How Events in Your Life Impacted Your Spiritual Beliefs
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
How Events in Your Life Impacted Your Spiritual Beliefs
“The Great Mystery” and that this awareness helps them cope with the adversities that
confront them (Lee and Waters, 2003; Levin, 2001; Pardini, Plante, Sherman & Stump,
2000). Kass (2000) suggests that spirituality is not about attending a religious service
or how often, but a connection with “something greater than ourselves”.
Yesterday is gone, tomorrow has not yet come. We have only today. Let us begin. –Mother Teresa
Consider your own spiritual beliefs. Were you raised in a specific religious belief?
Explain.
How have events in your life impacted your spiritual beliefs?
Considering the viewing the video, Randy Pausch – The Last Lecture reprised, http://
www.youtube.com/watch?v=BODHsU3hDo4
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify ways to promote resiliency skills in the family.
What can you do to strengthen your children’s spiritual beliefs?
Follow-up
Can you see how life events can strengthen your spiritual beliefs?
How committed are you to improving your spiritual practices?
Talk with your partner or a close friend about their spiritual practices and what they
gain from these practices.
Spend some time each day contemplating your own sense of spirituality.
In this life we cannot do great things. We can only do small things with great love. –Mother Teresa
Whole Task Objectives Follow-up
Are you able to relate the concept of spirituality to that of mentorship and effective
learning?
Toolbox Spiritual Beliefs
References
Brodsky, A.E. (1999). “Making It”: The Components and Process of Resilience Among
Urban, African-American Single Mothers. American Journal of Orthopsychiatry. 69 (2),
148-160.
Brooks, R.B and Goldstein, S. (2003). Nurturing Resilience in Our Children: Answers to
the Most Important Parenting Questions. Chicago: Contemporary Books.
Brooks, R.B. (1994). Children At Risk: Fostering Resilience and Hope. American
Journal of Orthopsychiatry, 64 (4), 545-553.
Chen, J. R., Fortunato, M. V., Mandell, A., Oaks, S., and RyanMann, D. (2001).
Reconceptualizing the faculty role: Alternative models. In Smith, B. L. and McCann, J.,
(Eds.). Reinventing Ourselves, Interdisciplinary Education, Collaborative Learning,
and Experimentation in Higher Education. Anker Publishing: Bolton.
Cole, K.A., Clarks, J.A., and Gable, S. Promoting Family Strengths. In Henderson, N.
(Ed.) (2007). Resiliency In Action. Ojai, California: Resiliency In Action Press. 199-201.
Crutcher, B. N, (2007). Mentoring across cultures. Academe, v93 n4 p44-48.
Drew, L.M. and Silberstein, M. (2007). Grandparents’ psychological well-being after
loss of contact with their grandchildren. Journal of Family Psychology. 21(3), 372-379.
Fagenson, E. A. (1989). The mentor advantage: Perceived career/job experiences of
protégés versus non-protégés. Journal of Organizational Behavior, 10(4), 309-320.
Galbraith, M. W. (2000). Tomorrow’s Professor Msg.#224 The Roles And Phases Of
Mentorship. Retrieved April 11, 2009, from http://cgi.stanford.edu/~dept-ctl/cgi-
bin/tomprof/posting.php?ID=224
Galbraith, M. W. (2003). Mentoring Toward Self-Directedness. Retrieved April 11, 2009,
from http://imet.csus.edu/imet10/285/docs/self_directedness.pdf
Kass, J. (2000). “Building a Resilient Worldview through Spirituality”. Spirituality and
Resilience Assessment Packet. Version 4.2.
Lee, S.S. & Waters, C. (2003). Impact of stressful life experiences and of spiritual well-
being on trauma survivors. Journal of Prevention and Intervention in the Community,
26(1), 39-47.
Levin, J. (2001). God, faith, and health: Exploring the spirituality-healing connection.
Toronto, ON: John Wiley and Sons Inc.
Nicholls, G. (2002). The Theory and Practice of Teaching, Jarvis, P. Ed. Stylus
Publishing: Sterling VA.
http://imet.csus.edu/imet10/285/docs/self_directedness.pdf
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=224
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=224
Randy Pausch – The Last Lecture reprised [Video]. (2009). Retrieved June 23, 2009,
from http://www.youtube.com/watch?v=BODHsU3hDo4
Pardini, D.A., Plante, T.G., Sherman, A & Stump, J.E., (2000). Religious faith and
spirituality in substance abuse recovery: Determining mental health benefits. Journal
of Substance Abuse Treament, 19, 347-354.
Walsh, F. (1996). The Concept of Family Resilience: Crisis and Challenge. Family
Process. 35 (3), 261-281.
- Creativity
29.1 Objective
Describe how to think creatively.
Whole Task Objective
Describe the role of mentorship and effective learning.
Relevancy
What is creativity? Is it something that I need or can even develop?
There is nothing in a caterpillar that tells you it’s going to be a butterfly. –Buckminster Fuller
Prior Learning
Alice was surprised to meet a unicorn in the land behind the looking-glass. But, having
met the unicorn, she agreed to believe in it. We believe in creativity for much the same
reason, because we see it in practice. In the abstract, creativity can seem as impossible
as unicorns (Boden, 2004, p. 40).
Pretest
Can you see how life events can strengthen your spiritual beliefs?
Explain?
Activity
Boden (2004) states creativity is the ability to come up with ideas or artifacts that are
new, surprising, and valuable where ideas refer to concepts and theories, and artifacts
refer to physical objects. Distinction may be made between creativity that produces a
valuable idea that is new to the person (P-creativity) who comes up with it, and
creativity that has been produced for the first time in history (H-creativity).
Boden (2004) noting the work of Poincare and Hadamard, suggests four phases of
creativity.
- Preparation involves conscious attempts to solve a problem by adapting familiar
methods, but often producing no apparent success.
- Incubation, lasting minutes or months, is when the conscious mind is working on
other activities but fruitful concepts are being formed.
- Illumination comes as a flash of insight despite its unexpectedness as a
conscious process.
- Verification or evaluation is the final process requiring deliberate problem
solving as the conceptual insights are itemized and tested.
Sherfield, Montgomery, and Moody (2008) suggest the following characteristics as
being common with creative thinkers: compassion, courage, truth, dreams, risk
taking, innovation, competition, individuality, thinking, curiosity, and perseverance.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
apply creative thinking steps to address a topic. Present results.
Follow-up
What is creativity?
What did you learn from the TAPPS creative and critical thinking?
How would develop your creativity?
Whole Task Objectives Follow-up
Are you able to relate the concept of creativity to that of mentorship and effective
learning?
Toolbox Creative thinking
29.2 Objective
Develop a personal process to use critical and creative thinking.
Whole Task Objective
Describe the role of mentorship and effective learning.
Prior Learning
Critical thinking can be defined as a purposeful and reflective judgment of whether we
should accept, reject, or suspend judgment about a claim and the degree of
confidence with which we accept or reject it (Wikipedia contributors, 2009).
Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep. — Scott Adams
Pretest
What is the difference between critical and creative thinking?
Activity
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
apply creative and critical thinking steps to address a topic. Present results.
Follow-up
What did you learn from the TAPPS creative and critical thinking?
Can critical thinking and creative thinking be linked in a useful manner?
Whole Task Objectives Follow-up
Are you able to relate the concepts of critical and creative thinking to that of
mentorship and effective learning?
Toolbox Creative thinking Critical thinking
References
Boden, M. A. (2004). The creative mind: myths and mechanisms (2 nd
Ed). Routledge.
Critical thinking. (2009, March 26). In Wikipedia, The Free Encyclopedia. Retrieved
16:46, March 29, 2009, from http://en.wikipedia.org/w/index.php?
title=Critical_thinking&oldid=279852224
Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your
Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.
http://en.wikipedia.org/w/index.php?title=Critical_thinking&oldid=279852224
http://en.wikipedia.org/w/index.php?title=Critical_thinking&oldid=279852224
- Final Reflection
30.1 Objective
Explore the personal impact of the leadership project.
Whole Task Objective
Describe the role of mentorship and effective learning.
Relevancy
The resiliency skills were intended to be very functional, but reflective, when dealing
with stressful situations. The teaching and learning provided baselines and avenues
for scholarship and reflection. The Leadership readings and project were intended to
be explorative, to cause critical thinking, and moreover be reflective. How do these
come together?
Leadership and learning are indispensable to each other. — John Fitzgerald Kennedy
Prior Learning
Recall that leadership, resiliency, and teaching and learning rely heavily upon
identifying your personal values and your ability to interact and communicate with
others. Leaders display resilient attitudes and behaviors that do not include attributes
such as always being right, always having the answers, or always having to have our
own way. They do include an ability to empathize, to have compassion, to accept that
we cannot know everything, and, that as a team, we can face life’s struggles with
dignity the further learn from them.
Pretest
Do you feel you can demonstrate an understanding and application of the five
practices as they relate to leadership?
Do you feel you can demonstrate an understanding and application of resiliency
skills?
Do you feel you can demonstrate an understanding and application of the practices
for improving learning and mentoring?
Activity
According to Kouzes and Posner (2009) despite differences in people’s individual
stories, their Personal-Best Leadership Experiences revealed similar patterns of
behavior.
o Model the Way. Leaders establish principles concerning the way people should
be treated and the way goals should be pursued.
o Inspire a Shared Vision. Leaders envision the future, creating a unique image of
what the organization can become.
o Challenge the Process. Leaders look for innovative ways to improve the
organization and potentially take risks and they accept the inevitable
disappointments as learning opportunities.
o Enable Others to Act. Leaders foster collaboration and strengthen others,
making each person feel capable and powerful.
o Encourage the Heart. Accomplishing extraordinary things in organizations
leaders recognize contributions that individuals make and share in the rewards
of their efforts.
You have reflected upon the following questions. How do you see resiliency emerging
as an important aspect of leadership? How do you see skills related to learning and
teaching as important aspect of leadership?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
attempt to answer the questions of the relationship of resiliency and learning and
teaching as they relate to leadership.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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