This seminar aims to provide space for students to reflect on important life questions around purpose, calling, and self-exploration. It is intended for student affairs professionals and students, especially first-years. The seminar covers topics like finding meaning, values, belonging and purpose over four weeks. Assessment activities include a life map where students chart influential life events, and writing a hypothetical eulogy to reflect on their goals and legacy. The seminar uses activities like a TED talk on vulnerability, reflection questions, and small group discussions to help students engage in introspection and connection with others.
This document discusses the importance of Life Orientation as the heart of the school that teaches students values, attitudes, and skills to apply knowledge in their personal, social, and academic lives. It summarizes what students say they learn in LO classes, including self-confidence, respect for others, leadership skills, and healthy lifestyle habits. Students view their LO teachers positively as understanding, trustworthy, and caring. They say LO gives them a positive perspective, life skills, and preparation for their future. The document outlines challenges for LO teachers, such as developing student resilience, introducing career and university options, and integrating LO topics with other subjects. It calls for LO teachers to share best practices to further strengthen the value of the subject.
This document provides guidance on citing and referencing sources in academic work. It discusses why citation is important, what materials require citation, when to cite, and how to cite different source types including print, online, and multimedia sources using various citation styles like author, author-date, and numbered footnote styles. Examples are given for quoting, paraphrasing, and referencing sources in both in-text citations and reference lists. The goal is to acknowledge all sources of information honestly and consistently to avoid plagiarism and establish credibility.
This document provides guidance on citing and referencing sources in academic work. It explains why citing is important, such as giving credit, establishing credibility, and avoiding plagiarism. The document discusses what materials require citations, such as direct quotes, paraphrases, and summaries. It also explains when and how to cite sources using different styles, including in-text citations and reference lists. Examples are provided for citing various sources like printed works, online videos, and social media. The intended purpose is to guide proper citing and referencing in the IB community.
Insocio lecture 2 sociological research process lectureCarlos Molina
The document summarizes the key steps in the sociological research process:
1. Choosing and defining a research problem. Researchers often study topics related to their personal interests or experiences. The problem must be clearly defined.
2. Reviewing previous literature to learn from others' findings and refine the research problem. This helps avoid past pitfalls and suggests study designs.
3. Designing the study by developing a plan to answer the research question through sound measurement and consideration of time. Researchers must also select a data collection method like surveys, experiments, or field observation.
4. Collecting data using methods like questionnaires, interviews, field observations, experiments, or content analysis. Researchers take a sample from
Mobile telemedicine allows doctors to diagnose and treat patients remotely using mobile devices like smartphones and tablets. By using video conferencing and other apps, physicians can examine patients, review test results, and discuss treatment options from anywhere in the world. This emerging technology has the potential to expand access to healthcare in rural areas and help manage chronic conditions.
This document discusses themes related to spirituality and the spiritual journey. It touches on several topics:
1) The classic stages of the spiritual journey including self-awareness, reflection, discernment, and living in relationship with God.
2) The importance of discernment, examining one's conscience, and listening to interior movements to understand where they come from and where they lead.
3) Living in continual discernment can add meaning to one's life and work by cultivating awareness of interior moods, desires, and thoughts.
10 Points To Learn Biblical Discernmentspiritntruth
Many professed believers do not know the Word of God nor do they know how to discern and therefore are in danger of being deceived. Here are 10 simple points to get one started.
www.nopews.blogspot.com
This document discusses the importance of Life Orientation as the heart of the school that teaches students values, attitudes, and skills to apply knowledge in their personal, social, and academic lives. It summarizes what students say they learn in LO classes, including self-confidence, respect for others, leadership skills, and healthy lifestyle habits. Students view their LO teachers positively as understanding, trustworthy, and caring. They say LO gives them a positive perspective, life skills, and preparation for their future. The document outlines challenges for LO teachers, such as developing student resilience, introducing career and university options, and integrating LO topics with other subjects. It calls for LO teachers to share best practices to further strengthen the value of the subject.
This document provides guidance on citing and referencing sources in academic work. It discusses why citation is important, what materials require citation, when to cite, and how to cite different source types including print, online, and multimedia sources using various citation styles like author, author-date, and numbered footnote styles. Examples are given for quoting, paraphrasing, and referencing sources in both in-text citations and reference lists. The goal is to acknowledge all sources of information honestly and consistently to avoid plagiarism and establish credibility.
This document provides guidance on citing and referencing sources in academic work. It explains why citing is important, such as giving credit, establishing credibility, and avoiding plagiarism. The document discusses what materials require citations, such as direct quotes, paraphrases, and summaries. It also explains when and how to cite sources using different styles, including in-text citations and reference lists. Examples are provided for citing various sources like printed works, online videos, and social media. The intended purpose is to guide proper citing and referencing in the IB community.
Insocio lecture 2 sociological research process lectureCarlos Molina
The document summarizes the key steps in the sociological research process:
1. Choosing and defining a research problem. Researchers often study topics related to their personal interests or experiences. The problem must be clearly defined.
2. Reviewing previous literature to learn from others' findings and refine the research problem. This helps avoid past pitfalls and suggests study designs.
3. Designing the study by developing a plan to answer the research question through sound measurement and consideration of time. Researchers must also select a data collection method like surveys, experiments, or field observation.
4. Collecting data using methods like questionnaires, interviews, field observations, experiments, or content analysis. Researchers take a sample from
Mobile telemedicine allows doctors to diagnose and treat patients remotely using mobile devices like smartphones and tablets. By using video conferencing and other apps, physicians can examine patients, review test results, and discuss treatment options from anywhere in the world. This emerging technology has the potential to expand access to healthcare in rural areas and help manage chronic conditions.
This document discusses themes related to spirituality and the spiritual journey. It touches on several topics:
1) The classic stages of the spiritual journey including self-awareness, reflection, discernment, and living in relationship with God.
2) The importance of discernment, examining one's conscience, and listening to interior movements to understand where they come from and where they lead.
3) Living in continual discernment can add meaning to one's life and work by cultivating awareness of interior moods, desires, and thoughts.
10 Points To Learn Biblical Discernmentspiritntruth
Many professed believers do not know the Word of God nor do they know how to discern and therefore are in danger of being deceived. Here are 10 simple points to get one started.
www.nopews.blogspot.com
The major and minor prophets of the Old Testament/Hebrew Scriptures, arranged in a more chronological order and sorted by their intended target audience: Israel, Judah, or other (Assyria, Edom). The prophets in our Bibles aren't arranged in chronological order, so this chart can help you read them in order, and while keeping the problems of nation and empire in mind (which form part of the prophets' messages). Hopefully this brings clarity to the prophets section of your Bible.
This document discusses various concepts and practices related to discernment. It begins by defining discernment and spiritual discernment. It then outlines six Old Testament norms for authentic prophecy and presents systems views and diagrams related to discernment. The rest of the document provides guidance on the qualities of discerners, methods of discernment including Ignatian rules and exercises, and examples of discernment in practice. It emphasizes the importance of humility, charity, courage, and having a co-discerner in the discernment process.
This document provides an overview of the biblical prophet Jeremiah. It discusses Jeremiah's calling as a prophet, some of his key prophecies regarding judgment on Israel and Judah as well as future hope. It also summarizes Jeremiah's message of impending divine judgment for Israel's sins and God's promise of a new covenant and restoration under a righteous ruler from David's line.
The document discusses the role of prophets in the Old Testament, focusing on Elijah. It describes how Elijah boldly confronted King Ahab and the prophets of Baal, killing the false prophets in a dramatic display of God's power. However, Elijah then became afraid after Queen Jezebel threatened him, fleeing into the wilderness where he fell into a deep depression and prayed to die. The document examines Elijah's dynamic actions and sudden depression, using his example to discuss the role and sacrifices of prophets today.
Social stratification refers to a system that ranks and distinguishes categories of people in a society in a hierarchy. Stratification involves social inequality and differences among people. There are two major ideal types of stratification systems: caste systems and open class systems. In a caste system, one's social rank is fixed by ascribed characteristics like birth. In an open class system, one's class is determined by effort and ability, allowing for social mobility. Sociologists have developed several theories to explain stratification, including structural functionalism and conflict theory. Structural functionalism views stratification as necessary to fill important social roles, while conflict theory sees it as a means for the powerful to exploit the less powerful.
Journey Through The Bible: Joel and Malachi - The Day of the LordResurrection Church
The document summarizes passages from Joel and Malachi about prophecies relating to John the Baptist and Jesus.
1) Malachi prophesied a messenger would prepare the way for God, which was fulfilled by John the Baptist. Jesus confirmed John was the promised messenger.
2) Malachi also prophesied Elijah would return before Judgment Day, which Jesus said was fulfilled by John the Baptist, who came in the spirit of Elijah to prepare for the Messiah.
3) Joel prophesied God would pour out his Spirit on all people, which Peter cited as being fulfilled at Pentecost after Jesus' resurrection.
1) Ignatius of Loyola underwent a conversion experience after being injured in battle, deciding to dedicate his life to God instead of worldly honor.
2) He developed the Spiritual Exercises to guide others in discerning God's will through prayer, scripture, and contemplation.
3) Key aspects of Ignatian spirituality include finding God in all things, discernment of spirits, and being open to God's call even if it means changing direction.
Chronological chart of Kings and Prophets in the BibleJocabed Ramboyong
This document presents a chronological chart of the kings of Israel and Judah from around 930 BC to 562 BC, listing each king's name, the scripture reference where they can be found, and the prophets that were active during their reigns. It includes over 50 biblical rulers spanning from the divided kingdoms of Israel and Judah until the fall of Jerusalem to the Babylonians in 562 BC. The chart provides a timeline of leadership and correlates the kings to the major prophets of the period for important historical and biblical context.
The document provides an overview of the minor prophets of the Old Testament. It discusses that the minor prophets, though smaller in size, covered over 400 years of history and provided important Messianic prophecies. Each prophet is then summarized individually, with their name and meaning, approximate date, audience, book title, and key message. The purpose is to provide a reference of the minor prophets and draw lessons from their teachings.
This document provides an overview of a catechist initial formation day. It begins with introductions and discusses the purpose of the day which is for catechists to discover their identity, understand their role, observe teaching methods, and continue their own faith formation. Various topics are then covered, including a catechist's call, their role as teacher, prayer leader, storyteller and witness for social justice. Guidance documents for catechesis are referenced. The day aims to equip catechists and remind them that the Spirit is working through their ministry.
The document discusses refocusing Catholic youth ministry by emphasizing discipleship, evangelization and catechesis, building relationships rather than programs, reforming confirmation as a process rather than single event, and ensuring youth ministry involves the entire church community. It presents models showing the interconnectedness of evangelization, catechesis, justice, prayer, leadership development and more. The overall aim is promoting active Christian discipleship and mission among Catholic youth.
The Prophets and prophecies are recorded through out the Bible from genesis to Revelation: from Noah, to King David, from John the Baptist to Jesus to the lesser known prophets in the early church. The prophets communicate God's messages different ages and can have multiple fulfillments.
The Prophetic Books of the Bible address the classical period of biblical prophecy from the days of Elijah to Malachi. They include the major prophets of Isaiah, Jeremiah, Ezekiel, and Daniel, as well as the 12 minor prophets of Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, and Malachi. Lamentations, though not traditionally classified as a prophetic book, is also included. Each prophet addressed the divided kingdoms of Israel and Judah and their eventual destruction or exile, with messages of warning, judgment, and hope.
Ezekiel was a prophet called by God to serve as a watchman for Israel. Through symbolic actions like lying on his side for 430 days and preaching, Ezekiel warned Israel of coming judgment for their sins and idolatry. He also had visions of Israel's future restoration, including receiving a new heart and spirit, dry bones coming to life, and the rebuilt temple. Ezekiel prophesied of a time when Satan will be bound for 1000 years and Christ will rule during the Millennial Kingdom before the final battle and judgment. The Minor Prophets also warned Israel and surrounding nations while offering hope for the future through messages focused on obedience, justice, and restoration.
I. Introducing the Old Testament ProphetsTony Watkins
An introduction to the Old Testament prophets, focusing on the origins of prophetism with Moses, the greatest prophet, their origins in the early history of Israel, and on the key themes in the prophets. A lecture given on the Bible and Culture course at Schloss Mittersill, Austria (a course run jointly by Schloss MIttersill and IFES).
This document provides information about the International Baccalaureate Primary Years Programme (PYP) at Joseph D. Sharp Elementary School. The PYP focuses on developing inquiring, knowledgeable and caring learners through a transdisciplinary curriculum. It emphasizes concepts, skills, attitudes and taking action. The program aims to help students develop attributes of the PYP learner profile, including being inquirers, thinkers, risk-takers and more. The curriculum incorporates essential elements such as concepts, knowledge, skills, attitudes and action to encourage student-centered learning and understanding.
DIASS UNIT I, LESSON 1_THE DISCIPLINE OF COUNSELING.pptxImeeAumentado
This document provides an overview of an applied social sciences course that introduces counseling, social work, and communication. It outlines the expected learning outcomes which are to demonstrate competencies in interacting with others, applying principles of these disciplines, and analyzing how processes work in specific situations. The course is divided into four units covering these topics and the importance of social sciences. Definitions of social sciences and applied social sciences are provided, noting the latter focuses on practical application. The first unit explores counseling, defining it, outlining its goals and scope, principles, and core values.
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
The major and minor prophets of the Old Testament/Hebrew Scriptures, arranged in a more chronological order and sorted by their intended target audience: Israel, Judah, or other (Assyria, Edom). The prophets in our Bibles aren't arranged in chronological order, so this chart can help you read them in order, and while keeping the problems of nation and empire in mind (which form part of the prophets' messages). Hopefully this brings clarity to the prophets section of your Bible.
This document discusses various concepts and practices related to discernment. It begins by defining discernment and spiritual discernment. It then outlines six Old Testament norms for authentic prophecy and presents systems views and diagrams related to discernment. The rest of the document provides guidance on the qualities of discerners, methods of discernment including Ignatian rules and exercises, and examples of discernment in practice. It emphasizes the importance of humility, charity, courage, and having a co-discerner in the discernment process.
This document provides an overview of the biblical prophet Jeremiah. It discusses Jeremiah's calling as a prophet, some of his key prophecies regarding judgment on Israel and Judah as well as future hope. It also summarizes Jeremiah's message of impending divine judgment for Israel's sins and God's promise of a new covenant and restoration under a righteous ruler from David's line.
The document discusses the role of prophets in the Old Testament, focusing on Elijah. It describes how Elijah boldly confronted King Ahab and the prophets of Baal, killing the false prophets in a dramatic display of God's power. However, Elijah then became afraid after Queen Jezebel threatened him, fleeing into the wilderness where he fell into a deep depression and prayed to die. The document examines Elijah's dynamic actions and sudden depression, using his example to discuss the role and sacrifices of prophets today.
Social stratification refers to a system that ranks and distinguishes categories of people in a society in a hierarchy. Stratification involves social inequality and differences among people. There are two major ideal types of stratification systems: caste systems and open class systems. In a caste system, one's social rank is fixed by ascribed characteristics like birth. In an open class system, one's class is determined by effort and ability, allowing for social mobility. Sociologists have developed several theories to explain stratification, including structural functionalism and conflict theory. Structural functionalism views stratification as necessary to fill important social roles, while conflict theory sees it as a means for the powerful to exploit the less powerful.
Journey Through The Bible: Joel and Malachi - The Day of the LordResurrection Church
The document summarizes passages from Joel and Malachi about prophecies relating to John the Baptist and Jesus.
1) Malachi prophesied a messenger would prepare the way for God, which was fulfilled by John the Baptist. Jesus confirmed John was the promised messenger.
2) Malachi also prophesied Elijah would return before Judgment Day, which Jesus said was fulfilled by John the Baptist, who came in the spirit of Elijah to prepare for the Messiah.
3) Joel prophesied God would pour out his Spirit on all people, which Peter cited as being fulfilled at Pentecost after Jesus' resurrection.
1) Ignatius of Loyola underwent a conversion experience after being injured in battle, deciding to dedicate his life to God instead of worldly honor.
2) He developed the Spiritual Exercises to guide others in discerning God's will through prayer, scripture, and contemplation.
3) Key aspects of Ignatian spirituality include finding God in all things, discernment of spirits, and being open to God's call even if it means changing direction.
Chronological chart of Kings and Prophets in the BibleJocabed Ramboyong
This document presents a chronological chart of the kings of Israel and Judah from around 930 BC to 562 BC, listing each king's name, the scripture reference where they can be found, and the prophets that were active during their reigns. It includes over 50 biblical rulers spanning from the divided kingdoms of Israel and Judah until the fall of Jerusalem to the Babylonians in 562 BC. The chart provides a timeline of leadership and correlates the kings to the major prophets of the period for important historical and biblical context.
The document provides an overview of the minor prophets of the Old Testament. It discusses that the minor prophets, though smaller in size, covered over 400 years of history and provided important Messianic prophecies. Each prophet is then summarized individually, with their name and meaning, approximate date, audience, book title, and key message. The purpose is to provide a reference of the minor prophets and draw lessons from their teachings.
This document provides an overview of a catechist initial formation day. It begins with introductions and discusses the purpose of the day which is for catechists to discover their identity, understand their role, observe teaching methods, and continue their own faith formation. Various topics are then covered, including a catechist's call, their role as teacher, prayer leader, storyteller and witness for social justice. Guidance documents for catechesis are referenced. The day aims to equip catechists and remind them that the Spirit is working through their ministry.
The document discusses refocusing Catholic youth ministry by emphasizing discipleship, evangelization and catechesis, building relationships rather than programs, reforming confirmation as a process rather than single event, and ensuring youth ministry involves the entire church community. It presents models showing the interconnectedness of evangelization, catechesis, justice, prayer, leadership development and more. The overall aim is promoting active Christian discipleship and mission among Catholic youth.
The Prophets and prophecies are recorded through out the Bible from genesis to Revelation: from Noah, to King David, from John the Baptist to Jesus to the lesser known prophets in the early church. The prophets communicate God's messages different ages and can have multiple fulfillments.
The Prophetic Books of the Bible address the classical period of biblical prophecy from the days of Elijah to Malachi. They include the major prophets of Isaiah, Jeremiah, Ezekiel, and Daniel, as well as the 12 minor prophets of Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, and Malachi. Lamentations, though not traditionally classified as a prophetic book, is also included. Each prophet addressed the divided kingdoms of Israel and Judah and their eventual destruction or exile, with messages of warning, judgment, and hope.
Ezekiel was a prophet called by God to serve as a watchman for Israel. Through symbolic actions like lying on his side for 430 days and preaching, Ezekiel warned Israel of coming judgment for their sins and idolatry. He also had visions of Israel's future restoration, including receiving a new heart and spirit, dry bones coming to life, and the rebuilt temple. Ezekiel prophesied of a time when Satan will be bound for 1000 years and Christ will rule during the Millennial Kingdom before the final battle and judgment. The Minor Prophets also warned Israel and surrounding nations while offering hope for the future through messages focused on obedience, justice, and restoration.
I. Introducing the Old Testament ProphetsTony Watkins
An introduction to the Old Testament prophets, focusing on the origins of prophetism with Moses, the greatest prophet, their origins in the early history of Israel, and on the key themes in the prophets. A lecture given on the Bible and Culture course at Schloss Mittersill, Austria (a course run jointly by Schloss MIttersill and IFES).
This document provides information about the International Baccalaureate Primary Years Programme (PYP) at Joseph D. Sharp Elementary School. The PYP focuses on developing inquiring, knowledgeable and caring learners through a transdisciplinary curriculum. It emphasizes concepts, skills, attitudes and taking action. The program aims to help students develop attributes of the PYP learner profile, including being inquirers, thinkers, risk-takers and more. The curriculum incorporates essential elements such as concepts, knowledge, skills, attitudes and action to encourage student-centered learning and understanding.
DIASS UNIT I, LESSON 1_THE DISCIPLINE OF COUNSELING.pptxImeeAumentado
This document provides an overview of an applied social sciences course that introduces counseling, social work, and communication. It outlines the expected learning outcomes which are to demonstrate competencies in interacting with others, applying principles of these disciplines, and analyzing how processes work in specific situations. The course is divided into four units covering these topics and the importance of social sciences. Definitions of social sciences and applied social sciences are provided, noting the latter focuses on practical application. The first unit explores counseling, defining it, outlining its goals and scope, principles, and core values.
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
Maslow's humanistic theory focused on human potential and self-actualization rather than pathology. He believed humans are driven by their feelings more than external rewards or punishments. The humanistic theory in education emphasizes meeting students' needs, engaging multiple skills, fostering self-motivation, and creating a safe environment for learning. Teachers act as facilitators rather than authorities, while students take responsibility for their own learning through goal-setting, choice, and self-evaluation. Experiential learning engages students directly through experience, reflection, decision-making, and constructing their own understanding.
Innovation team presentation 2015 engagmentslater_45
The document summarizes an innovation team presentation on student engagement. It defines engagement and discusses strategies to improve it, including studying core competencies and examining understandings of learner engagement. The team designed an engagement profile based on competencies and created "I-statements" for curricular concepts, social environment, and physical environment. The profile measures how teachers engage students and helps students understand and talk about engagement. Improving engagement is important for learning. Next steps are using the profile to help students engage in tasks and measure their own engagement levels.
This document discusses instructional leadership for developing global competence in students. It outlines how the modern economy requires skills like technological literacy, critical thinking, and cultural awareness. Teachers need to help students develop knowledge of other cultures and issues, investigate topics from a global perspective, recognize different perspectives, communicate ideas to diverse audiences, and take informed action. The document provides examples of how to teach these competencies and develop them in teachers through experiences like international travel. It emphasizes that educating students for a globalized world requires new approaches to teaching and curriculum planning.
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
This document summarizes a presentation about integrating the teaching of culture and social identity in TESOL. It discusses having students define key terms like culture, identity, gender roles and ethnicity. It explores how personal, social and cultural identities intersect. The presentation also compares individualistic vs. collectivistic cultures and how that impacts learning and social roles. A variety of activities are proposed to help students explore these concepts, including creating collages of personal identity, discussing gender roles through posters, analyzing films that portray ethnic identity and role-playing social identities. The overarching goal is to build students' awareness of these important aspects of culture and communication.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
This document discusses concept-based learning in the PYP. It defines concepts as big ideas that are enduring, universal and help make sense of the world. There are 7 key concepts in the PYP: form, function, causation, change, connection, perspective and responsibility. Concepts are important as they add coherence to the curriculum and help students engage with complex ideas. Concept-based teaching focuses on conceptual understandings and empowers students. Teachers can promote conceptual understandings through carefully crafted questions and by modeling conceptual thinking.
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
This document outlines a teaching approach that emphasizes critical thinking skills for 3rd grade students. It aims to help students understand social phenomena and consider various viewpoints by analyzing, synthesizing, and evaluating information. Visuals are incorporated because images help students organize and retain information. The goals are for students to improve comprehension and critical thinking when reading, writing, and using new vocabulary and grammar structures. Activities include presentations, worksheets, and exercises to develop these skills through discussion and individual responses. The overall approach aims to motivate independent, lifelong learning.
Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docxDr. Shadia Banjar
The document provides information on teaching skills, translation skills, and evaluating teaching. It discusses critical thinking, elements of good teaching including scholarship, integrity and communicating with students. It also outlines teaching methods, course design principles, and techniques for evaluating one's own teaching, including self-monitoring, student feedback, and using outside observers. Translation is defined as both the process of translating and the translated text or product. Teaching translation should balance theory and practice.
Copy of week 2 lesson notes creating insight (1)Beth Carey
This document outlines the agenda and content for a teacher education course on narrative inquiry. It discusses John Dewey's views on experience and education, and how those influence narrative inquiry. It also introduces the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. Temporality refers to the past, present and future context. Sociality considers relationships and norms. Place examines the impact of physical location. The document provides examples and activities to help understand applying these concepts.
Narrative inquiry is an approach to understanding experiences through stories. It views experiences as lived and told, and examines them through three common lenses: temporality, sociality, and place. Temporality provides context by considering the past, present, and future of events. Sociality explores the influence of relationships and norms. Place examines the impact of physical location. Together, these lenses offer a rich framework for analyzing experiences narratively.
Ganpati Kumar Choudhary Indian Ethos PPT.pptx, The Dilemma of Green Energy Corporation
Green Energy Corporation, a leading renewable energy company, faces a dilemma: balancing profitability and sustainability. Pressure to scale rapidly has led to ethical concerns, as the company's commitment to sustainable practices is tested by the need to satisfy shareholders and maintain a competitive edge.
12 steps to transform your organization into the agile org you deservePierre E. NEIS
During an organizational transformation, the shift is from the previous state to an improved one. In the realm of agility, I emphasize the significance of identifying polarities. This approach helps establish a clear understanding of your objectives. I have outlined 12 incremental actions to delineate your organizational strategy.
A presentation on mastering key management concepts across projects, products, programs, and portfolios. Whether you're an aspiring manager or looking to enhance your skills, this session will provide you with the knowledge and tools to succeed in various management roles. Learn about the distinct lifecycles, methodologies, and essential skillsets needed to thrive in today's dynamic business environment.
Impact of Effective Performance Appraisal Systems on Employee Motivation and ...Dr. Nazrul Islam
Healthy economic development requires properly managing the banking industry of any
country. Along with state-owned banks, private banks play a critical role in the country's economy.
Managers in all types of banks now confront the same challenge: how to get the utmost output from
their employees. Therefore, Performance appraisal appears to be inevitable since it set the
standard for comparing actual performance to established objectives and recommending practical
solutions that help the organization achieve sustainable growth. Therefore, the purpose of this
research is to determine the effect of performance appraisal on employee motivation and retention.
A team is a group of individuals, all working together for a common purpose. This Ppt derives a detail information on team building process and ats type with effective example by Tuckmans Model. it also describes about team issues and effective team work. Unclear Roles and Responsibilities of teams as well as individuals.
Colby Hobson: Residential Construction Leader Building a Solid Reputation Thr...dsnow9802
Colby Hobson stands out as a dynamic leader in the residential construction industry. With a solid reputation built on his exceptional communication and presentation skills, Colby has proven himself to be an excellent team player, fostering a collaborative and efficient work environment.
Designing and Sustaining Large-Scale Value-Centered Agile Ecosystems (powered...Alexey Krivitsky
Is Agile dead? It depends on what you mean by 'Agile'. If you mean that the organizations are not getting the promised benefits because they were focusing too much on the team-level agile "ways of working" instead of systemic global improvements -- then we are in agreement. It is a misunderstanding of Agility that led us down a dead-end. At Org Topologies, we see bright sparks -- the signs of the 'second wave of Agile' as we call it. The emphasis is shifting towards both in-team and inter-team collaboration. Away from false dichotomies. Both: team autonomy and shared broad product ownership are required to sustain true result-oriented organizational agility. Org Topologies is a package offering a visual language plus thinking tools required to communicate org development direction and can be used to help design and then sustain org change aiming at higher organizational archetypes.
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
2. Intended Audience
Student Affairs professionals that:
● Interact with students
● Supervise students
● Advise students
Students who:
● First years
● Struggle with transitioning
● Want to find their passions
3. Why a Seminar?
To provide the space for students to answer Big Questions, such as:
• How can i make a difference in the world?
• Is there really more to life than what I now know?
• Where do I feel belonging and community?
• Who am I?
• Whose am I?
• Who am I called to be?
• What do I really value?
• How can I make the world a better place?
• What do I deeply love?
• Do I need religion or spirituality to live a meaningful life?
4. Our Motivations
• We believe in the power of allowing students to follow their
calling
• Students are often pressure to decide what they want to do
with “the rest of their lives” beginning at an early age
• Conversations are often focused on selecting the “right”
major or choosing a career path without reflecting on one’s
passions and values
• The questions we fall back on in reflecting on this are:
• If you could do anything that you knew you couldn’t fail, what
would it be?
• What wakes you up in the morning?
5. Seminar Outline
Week 1- Journey of Transformation
• Life Map
• Alumni Panel
• Vulnerability TedTalk
Week 2- Finding Value in All Things (Incorporating your Loyola Experience)
• One minute Reflections
• Spiritual Buddy
• This I believe Essay
Week 3- Soul Care through Life Changes
• Student Affairs Panel
• StoryCorp
• Eulogy
Week 4- Finding Your Calling- Looking Deep Within
• Discovering Your Red Rubber Ball Activity
• Wrapping up (What does this all mean?)
• Affirmations
• Letter to future Self
6. A year after this seminar is
over, we hope students
will….
7. Learning Goals
Foundational Knowledge
1. Students will be able to understand discernment as a tool to make an appropriate
decision about career choice and will understand that discernment is a life-long
process.
2. Students will remember that there is a universal human hunger for connectedness,
purpose, and meaning.
3. Students will understand the big questions and the reason for asking and delving deep
into them.
Application Goals
1. Students will use storytelling and reflective dialogue to explore, make sense of, and
hear their own and others’ diverse narratives.
2. Students will imagine themselves as a whole person committed to their own and
others holistic development.
3. Students will use faith development theories and vocational discernment tools to
make sense of their own vocational story reflecting on their why, their values, and
their passion areas.
8. Learning Goals
Integration
1. Students will connect with what they are learning about Fowler’s faith development
theory and vocational discernment to their own life and work in the future.
2. Students will integrate their values system and discernment efforts into everyday
practice.
3. Students will connect together meaningful ideas and practices.
Human Dimensions
1. Students will come to see themselves in any career that authentically combines soul
with role.
2. Students will become aware of their own vocational story, what their calling is, and
the gifts and values that accompany it.
3. Students will interact sensitively, compassionately, and confidentially with
participants in the seminar by listening with love and care.
9. Learning Goals
Caring Goals
1. Students will be ready to engage with others holistically and authentically.
2. Students will value critical thinking and self-reflection as vital to one’s development
and exploration.
3. Students will be genuinely interested in other participants’ stories because these
stories shaped and will continue to shape their lives.
4. Students will be excited to connect their own values with the potentially rich
contributions they can make to society.
Learning how to Learn
1. Students will be able to identify important resources for their own continued
learning.
2. Students will be able to construct knowledge about what means to be their whole
self.
3. Students will live their lives in ways that promote ongoing learning and development.
11. Assessment Activities
Eulogy Activity
o Objective:
Individuals will reflect upon their long term goals and consider
the legacy they would like to leave on this earth
Life Map
o Objective:
Individuals will consider how their past and present experiences,
places, events, people, values and environments shape who
they were, are and who they want to be
12. Assessment Activity #1:
Eulogy Activity
Description
o This activity assumes that participants will live full, happy and successful lives. In
framing the activity with this mindset, participants will be prompted to reflect upon
how they would like to be remembered once that moment in time comes when they
are no longer “with us.”
o This is a written assignment that encourages students to consider what they would
like their legacy to be.
o Participants will be invited to approach this assignment from two perspectives:
Writing a eulogy with the focus of it being the life you’ve lived up to this
moment in time. What have you done? How will you be remembered?
You can write your eulogy with the focus of it being the nice long life that you
plan on living. You can write from any hypothetical situation. Maybe you lived
to be 90. What did you do in your 90 years that have positively affected those
around you? This scenario can include a little more fiction, but it should still be
realistic and reflective of how you actually would like to be remembered.
13. Rationale for Assessment
Activity 1: Eulogy
Learning Goals Met:
Application Goals
o Use storytelling and reflective dialogue to explore, make sense of, and
hear your own and other diver narratives
o Use faith development theories and vocational discernment tools to make
sense of your own vocational story
Integration
o Students will integrate their values system and discernment efforts into
everyday practice
Human Dimension
o Students will become aware of their own vocational story, what their
calling is, and the gifts and values that accompany it
o Students will become a person who can live free, undivided and whole
14. Rationale for Assessment
Activity 1: Eulogy
Learning Goals Met:
Caring Goals
o A year (or more) after this seminar is over, we want and hope that
students will be ready to engage with others holistically and authentically
o Students will value critical thinking and self-reflection as vital to one’s
development and exploration.
Learning How to Learn
o Students will be able to construct knowledge about what vocational
discernment means to be their whole self.
15. Assessment Activity #2:
Life Map Activity
Description
o This activity requires individuals to reflect upon their past, present, and future self,
in thinking about the ways in which events, places, people, values and environments
have shaped who they were, are, and who they are going to be.
o Using the supplies of a large piece of paper and markers, individuals will map out
their journey through life.
o In addition to the personal reflection this requires, participants will also be asked to
share openly their experiences with others. In an effort to support and encourage
all participants in deep reflection and open sharing, facilitators will model such
vulnerability by sharing their own life maps before participants get started.
16. Rationale for Assessment
Activity 2: Life Map
Learning Goals Met
Application Goals
o A year (or more) after this seminar is over, we want and hope that
students will use storytelling and reflective dialogue to explore, make
sense of, and hear their own and others’ diverse narratives.
Human Dimensions Goals
o Students will become aware of their own vocational story, what their
calling is, and the gifts and values that accompany it.
o Students will interact sensitively, compassionately, and confidentially
with participants in the seminar by listening with love and care.
17. Rationale for Assessment
Activity 2: Life Map
Learning Goals Met
Caring Goals
o A year (or more) after this seminar is over, we want and hope that
students will be ready to engage with others holistically and
authentically.
o Students will value critical thinking and self-reflection as vital to one’s
development and exploration.
o Students will be genuinely interested in other participants’ stories
because these stories shaped and will continue to shape their lives.
20. Teaching and Learning Activities
Vulnerability TedTalk and Reflective Dialogue
with Self and Others
o Objective:
To encourage students to reflect upon the power of
vulnerability and authenticity and to consider how connection,
worthiness, and compassion can lead to whole-hearted living.
Additionally, our hope is that students will reflect upon what let
themselves be deeply seen,how to live with their whole hearts
even when there is no guarantee, to practice gratitude and joy
and believe the we are enough.
21. Teaching and Learning Activities
Discovering Your Big Red Rubber Ball
o Objectives:
Participants will reflect upon the ways in which we can discover
our passions and embrace creativity.
In being provided the space to reflect on big questions
surrounding vocational discernment, we hope students will
understand the value of constant reflection in order to find their
heart’s content which will in turn lead to prosperity, peace and
happiness.
22. Teaching and Learning Activity #1
Vulnerability TedTalk and Reflective
Dialogue with Self and Others
Description
o After watching Brene Brown’s TedTalk on “Vulnerability,” we provide participants
with the opportunity to journal about their reactions for about 10 minutes. We will
then split participants into small groups of 3-5 students with an opportunity to
engage in reflective dialogue with others. After participants have had at least 20
minutes to do this, we will invite everyone to come back together for a large group
discussion, hoping that some of the following powerful concepts and messagesare
discussed while also listening to how participants made their own meaning from the
video.
23. Teaching and Learning Activity #1
Vulnerability TedTalk and Reflective
Dialogue with Self and Others
Learning Goals Met:
• Students will remember that there is a universal human hunger for
connectedness, purpose and meaning.
• Students will imagine themselves as a whole person committed to their own
and others holistic development.
• Students will interact sensitively, compassionately and confidently with other
participants in the seminar by listening with love and care
• Students will be ready to engaged with others holistically and authentically.
• Students will be able to construct knowledge about what it means to be their
whole self.
24. Teaching and Learning Activity #2
Discovering Your Big Red Rubber Ball
Description
o In coming prepared to this seminar having read the “Rules of the Red Rubber Ball,”
we hope to provide in this session an opportunity for students to reflect on the
following big questions:
“If you Could do anything and knew you couldn’t fail, what would it be?”
“What wakes you up in the morning?
o At this time, we will provide students with an hour to reflect upon these questions
where every they feel most comfortable doing such introspection, whether it be it
staying in the room, going on a walk, visiting a coffee shop, etc.
o This activity will be one that we would facilitate at the end of the seminar so that
students will have had previous opportunities to reflect and therefore will hopefully
feel comfortable engaging in such deep thinking.
25. Teaching and Learning Activity #2
Discovering Your Big Red Rubber Ball
Learning Goals Met:
• Students will integrate their values system and discernment efforts into
everyday practice.
• Students will come to see themselves in any career that authentically
combines soul with role.
• Students will become aware of their own vocational story, what their calling
is, and the gifts and values that accompany it.
• Students will value critical thinking and self-reflection as vital to one’s
development and exploration.
• Students will be ready to actively self reflect upon their values, their “why,”
and their passion areas.
26. Integration of Design
Teaching and Learning Activities
Ted Talk-Brene Brown Vulnerability
Kevin Carroll-Red Rubber Ball Reflection
Assessment Activities
Life Map
Eulogy
27. References
Astin, A.W., Astin, H.S., & J.A. Lindholm. (2011). Cultivating the spirit: How college can enhace students’ inner lives. San Francisco: Jossey- Bass.
B Brown. (2012, March). Listening to shame. Retrieved from http://www.ted.com/talks/brene_brown_listening_to_shame
Baxter Magolda, M. (2008). Three elements of self-authorship. Journal of College Student Development, 49, 269-284.
Brown, Brene. (2010). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Center City, Minnesota: Hazelden.
Coelho, P. (2006). The alchemist. San Francisco: HarperCollins Publishers.
D’Arcy, P. (2011). Red fire: A quest for awakening. Inner Ocean/Innisfree Press.
Fowler, J.W. (2001). Faith development theory and the postmodern challenges. The International Journal for the Psychology of Religion, 11(3), 159-172.
Fowlers, J.W. (2004). Faith development at 30: Naming the challenges of faith in a new millennium. Religious Education, 99(4), 405-421.
G D Menton. (2013, May 13) https://www.youtube.com/watch?v=NHHPNMIK-fY
Love, P. (2002). Comparing spiritual development and cognitive development. Journal of College Student Development, 43(3), 357-373.
Miller, D. (2009). A million miles in a thousand years. Nashville: Thomas Nelson Incorporated.
Nash, R.J. (2001). Religious pluralism in the academy. New York: Peter Lang
Schweitzer (Eds.), Developing a public faith: New directions in practical theology (pp. 15-42). St. Louis, MO : Chalic Press.
Smith, C. (2009). Souls in transition: The religious and spiritual lives of emerging adults. Oxford: Oxford University Press