The document discusses different types of meaningful activities that maximize learning according to "The Law of Activity." These include activities that provide direction without being dictatorial, stress function and application, have a planned purpose, consider both process and product, and include realistic problem-solving situations. The goal is for learners to be highly involved through activities that draw them out rather than just pouring information in.
The document discusses the importance of teaching from the heart rather than just the head. It explains that effective teaching involves three elements: character, compassion, and content. The teacher's character builds students' confidence, their compassion earns students' motivation, and their mastery of the content helps students learn. Overall, teaching impacts students most when it connects with them at a heart level by demonstrating care, building trustworthiness, and engaging their emotions.
The document discusses different types of meaningful activities that maximize learning according to "The Law of Activity." These include activities that provide direction without being dictatorial, stress function and application, have a planned purpose, consider both process and product, and include realistic problem-solving situations. The goal is for learners to be highly involved through activities that draw them out rather than just pouring information in.
Bruce Wilkinson, 7 Laws of the Learner: law 7b revival maximisersRichard Chamberlain
The document outlines Wilkinson's method for bringing about revival. It includes 7 steps: 1) Revelation of sin through Scripture, 2) Reproving and convincing the person of their sin, 3) Repentance through conviction, contrition, and confession, 4) Recommitment through confirmation of stopping the sin, 5) Restoration through compensation, cleansing, and celebration, 6) Maximizing revival through prayer, delivery methods, spiritual disciplines, clear calls to revival, and anticipating spiritual warfare, 7) Committing oneself as a vessel for revival. The overall goal is to "Revive the heart" through an ongoing personal revival in students' lives.
The document discusses the importance of preparation for both teachers and students in the learning process. It argues that teachers are often unprepared for class, lacking enthusiasm and power to produce desired results. Good assignments can help precipitate student thinking, provide background, and develop independent study habits. Assignments should be creative, thought-provoking, and doable. The document also provides tips for teachers to engage students, including waiting patiently for answers, affirming participation, and developing note takers.
The document discusses the "Law of Education" which states that the teacher's role is to stimulate self-learning in students by directing their self-activities rather than simply providing knowledge or doing things for students. An effective teacher excites and motivates students to investigate, discover, and apply what they are learning on their own. The ultimate test of teaching is not what the teacher does but what and how well students learn as a result of the teacher's guidance.
Bruce Wilkinson, 7 Laws of the Learner: Law 2 expectationRichard Chamberlain
The document discusses the Law of Expectation, which states that a teacher should influence their students' learning and behavior by adjusting their expectations. It says expectations have a powerful impact on everyone, both inside and outside the classroom. The Law of Expectation is represented by a diagram showing the relationship between a speaker examining/considering a student privately and constantly in order to shape them, and then publicly exhorting/speaking to the student daily, with the goal of stirring them up to positive actions through love and good works rather than allowing them to develop a hard heart. High or unrealistic expectations can lead to disappointment, discouragement, disillusionment, and despair if not adjusted based on reality. Expectations impact both ourselves and those
Bruce Wilkinson, 7 Laws of the Learner: law 5 b need maximisersRichard Chamberlain
The document discusses the Law of Need, which states that a teacher should build a need in students before teaching content. It describes 5 steps to build need: 1) find the needs of students, 2) focus on one need, 3) forecast the consequences of meeting or not meeting the need, 4) help students feel the need, and 5) fulfill the need through instruction. It then lists 7 "need maximizers" or techniques to build need, such as describing needs factually, using stories, drama, delivery style, music, diagrams, and pictures. The document emphasizes that building need is essential for motivating learning.
This document discusses the importance of teaching for application and life change. It summarizes the key points as:
1. The goal of teaching should be life change, not just covering content or increasing knowledge. Teachers should "apply for life change".
2. The Bible was given by God to transform lives, not just increase understanding. It provides instruction on how to live righteously through teaching, correction, instruction, and reproof.
3. An effective model for teaching involves using Scripture as the resource, and teaching through the methods of doctrine, correction, instruction in righteousness, and reproof to transform the character and conduct of students. The result should be mature Christians equipped for good works.
The document discusses the importance of teaching from the heart rather than just the head. It explains that effective teaching involves three elements: character, compassion, and content. The teacher's character builds students' confidence, their compassion earns students' motivation, and their mastery of the content helps students learn. Overall, teaching impacts students most when it connects with them at a heart level by demonstrating care, building trustworthiness, and engaging their emotions.
The document discusses different types of meaningful activities that maximize learning according to "The Law of Activity." These include activities that provide direction without being dictatorial, stress function and application, have a planned purpose, consider both process and product, and include realistic problem-solving situations. The goal is for learners to be highly involved through activities that draw them out rather than just pouring information in.
Bruce Wilkinson, 7 Laws of the Learner: law 7b revival maximisersRichard Chamberlain
The document outlines Wilkinson's method for bringing about revival. It includes 7 steps: 1) Revelation of sin through Scripture, 2) Reproving and convincing the person of their sin, 3) Repentance through conviction, contrition, and confession, 4) Recommitment through confirmation of stopping the sin, 5) Restoration through compensation, cleansing, and celebration, 6) Maximizing revival through prayer, delivery methods, spiritual disciplines, clear calls to revival, and anticipating spiritual warfare, 7) Committing oneself as a vessel for revival. The overall goal is to "Revive the heart" through an ongoing personal revival in students' lives.
The document discusses the importance of preparation for both teachers and students in the learning process. It argues that teachers are often unprepared for class, lacking enthusiasm and power to produce desired results. Good assignments can help precipitate student thinking, provide background, and develop independent study habits. Assignments should be creative, thought-provoking, and doable. The document also provides tips for teachers to engage students, including waiting patiently for answers, affirming participation, and developing note takers.
The document discusses the "Law of Education" which states that the teacher's role is to stimulate self-learning in students by directing their self-activities rather than simply providing knowledge or doing things for students. An effective teacher excites and motivates students to investigate, discover, and apply what they are learning on their own. The ultimate test of teaching is not what the teacher does but what and how well students learn as a result of the teacher's guidance.
Bruce Wilkinson, 7 Laws of the Learner: Law 2 expectationRichard Chamberlain
The document discusses the Law of Expectation, which states that a teacher should influence their students' learning and behavior by adjusting their expectations. It says expectations have a powerful impact on everyone, both inside and outside the classroom. The Law of Expectation is represented by a diagram showing the relationship between a speaker examining/considering a student privately and constantly in order to shape them, and then publicly exhorting/speaking to the student daily, with the goal of stirring them up to positive actions through love and good works rather than allowing them to develop a hard heart. High or unrealistic expectations can lead to disappointment, discouragement, disillusionment, and despair if not adjusted based on reality. Expectations impact both ourselves and those
Bruce Wilkinson, 7 Laws of the Learner: law 5 b need maximisersRichard Chamberlain
The document discusses the Law of Need, which states that a teacher should build a need in students before teaching content. It describes 5 steps to build need: 1) find the needs of students, 2) focus on one need, 3) forecast the consequences of meeting or not meeting the need, 4) help students feel the need, and 5) fulfill the need through instruction. It then lists 7 "need maximizers" or techniques to build need, such as describing needs factually, using stories, drama, delivery style, music, diagrams, and pictures. The document emphasizes that building need is essential for motivating learning.
This document discusses the importance of teaching for application and life change. It summarizes the key points as:
1. The goal of teaching should be life change, not just covering content or increasing knowledge. Teachers should "apply for life change".
2. The Bible was given by God to transform lives, not just increase understanding. It provides instruction on how to live righteously through teaching, correction, instruction, and reproof.
3. An effective model for teaching involves using Scripture as the resource, and teaching through the methods of doctrine, correction, instruction in righteousness, and reproof to transform the character and conduct of students. The result should be mature Christians equipped for good works.
A missionary brings the Good News to all people through words and deeds. The best way to preach and teach others about Christ is to live a consistent, loving life that embodies Christian values. One's actions should reflect their faith and commitment to God. As a missionary, one can witness to Christ through daily living, acts of service, social justice, prayer, dialogue and reconciliation. The ultimate goal is for all people to come to know Christ.
The document discusses the "Law of the Learner", which states that teachers are responsible for causing students to learn. It covers six "maxims" that further explain this law: 1) Teachers are responsible for student learning 2) Teachers will be held accountable by God for their influence 3) Teachers control what/how students learn 4) Teachers should judge their success on student outcomes 5) Teacher character/commitment impacts students more than just their words 6) Teachers exist to serve students and meet their needs. The document emphasizes that effective teaching is focused on causing learning in students, not just presenting material.
The document discusses the concept of building need or motivation in students before teaching content. It outlines Jesus' example of addressing the needs of his listeners by bringing unrecognized needs to the surface. The teacher's responsibility is to bait the hook and make students want to learn.
It then describes a 5 step process Jesus used to build need, including seizing attention, stirring curiosity, stimulating felt need, surfacing real need, and satisfying real need with content. Teachers are advised to follow this pattern of starting with the students' needs rather than just imparting their own content. Building need is more important than simply delivering information. An effective teacher understands students' needs and works to engage them in the lesson.
This document discusses Christian morality. It defines morality as the quality that allows people to distinguish right from wrong and good from evil. Christian morality is based on the teachings of Jesus Christ and the Church. The essence of Jesus' teaching is to love God and one's neighbor. There are three types of people in relation to morality: moral people correctly judge right and wrong and act virtuously, immoral people do not act according to what is right, and amoral people are not concerned with standards of right and wrong. The document provides exercises to determine if actions are human acts requiring free will or natural acts, and to identify situations as demonstrating moral, immoral, or amoral responses.
O documento discute o que é e não é aconselhamento bíblico. O aconselhamento bíblico envolve ensinar alguém a viver de acordo com a Bíblia, confortá-lo e incentivá-lo a permanecer em Cristo, visando o desenvolvimento espiritual da pessoa e a glória de Deus. Ele não é reservado para especialistas e tem como propósito glorificar a Deus, não apenas o bem-estar humano.
Bruce Wilkinson, 7 Laws of the Learner: Law 4 Retention_b maximisersRichard Chamberlain
The document discusses the Law of Retention, which states that teachers should enable students to master the irreducible minimum of the material. It describes 5 stages for teaching: 1) gathering material, 2) determining the minimum content, 3) making the content easy to understand and memorize, 4) having students memorize it, and 5) ensuring students can apply the material independently. It also provides 7 maximizers for helping students memorize the content quickly, including using pictures, stories, mnemonics, objects, drama, music, and charts. The goal is for students to fully master and retain the key content.
The document discusses how Catholic social teaching is an essential part of Catholic identity and formation. It outlines some of the key principles of Catholic social teaching such as human dignity, community and the common good, rights and duties, a preference for the poor, the dignity of work, care for creation, and solidarity. However, the document notes that many Catholics are unfamiliar with Catholic social teaching. It calls for greater education and leadership around these issues in order to more fully live out the Church's social mission.
O documento discute como pastores são chamados a cuidar do rebanho, mas ainda precisam de cuidado e apoio como membros do rebanho. Apresenta estatísticas alarmantes sobre a saúde mental de pastores e como muitos estão desistindo do ministério. Defende que igrejas devem reconhecer a humanidade dos pastores e cuidar deles através de oração, respeito, apoio e participação na igreja.
A cura de cristo como recebê la (t. l. osborn)Deusdete Soares
O documento descreve sete passos para receber a cura de Cristo. O primeiro passo é entender que a idade dos milagres não passou e que a cura faz parte do ministério de Cristo hoje. O segundo passo é conhecer as promessas de Deus de curar nas Escrituras e acreditar que elas se aplicam pessoalmente. O terceiro passo é compreender que Deus quer o bem-estar e que a doença vem de Satanás, não de Deus.
The document discusses how storms in life can help people grow spiritually. It notes that biblical figures like Job only truly learned about God after enduring hardships. While following Jesus does not prevent storms, he promises to be with believers during difficulties. Storms reveal people's true character and test their faith, helping them discover inner strength.
¿Conocemos verdaderamente la Regla de nuestra asociación? Una presentación clara sobre un tema esencial para todos los Vicentinos. Para ayudar a su lectura y comprensión, este diaporama sigue el orden del texto. Da los puntos de referencia y presenta los principales temas abordados en las 3 partes del documento. Con también un capítulo especial sobre los estatutos internos de los países: las disposiciones resultantes de la tradición, las obligatorias, las que son de libre elección por parte de los países.
PowerPoint del Consejo General Internacional
Bruce Wilkinson, 7 Laws of the Learner: law 6b Equipping maximisersRichard Chamberlain
This document discusses principles for effectively equipping or training students. It outlines a 5-step equipping method: 1) instruct, 2) illustrate, 3) involve, 4) improve, and 5) inspire. Each step moves the student from passive learning to active participation and mastery of the skill. Additionally, it recommends that teachers train students until they are independent users of the skill, reproduce the skill rather than their personal style, alter training based on student characteristics, increase student motivation through relationships and rewards, focus on basics before advanced skills, and encourage students more in early training. The overall goal of equipping is to train students for a life of service.
The document summarizes changes made to the people's responses in the Order of Mass in the Roman Missal, Third Edition. Key changes include altering "And also with you" to "And with your spirit" in greetings; adding "greatly" to sins confessed in the Penitential Act; and modifying language in the Creeds, Mystery of Faith, and other parts for clarity and accuracy in translation from Latin. The changes aim to reflect a more literal translation of the original text.
The document describes the Taizé community in France, which was started in 1940 by Roger Schutz. Thousands of young people gather in the small village of Taizé to sing, pray, and spend time in silence together. The community has grown over time and now includes over 100 brothers from different countries and denominations. When visiting Taizé, people can learn about others' struggles and dreams, and spend time reflecting on what matters to them. The order of Taizé prayer involves songs of praise, psalms, readings, silence, intercessions, the Lord's Prayer, and concluding prayers.
The document discusses several "laws of teaching" that effective teachers follow, including knowing the subject matter well, caring about students, maximizing student involvement through active learning, and motivating students intrinsically. It emphasizes that true teaching facilitates self-learning and stimulates students to gain knowledge for themselves. An effective teacher questions more than answers, guides practice, and communicates in a way that establishes credibility and arouses student passion and motivation to learn.
Browning's Fundamental Practical TheologyKevin Smith
This presentation outlines and evaluates Don Browning's vision of A Fundamental Practical Theology. The presentation was prepared by Dr Kevin Smith, the Vice-Principal of the South African Theological Seminary.
This document discusses the predictable life cycle of churches from emerging to growing to consolidating to declining and potentially dying. It analyzes where South Shore Community Church was in 2009 as consolidating, with the mission less clear to newer members, enthusiasm waning, and facilities at maximum capacity. The next steps discussed are how to break declining cycles and take the church to the next level to avoid potential decline.
The document provides an overview of a theology course, including its objectives, structure, assignments and expectations. It discusses key topics that will be covered across 7 sections, such as the Bible, God, Jesus, the Holy Spirit, dispensations and covenants, angels, and man and sin. Students will be assigned to work in groups of 3 to compile a 2-page summary sheet for each section, called an "Irreducible Minimum", highlighting the essential information and concepts.
The South haven park district is offering new fall seminars for seniors, adults, and teens. For seniors, there is a quilting seminar where quilts will be made from donated fabrics using provided sewing machines, and a t'ai chi seminar featuring gentle warm-ups, 12 slow movements, and cool-down exercises. Adults can take an almost gourmet cooking class to learn techniques from a pro chef or a kickball class to learn rules and techniques. Teens are offered sailing and three levels of fencing seminars.
Lisa's co-workers organized the first "Walk for Lisa" in her memory. The walk raised money for the Lisa's Light Bracelet which was presented to Dolores Zindell. A community dinner and auction was also held in honor and memory of Lisa Zindell at the Island Heights Firehouse. The Lisa's Light Foundation spoke at several events to bring awareness to domestic violence including at the Ocean County CIACC and at Lacey High School. Memorial events were also held including a tree planting, luminaries, and butterflies to remember Lisa.
A missionary brings the Good News to all people through words and deeds. The best way to preach and teach others about Christ is to live a consistent, loving life that embodies Christian values. One's actions should reflect their faith and commitment to God. As a missionary, one can witness to Christ through daily living, acts of service, social justice, prayer, dialogue and reconciliation. The ultimate goal is for all people to come to know Christ.
The document discusses the "Law of the Learner", which states that teachers are responsible for causing students to learn. It covers six "maxims" that further explain this law: 1) Teachers are responsible for student learning 2) Teachers will be held accountable by God for their influence 3) Teachers control what/how students learn 4) Teachers should judge their success on student outcomes 5) Teacher character/commitment impacts students more than just their words 6) Teachers exist to serve students and meet their needs. The document emphasizes that effective teaching is focused on causing learning in students, not just presenting material.
The document discusses the concept of building need or motivation in students before teaching content. It outlines Jesus' example of addressing the needs of his listeners by bringing unrecognized needs to the surface. The teacher's responsibility is to bait the hook and make students want to learn.
It then describes a 5 step process Jesus used to build need, including seizing attention, stirring curiosity, stimulating felt need, surfacing real need, and satisfying real need with content. Teachers are advised to follow this pattern of starting with the students' needs rather than just imparting their own content. Building need is more important than simply delivering information. An effective teacher understands students' needs and works to engage them in the lesson.
This document discusses Christian morality. It defines morality as the quality that allows people to distinguish right from wrong and good from evil. Christian morality is based on the teachings of Jesus Christ and the Church. The essence of Jesus' teaching is to love God and one's neighbor. There are three types of people in relation to morality: moral people correctly judge right and wrong and act virtuously, immoral people do not act according to what is right, and amoral people are not concerned with standards of right and wrong. The document provides exercises to determine if actions are human acts requiring free will or natural acts, and to identify situations as demonstrating moral, immoral, or amoral responses.
O documento discute o que é e não é aconselhamento bíblico. O aconselhamento bíblico envolve ensinar alguém a viver de acordo com a Bíblia, confortá-lo e incentivá-lo a permanecer em Cristo, visando o desenvolvimento espiritual da pessoa e a glória de Deus. Ele não é reservado para especialistas e tem como propósito glorificar a Deus, não apenas o bem-estar humano.
Bruce Wilkinson, 7 Laws of the Learner: Law 4 Retention_b maximisersRichard Chamberlain
The document discusses the Law of Retention, which states that teachers should enable students to master the irreducible minimum of the material. It describes 5 stages for teaching: 1) gathering material, 2) determining the minimum content, 3) making the content easy to understand and memorize, 4) having students memorize it, and 5) ensuring students can apply the material independently. It also provides 7 maximizers for helping students memorize the content quickly, including using pictures, stories, mnemonics, objects, drama, music, and charts. The goal is for students to fully master and retain the key content.
The document discusses how Catholic social teaching is an essential part of Catholic identity and formation. It outlines some of the key principles of Catholic social teaching such as human dignity, community and the common good, rights and duties, a preference for the poor, the dignity of work, care for creation, and solidarity. However, the document notes that many Catholics are unfamiliar with Catholic social teaching. It calls for greater education and leadership around these issues in order to more fully live out the Church's social mission.
O documento discute como pastores são chamados a cuidar do rebanho, mas ainda precisam de cuidado e apoio como membros do rebanho. Apresenta estatísticas alarmantes sobre a saúde mental de pastores e como muitos estão desistindo do ministério. Defende que igrejas devem reconhecer a humanidade dos pastores e cuidar deles através de oração, respeito, apoio e participação na igreja.
A cura de cristo como recebê la (t. l. osborn)Deusdete Soares
O documento descreve sete passos para receber a cura de Cristo. O primeiro passo é entender que a idade dos milagres não passou e que a cura faz parte do ministério de Cristo hoje. O segundo passo é conhecer as promessas de Deus de curar nas Escrituras e acreditar que elas se aplicam pessoalmente. O terceiro passo é compreender que Deus quer o bem-estar e que a doença vem de Satanás, não de Deus.
The document discusses how storms in life can help people grow spiritually. It notes that biblical figures like Job only truly learned about God after enduring hardships. While following Jesus does not prevent storms, he promises to be with believers during difficulties. Storms reveal people's true character and test their faith, helping them discover inner strength.
¿Conocemos verdaderamente la Regla de nuestra asociación? Una presentación clara sobre un tema esencial para todos los Vicentinos. Para ayudar a su lectura y comprensión, este diaporama sigue el orden del texto. Da los puntos de referencia y presenta los principales temas abordados en las 3 partes del documento. Con también un capítulo especial sobre los estatutos internos de los países: las disposiciones resultantes de la tradición, las obligatorias, las que son de libre elección por parte de los países.
PowerPoint del Consejo General Internacional
Bruce Wilkinson, 7 Laws of the Learner: law 6b Equipping maximisersRichard Chamberlain
This document discusses principles for effectively equipping or training students. It outlines a 5-step equipping method: 1) instruct, 2) illustrate, 3) involve, 4) improve, and 5) inspire. Each step moves the student from passive learning to active participation and mastery of the skill. Additionally, it recommends that teachers train students until they are independent users of the skill, reproduce the skill rather than their personal style, alter training based on student characteristics, increase student motivation through relationships and rewards, focus on basics before advanced skills, and encourage students more in early training. The overall goal of equipping is to train students for a life of service.
The document summarizes changes made to the people's responses in the Order of Mass in the Roman Missal, Third Edition. Key changes include altering "And also with you" to "And with your spirit" in greetings; adding "greatly" to sins confessed in the Penitential Act; and modifying language in the Creeds, Mystery of Faith, and other parts for clarity and accuracy in translation from Latin. The changes aim to reflect a more literal translation of the original text.
The document describes the Taizé community in France, which was started in 1940 by Roger Schutz. Thousands of young people gather in the small village of Taizé to sing, pray, and spend time in silence together. The community has grown over time and now includes over 100 brothers from different countries and denominations. When visiting Taizé, people can learn about others' struggles and dreams, and spend time reflecting on what matters to them. The order of Taizé prayer involves songs of praise, psalms, readings, silence, intercessions, the Lord's Prayer, and concluding prayers.
The document discusses several "laws of teaching" that effective teachers follow, including knowing the subject matter well, caring about students, maximizing student involvement through active learning, and motivating students intrinsically. It emphasizes that true teaching facilitates self-learning and stimulates students to gain knowledge for themselves. An effective teacher questions more than answers, guides practice, and communicates in a way that establishes credibility and arouses student passion and motivation to learn.
Browning's Fundamental Practical TheologyKevin Smith
This presentation outlines and evaluates Don Browning's vision of A Fundamental Practical Theology. The presentation was prepared by Dr Kevin Smith, the Vice-Principal of the South African Theological Seminary.
This document discusses the predictable life cycle of churches from emerging to growing to consolidating to declining and potentially dying. It analyzes where South Shore Community Church was in 2009 as consolidating, with the mission less clear to newer members, enthusiasm waning, and facilities at maximum capacity. The next steps discussed are how to break declining cycles and take the church to the next level to avoid potential decline.
The document provides an overview of a theology course, including its objectives, structure, assignments and expectations. It discusses key topics that will be covered across 7 sections, such as the Bible, God, Jesus, the Holy Spirit, dispensations and covenants, angels, and man and sin. Students will be assigned to work in groups of 3 to compile a 2-page summary sheet for each section, called an "Irreducible Minimum", highlighting the essential information and concepts.
The South haven park district is offering new fall seminars for seniors, adults, and teens. For seniors, there is a quilting seminar where quilts will be made from donated fabrics using provided sewing machines, and a t'ai chi seminar featuring gentle warm-ups, 12 slow movements, and cool-down exercises. Adults can take an almost gourmet cooking class to learn techniques from a pro chef or a kickball class to learn rules and techniques. Teens are offered sailing and three levels of fencing seminars.
Lisa's co-workers organized the first "Walk for Lisa" in her memory. The walk raised money for the Lisa's Light Bracelet which was presented to Dolores Zindell. A community dinner and auction was also held in honor and memory of Lisa Zindell at the Island Heights Firehouse. The Lisa's Light Foundation spoke at several events to bring awareness to domestic violence including at the Ocean County CIACC and at Lacey High School. Memorial events were also held including a tree planting, luminaries, and butterflies to remember Lisa.
This document outlines a spring break package to Cabo San Lucas, Mexico presented by the SGA president. The package includes four nights at the Azure Seas Resort with meals, two swimming pools, roundtrip airfare and transfers for $495 double occupancy or $275 for non-divers, plus a $150 deposit is required. Optional activities include three days of two-tank boat diving trips with gear included to see various underwater sea life.
Your credit report is generated by three major companies—Experian, Equifax, and TransUnion—and is based on factors like your payment history with companies you owe, the amounts owed, the length of your credit history, new accounts opened, and types of credit used. A credit score ranges from excellent above 620 to poor below 620, with payment history making up 35% of the score, amounts owed 30%, credit history length 15%, new credits 10%, and credit types 10%. To improve your score, pay bills on time, avoid opening multiple new accounts unless needed, keep balances low below 25% of credit limits, and review your credit report yearly.
The document discusses the major bodies of water on Earth. It notes that there are four oceans - Pacific, Atlantic, Indian, and Arctic - with the Pacific being the largest and deepest. Coral reefs form in shallow, warm seas and are made up of coral polyps' skeletons growing on top of old skeletons. The ocean is divided into zones from sunlit down to sunless, with different plants and animals inhabiting each layer depending on access to light.
The short document calls for moving forward into the challenges of the 21st century. In a single sentence it encourages facing what lies ahead without providing additional context or details about the specific challenges mentioned.
Manny Pacquiao fought Juan Manuel Marquez in a boxing match. Pacquiao is considered a good boxer who faced off against Marquez in the ring. The short document discusses this boxing match between Pacquiao and Marquez, with Pacquiao noted as a good fighter.
There are two main types of learning - observational learning (learning by watching others) and associative learning (learning by establishing connections between events). Classical conditioning is a method of teaching connections between two stimuli by associating a neutral stimulus with a meaningful stimulus until the neutral stimulus elicits the same response. While learning a foreign language is more difficult for adults due to reduced brain plasticity, humans have an innate ability to learn language from a young age through a combination of biological and environmental factors.
1. The registration process for HelpWriting.net is quick, requiring only a password and email.
2. Users complete a 10-minute order form providing instructions, sources, and deadline, and can attach a sample for style imitation.
3. Writers bid on requests and users choose based on qualifications, history, and feedback, then pay a deposit to start.
Hamburger Writing Template For Teachers Perfect For GSean Flores
Giddens' theory of structuration posits that social systems are both the medium and outcome of the practices they recursively organize. Social structures shape human agency while simultaneously being reproduced and transformed by it. There is a duality of structure, as structures both enable and constrain human action. Structure and agency are inextricably linked in a process of structural reproduction. Individuals both draw upon rules and resources from social structures while also reproducing or transforming those structures through their actions and interactions.
Elon University Application Essay QuestionCarrie Marie
The document provides steps for requesting writing assistance from HelpWriting.net. It outlines the registration process, how to submit a request by completing an order form and providing instructions and sources, and how writers bid on requests and customers can select a writer. It notes the platform uses a bidding system and customers can request revisions. If plagiarized, a full refund is offered.
New Expert Tips On How To Fi. Online assignment writing service.Ashley Smith
The document discusses the Colonial Revival movement in the United States from the late 19th to mid
20th century, where decorative arts and architecture took on pseudo-colonial styles as a symbolic way
to promote republican ideals of democracy and patriotism in response to industrialization. While the
Colonial Revival used modern techniques, it represented an ideological nostalgia for pre-industrial
America through its invocation of colonial-era aesthetics in furniture, arts, and architecture.
The document provides instructions for using the HelpWriting.net custom writing service in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form with instructions, sources, and deadline. Attach sample work.
3. Review bids from writers and choose one based on qualifications and feedback. Place a deposit.
4. Ensure the paper meets expectations and authorize payment. Free revisions are provided.
5. Request multiple revisions to ensure satisfaction. Plagiarized work results in a full refund.
The passage discusses the pros and cons of modern censorship. It defines censorship as examining a work to suppress objectionable content. While censorship aims to protect individuals, especially youth, from harmful influences, it also risks limiting free expression. The passage argues that some censorship may be reasonable but that determining the appropriate limits is difficult, as total censorship conflicts with free speech.
Captivating Problem Solution Essay Topics For CollegeNat Rice
This document provides instructions for students seeking writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email; 2) Complete a 10-minute order form with instructions, sources, and deadline; 3) Review bids from writers and choose one based on qualifications; 4) Review the completed paper and authorize payment if satisfied; 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work. The document promises original, high-quality content and full satisfaction of student needs.
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The document discusses three key principles of cognition and how they relate to teaching and student learning:
1. Memory is the residue of thought - what students think about during a lesson is what they will remember. Teachers should design lessons to ensure students are thinking about the intended content.
2. Factual knowledge precedes skill - background knowledge is essential for reading comprehension, critical thinking, and future learning. Teachers should actively build students' background knowledge.
3. Stories aid memory - the human mind learns best through stories. Teachers should structure lessons like stories whenever possible to maximize student engagement and memory of the content.
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
This webpage provides information and resources for parents and teachers on how the COVID-19 pandemic has impacted education. It discusses the science behind how stressful situations can negatively impact children's learning and development. It also explores developmental theories from Bronfenbrenner and Bjorklund that help explain the effects of the pandemic. The webpage recommends activities for engaging with children remotely and maintaining their well-being during this time. It aims to help audiences understand the educational challenges of the pandemic and find ways to support children's learning from a developmental perspective.
This case study examines a conflict that arose during an employee performance review. A new engineer, who was smart, hard-working and knowledgeable, became angry and felt irreplaceable after the review. The company's review techniques are problematic in two key ways. First, providing a basic, mediocre review to the engineer fails to properly evaluate an employee with significant duties and responsibilities. This can damage respect for management. Second, the review did not utilize specific examples and metrics to effectively assess the engineer's performance and provide constructive feedback for improvement. Overall, the company needs to reevaluate its review processes to engage employees and avoid conflicts.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
The law of activity
1. Assignment 2
Take one of the parables
Jesus told in Matthew 13
and put it into a modern
context - retell it using
ideas that people would be
familiar with today
100-250 words
Due: September 2nd
3. Memory Verses
Next Test is on
Friday 20th August
at 2pm
It will include all verses learned
to date
4. Knowledge cannot be passed
like a material substance from
one mind to another; for
thoughts are not objects which
maybe held and handled...
Ideas must be rethought,
experience must be re-
experienced
John Milton Gregory
5. Law 3
The Law of Activity
Your job is to impact people not
to impress them;
You are not just to convince
them but to change them
7. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
8. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
9. The summary sheet can be found
here:
http://rdcltci.wordpress.com/
2010/08/16/summary-sheet-ice-
law-of-activity/
10.
11. Christianity is the most
radical life changing
force on the planet - it
changes people.
12. Christianity is the most
radical life changing
force on the planet - it
changes people.
Christian teaching is
passive and boring!
13. Christianity is the most
radical life changing
force on the planet - it
changes people.
Christian teaching is
passive and boring!
Many teachers /
preachers never change
their style (or content)
14. Romans 8:
And we know that in all things God works for
the good of those who love him, who have been
called according to his purpose. 29For those
God foreknew he also predestined to be
conformed to the likeness of his Son, that he
might be the firstborn among many brothers.
30And those he predestined, he also called;
those he called, he also justified; those he
justified, he also glorified.
How much change should we
expect?
17. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
18. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
19. If teaching were telling my
children would be brilliant!
The problem is the teaching-
learning process is far more!
Just because students are busy it
does not mean they are learning
anything.
20. Imagine:
You are required to teach a class about
the Holy Land.
You have all the resources that Richard
would usually use in his class - and any
other things that would be available to
you.
How would you do it?
21. The Law of Activity:
Maximum learning
is always the result
of maximum
involvement
22. One Condition:
The Law of Activity:
The activity in
Maximum learning
which the the result
is always learner is
of maximum
involved must be
involvement
meaningful
23. One teaching:
In Condition:
The Law of Activity:
Activity in learning
Maximum learning
The activity in
which thean end in
is never learner is
is always the result
itself;maximum bea
of it’s must
involved always
involvement
means to an end
meaningful
24. Your purpose
One teaching:
In Condition:
The Law of Activity:
Activity in learning
Maximum learning
The activity in
determines your
which thean end in
is always theYou is
is outcome. result
never learner
itself;maximum bea
of it’s must
involvedthat for
achieve always
involvement
means to an end
meaningful
which you aim
28. Practice does not make perfect - it
makes permanent.
1. Practice makes perfect
29. Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not improve.
1. Practice makes perfect
30. Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not improve.
In sport you use a coach to help you
improve
1. Practice makes perfect
31. Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not improve.
In sport you use a coach to help you
improve
1. Practice makes perfect
Well guided practice makes
perfect
34. Experience is a good teacher
2. Experience is
the best teacher
35. Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
the best teacher
36. Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
Experience can be a dangerous and
difficult teacher.
the best teacher
37. Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
Experience can be a dangerous and
difficult teacher.
the best teacher
Properly evaluated
experience is the best
teacher
42. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. We learn by doing
43. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. learnt learn things it can be
If we We he wrong by doing
destructive
44. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. learnt learn things it can be
If we We he wrong by doing
destructive
We learn by doing the right
things
45. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. learnt learn things it can be
If we We he wrong by doing
destructive
We learn by doing the right
things
46. Learning and doing are linked - the
higher a learners involvement the
greater his potential for learning
The best learners are participators -
and they enjoy learning more than
those who aren’t involved
47. Imagine:
You are required to teach a class about
the Holy Land.
How would you do it?
Hendricks suggest three options...
57. I do - and I Change
Ancient Chinese proverb
I hear, and I forget.
I see, and I remember.
I do, and I understand.
58. I do - and I Change
Ancient Chinese proverb
Hendricks adds;
When you do , the result is
I hear, and I forget.
more than understanding;
I see, and I remember.
You also change
I do, and I understand.
59. Psychologists say we
potentially remember
10% of what we hear.
(If you do this you are
in the genius category)
Problem: Most of
Christian Education
is hearing orientated
- hence it is often so
inefficient
60. If we add seeing to hearing our
potential to remember goes up to
50%
So, visual aids become important
What type of visual aids could
you use in teaching? (only ones
that would be available to you)
61. Most kids plug into the world of television
long before they enter school. According
to the Kaiser Family Foundation (KFF):
•66% of infants and toddlers watch a
screen an average of 2 hours a day
•kids under 6 watch an average of about
2 hours of screen media a day
•8 to 18 year olds spend nearly 4 hours a
day in front of a TV screen and almost 2
additional hours on the computer
62. Most kids plug into the world of television
long before they enter school. According
to the Kaiser Family Foundation (KFF):
•66% of infants and toddlers watch a
screen an average of 2 hours a day
•kids under 6 watch an average of about
2 hours of screen media a day
•8 to 18 year olds spend nearly 4 hours a
day in front of a TV screen and almost 2
additional hours on the computer
63. As kids get older, too much screen time
can interfere with activities such as being
physically active, reading, doing
homework, playing with friends, and
spending time with family.
Children who consistently spend more
than 4 hours per day watching TV are
more likely to be overweight.
64. Kids who view violent acts are more
likely to show aggressive behavior but
also fear that the world is scary and that
something bad will happen to them.
TV characters often depict risky
behaviors, such as smoking and drinking,
and also reinforce gender-role and racial
stereotypes.
65. Doing, seeing and hearing -
memory potential goes up to 90%
Learning by using is an highly
effective tool
66. Doing, seeing and hearing -
memory potential goes up to 90%
Learning by using is an highly
effective tool
68. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
69. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
70. Truth and way of life are married in the
Bible.
Titus 1:1
Jesus, “He who has ears to hear...”
According to Hendricks when you read
hear in the NT you can read it as do
Luke 6:46
The name of the game in Christian
education is not knowledge - it’s active
obedience
71. Truth and way of life are married in the
Bible.
The name of the game
Titus 1:1
Jesus, “He who has ears to hear...”
in Christian education
According to Hendricks when you read
is not knowledge - it’s
hear in the NT you can read it as do
Luke 6:46
active obedience
The name of the game in Christian
education is not knowledge - it’s active
obedience
72. Truth and way of life are married in the
In the spiritual realm, the
Bible.
opposite of ignorance is
The name of the game
Titus 1:1
Jesus, not knowledge, it’s
“He who has ears to hear...”
in Christian education
According to Hendricks when you read
obedience. InitNT
is not knowledge - it’s
hear in the NT you can read as do
understanding, to know
Luke 6:46
active obedience
The and of the game in Christian to
name not to do is not
education is not knowledge - it’s active
obedience know at all.
74. 5 Examples of
Meaningful Activity
Maximum learning is always
the result of maximum
involvement - if the activity is
meaningful
75. 1. Activity that provides
direction without dictatorship
In giving
assignments
there should be a
sphere of freedom
- a structure to
help the student
learn which is not
a straightjacket.
76. Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselves not
for the teacher
77. Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselves not
for the teacher
78. Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselves not
for the teacher
79. In education you are meant to draw
out - not pour in
[In fact the root of the word education
is “to draw out”]
This means you also have to let the
students learn from their own
mistakes (the lack of applying what
you have taught them)
80. 2. Activity that stresses function
and application
This is activity that immediately lets
the learner put to use everything that
has been taught.
This suggests that at one time you need
to only teach what can be taken in.
Teachers treat the students like
storage tanks that need to be filled up.
81. Jesus didn’t do it this way! In fact
he warned his disciples that he had
much more to teach them, but he
had to leave it to the Spirit of Truth
to do that.
82. 3. Activity with a planned
purpose
What do you aim for in teaching?
Your objective determines your
outcome.
What am I aiming for in wanting a
student to read that book or paper?
Why do I want that paper written?
Do you do it simply because it is the
way it has always been done?
83. A twin of making students busy is
entertaining them.
How much of a challenge is offered in
your teaching or church - is Sunday
merely a part of the programme?
Is anything ‘demanded’ of the students?
85. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
86. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
87. 4. Activity that is concerned with
the process as well as the product
88. Students should not only know what
they believe, but why.
You can limit a student by only
teaching them what you know - the
product.
Give the student the process and
you launch them on a path with no
limitations.
91. Your students can,
Do you want
in fact, exceed you
students to do
and become more
better than you?
effective than you!
92. Research has shown there are
surprising similarities between
Christian and no-Christian children
in terms of morals, values and
behaviour.
The only major difference is a verbal
one - the Christians answer no when
asked if they would lie, cheat or go
to bed with someone. The non-
Christians say, “Of course, if it is to
my advantage”.
93. The actual behaviour of both
groups is the same.
Do we settle for the wrong things
Do we accept words without looking
for the process to be right?
95. A student is not looking to answer
your questions about things but their
own.
You need to bring situations into the
classroom which are real in the life of
the students.
Ask: Where are the students ‘at’?
What are they struggling with?
What temptations are they facing?
96. There are many moral issues facing
the church today - are you
[prepared to be] talking about it,
and teaching about it?
Do you deal with Biblical figures as if
they are unreal - or as real with the
same problems or temptations we
face?
Activities need to be lifelike - and
realistic for the student to benefit.
97. Sin can appear fun to people - it has great
appeal to our heart;
“Do you want the will of God for
your life with peace, satisfaction
and success, or do you want your
own will with poverty, emptiness
and misery?”
Is this a good question?
98. Going On...
Learning is a
process - so don’t
just give a
student one
experience and
think they have
learned it and
experienced it.
99. Hendricks tells the story of Peter
walking on the water.
He then asks the, excellent,
question, “How do you think Peter
got back into the boat?”
Didi Jesus carry him, did the
disciples dive in and rescue him, or,
did he walk back on the water
(watching Jesus all the time)?
100. “Studying the life of the Saviour, the
greatest Teacher, makes it clear
that he didn’t cram a lot of heads
full of a collection of theological
facts. No, he involved his disciples in
the process so that later the pagan
world was compelled to testify,
“These are they who have turned
the world upside down.”
Hendricks (p. 67)
102. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
103. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful