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Good Shepherd Background

Transcript: Good Shepherd Service-Learning Project Marlea Maddox Mod 6F This service project will have a great impact on my future because through this experience, I have learned teaching skills,which are a very important set of skills to have so that I may become a leader to others. Through this project, I learned good communication skills, which are another very important asset to have. I also learned to value my Catholic faith and education. If The Good Shepherd school had not been established, these children might not have been able to freely exhibit their faith like many other children in Catholic schools and they may not grow up to be rooted in their faith. Through this experience, my life has been forever changed because I will carry the skills I have developed through this experience with me throughout the rest of my life. Good Shepherd Background Good Shepherd Background Socializing with students after the lesson Scripture Lesson at Ursuline In my time with the Good Shepherd students, I experienced a great change in my view on the value of Catholic education. I noticed that I was starting to take my Catholic education for granted, but now that I have experienced a short amount of time in the children's lives, I realize that Catholic education is a vital factor in today's society. Through spending time with these children, I realized how much of a privilege Catholic education is and how much these children value it. I noticed that the Good Shepherd students are always eager to learn, and for me, that was a very rewarding experience. This was a rewarding experience because most children who go to school in a Catholic setting, much like me, do not value their Catholic education as much as the Good Shepherd students do; their will to learn proves that there are still children out there who value Catholic education. Through my time with the Good Shepherd students, I learned how to teach young children successfully. I learned that although it may be difficult at times, there is always a way that I can teach people, especially children, new things. This experience also strengthened both my own and the Good Shepherd student's faith. By teaching the children the Bible stories of Moses and Noah's Ark, I helped them to gain an understanding of vital Bible stories all while helping myself to better understand these stories by teaching them to others. In the future, I hope that the Good Shepherd students will share these stories with others and help them to grow in their faith. Taking Action Ursuline students teaching students at Good Shepherd. Ursuline Students making Moses Prayer cards with Good Shepherd Students At Good Shepherd, Ms. Kass' Theology class mainly worked with children who were in kindergarten or first and second grade. Good Shepherd is a very small, close-knit school, much like Ursuline. Good Shepherd is also very devoted with providing children the education they deserve. The Good Shepherd School provides an education to help at-risk children in order to spur academic and personal growth. Good Shepherd is addressing a problem that concerns making a catholic education available to everyone. The Good Shepherd School is helping to fix this problem by providing a Catholic-based school environment for those who cannot afford it. The Good Shepherd school is also helping students grow in their faith by instilling the Catholic faith throughout school starting at a young age When the Ursuline students visited Good Shepherd, we had a lesson prepared to tech the students about Moses. In class, we created a special prayer that reflected traits of Moses and a drawing to put on the front of each prayer card. First we taught the children about Moses, using quotes from Scripture, such as: "The Angel of the Lord appeared to him as fire flaming out of a bush." After explaining Moses' story, we created individual prayer cards with the Good Shepherd students Our class came together as a whole to contribute to this lesson, and in the end, it was a success! When the Good Shepherd students came to Ursuline, Ms. Kass' mod 6F class taught the children about the story of Noah's Ark in the Bible We taught the students using quotes from scripture, such as "The animals came onto the Ark, just as God has commanded him" (Genesis 7:9). After teaching the students the story, the class came together as a whole and each individual group performed a play they wrote to re-enact the story. We voted on this activity as a class, to make sure that both the Good Shepherd and Ursuline students would lear something new about Noah's Ark. Brother Lawrence Huck and three Good Shepherd students Experience Prayer Cards at Good Shepherd How will this impact my future? Brother Lawrence Huck and four Good Shepherd students.

Ball Presentation

Transcript: With an Eye on the Mathematical Horizon -Deborah Ball Study Limitations Research Sample - Limited size, only one classroom studied Availability of other sample information - i.e. socioeconomics -Quizzes and Homework -Interviews -Audio and Video of the Classroom -Teacher's Journal -Students' Journals Researcher's Objectivity - lack of outside evaluator Result Duplication - Can the results be replicated? 1. Magical Peanuts 2. Money, Debt and Borrowing 3. Building with Floors Above and Below Ground 4. Black and White Checkers A mid-year third grade, multi-lingual, classroom focused on skills and reasoning Classroom Learning Communities Deborah Ball, 3rd Grade Teacher Students work togehter on group projects and experiments to develop conceptual understanding of algebra. Students are presented with questions that are posed to introduce them to higher level mathematical ideas such as infinity. Respecting Childeren's Thinking Ideas discovered and reasoned amount groups "The group to advance the individual and the individual to advance the group" The number below zero plus that same number above zero equals zero. 6 +(-6) =0 Julia: Research Questions In my practicum lab, several students confused tendons with ligaments. I decided not to correct them, since they had figured out the functions. I have been observing AP Calculus classes where students develop conjectures, perform experiments, and make arguments. I can see noticeable improvement in teaching and learning, but the group is homegeous. The classes are exemplary. In my sixth grade classroom, the students experience conversations like this on a regular basis, especially when they are beginning to learn something like the Absolute Value. But it is really hard to determine when to jump in and assist as the teacher. To teach mathematics as a school subject in some ‘intellectually honest form (Bruner)’, 1.Teachers should construct good instructional representations and figure out how to use them effectively by unpacking and analyzing the content. 2.Teachers should respect students’ mathematical thinking although what that actually means nonstandard ideas or unconventional solutions or methods. 3.Teachers should create and use their classroom as a community of mathematical discourse, in which students can learn from each other through conjecturing, experimenting and making arguments. Types of Data and Data Analysis Implications for Teaching and Student Learning The Setting: Tutu: Jin: Personal Connections What mathematic concepts does the teacher need to have a strong grasp of before teaching this lesson on odd and even numbers? What are some techniques that the teacher attempts to use in order to clear up the students' misconceptions, and does she assist appropriately or should she do more to help? 1. When should a teacher step in and direct students into the right thinking path? 2. Should all ideas be validated before developing and discusing concepts? 3. Sean Number 00/00/00 - Even 000/000- Odd Video Clip Follow Up Question: Length of Study - Limited to 1 year Viewing Questions: Amy: "How does representing concepts in different ways influence student learning?" While the choice of the number 10 does a good job of getting the correct point across, is there a more clever option and why? Description of Classroom and Research Researcher Bias - No outside Evaluator Questions about Classroom Interactions Stephanie: Representing Concepts: Negative Numbers Example Sample Size - one classroom How do you connect students to the mathematics discipline? 1. If you represent a concept in a certain way, how does that affect student understanding? 2. If you allow students to "think wrong," how does that affect understanding? 3. How can you get students to rely on themselves? 1. Which method is more effective in teaching, using one representation thoroughly or introducing multiple representations? 2. To what degree do we need to validate students’ nonstandard and unconventional mathematical ideas when we are responsible for teaching them standard tools and concepts? 3. Does group work benefit every student all the time? How much percent of class hour is appropriate to be allotted for group discussions? The connection I see with my practicum placement is that students are allowed and encouraged to discuss their intellectual thinking and methods how they solve problems.

Background Presentation

Transcript: 14th Week Consulting interns can be expensive Time and Money Personal Experience Preliminary Design Stage NFPA 101 and NFPA 13 New and Existing Education, Business, and Mercantile Definition of Project This app would be used to provide interns and recent graduates with an outline of guidelines for how to design and review designs of specific occupancies. With the given time frame, I will be writing the information that will go into the app Begin parametric study: Speak with my mentor and Jason to understand more about what critical variables I could concentrate on for this app. Choose those parameters and begin my study Gather information from NFPA 101 and NFPA 13 for new and existing education, business, and mercantile occupancies. By: Breanne Thompson Next Steps (Continued) Finish preparing for Draft of Analysis Pull together and discuss results of project Draw my conclusions and state future work needed Turn in Final Paper! 10th and 11th Week Turn in my parametric study Begin draft of analysis Map out the process of the app for the key elements 15th Week References Next Steps 7th Week Prepare for Final Presentation Summarize my draft of analysis into presentation Work on how to incorporate a live demonstration for my presentation App Development Background Information 8th-9th Week Continuous Process Objective-C for Apple products Java for Android products 6 months of studying Places to Learn: Codecademy, iOS Dev Center, Android Developers Training Hire App Developer will cost thousands Prepare Final Paper Dive into Shark Tank! 1. 2. 6th Week Background Presentation 12th-13th Week

Background Presentation

Transcript: Real action and accountability Amnesty International Non-state actors/ Rebel Groups?? ...and what about men?? ignoring male rape victims? would rape exist without a man? Weapons of War: Rape UN as an Arena - NGO's - Discussion and dialogue Arena Instrument Actor Critical Thinking Weapons of War: Rape UN as an instrument UNSC Resolution 1820 (2008) UN as an Actor - UN Action Against Sexual Violence in Conflict Weapons of War: Rape Problems with 1820 "Roles and Functions of International Organizations" "Sexual violence, when used as a tactic of war in order to deliberately target civilians or as a part of a widespread or systematic attack against civilian populations, can significantly exacerbate situations of armed conflict and may impede the restoration of international peace and security… effective steps to prevent and respond to such acts of sexual violence can significantly contribute to the maintenance of international peace and security" (UNSC Resolution 1820, p. 2)" Background Presentation- Kristin Mann Weapons of War: Rape Brief Insight - used to manipulate social control - destabilize communities - weaken ethnic groups and identities Examples: - Sudanese Militia - Rwanda Genocide - DRC Critical Thinking Critical Thinking Increased Data Collection by international organizations - determine humanitarian responses - ensures justice and reparation - provides recognition and dignity

foot ball for good

Transcript: If an individual would like to support FFG they can help by giving donations or investments to help buy equipment and to expand their club.Also you could help by giving local sponsorships so it would be less expensive for the FFG to buy equipment. NGO is a non-profit organization which includes groups of volunteers who formed a organization on a national and/ or international level. Most NGO's operate many services one being humanitarian functions. Credits Which NGO did we choose? Why? Foot Ball For Good How Can Individuals Support The Efforts Of The NGO What is an NGO What Role Does Your NGO Play In Developing Countries The NGO we chose was FOOT BALL FOR GOOD..The reason why FFG has been created is because East Africa has been shut out of global foot ball, even though there are many young children who are eager to play and learn more about the beautiful sport foot ball. Some of the top East African youth football players are making it to Europe and other countries but have to leave home because of the exceedingly insignificant amount of local clubs/training. The reason why Greg and I chose Foot Ball For Good, is because it gives young children an opportunity to play soccer at a competitive level with other kids we also both have a passion for football. The role our NGO plays in developing countries, is it gives children an opportunity to play with other children at a high skill level. Another reason why FFG is important to developing countries is because alot of football talent is wasted because of the lack of training clubs and teams. When they could go to Europe and play for a team in the big leagues. But now with FFG many children are able to play in Europe due to local training.

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