Download or read book Reflections On Scared Teaching Volume 1 written by B. T. Swami and published by Golden Age Media . This book was released on 2020-01-01 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Lord Caitanya Mahaprabhu instructed His disciples to write books on the science of Krsna, a task which those who follow Him have continued to carry out down to the present day. The elaborations and expositions on the philosophy taught by Lord Caitanya are in fact most voluminous, exacting and consistent due to the system of disciplic succession. Although Lord Caitanya was widely renowned as a scholar in His youth, He left only eight verses, called Siksastaka. These eight versed clearly reveal His mission and precepts.”
Download or read book Biblical Preaching and Teaching Volume 1 written by Dallas R. Burdette and published by Xulon Press. This book was released on 2009-08 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt: One objective of this book is to set forth the heart of God's Gospel. This volume is composed of a compilation of sermons and in-depth studies designed to strengthen and encourage Christians in their daily walk with God and with one another. Since the Cross of Christ is pivotal to a proper understanding of Christianity, numerous chapters in this book explore the "ins" and "outs" of the importance of the Cross in the lives of God's people. Not only does this book focus upon the scheme of God's redemption and evangelism as a part of every believer's ministry, it also calls attention to Christian apologetics, that is, a defense of Christianity. Three chapters are devoted to this kind of study: (1) Christianity versus Skepticism, (2) Credibility and Candor of the New Testament Writers, and (3) Paul's Conversion: Apologetic for Christianity. Also, this book allocates three chapters to the subject of baptism and its meaning to God's children. And, finally, four chapters are dedicated to a detailed study of worship within the Christian community. Dallas Burdette has been a serious student, teacher and preacher of the Bible for fifty-eight years, supporting himself for many years as an agent for AFLAC. He has written numerous articles for religious journals, as well as many essays and sermons which are available on his website (www.freedominchrist.net). He has developed a keen interest in promoting unity among God's people through a more accurate reading of the Word. He has degrees from Amridge University (formerly Southern Christian University) where he also was Director of Extended Learning for five years. He holds the Doctor of Ministry degree (1999) from Erskine Theological Seminary.
Download or read book Expository Thoughts on the Gospels Volume 1 4 written by J.C. Ryle and published by Primedia E-launch LLC. This book was released on with total page 2178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 100 Easy Talk Thoughts for LDS Youth Volume 1 written by Sandra Harper and published by Cedar Fort Publishing & Media. This book was released on 2023-02-02 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Whether you need to give a talk or you just need to know the answer to a gospel question, this book is a priceless help. Its sequential arrangement of ideas lets you customize your thoughts to the time allotted. And with a broad range of topics, it's perfect for youth and leaders alike. Use it for talks, lessons, or as a missionary resource.
Download or read book Quarantined Thoughts Volume 1 Life Stories And Musings During A Pandemic written by Kath C. Eustaquio-Derla and published by HS Grafik Print. This book was released on 2020-08-04 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Quarantined Thoughts ebook project (formerly called Coronavirus Chronicles) was created to give people something to do at home during the Enhanced Community Quarantine in the Philippines in March 2020. Our goal is to encourage everyone to chronicle life in the middle of the COVID-19 pandemic and help process thoughts and feelings through writing. This Volume 1 includes stories from: ✔️ Kath C. Eustaquio-Derla (Philippines) ✔️ Kim Corollo (Philippines) ✔️ John Vincent Parungao Agbunag (Philippines) ✔️ Jenna Sto Tomas – Zantua (Panama) ✔️ Ian Mia (Philippines) ✔️ Jill Barcelona-Suzuki (Japan) ✔️ Kennedy Serafica (Philippines) ✔️ Mark Manalang (Philippines) ✔️ SJ Wolf (Philippines) ✔️ Sarie Santiago (Philippines) ✔️ Vince Bunuan (Philippines) ✔️ Tinola And Pandesal (Philippines) ✔️ John Luke Quintana (Philippines) ✔️ Paolo Bernardo (Philippines) ✔️ Aurora Castillo Pulido (USA) ✔️ Lori Dumaligan (Philippines) ✔️ Arabela Tarrayo (Philippines) ✔️ Beng Ragon (Philippines) ✔️ Reagan A. Latumbo (Philippines) Publisher's Note: Before we released a version on Amazon/Kindle and Google Play, we published a free version of the ebook. You can read it here: https://bit.ly/ReadQTVOL1 and this is absolutely free! The Quarantined Thoughts ebook project is meant to be distributed for free. But we decided to release a version on Amazon/Kindle and Google Play for charity purposes. The sales from Amazon/Kindle and Google Play will be divided among the 20 authors. Each author will then have the option to donate their royalties to the ABS-CBN Pantawid ng Pag-ibig - a program of ABS-CBN that uses cash donations "to buy food and basic necessities which are then distributed to different communities in need" in the Philippines, especially those greatly affected by the COVID-19 pandemic. The author can also donate his royalties to the charity of his choice. If you decide to buy and read the Amazon/Kindle and Google Play paid version, please disregard the publisher's note in the ebook itself. And thank you very much for helping us authors raise funds for charity purposes. A little goes a long way! Thank you!
Download or read book The Holistic Pine Volume 1 Issue 2 written by Writers' Kalam and published by Writers' Kalam. This book was released on with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: An international monthly lifestyle journal from Writers' Kalam.
Download or read book Reflections written by Joshua B. Seth and published by JBS-Publishing. This book was released on 2014-03-01 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book was written in an effort to help others who are struggling with anorexia and bulimia so that they too can relate to their own recovery process on a more personal level. The questions and exercises in this book are designed to help those who have difficulties journaling and coming to terms with their eating disorders and to teach them how to self-identify to their relationship with ED and with themselves. During the course of my own recovery, I constantly asked myself, who am I without ED? At the time, ED was the only identity I had ever known and therefore I think was a part of the reason why I held back from moving forward with my recovery for so long. But, now that I consider myself recovered from both the anorexia and the bulimia, my only regret is that I did not choose to walk away from ED years ago! I have created this book to help people from all stages of recovery; whether it is your first day or your one hundredth, because recovery is possible at any age in one’s life.
Download or read book Perspectives written by Colin J. Marsh and published by Psychology Press. This book was released on 1997 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each chapter of this book is devoted to a separate concept, which is analyzed in terms of its major features. Follow-up questions at the end of each chapter are designed to challenge the reader to reflect further on the specific issues raised.
Download or read book Perspectives written by Colin Marsh and published by Routledge. This book was released on 2014-05-01 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each chapter of this book is devoted to a separate concept, which is analysed in terms of its major features. Follow-up questions at the end of each chapter are designed to challenge the reader to reflect on the specific issues raised. Vol I is largely introductory dealing with students' and teachers' perspectives of curriculum.
Download or read book One Man S Life and Thoughts written by Chuck Johnson and published by Trafford Publishing. This book was released on 2012-04-10 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: SING ONE SONG FOR ME Now it was just a simple casket made of pine and iron nails, Without a trace of carving or any polished brass for rails. It was assembled from a broken box splintered from abuse, Yet it had a simple beauty despite the way it had been used. It was placed before the altar on a stand of polished stone, A simple casket made of pine for a loved ones fi nal home. Only present there was silence not a choir was there to sing, Not one voice to sing his praises not a single human being. I cannot forget my sadness when they took the casket down, And placed it in a six foot hole beneath the cold, cold ground. Not one voice had sung his praises not a soul was there to see, And I wondered at my passing who would sing a song for me. Charles T. Johnson 9/20/96 Sing One Song For Me is a poem based on a song done by the Stanley Brothers called Who Will Sing For Me. It has been one of those songs that have always touched me deeply. I have spent a great deal of time alone, and I can relate to one asking if there will be anyone that will sing for me.
Download or read book Further Education in the Balkan Countries Volume 1 written by Ali Murat Sünbül, Özcan Demirel and published by Eğitim Yayınevi. This book was released on 2009-01-15 with total page 786 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bodies as Sites of Cultural Reflection in Early Childhood Education written by Rachael S. Burke and published by Routledge. This book was released on 2014-10-30 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Taking the body as a locus for discussion, Rachael S. Burke and Judith Duncan argue not only that implicit cultural practices shape most of the interactions taking place in early childhood curricula and pedagogy but that many of these practices often go unnoticed or unrecognized as being pedagogy. Current scholars, inspired by Foucault, acknowledge that the body is socially and culturally produced and historically situated—it is simultaneously a part of nature and society as well as a representation of the way that nature and society can be conceived. Every natural symbol originating from the body contains and conveys a social meaning, and every culture selects its own meaning from the myriad of potential body symbolisms. Bodies as Sites of Cultural Reflection in Early Childhood Education uses empirical examples from qualitative fieldwork conducted in New Zealand and Japan to explore these theories and discuss the ways in which children’s bodies represent a central focus in teachers’ pedagogical discussions and create contexts for the embodiment of children’s experiences in the early years.
Download or read book The Computer Supported Collaborative Learning CSCL Conference 2013 Volume 1 written by ISLS and published by Lulu.com. This book was released on 2014-04-23 with total page 605 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Computer Supported Collaborative Learning (CSCL) Conference 2013 proceedings, Volume 1
Download or read book Psalms Volume 1 Teach the Text Commentary Series written by C. Hassell Bullock and published by Baker Books. This book was released on 2015-08-11 with total page 1023 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Teach the Text Commentary Series utilizes the best of biblical scholarship to provide the information a pastor needs to communicate the text effectively. The carefully selected preaching units and focused commentary allow pastors to quickly grasp the big idea and key themes of each passage of Scripture. Each unit of the commentary includes the big idea and key themes of the passage and sections dedicated to understanding, teaching, and illustrating the text.
Download or read book Struck written by Russ Ramsey and published by InterVarsity Press. This book was released on 2017-03-14 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: EPA 2018 Christian Book Award Finalist - Biography and Memoir "When my doctor told me I was dying, I came alive." What happens when you come face-to-face with your mortality? When your body fails you, what happens to your faith? Russ Ramsey was struck by a bacterial infection that destroyed his mitral valve, sending him into heart failure and requiring urgent open-heart surgery. As he faced the possibility of death, he found himself awakened to new realities. In the critical days and months that followed, Ramsey came to see the world through the eyes of affliction. He grappled with fear, anger, depression, and loss, and yet he experienced grace through the suffering that filled him with a hope and hunger for the life to come. This profoundly eloquent memoir gives voice to the deepest questions of the human condition. In the midst of pain, we can see glimpses of eternity.
Download or read book Teaching and Learning Design written by Doctor Gjoko Muratovski and published by Intellect Books. This book was released on 2019-05-15 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Just as the term design has been going through change, growth and expansion of meaning, and interpretation in practice and education – the same can be said for design research. The traditional boundaries of design are dissolving and connections are being established with other fields at an exponential rate. Based on the proceedings from the 2017 International Association of Societies of Design Research conference, Re:Research is an edited collection that showcases a curated selection of 83 papers – just over half of the works presented at the conference. With topics ranging from the introduction of design in the primary education sector to designing information for Artificial Intelligence systems, this book collection demonstrates the diverse perspectives of design and design research. Divided into seven thematic volumes, this collection maps out where the field of design research is now. Opening a Design Education Pipeline from University to K-12 and Back • Peter Scupelli, Doris Wells-Papanek, Judy Brooks, Arnold Wasserman To prepare students to imagine desirable futures amidst current planetary-level challenges, design educators must think and act in new ways. In this paper, we describe a pilot study that illustrates how educators might teach K-12 students and university design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to align design thinking and learning with future foresight. Here we present a pilot test and evaluate how a university-level Design Futures course content, approach, and scaffolded instructional materials – can be adapted for use in K-12 Design Learning Challenges. We describe the K-12 design-based learning challenges/experiences developed and implemented by the Design Learning Network (DLN). The Design Futures course we describe in this paper is a required course for third-year undergraduate students in the School of Design at Carnegie Mellon University. The “x” signifies a different type of design that aligns short-term action with long-term goals. The course integrates design thinking and learning with long-horizon future scenario foresight. Broadly speaking, we ask how might portions of a design course be taught and experienced by teachers and students of two different demographics: within the university (Design Undergraduates) and in K-12 (via DLN). This pilot study is descriptive in nature; in future work, we seek to assess learning outcomes across university and K-12 courses. We believe the approach described is relevant for lifelong learners (e.g., post-graduate-level, career development, transitional adult education). Re-Clarifying Design Problems Through Questions for Secondary School Children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education • Wei Leong, Leon Loh, Hwee Mui, Grace Kwek, Wei Leong Lee It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analyzed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: (1) questions can be a useful tool to facilitate a better understanding of the design problem. (2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. (3) It is important that students are given time and opportunity to find out the problems by themselves. (4) Teachers can be important role models as students may pick up questioning techniques from teacher–student discussions. (5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education. Surveying Stakeholders: Research Informing Design Curriculum • Andrea Quam Fundamental to design education is the creation and structure of curriculum. Neither the creation of design curriculum, nor the revaluation of existing curriculum is well documented. With no clear documentation of precedent, best practices are left open to debate. This paper and presentation will discuss the use of a survey as a research tool to assess existing curriculum at Iowa State University in the United States. This tool allowed the needs and perspectives of the program’s diverse stakeholders to be better understood. Utilizing survey methods, research revealed the convergence and divergence of stakeholders’ philosophies, theories and needs in relation to design curriculum. Accreditation and professional licensing provide base level of guidelines for design curriculum in the United States. However, each program’s curricular structure beyond these guidelines is a complicated balance of resources, facilities, faculty and the type of institution in which it is housed. Once established, a program’s curriculum is rarely reassessed as a whole, but instead updated with the hasty addition of classes upon an existing curricular structure. Curriculum is infrequently re-addressed, and when it is, it is typically based on the experience and opinions of a select group of faculty. This paper presents how a survey was developed to collect data to inform curricular decision-making, enabling the reduction of faculty bias and speculation in the process. Lessons learned from the development of this research tool will be shared so it might be replicated at other institutions, and be efficiently repeated periodically to ensure currency of a program’s curriculum. New Challenges when Teaching UX Students to Sketch and Prototype • Joep Frens, Jodi Forlizzi, John Zimmerman In this paper we report on new challenges when teaching User Experience (UX) students how to sketch and prototype their designs. We argue that UX students sketch and prototype differently than other design students, and we discuss how changes in the field necessitate a response in education. We describe sketching and prototyping as a continuum that students successfully traverse when they follow a process of “double loop learning.” We highlight three new challenges: (1) New computational design materials, (2) new maker tools and (3) changes within the tech industry. We explore these three challenges through examples from our students, and we outline strategies for sketching and prototyping in this new reality. We conclude that this is a starting point for further work on keeping education up to speed with practice. How to Teach Industrial Design?: A Case Study of College Education for Design Beginners • Joomyung Rhi Industrial design education has existed for a long time as part of the university system, but the curriculum and contents of each subject vary considerably from school to school. In recent years, the introduction of new concepts that change the definition of design has blurred the boundaries of design, making the curriculum different. Establishing a standard curriculum to address these challenges is an important task, but it is necessary to fully understand how design education actually takes place and to share content with educators. This paper aims to contribute to the debate on industrial design education by fully disclosing the process and results of the first stage of industrial design education of a university by autobiographical method. The first course, Product Design Practice 1, is a studio class based on a task feedback iteration system. Students are required to submit assignments showing weekly progress. The instructor reviewed the assignments submitted before the class and gave written comments in class. In addition, details of the design process and method that are difficult to identify as novice students are learned through twelve case studies and applied to the project. This Task Feedback Repeating Class system gives students the opportunity to implement design ability while gaining detailed skills with a comprehensive view. Through this process, the researcher got a reflection on the class and implications for the improvement of the class. Preliminary Study on the Learning Pressure of Undergraduate Industrial Design Students - Wenzhi Chen Learning pressure affects students’ learning process and performance. Industrial design education emphasizes that operations on real design problems that have heavy working loads may cause learning pressure. The purpose of this study is to explore the issues causing learning pressure and the pressure management strategies of undergraduate industrial design students. There were 297 students who participated in the questionnaire survey. The main findings are as follows: First, learning pressure includes academic pressure, peer pressure, self-expectations, time pressure, financial pressure, pressure from instructors, external pressure, future career, pressure from parents, resource pressure, achievement and situational pressure. In addition, the main learning pressure is caused by finance, time, resources, external issues and future career. Second, the pressure management strategies include problem solving, procrastination and escape, help seeking, leisure, emotional management and self-adjustment. The most useful strategy for managing pressure is leisure, and procrastination and escape is the least useful strategy. Third, all learning pressures are significantly correlated with procrastination and escape strategy, but the coefficients are low. The results can be a reference for industrial design education and related research. Rewarding Risk: Exploring How to Encourage Learning that Comes from Taking Risks • Dennis Cheatham High-stakes testing that became the norm after the “No Child Left Behind Act” of 2001 helped condition students to strive for correct answers for clear problems, all on the first try. However, the iterative process inherent in designing requires risk-taking to conduct a trial-and-error process of defining problems and exploring possible solutions. This design research project was operated with Miami University Graphic Design students to test their willingness to take risks in their coursework to achieve their self-defined measures of success. Students identified that improving their skills was how they defined success. An interaction design assignment involving front-end coding was modified to test students’ comfort taking risks to grow their skills. Most students took risks in the assignment to grow their interaction design skills. The project revealed that closer attention to student motivation when developing learning experiences could help students make the transition to practicing design as an iterative process fraught with risk. An Analysis of the Educational Value of PBL Design Workshops • Ikjoon Chang, Suhong Hwang The purpose of this study is to plan and operate design-workshops based on project-based learning (PBL), and examine their educational value for students. The PBL workshop encourages direct participation from students and produces educational value, and it is important to raise the interest level of workshops to elicit proactive participation. The workshop in this study was carried out over 2 weeks in January 2017 at Korea’s Yonsei University. The workshop was composed of eight teams of students from three countries, including Korea, China and Japan, and the course was primarily divided into two sessions. The workshop participants examined in this thesis were notably satisfied with the elements of the course meant to garner interest. In the questionnaire results, participants also indicated that they obtained ample educational value through the workshop. An important element of the workshop was to connect the participants with businesses, which is also an important component of design education. Despite this, participants expressed a relatively lower level of satisfaction compared to other elements of the workshop. The results and analysis of this study will hopefully become a meaningful resource for educators when designing workshops in the future. Collaborative Design Education with Industry: Student Perspective by Reflection - Nathan Kotlarewski, Louise Wallis, Michael Lee, Gregory Nolan, Megan Last This study suggests that student reflection on academic and industry collaborative projects can enhance student’s understanding on the design process to solve live industry problems. It contributes to the body of design literature to support students learning of explicit and implicit knowledge. A 2017 learning by-making (LBM) unit in the School of Architecture and Design, at the University of Tasmania, Australia, developed a unit for students to collaborate with Neville Smith Forest Products Pty. Ltd (NSFP). NSFP is a local Tasmanian timber product manufacturer who currently stockpiles out-of-grade timber that has limited market applications. Undergraduate design students from second- and third-year Furniture, Interior and Architecture degrees collaborated with NSFP to value-add to their out-of-grade resource in the LBM unit. A series of design challenges, observations of industry practice and access to out-of-grade timber from NSFP exposed students to live industry problems and provided them the opportunity to build professional design skills. Students reflected on the collaborative LBM unit in a reflection journal, which was used to provide evidence of their learning experiences. The collaborative environment between academia and industry allowed students to acquire an understanding of timber product manufacturing that helped them develop empathy toward the industry problem and influence the development of new products. This study presents how student reflections influenced a change in their design process as they progressed through sequential design challenges to address an industry problem by adopting Valkenburg and Dorst reflective learning framework. Interdisciplinary Trends in Design Education: The Analysis of Master Dissertation of College of Design and Innovation, Tongji University • Lisha Ren, Yan Wang This paper expounds the background of Chinese design education as well as the orientation of the design education of Tongji University in the new times, it also collects 458 Master Thesis of College of Design and Innovation during 2010–2016 as analyzed sample. Based on the coding of subject classification, quantitative analysis and content analysis are made in order to understand the interdisciplinary education status of College of Design and Innovation from the two perspectives: the overall cross-disciplinary performance and the relationship between different cross-disciplinary directions. From ANT to Material Agency: A Design and Science Research Workshop • Anne-Lyse Renon, A. De Montbron, Annie Gentes, Julien Bobroff This paper studies a design workshop that investigates complex collaboration between fundamental physics and design. Our research focuses on how students create original artifacts that bridge the gap between disciplines that have very little in common. Our goal is to study the micro-evolutions of their projects. Elaborating first on Actor Network Theory we study how students’ projects evolved over time and through a diversity of inputs and media. Throughout this longitudinal study, we use then a semiotic and pragmatic approach to observe three “aesthetical formations”: translation, composition and stabilization. These formations suggest that the question of material agency developed in the field of archeology and cognitive science need to be considered in the design field to explain metamorphoses from the brief to the final realizations.
Download or read book MY HORSE MY TEACHER MY FRIEND A Collection Of Life Lessons Observations Reflections From A Life With Horses Volume 1 written by Andree L Ralph and published by Lulu.com. This book was released on 2015-06-18 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a well known saying that "when the student is ready, the teacher will appear" (Buddhist Proverb) - well, my teachers have appeared in the form of horses and continue to do so. Anyone who has spent any length of time around horses cannot have failed to have observed some of the profound lessons they are able to teach us. The question however, is whether we have actually learnt from them! Inside the covers of this book, you will find some of those lessons that I am now sharing with you so that their legacy can grow and 'ripple' outwards. There have been so many lessons but these are some of the most important. They are presented through pictures, thoughts and observations, including those given to me by our horses and ponies and also through some of the journal and blog entries I have made to illustrate the lesson. They are not in any particular order and can be read as a kind of 'journey' as we have experienced them or as individual gifts of motivation and learning; whichever suits you.
