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Andrews University Symphony Orchestra - Spring Concert
No full textThe Andrews University Symphony Orchestra presented its Spring Concert with a varied musical selection under the direction of Dr. Marc Elyseé.
Featuring soloist Dr. Chi Yong Yun and the University Singers under the direction of Prof. Stephen Zork.https://digitalcommons.andrews.edu/posters-2024-2025/1000/thumbnail.jp
The Securing of Divine Attachment: The Role of Intergenerational Sharing in Attachment-Oriented Discipleship in Youth Ministry
Get PDFDivine attachment styles, whether secure or insecure, are strongly influenced by intergenerational interactions and attachments. This paper considers the role of multiple generations on faith transmission with a view toward fostering and securing divine attachment in a way that leads to increased participation in vertical and horizontal discipleship relationships and activities. Specifically addressed are the significance of certain applications of theology and psychology to attachment processes, and how attachment styles and relationships influence faith development. Suggestions for fostering intergenerational ministry within the context of divine attachment relationships are mad
Standing at the Crossroads – Business Research and Ethics in an Uncertain World
Get PDFInaugural Editoria
From Devout Follower of Muhammad to Committed Disciple of Jesus: Principles and Methods of Transition Phase Discipleship Among Adventist Believers From a Muslim Background in Ethiopia
Get PDFIslam is the second most dominant religion in Ethiopia commanding about 34 percent of the over one hundred ten million population of the country. The Seventh-day Adventist Church has not been successful, until recently, to effectively reach this large and growing Muslim population. In the last decade and half, hundreds of Ethiopian Muslims are coming to faith in Christ through the ministry of the Church. However, church members, leaders, and disciplers lack adequate understanding of the transition phase discipleship during which the new believers from Muslim background (BMBs) go through considerable challenges such as persecution, lack of social and economic support, and unanswered deep theological questions. Consequently, many of them lose their faith in Christ during the transition phase.
In addition to studying the biblical data and other related literature to understand the principles of effectively discipling BMBs during transition phase, this study employed phenomenological research design to conduct the research. I collected field data from 30 purposively selected adult Adventist BMBs at three locations (north-central, central, and south-eastern parts of Ethiopia) using in-depth interviews. The data was further triangulated by three focus group discussions that involved 17 participants that included disciplers, mature BMBs, and pastors. All the study participants have current or recent transition phase discipleship experience either by going through the process or by discipling those in the transition phase.
Based on the research findings, biblical data, and relevant literature, I suggested the following principles and methods for effective BMBs‘ transition phase discipleship. These include: working on worldview transformation among new BMBs to overcome theological challenges; educating new believers on the biblical concept of the cosmic conflict and caring for the persecuted believers to persevere in persecution; and applying biblical principles of transition phase discipleship such as temporary insiderness (where required), taking the required time to prepare the new believers for baptism, meeting physical needs, encountering folk Muslim worldviews from truth, allegiance, and power dimensions to overcome poor transition phase discipling practices. All these require patience, understanding, and strong support from disciplers, church members, and church leaders
Exploring People, Places, and Environments: A Second-Grade Social Studies Unit for Engaged Learning
No full textThis capstone presentation showcases a thoughtfully designed second-grade social studies unit aligned with Michigan state standards. The unit - People, Places, and Environments, introduces young learners to foundational geography concepts through fifteen engaging lessons. The presentation will highlight the unit\u27s instructional approach, including a pre-assessment, hands-on activities, differentiation strategies for diverse learners (such as ELLs and students with autism), assessment methods to measure student understanding, and post assessment. Attendees will gain insights into effective lesson planning that fosters curiosity and real-world connections in early social studies education
Language Socialization and the Interaction Hypothesis: Implications and Applications for English Learning in the Classroom
No full textInnovation in Teaching and Learning for the Greek I, II, and III Classes
No full textThis year in the Greek class we have explored new ways of learning the language, in addition to the methods that are typically used, such as recognition of morphological patterns. Learning Greek involves high levels of memorization and understanding. To make memorization fun for students, we implemented new methods to help students remember and apply their knowledge. Some of these methods include interactive activities, while others involve solving memory puzzles. The interactive activities took on many forms. There were stations, relays, online quiz games, and more. For pure memorization, we put the students in motion, they walked and memorized the verb endings needed for basic Greek morphology. For one of the memory exercises, students were asked to stand, rather than sit, while they read the material from the board. The students then turned around and had to recite the material they had just read without looking. This process was repeated until the material had been memorized. The combination of these methods helped students remember the things they learned and memorized. One struggle that arose with some of these methods was that memorization does not equal understanding. We had to invent new methods to connect what students memorized to what they needed to understand. To measure our success, we have looked at the grades of the students who were given the opportunity to use the methods mentioned above. Our class of 17 students all passed the first semester of Greek, 13 of which passed with an A, one student earned a B and three students earned a C. These results show us that, while there is variation in students and their abilities, much of the class excelled under these learning methods
ADHD in Classrooms
Get PDFADHD in Classrooms explores the personal experiences of two interviewees, along with recent studies that highlight how ADHD can impact a student’s ability to focus, learn, and thrive in a traditional classroom setting. The research also examines how most classrooms today are not designed to accommodate the unique needs of students with ADHD, making it more difficult for them to succeed. The presentation proposes a structured plan aimed at making long school days more manageable for individuals with ADHD, whether they are children or adults, by incorporating strategies that enhance focus, engagement, and overall learning experiences