This document provides information about assignments for a course on youth ministry, developmental theories, and learning styles. It includes:
- Details of two assignment options for a 1000-word compulsory assignment on theology of youth ministry or analyzing needs and learning styles of a youth group.
- Details of two assignment options for another 1000-word compulsory assignment on approaches to youth work like groups, arts or sports and how they nurture faith, or on factors influencing youth mental health and ideas to support it.
- Overviews of developmental theories like Erikson's psychosocial stages, Piaget's cognitive development stages, attachment theory and multiple intelligences.
- Links to videos and resources on learning styles, developmental
Critical Reflection is a form of personal learning and development that involves thinking about practices and procedures with intent and honesty.
It should be embedded in daily practice. It can be a challenging skill requiring the ability to question and change deep-seated assumptions and practices
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
Critical Reflection is a form of personal learning and development that involves thinking about practices and procedures with intent and honesty.
It should be embedded in daily practice. It can be a challenging skill requiring the ability to question and change deep-seated assumptions and practices
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
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TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
2. Assignment 3 - Compulsory (1,000 words) Choose one of the following two
questions to complete.
a) How does your theology of young people and your understanding of faith
development shape your work with young people? Reflect upon your practice
and suggest ways to better shape your youth ministry in the light of this
understanding.
Or
b) Write a reflective analysis of the young people in your youth group, identifying
‘needs’ and ‘learning styles’. Include some thoughts on a developmental theory
that we’ve covered on the course.
3. Assignment 4 - Compulsory (1,000 words) Choose one of the following two
questions to complete.
a) How do you meet the needs in your young people through the various
approaches to youth work, (group work, creative arts, sport, mentoring,
detached work etc) and how can these approaches nurture discipleship,
evangelism, mission and worship?
Discuss why you use the approaches you have chosen, and whether there are
any other approaches you have learnt about which would be more suitable.
Or
b) What factors influence young people’s mental health today, and what can be
done to help young people with poor mental health? Suggest activities and ideas
that could have a positive effect on young people’s mental health and explain why.
6. Theorist: - relate how different theories /
observations relate to each other. Tidy
and well-organised minds…and e-mail
inboxes. Can’t relax until they get to the
bottom of situation in question and can
explain their observations in basic terms.
Uncomfortable with anything subjective
or ambiguous. Usually sound in their
approach to problem-solving – take a
logical, one step at a time approach.
2e Developmental theory
and learning styles
May like to:
• Explore how different Bible Stories
releate to each other
• Explore different theological views on
the same topic
• Like working through a series of logical
questions about a topic.
7. Pragmatist: Seek out and make use
of new ideas. Look for the practical
implications of any new ideas or
theories before making a
judgment. If something works – all
is well and good. If doesn’t work –
little point in spending time on the
analysis of its failure. Strength –
confident in use of new ideas and
will incorporate them into their
thinking. Most at home in problem-
solving situations.
2e Developmental theory
and learning styles
May like to...
• Search for new ideas for your
Christmas nativity
• Help plan and implement any new
ideas for your youth group
• Think through new ways to share
familiar bible stories in your family
services
8. Activist: - learn by doing. Novelty; will
‘give anything a go’. Get on with things –
not interested in planning. Immerse
themselves in a wide range of things and
experiences, and to work in groups so
ideas can be shared and tested. Bored by
repetition – most often open-minded
and enthusiastic.
2e Developmental theory
and learning styles
May like to:
• Direct the Church’s Christmas Nativity
• Volunteer at a Christian festival –
potentially a different one each year.
• Undertake a sponsored event to raise
money for a Christian charity...even if it
means missing Church on a Sunday...
9. Reflector: - stand back and observe.
Collect as much info as possible before
making decision; ‘look before they
leap’. Look at big picture, inc. previous
experiences. Strength – will
painstakingly collect data and
subsequent analysis before they reach
any conclusion. Slow to make up their
minds…but when they do, decisions
based on sound consideration,
knowledge and opinions.
2e Developmental theory
and learning styles
May like to...
• Undertake a SWOT analysis of
the youth group and present their
findings to the leadership team.
• Be part of a group which
undertakes a community profile
and make recommendations for
services which the Church might
like to set up.
10. 2e Developmental theory
and learning styles
Chapter from Pritchard’s book on
Learning Styles is on the Portal
under ‘Files’ for today’s session
and explores all of these in more
depth.
Pg 51-55 looks at relationship
between Multiple Intelligences
and Learning Styles
11. 2e Developmental theory
and learning styles
Do Learning Styles really exist?
Video: https://www.youtube.com/watch?v=bYyVWBJn59g
Ted Talk: Learning styles & the importance of critical self-reflection
https://www.youtube.com/watch?v=855Now8h5Rs
http://www.bbc.com/future/story/20161010-do-we-have-a-preferred-
style-of-learning
12. Spiritual Styles
Do you agree / disagree with these four
styles?
Which style do you think you are?
14. Erikson, like Freud, was
largely concerned with how
personality and behaviour is
influenced after birth - not
before birth - and especially
during childhood. In the
'nature v nurture' (genes v
experience) debate, Erikson
was firmly focused on
nurture and experience.
2e Developmental theory
and learning styles
16. Psychosocial Crisis Stage Life Stage
age range, other
descriptions
1. Trust v Mistrust Infancy
0-1½ yrs, baby, birth to
walking
2. Autonomy v Shame and Doubt Early Childhood 1-3 yrs, toddler, toilet training
3. Initiative v Guilt Play Age 3-6 yrs, pre-school, nursery
4. Industry v Inferiority School Age 5-12 yrs, early school
5. Identity v Role Confusion Adolescence 9-18 yrs, puberty, teens
6. Intimacy v Isolation Young Adult
18-40, courting, early
parenthood
7. Generativity v Stagnation Adulthood 30-65, middle age, parenting
8. Integrity v Despair Mature Age 50+, old age, grandparents
http://www.businessballs.com/erik_erikson_psychosocial_theory.htm
2e Developmental theory
and learning styles
17. Reflection...
- Can you see any of these ‘crisis’ in yourself?
Or in any of your young people?
- How have other people helped you through
these crisis?
- Do you think any of your young people have
struggles today because they haven’t passed
through a previous stage successfully?
2e Developmental theory
and learning styles
18. Do we see these individuals as being
equally ‘intelligent’?
2e Developmental theory
and learning styles
20. Piaget’s Cognitive Development
Theory
https://www.verywellmind.com/child-development-theories-2795068
2e Developmental theory
and learning styles
The Sensorimotor Stage: A period of time between birth and age two
during which an infant's knowledge of the world is limited to his or her
sensory perceptions and motor activities. Behaviors are limited to simple
motor responses caused by sensory stimuli.
The Preoperational Stage: A period between ages 2 and 6 during which a
child learns to use language. During this stage, children do not yet
understand concrete logic, cannot mentally manipulate information and are
unable to take the point of view of other people.
The Concrete Operational Stage: A period between ages 7 and 11 during
which children gain a better understanding of mental operations. Children
begin thinking logically about concrete events but have difficulty
understanding abstract or hypothetical concepts.
The Formal Operational Stage: A period between age 12 to adulthood
when people develop the ability to think about abstract concepts. Skills
such as logical thought, deductive reasoning, and systematic planning also
emerge
21. Attachment Theory
2e Developmental theory
and learning styles
https://www.simplypsychology.org/simplypsychology.org-attachment.pdf
https://www.verywellmind.com/what-is-attachment-theory-2795337
22. On the Portal…
2e Developmental theory
and learning styles
• Learning Styles Quiz
• Chapter from Alan Pritchard’s book on Learning Styles
• Multiple Intelligences:
• Descriptors of each intelligence
• Multiple Intelligence Test for Young People and Adults
Editor's Notes
The young people in your youth group might have struggles which have been established in one of their childhood stages e.g. struggling to trust anyone because they developed a unhealthy sense of mistrust in stage 1.
As parents / youth workers, our own emotional triggers might be set off by the young people in our care when they go through certain stages
This theory is another layer to add on top of all the different layers we’ve looked at today. Your young person who struggles to trust what you say may in fact struggle to trust other people because of something she went through as a baby.
Do we see our young people’s different types of intelligences as being equally valid and valued?
This theory is another layer to add on top of all the different layers we’ve looked at today. Your young person who struggles to trust what you say may in fact struggle to trust other people because of something she went through as a baby.
Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. Piaget proposed an idea that seems obvious now, but helped revolutionize how we think about child development: Children think differently than adults.
Theorist Jean Piaget proposed one of the most influential theories of cognitive development. His cognitive theory seeks to describe and explain the development of thought processes and mental states. It also looks at how these thought processes influence the way we understand and interact with the world.
Piaget then proposed a theory of cognitive development to account for the steps and sequence of children's intellectual development.