions.
PRESENTING PROBLEM:
Describe the problem as the client has presented it, including perspective, function impairment, and symptoms.
HISTORY OF PROBLEM:
Describe the course of the problem and specific onset and symptoms.
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Mood and Affect:
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School:
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Occupational/Work:
Spiritual/Religious:
Legal:
Social History (include history of abuse/trauma):
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Substance use (including alcohol, drugs, tobacco and caffeine intake):
Sleep habits:
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Background Information
When studying the different religions of the world we tend of focus on the distinctions between these religions
and understanding what makes them unique, however it is important to note that although these religions are
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Some of the common elements present in the different religions that we will be studying this semester are:
- Sacred Scriptures and Sacred Writings
o Divinely inspired writings that contain origins of the religion, essential beliefs, and major
teachings. Some religions also revere writings of prominent figures throughout their history
who have contributed to expounding the theology of the religion (ex: writings of the Jewish
saints)
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o Tenets of the religion that unify its community of believers on a variety of topics ranging
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religious festivals at particular times of the week (ex: Sabbath) or times of the year (ex:
Christmas)
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theology of the religion
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how the religion is practiced today. You will now use the information gleaned in the chapter to expand upon
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a. Identify and a common Jewish symbol and explain its significance
i. Consider the following:
1. History/Origins of the symbol
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with it
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a. Is it used during prayer/worship?
b. Worn as an outward sign of faith?
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commemorated by followers of the Jewish faith today.
3. Beliefs and Practices – ½ page
a. Articulate a central tenet o.
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Rev. 0319 General Education Common Graded Assignment H.docx
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General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
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of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
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occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
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Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
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—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
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informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
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Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
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provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
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http://contentproxy.phoenix.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=18566&xtid=47464
Description:
After watching this program, viewers will be able to clearly define what constitutes neglect and emotional abuse, give several examples of neglect and emotional abuse and their effects on children, describe the responsibility that professionals have in identifying and reporting neglect and emotional abuse, understand the context and prevalence of neglect and emotional abuse in society, describe some of the behaviors that abusers may exhibit when communicating with caregivers, and discuss some of the behaviors that children may exhibit that could be indicative of a neglected or emotionally abused child.
Producer: Cinema House Films Inc.
College of Social Sciences
Master of Science in Counseling
Treatment Plan
Client Name:
Date:
Clinical Placement Student:
Type of service (check one): FORMCHECKBOX
Individual FORMCHECKBOX
Family FORMCHECKBOX
Child FORMCHECKBOX
Couple
1. Target Problem
Specific/Short Term Goals:
Objectives:
Strategies/Interventions to Achieve Goals:
2. Target Problem
Specific/Short Term Goals:
Objectives:
Strategies/Interventions to Achieve Goals:
Monthly Review date: ___________________________________
Client Signature: _______________________________________ Date:
Counseling Student Signature: ____________________________ Date:
Supervisor Signature: ___________________________________ Date:
1
College of Social Sciences
Master of Science in Counseling
Biopsychosocial Assessment
NAME(S):
DATE OF BIRTH:
PRIMARY LANGUAGE:
REFERRED BY:
INTAKE DATE:
EVALUATED BY:
DESCRIPTION OF CLIENT(S):
Write what you observe about the client—age, sex, ethnicity, appearance, behaviors, and impressions.
PRESENTING PROBLEM:
Describe the problem as the client has presented it, including perspective, function impairment, and symptoms.
HISTORY OF PROBLEM:
Describe the course of the problem and specific onset and symptoms.
MENTAL STATUS:
Activity:
Mood and Affect:
Thought Process, Content, and Perception:
Cognition, Insight, and Judgment:
Suicidal and Homicidal Assessment
If a more thorough suicide/homicide evaluation is conducted, it may be documented in a separate section.
SOCIAL HISTORY:
Describe the client's present living situation:
Family:
School:
Health:
Occupational/Work:
Spiritual/Religious:
Legal:
Social History (include history of abuse/trauma):
HEALTH & WELLNESS HISTORY:
Substance use (including alcohol, drugs, tobacco and caffeine intake):
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Exe ...
Providing Students a Window to the Past!
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
Judaism Written Report Due November 13, 2022 at 1159 pm .docx
Judaism Written Report
Due: November 13, 2022 at 11:59 pm
Background Information
When studying the different religions of the world we tend of focus on the distinctions between these religions
and understanding what makes them unique, however it is important to note that although these religions are
distinct and unique in their own way, there are common themes and structures that can be applied to them.
Some of the common elements present in the different religions that we will be studying this semester are:
- Sacred Scriptures and Sacred Writings
o Divinely inspired writings that contain origins of the religion, essential beliefs, and major
teachings. Some religions also revere writings of prominent figures throughout their history
who have contributed to expounding the theology of the religion (ex: writings of the Jewish
saints)
- Beliefs and Practices
o Tenets of the religion that unify its community of believers on a variety of topics ranging
from their relationship with the divine, soteriology, creation, eschatology, anthropology, etc.
- Prayer and Worship
o Liturgical practices that believers of the faith participate in throughout their daily lives. Some
liturgical practices and rituals of prayer are performed in conjunction with the celebration of
religious festivals at particular times of the week (ex: Sabbath) or times of the year (ex:
Christmas)
- Morality – Code of Ethics
o Guiding principles that adherents of the faith abide by throughout their lives informed by the
theology of the religion
- History
o Understanding how the religion was established and the advances of the religion throughout
human history that shape the global image of the religion today while also recognizing
changes in theology that have occurred throughout history due to major historical events
Report Instructions
In your reading of Chapter 10 – Encountering Judaism: The Way of God’s People you have gained a better
understanding of central tenets of Judaism and the chapter specifically highlighted the plight of the Jewish
people throughout their history and how the challenges that these people endured and overcome helped to shape
how the religion is practiced today. You will now use the information gleaned in the chapter to expand upon
particular elements of Judaism enumerated below:
1. Jewish Symbols – ½ page
a. Identify and a common Jewish symbol and explain its significance
i. Consider the following:
1. History/Origins of the symbol
2. Important religious figure(s) associated with the symbol and their involvement
with it
3. How the symbol is utilized by Jews today?
a. Is it used during prayer/worship?
b. Worn as an outward sign of faith?
2. History – ½ page
a. Describe 2 key events in the history of Judaism and summarize how each event is
commemorated by followers of the Jewish faith today.
3. Beliefs and Practices – ½ page
a. Articulate a central tenet o.
MY POSTEDUCATIONAL THINKER AND HISTORICAL ERA .docx
MY POST
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Medieval Era - Calvin
Philosophy is seen as an ordinary compliment to the reflection of theology in the history of Christian theology. The educational practitioners of the two sectors view each other as deadly rivals. Some early Christian educational thinkers such as John Calvin presented the view that an intrusion to the secular philosophical justifications was out of order. This paper discusses the significant philosophical thoughts of John Calvin as an educational thinker. It also presents the biblical worldview of the thoughts and actions of the educational thinker.
Key Philosophical Thoughts and Actions of Calvin
John Calvin was a well-known educational thinker and a leader of the protestant reformation in France (Bergmann, 2011). He propagated the belief in the dominion of God in all aspects of life, including education. This theological approach is called the Calvinism. Calvinism comprises of five major doctrines including total depravity, limited atonement, unconditional election, the perseverance of the saints and irresistible grace abbreviated as the TULIP. Education and teaching for Calvin imply that the educator should continuously set forward the truth of God, which leads to the education of the church (Gutek, 2011). The whole theological undertaking of Calvin seems like having conceived ideas that hunger and thirst for the truth of God. Calvin sees every aspect of his labors as advancing the kingdom of God through teaching and enlightening the people with little or no knowledge about Christ (Gordon, 2016). This includes work in education designed to protect the truth of God in the face of deception and lies.
Analysis and Criticism from a Biblical Worldview
Calvin admits to having three significant purposes in his ministry and theological expressions (Bergmann, 2011). First, he focuses on how the glory of God can be promoted on the entire earth. Secondly, it determines how the truth of God can reserve its dignity. Third, he focuses on how the kingdom of God can be reinforced through learning and education and kept safe and compact. The thoughts and actions of Calvin were guided by the Scripture of the Lord and applied to different contexts that provided authenticity to the kingdom of God. This commitment to promoting the word of God through learning is included in his academic theology work.
According to Calvin, God could be expected to increase the cause of his glory through education and the faithful declaration of the truth in his Gospel (Gordon 2016). The saints can be blessed and instructed by the faithful hearing of the gospel of Christ and obeying the commandments of God. Calvin develops different forms of instruction through his ministry and declared the glory of God through the educational philosophies. Calvin does not, however, conceive his thoughts for the sake of perpetuating the conventional mode of in ...
Rev. 0319 General Education Common Graded Assignment H.docx
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
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1 HIS 200 Project 1 Guidelines and Rubric Overvie.docx
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
Qualitative Research Essay
(PDF) A Qualitative Research Essay | Deborah Sitorus - Academia.edu. FREE 27+ Research Paper Formats in PDF. Reflective Essay On Qualitative Research - A Process of Reflection. Qualitative Research Paper Introduction / Pdf Qualitative Research .... Example Of A Qualitative Research Article Critique. 006 Examples Of Qualitative Researchs Example A Article ~ Museumlegs. Essay on Qualitative Research (400 Words) - PHDessay.com. Qualitative Research Introduction | Templates at allbusinesstemplates.com. Essay On Qualitative And Quantitative Research Methods — Cite This Essay:. Qualitative Research Paper Critique Example — A qualitative research ....
Persuasive Essay Against School Uniforms.pdf
School Uniform Persuasive Essay – Telegraph. Argumentative Essay Against School Uniforms - EssayVikings.com. 003 School Uniform Persuasive Essay Essays Against Uniforms On Violence ....
Ucbhssp augustus builds a roman empire workshop presentation
This workshop uses Roman coins, statues, and an excerpt from the Aeneid to help students gather evidence and answer a historical question. Primary sources and scaffolded, expository writing strategies are takeaways.
Essay About Pollution. Essay Pollution Essays
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