Transcript: Friday 20th February - M1 group Welcome to our masterclass about Rhys Griffiths looking at Child development, Cerebral Palsy, Epilepsy, and Learning Difficulties copy and paste as needed and take advantage of an infinite canvas! Final thoughts... Master class: Rhys When you are six Cerebral Palsy Physical Affective Cognitive Spiritual Any questions?
Transcript: What recent event is having a similar effect in America? Include details about events that have happened recently that are effected by your event. You may use these resources: http://topics.nytimes.com/top/reference/timestopics/subjects/r/race/index.html http://abcnews.go.com/topics/news/issues/racism.htm http://www.huffingtonpost.com/2015/04/27/freddie-gray-funeral_n_7150750.html?ref=topbar Income inequality - http://www.motherjones.com/politics/2011/02/income-inequality-in-america-chart-graph Research Project How can a novel like To Kill A Mockingbird lead to positive change? How was your event changed by protests and laws after 1960? 2. What were the effects of your event? details Insert a graphic or video to support More information about effects How is the event related to the novel To Kill A Mockingbird? Be specific about events in the novel that are influenced by the real-life event you are researching. You may include a you tube video from the movie of the novel Insert a video from the research Time Place What led to it? Your research presentation must answer five questions: 1. What is your historical event? 2. What were the effects of your event? 3. How is the event related to the novel To Kill A Mockingbird? 4. What recent event is having a similar effect in America? 5. How can a novel like To Kill A Mockingbird lead to positive change? 1. What is your historical event? Information from research about how the event impacted people To Kill A Mockingbird
Transcript: Pros & Cons Feldman, 2008 Concern of emotional quotient Inappropriate information Social Learning Theory Erikson, 1963 Feldman, 2008 Casandra Russell, Diane Burnside, Yuqi He, and Amarjit Parhar (Ballano, Uribe, & Munte-Ramos, 2014) Erik Erikson Self Harm/Cutting youtube.com zeeklytv.com Attain better competence Risky action videos Preserve an image of oneself as successful 1963) rjhsolutions.com upward + downward Overview 5 million viewers for a certain video Feldman, 2008 Video Game Filming Question? Am I Pretty or Am I Ugly? There are many reasons why young people may choose to record themselves and share the videos with their peers or with the general public on sites such as Youtube. From our research we can conclude that young people today seek support and acceptance. Through videos, adolescents learn from one another. This is just one creative medium that they use to do it. The fifth of the eight stages Try to figure out what is unique about SELF Discover strengths and weaknesses Acceptable or unacceptable? Slam Poetry Connections To learn new things To connect with peers To find support To feel like they have a voice To become famous To make change What is self-harm? Who engages in self-harm? Why do adolescents self-harm? Why post about self-harm? What are the signs and symptoms of self-harm? Can posting self harm have a positive influence on youth? As CYC practitioners, we have the ability to support young people use this new media. This is a venue for self-expression that can promote healthy groups and increase the level of pride and self worth. outh are seeking through these minority groups. (learningtheories.com) imdb.com Identity Versus Role Confusion E M O Video: YuQi He On the paper provided, please rank the four options in the order you think is most popular. The options are: Self-harm videos Video game tutorials Slam poerty videos Am I pretty? videos GOTH Exact ranking Teamwork Higher level of competence More rational (less risk) Bandura's social learning theory states that people learn from one another in various ways believed in "Reciprocal Determinism" New researchregarding the long term effect of social learning and media show that this type of learning may be positive for younger generation Social Identity Theory Who am I? What ways can you think of, as CYCC practitioners, to support the pro-social use this social media? Making judgments of oneself Most popular video activity Why create and post videos? Theory Video examples Connections to CYCC Practice Conclusion Questions? 9.7 million videos on YouTube Why do they do it? One of the goals of a poetry slam is to challenge the authority of anyone who claims absolute authority over literary value Issues tackled can range from school frustration to global issues Slam poetry has found popularity as a form of self-expression among many teenagers National competitions for Slam Poetry wordpress.com The Art of Modern Social Learning What do young people film the most? young people use group membership as source of pride and self-worth minority group membership allows youth to feel special and unique smaller group are more successful for identity development Can produce an us/them mentality Social Comparison How able am I? Conclusions Who makes these videos and why? Who watches and comments on these videos? Normative or Pathological? A Post-Modern understanding.
Transcript: Pictures! Stir Fry and Chicken Dinner Strawberry Shortcakes For my stewardship project, I invited four girls visiting America from Columbia over to have dinner. I had stir-fry and chicken, rice, fruit, salad, and strawberry shortcakes for dessert. I went to Stations of the Cross in Spanish with them as well. Their names are Sugeys, Patricia, Elba, and Meme. I greeted them at the airport when they first arrived. Who They Are Dessert These girls came to America through the SEEL program. In Columbia, there is heavy segregation and women are often mistreated. There are white gangs and separate beaches. An example of the violence in Columbia was that on Easter, 23 members of the girls' parish were killed. They have lived in fear during their lives, and many were beaten by their husbands. They don't speak any English, so my grandma's friend Lynda translated for us. Patricia, Sugeys, Elba, Meme What I Did At the Airport (Left to Right) Top Row: Mark, Colleen 2nd Row: Lynda, Elba, Bev, Meme, Sugeys, Patricia Bottom Row: Kylie, Quincy By Kylie Frohlich Stations of the Cross Stewardship Documentation
Transcript: How does art promote the development of young children? Translating a Two-dimensional Representation into a Three-dimensional Sculpture Wire (Different colors and sizes) Cork Key Buttons Scissors Wire Cutter Beads Pieces of Wood Paper Roll Mesh (Different Colors) Twist Ties Small Thin Copper Wire Cognitive Four Domains: Materials: Water Color Fine motor Sense of sight perceptibility enhanced by close view (Loop) Relationship with the Gerber Daisy, the aroma and texture Grasp of tools. Physical control through relaxation Focus on object. An observation of Deisi... Becoming one with the material by being able to touch, smell, see, hear or even taste what the material is like. Hand-eye coordination Learning the physical properties of each material and what they can do. and ultimately how they can be used properly and effectively in our work. Development of fine motor skills, possibly of a new material or tool . “I was thinking…how to get petals to look like petals with these materials. The stem was my main focus. I did not know what to use because they all were thick. I was having a hard time with it staying up. It kept falling, balancing was a challenge.” -Deisi Physical Wire "Each medium orients children to different aspects of the subject matter... By using a variety of media to represent a single phenomenon, we are helping children ask better questions." -George Forman Materials: Sharing materials and taking turns Choosing materials Self- regulating and building relationships in making choices Being able to ask and communicate the needs during this project to another peer or teacher. Learning the new terminology of materials and processes involved in this project. Being able to speak on a personal level about their experiences and possible difficulties that they encountered. Gerber Daisies Physical Social/ Emotional Language/ Literacy Cognitive This was the last sketch; the tools used were watercolor paper, paint brush, yellow, orange and brown watercolors. Patience and handling frustration when dissatisfied Comfort in working parallel with peers Expression of feelings and thoughts using the tools and paints. Knowing which tools to use to manipulate the wire Creative and abstract thinking Problem solving Attempting different techniques Creating visual, mental images out of past experiences, memories, or knowledge of what they already know about the related materials, subject matter or processes involved in the project. Social Emotional Language/ Literacy Social Emotional After Completion Reflection Water Colors Water container Brushes Sharpie Pencil Loop (Magnifier) Pastel Colors White Stock Paper White Water Color Paper Language/ Literacy This was the second sketch; tools used were stock paper, paint brush, yellow, brown, orange, and green water colors. "Domains of children's development... are closely related. Development in one domain influences and is influenced by development in other domains." Looked to find a yellow material “Do you have yellow?” Ellen showed her a new material that she pulled out from a bag. “Oh, those are good.” Ellen: “I really like this wire because you can sew with it.” “Uhhhhmm” (agreeing) Exploring sketching, watercolor and found object sculpture through the lenses of the developmental domains of young children. Developmental Domains Talking to peers about materials Negotiating with peers and teachers over which materials are available for use Discussing the differences of visibility when using the loop vs. the naked eye Water Color Process Deisi Lonny Sue Valerie Ask peers for suggestions Sharing materials Setting a specific personal goal and achieving that goal even through adversities that are faced. Gaining the ability to encounter a problem or a difficulty and resolving the problem. Learning to compromise with the limited amount of materials and accepting a modification or replacement material Physical Thank you for your time and attention! This was the first sketch that was created. The tools used were stock paper, sharpie and a pencil. Big Ben Tribe Cognitive Developmental Domains Deciding which tools to use for fine lines Accepting the thought of not getting the materials when you need them Using the loop triggered imagination Focus to draw fine lines The cause and effect when using too much water or too much water color Acknowledging and accepting whether this is a task to enjoy doing “How can I hook my petal if I ran out?” Ellen: “Did you run out of material or space?” “I ran out of space.” -Deisi from NAEYC Position Statement
Transcript: 05/03/2020 Documentation Template ILF Training Group 4 Challenge Overview Core Challenge for the IT Set up Template Standard-design of Documentation for the Information flow Consequences for ILF Upsides for standardized documentation Same Standards and Procedures Find Information easier Risk if nothing happen Incomplete Documentation Quality Differences Multiversions Features Features Template documentation Central repository Search engine Version control AD Integration Advantages Advantages Save time Save resources Save money Quality Control Centralized data storage Backup Benefits Benefits Organization-wide Documentation Standard Improve Document-flow Increase Security Level Access Control Better Quality Control Minimizes Risks Structured Processes
Transcript: m 1 2 p b Y g X F A refresher on best practices please don't fall asleep A Breif Review of Documentation E The Three Key Components of Documentation Documentation is a complete acurrate record including subjective and objective data that ensure's the plan of care is clear, current relevant and individualized to meet client's needs and wishes. Communication Refers to standards about documenting in a timely manner, and correcting errors in a manor that the original information remains visible/retrieval. Managing errors in PSS/electronic records Where do things go when they are deleted? How are errors documented in PSS? Accountability Documentation is relevant to patient care, must be maintained confientially, and accessed only when the nurse has a professional need to provide care Security D SOAP makes it clean SOAP documentation is the standard at our clinic C SOAP for clinical encounters ensures you are meeting collage requiresments of clearly documenting subjective, objective data, patient perspective, nursing assessment and plan of care Little Tips Little Tips It's mandatory by CNO Remember to include full sinature or initials and professional designation Remember to include full sinature or initials and professional designation Remember: Body locations for wounds Measurements for wounds Pictures can be uploaded for wounds and rashes (a picture with a reference measurement tool is worth a 1000 words). Side of the body Vitals Your assessment Your plan Don't forget the details Don't forget the details Cut and paste can save time but lead to errors inaccurate or outdated information repeated information leading to excessive or lenghtly documentation reproduction and continuation of potential errors inability to identify the origin of the documentation Pitfalls in electroinc charting Pitfalls in electroinc charting B Interaction Not a bad word Test your knowlege True or False ? Guess http://www.cno.org/en/learn-about-standards-guidelines/educational-tools/learning-modules/documentation-2010/test-yourself/ A Thank you!
Transcript: DOCUMENTATION PRESENTATION DEVELOPMENT PROPOSAL AFRICA KANGA The kanga which comes from the old Bantu verb to wrap or close, is a colourful garment similar to kitenge, worn by women and occasionally by men throughout Eastern Africa. It is a piece of printed cotton fabric, about 1.5m by 1m, often with a border along all four sides (called pindo in Swahili), and a central part (mji) which differs in design from the borders. Kangas are usually very colorful. decorative cloth Origins: Affluence from Slavery As with many cornerstones of national culture, there are varying accounts of how they were developed, except for one factor- slavery. As slaves, women were only allowed to wear one garment: a white piece of cotton cloth wrapped around themselves like a dress or shawl. In 1833, Britain ratified the Slavery Abolition Act, which declared all slaves in the British Empire free. While the bodies of these men and women were liberated, the minds of their countrymen were not- a stigma persisted against those that could be identified as former slaves and often this could be ascertained by the old white garment of bondage. Needless to say, a change of costume was needed. Here's where the story splits. Some say the kanga began when newly-emancipated women painted the white slave cloth with color. The predominant theory is that resourceful ladies in the port cities would purchase or trade handkerchiefs, cut six of these apart, and sew them together into individualized garment cloths. No matter how they developed, it gave women who were former slaves a new identity and sense of self-worth. The color, design, and arrangement of their kanga became a blank canvas upon which they could unleash their self-expression. In these early days of kanga, floral, linear, and Islamic-inspired geometric designs were popular. As demand increased European, Indian, and Middle Eastern traders saw the worth in selling more varieties and colors (and the cunning idea to sell entire cloths rather than just handkerchiefs). Sayings began to be printed in the 1930s and caught on quickly. SWAHILI FASHION WEEK MAASAI TRIBE history of batik Batik is older than history, with traces even laced in the wrappings of Egyptian mummies. They were as good as gold for much of history, and were enthusiastically traded among Asian neighbors as early as the seventh century. Europeans entered the mix much later, but they became the major pushers of “woven cargoes” from the seventeenth century on, and some colonial powers, most notably the Dutch (during their Golden Age), had a heavy hand in industrializing the technique. Of course, this doesn’t quite explain how, or when, batik got to Africa. Dutch Scholar Ineke van Kessel suggests the fabrics came from India to West Africa by land, not sea, over the ancient trans-Saharan routes. Local populations like the Yoruba in Nigeria incorporated aspects of the wax printing into their tradition textiles, and little by little the trend caught on. When the Dutch and English began trolling the coast of West Africa in the seventeenth century, they brought their wax (wax batiks) and non-wax (roller prints) fabrics, targeting a local population already poised for their consumption. With time, they began tailoring their European-produced prints to refined African tastes, tweaking designs down to each region and port. Batik, in its original handcrafted form, and its derivative roller print are highly cherished across West Africa today. Prints range from abstract geometry to figurative images, and beyond. For many men and women, the patterns are a form of expression and even communication, announcing everything from their marital status and mood, to their political and religious beliefs. Up until the 1960s most wax prints were still produced in Europe, but in the post-colonial era, that all changed. Ghana boasts three of the finest wax print manufacturers in Africa. Unfortunately, legal and illegal Chinese and Nigerian copies have flooded the markets of late, and many, have seriously suffered. 2 STATEMENT OF FINALIZED THEME The theme of my series of paintings is the exploration of African art as a way to establish cultural belonging. 3 Devolopment of Works inspiration A traditional batik cloth purchased in Kenya Experimentation with batik art with YAAV Reflection of everyday African lifestyle African fashion artist, art movements, and culture David Kibuuka David Kibuuka started painting at an early age in Uganda. His talent became quickly apparent at the age of 11 as he was able to sell his paintings in art galleries, such as Nomo Gallery in Kampala. At that time, David’s strength was pencil drawing and water color. He was introduced to batik by his secondary school art teacher, Joseph Mungaya, who worked in the traditional batik technique. This was the first time David would see art being created on fabric with the use of wax and dyes. As Mungaya finished a series of batiks he was obligated to send them to Nairobi, Kenya to be sold
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