How does this character’s life point me to Jesus?” List and explain 3 ways the life of your character can point to the person and work of Jesus Christ.

/in /by

For this assignment, you will be studying the life of one of the characters from Courageous Faith or a character related to their story. You will seek to discover what can be learned from the character you have selected when you purposefully study his or her life using the technique of observation, interpretation, correlation, and application. Rather than using the typical research paper format, this character sketch Bible study will be completed by using a template developed from Chapter 36 of Everyday Bible Study.

Specific Instructions:

1. The assignment must be completed using the provided template.

2. You must choose a major character covered in the individual chapters of Courageous Faith textbook. Thus, you must select a character from this list: Abraham, Jacob, Joseph, Moses, Joshua, Gideon, Jephthah, Samson, Boaz, David, Jonathan, Daniel, and Nehemiah. Additionally, the following characters are related to people covered in Courageous Faith and are also permisable for study: Sarah, Isaac, Caleb, Deborah, Ruth, Saul (the first king of Israel), Solomon, Ezra, and Esther.

3. For major characters with numerous Scripture passages (i.e. Abraham, Moses, and David) you do not need to use or reference every Scripture in the Bible related to your character. However, all of the important and prominent passages related to his or her life should be addressed in your assignment.

4. Any references used to complete this character sketch Bible study must be cited. You may do this parenthetically by using the following type of citation: (Hulshof, p. 235).

5. If references are used, a Works Cited or References page must be provided using the following format:

Hulshof, Chris H. Greatness and The Detroit Red Wings: Why the Winged Wheel is the Greatest Hockey Team on the Planet. Detroit: Motor City Press, 1926.

 

Old Testament Character Sketch Bible Study Template

Name:

Date:

Section: BIBL 104 –

Instructions: 

For this assignment, you will be studying the life of one of the characters from Courageous Faith. You will use a template developed from Chapter 36 of Everyday Bible Study in order to complete this character-sketch Bible study. You will seek to discover what can be learned from the character you have selected when we purposefully study his or her life using the technique of observation, interpretation, correlation, and application.

I. Observation

Step One: Choose a person to study.

For this character-sketch Bible study I will be studying:

Step Two: Identify and list all the Bible passages on the person. You may find it helpful to use a Bible dictionary, Bible handbook, or a study Bible. Remember that some Old Testament characters are mentioned in the New Testament.

Step Three: Read through each passage, making general observations based on first impressions. List (in complete sentences) at least 10 general observations from the Bible passages on your character.

Step Four: Ask the key questions and observe other structural or grammatical

Elements.

Observations related to “Who?”

Observations related to “What?”

Observations related to “Where?”

Observations related to “When?”

Observations related to “Why?”

Step Five: Construct a timeline that details the life of your Bible personality.

II. Interpretation

Step Six: Determine what Biblical wisdom can be gained from this character. Carefully look through your general observations based on your first impressions, your deeper study, and your timeline. What biblical wisdom can you gather about your character? Write out five elements of Biblical wisdom that can be understood from your character. Provide a concise explanation of each of these elements.

A.

B.

C.

D.

E.

III. Correlation

Step Seven: Ask, “How does this character’s life reflect other truths found in the Scriptures?” List and explain 3 truths from this person’s life that fit within all of the Bible. Your explanation must note how these truths fit the framework of God’s Word.

A.

B.

C.

Step Eight: Ask, “How does this character’s life point me to Jesus?” List and explain 3 ways the life of your character can point to the person and work of Jesus Christ.

A.

B.

C.

IV. Application

Step Nine: What points of application can be made using the Four Common Questions? List and explain 1 point of application for each of the Four Common Questions.

A. The question of duty

B. The question of character

C. The question of cause

D. The question of discernment

What were the population and sample studied?

/in /by

Building and demonstrating a solid knowledge base by synthesizing the contents of research articles is a critical skill in the completion of the dissertation literature review. For this assignment, you will expand your knowledge base and engage in the annotation portion of synthesis by reading and annotating articles related to your research topic.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Articles used for this assignment should be new for the purposes of this assignment and not part of a previous annotated bibliography. These articles will be the source material for the first discussion question this week. Articles should contain information that directs you toward a supportable research gap.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center. The similarity index must be less than 20%. Assignments with similarity scores that exceeed 20% will be reassigned to the learner for correction.

Provide an annotated bibliography of each article. Each annotation should be 150-250 words excluding the article citation and persistent link. Include the following for each article:

  1. The article citation and persistent link. These are not included in the total word count. Be sure to verify the accuracy of the reference formatting as these can change during the insertion process.
  2. A written summary of the key concept(s) of the article. Why was the study done? What was the population studied? What did the researcher(s) conclude? What other information about this study do you believe is unique or important to recall? Are there specific statements made by the author that you wish to retain?

It is expected that each annotation will include the following:

  1. A written summary of the key concept(s) of the article.
  2. Why was the study done?
  3. What were the population and sample studied?
  4. What was the theoretical foundation for the study?
  5. What did the researcher(s) conclude?
  6. What other information about this study do you believe is unique or important to recall?
  7. Are there specific statements made by the author that you wish to retain?

What conceptual learning do you apply to this encounter?

/in /by

The verbatim presentations are critical to the process of CPE. It is a way to look directly at your ability to provide pastoral care and to give you feedback for reflection. Verbatims should be about 5-7 pages in length. The data section will be a couple of paragraphs, the verbatim part will be a concise but full detail of the dialogue between you and the patient, and the reflection/evaluation section should take the bulk of your energy and time and will bring depth and insight to your ministry. You should have 2 pages on the reflection/evaluation questions listed.

For case presentations to the group you must bring a copy of your verbatim for each student and each supervisor. For a verbatim presented to your supervisor, bring two copies to the supervisory session, one for you and one for the supervisollgjr. Group copies will be returned to you. The supervisor will keep his/her copy until the end of the unit. After the evaluations are written supervisor copies will be destroyed. Use the following format.

Heading:

Verbatim #:

Patient/Resident/Parishioner Initials or Pseudonym:

Place of Visit:

Date of Admission (if applicable):

Date of Visit:

Time/Length of visit:

Type of Visit: as in: Initial, follow –up, referral, trauma call, etc

I. Learning Issues: It is very important for you to identify these for the group and for yourself. This paragraph should include these questions:  Why are you presenting this verbatim? What questions does this verbatim raise for you? How does this verbatim relate to your learning goals/contract/outcomes? On what, specifically, do you want feedback from the group? What are your growth edges in this encounter?

II. The Data:

Introductory Information: (For purposes of confidentiality, do not use the person’s actual name. Use a pseudonym or letters). Provide the person’s age, gender, ethnicity, diagnosis, referral source, etc.

Pre-visit Knowledge: What did you know, if anything, about the patient/person/ family prior to this encounter?

Initial Feelings: What do you remember feeling at the beginning of the encounter?

Initial Observations: What were your initial observations at the beginning of the encounter? (room dark, airy, family members present, smells, etc.)

III. Verbatim Data: Word by Word Report. Write exactly how the conversation went between you and the person/family member(s)/staff. If this was a long conversation with the person you may summarize parts of the conversation. However, you must write verbatim how the conversation began and ended, and choose one part of the conversation that was most troubling, or in need of process and write that part verbatim (exactly how it went or to the best of your recall ability). You may put in parenthesis feelings or thoughts you had about what was said, etc. Write in the following format:

C1: (C for chaplain/caregiver/clergy)

P1: (P for patient/person/parishioner)

C2:

P2:

Reflection/Evaluation

IV. Self Evaluation: Evaluate your ministry with this patient/family. How well did you do? How might you have done better? What feelings do you remember having immediately after the encounter? What does this tell you about the encounter? What parallel process was going on with you and with the patient/resident/parishioner? What would you do different if you were to go back and visit this person?

V. Parallel Process: What was going on with you and the patient? What were similar issues for the both of you? How did your experience effect this interaction?

VI. Spiritual Assessment: What is your assessment of this person’s spiritual needs? What, if anything, is this person asking of you? What happened in this encounter between you and the person? What theological perspectives did this encounter raise? Did this encounter raise any theological concerns/questions for you? Use defined criteria through reading materials and lecture material to apply conceptual learning around theological criteria.

VII. Psychological: What psychological or psychosocial issues are you aware of in this situation? What behavioral sciences do you draw on to help you understand or respond to this situation?

VIII. Application of Conceptual Learning: What conceptual learning do you apply to this encounter? Reading? Speakers? What behavioral or developmental issues did you observe and/or deal with. Demonstrate integration of theory and practice in these paragraphs. Use quotes to assist you with application.

IX. Cultural Perspectives: What are you aware of concerning cultural differences, expectations, observations, What about gender issues, class, or age issues? What observations add to your awareness of issues, concerns, or needs of this patient.

X. (If applicable) Attach a copy of your chart note or write what you put in the chart. (some sites do not do chart notes. If this is the case, disregard this item). Parish CPE students disregard this item.

VERBATIM HELPFUL HINTS & HAZARDS

1.  Develop a note-taking process after your visits that will help you recall the verbatim material. If you do not do this, you will find that the memory of your visits will become jumbled. Do not take notes while listening to the patient. You are encouraged to sit down immediately following a patient visit that raised questions/thoughts for you and write down as much as you can recall.

2.  Present verbatims that are “fresh.” It will be helpful if the encounter has occurred within the last week of presentation. However, there will be times that an incident occurs that you really want to present that does not lend itself to this suggestion. You need to present what is best for your learning needs. However, you should not present information that is more than two weeks old as memory and reason fade. It is not always possible, but it will be most helpful if the patient/family is still hospitalized and available for future ministry. This allows you to learn from your presentations and to go back to the patient/family.

3.  Do not make a visit “looking for a verbatim.” “Looking for a verbatim” puts too much pressure on the encounter and makes for an encounter designed to meet your needs and not those of the person/patient/family.

4.  The Verbatim is meant to be a learning tool for you. Therefore, the best verbatim is an encounter about which you have some questions. Be specific with your questions.

5.  Do not present a verbatim where you felt you excelled. Your peers and supervisor expect to assist you in your development and will give you feedback about how to improve your work. If you are expecting only affirmation of your work, you will be disappointed and perhaps resentful about the feedback you receive. Verbatims should be about interactions where you stumbled, where you have questions, where you wondered what to do next, where you wondered if you did well enough with the situation posed to you, etc.

6.  For purposes of confidentiality, destroy copies of your verbatims after they have served their purpose and do not leave any copies lying around.

7.  Copies of the verbatims used for class will be returned to the student who provided them and that student will take responsibility for the destruction of the sensitive material.

Define ten terms that will be most useful in everyday classroom practice.

/in /by

Since Mr. Franklin has been expressing his confusion regarding special education and the students’ needs, you have decided to create a user-friendly guide that has relevant resources, definitions, examples, and family-based privacy information specific to students with disabilities.

Instructions
As you move through the program, this manual will become a resource of up-to-date information in the field of special education.   It can also be a rich source of documentation of your work in this program as you consider entering or continuing your work in the profession and field of special education.  Additionally, this manual will be a practical source of your completed coursework in preparation for the Capstone course.

Content Expectations:

  • Explain one key landmark case that made the biggest impact on special education.
  • Define ten terms that will be most useful in everyday classroom practice.
  • Outline the importance of formal and informal assessments in driving instructional planning.
  • List at least three common etiological factors of students with mild to moderate disabilities.
  • Identify teaching techniques for students with common mild to moderate disabilities in an inclusion classroom.
  • Identify positive proactive behavior strategies for students with common mild to moderate disabilities in an inclusion classroom.
  • Describe five easy to administer informal assessments to evaluate student progress at various ability levels.

Written Expectations:
Using the template ( SEE ATTACHMENT BELOW) provided, compile the appropriate resources within each section.  Follow each section’s instructions and complete as indicated within the template. Please note that there is a minimum of four scholarly sources to be used including the course textbook.

As you complete your first year of teaching, you think about the process of creating a partnership of respect, mutual understanding, and professional comradery. You decide to end the school year by creating a user-friendly guide with relevant resources, special education terms and definitions, real-world examples, and family-based privacy information specific to students with disabilities for Mr. Franklin and other general educators. For the final summative assignment, you will design a resource manual of up-to-date information in the field of special education.