SafeHoliday Season:Plan for a safe holiday season! Check out these Simple Ways to Protect Yourself, Familyand Friends During the COVID-19 Pandemic. The COVID-19 pandemic has been stressful and isolatingfor many people. Gatherings during the upcoming holidays can be an opportunityto reconnect with family and friends. This holiday season, consider how yourholiday plans can be modified to reduce the spread of COVID-19 to keep yourfriends, families, and communities healthy and safe. The Centers for DiseaseControl and Prevention (CDC) offer considerations to slow the spread ofCOVID-19 during small gatherings. Click here for more information.
Download Family And Friends 1 Teachers Book
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I grew up in a small rural community in the Southeast, the oldest son of a poor family. From the beginning my interest in education was stimulated by my teachers and friends. After completion of my rotating internship I returned to my childhood hometown and established a solo practice. For many of the townspeople their paperboy became their physician. From the beginning I was attracted to teaching. After seven years I left my practice for additional training to prepare for a second professional vocation. In that process I have had a variety of experiences, including training in internal medicine and neurology. Since 1970 I have taught and handled administration in the area of family practice. I have experienced more variety than most people in my professional life.
Narrator: It is summer in the city. The squeal of brakes and the hot smell of asphalt fill the muggy air. The houses on this block are tired looking, yet bright splashes of red geraniums and golden marigolds spill out of window boxes in cheerful disarray. The city street is bright and vibrant with the chaos of a summer day. Phil, the main character in the story, lives in the corner house in the upstairs apartment with his mom and sister, and his dog Shannon. Even though Shannon is a family pet, Phil is the one who loves her best. She sleeps at the foot of his bed every night, and every time Phil goes out, Shannon tries to follow him out the door. As the scene opens, Phil's best friend arrives and rings the doorbell. Jake: Phil, let's go. What are you doing? Phil: I have to take Shannon out for a walk. She's been cooped up all morning. Jake: Sharetha, Rachel and Win are waiting for us at the park. Can't you do it later? I want to play some ball. Phil: I really shouldn't, my mom said to do it before twelve. Jake: And you always do exactly what she says? Phil: C'mon, Jake, give it a rest. I guess I can do it later. Let's go. Narrator: Phil was out with his friends for most of the afternoon. His sister Juliana got home before he did and decided to take Shannon to the park. Shannon was full of energy after being inside for so long. She was the kind of dog who loved to run and needed to run. As soon as Juliana opened the door, Shannon bolted. Phil's friends Win, Rachel and Sharetha were on their way home from the park. They saw it happen. Juliana: Look out! OH, I can't believe it! Shannon!! Win: Did you see that? I saw her fly right into the air! Sharetha: Are you okay? It's okay girl. Narrator: Win softly stroked her head. Rachel: Where did that car come from? Mrs. Juarez (a neighbor): Juliana, Juliana, I called the police. Mr. Elmar (the driver): I didn't even see her, I am so sorry. So, so sorry. Narrator: His eyes were filled with horror at what he had done. He was shaking so much he could barely stand. Rachel: She was running out between the cars, it must have been really hard to see her. Mr. Elmar: It was, oh, I can't believe I hit her. Narrator: Shannon died. Rachel: What are we going to tell Phil? Where is he anyway? Scene Two
What is PDF? The With Eyes Open guides are available in Adobe's Portable Document Format (PDF). You will need to have installed on your computer the Adobe AcrobatTM Reader program in order to view and print the With Eyes Open guides. You may download a free copy of the Adobe Acrobat™ Reader by visiting The Authors KQED Education Network (KQED EdNet) inspires learning through innovative understanding, use and creation of media that respects diverse perspectives. KQED EdNet is committed to the exchange of ideas and resources in partnership with the community. To this end, it provides an instructional television service, curriculum materials, projects for youth and professional development for teachers, child care providers and families; organizes public forums; and sponsors local events. Development of the teacher and parent guides was done in partnership with Maureen Carroll and Laurel Blaine, co-founders of Bay Breeze Educational Resources, LLC. Bay Breeze provides engaging K-12 technology-based curriculum that fosters the development of critical thinking skills through the use of the Internet, popular culture, and media.
We all have defining moments in our lives. However, much of our development comes through small, incremental steps in which friends, parents, teachers, and counselors play roles. As mentors, caring adults may have established long-term relationships with us and promoted our success. Many seemingly inconsequential interactions shaped who we are now and who we will become.
Gaining control over one's life involves learning and applying self-determination skills. These include self-awareness, goal-setting, problem-solving, and self-advocacy. The personal process of learning, applying, and evaluating these skills in a variety of settings is at the heart of self-determined behavior that leads to successful transitions to adulthood. The activities in this book provide opportunities for young people to reflect on their own experiences as well as learn and practice self-determination skills. They share the lessons learned by those who are successfully traveling the road to self-determined lives and provide a model of how young people can be guided toward self-determined behavior within an online mentoring community. Although not a comprehensive course on self-determination, the activities in this book are consistent with the performance-based standards for the preparation of special educators adopted by the National Council for Accreditation of Teacher Education (2002) for program accreditation. Examples of characteristics of special education teachers that directly address components of self-determined behavior noted in this report include:
It might be helpful for you to have electronic copies of the exercises for modification and application in your setting. The most current electronic copy of these materials can be found at Creating an E-Mentoring Community: How DO-IT does it, and how you can do it too. Videos that complement the content of this book can also be found there for free online viewing; trainers can freely download copies of videos to project from their own computers by directing requests to doit@u.washington.edu. Other DO-IT videos can be viewed on the DO-IT Video page.
All participants described early, painful memories of being different and feeling frustrated and misunderstood, before being diagnosed. They described a chaotic daily life, with frequent rows with parents, friends and teachers. The outbursts felt unmanageable and shameful, but were also a way to let off steam:
Mainly, it was their teachers, best friend, or someone with similar problems that they confided in. One girl reported that when sharing with her best friend that she had ADHD, they had become closer. Parents, siblings, close friends and teachers could understand better and help to cope with difficult situations:
When initially published more than twenty years ago, Thinking Like a Mountain was the first of a handful of efforts to capture the work and thought of America's most significant environmental thinker, Aldo Leopold. This new edition of Susan Flader's masterful account of Leopold's philosophical journey, including a new preface reviewing recent Leopold scholarship, makes this classic case study available again and brings much-deserved attention to the continuing influence and importance of Leopold today. Thinking Like a Mountain unfolds with Flader's close analysis of Leopold's essay of the same title, which explores issues of predation by studying the interrelationships between deer, wolves, and forests. Flader shows how his approach to wildlife management and species preservation evolved from his experiences restoring the deer population in the Southwestern United States, his study of the German system of forest and wildlife management, and his efforts to combat the overpopulation of deer in Wisconsin. His own intellectual development parallels the formation of the conservation movement, reflecting his struggle to understand the relationship between the land and its human and animal inhabitants. Drawing from the entire corpus of Leopold's works, including published and unpublished writing, correspondence, field notes, and journals, Flader places Leopold in his historical context. In addition, a biographical sketch draws on personal interviews with family, friends, and colleagues to illuminate his many roles as scientist, philosopher, citizen, policy maker, and teacher. Flader's insight and profound appreciation of the issues make Thinking Like a Mountain a standard source for readers interested in Leopold scholarship and the development of ecology and conservation in the twentieth century.
Our mission is to mobilize the resources of the University of Dayton for partnerships with the Church that create and implement innovative pastoral initiatives designed to meet the needs of the Church and to articulate faith within the context of contemporary culture."> En Español Log In About VLCFF IPI Blog Students Partnership Courses Basic Information Courses Fees / Payment Policy Course Catalog Participant Guidelines Scoring Rubric for VLCFF Assessment Undergraduate Credit Continuing Education Units (CEU's) Certificate Programs Calendar Log In Username Password Forgot Password? Log In If you have not been here before, you must create a profile before logging in. Chronic Illness: Mental Illness, Grief, Trauma Support and CounselingCourse Level: Intermediate Return to Course Catalog Course SummaryChronic Illness: Mental Illness, Grief, Trauma Support, and Counseling provides participants with information about living with mental illness and repercussions from trauma, as well as the impact on family, friends, the community, and the Church. Today, mental health and the impact of trauma are beginning to receive attention in the Church and around the world due to increasing deaths from suicide and addiction, as well as the sizeable number of children growing up with a history of trauma, abuse, and neglect. This course is designed for anyone who works with children and adults at the diocese or parish levels, including pastors, deacons, catechetical leaders, catechists, parochial school principals and teachers, and lay ministers. A degree or background in counseling or psychology is not necessary to complete this course. Because conversations about death from suicide, violence, and addiction are essential to address when discussing mental illness and trauma, participants should be aware that these topics will be discussed.Successful completion of this course earns 2.5 CEU's. Click here for more information about CEU's. 2ff7e9595c
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