please see the attachment which include ( lecture and guidelines).

 

OT302

Devices: Development and Direction Assignment

DUE: 12/2/2019 at 7:00 PM

Collaborate with your group members to complete the following assignment:

· Each group member will read the Slagle lecture that was selected in class

· The brochure must include the following clearly defined sections:

· The title, year, and author of the lecture

· The pearl(s) of wisdom from the lecture

· At least 2 pictures/images that represent the content of the lecture

· Be sure to give credit to the source of your image, i.e. underneath the image, “Image courtesy of …”

· Major themes from the lecture (what was this lecture about? Can you summarize it in a few sentences or a few words?)

· This should let the reader know what the lecture, primarily, was about. For example, a “buzz word” that could be a graphic in the brochure, such as- “WORK EVALUATIONS” or “Holistic Care”.

· At least one quote from the lecture, that captures the spirit of the lecture

· Group member names (this can be a small section of the brochure).

You are limited only by your creativity! Grading will be based on the content of the brochure in addition to the presentation of content. In short, this should be engaging and not overwhelming to look at. With brochures, you do not want overwhelming amounts of information (paragraphs). Bullet points are an effective way to present information. You are welcome to utilize any software if you would prefer not to use Google Docs, but this may limit your collaboration abilities. Also, citations/references are not required for this assignment.

I highly encourage you to look up examples of good brochures, in regard to both content and visuals.

Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin ([email protected] 000004590130)
© 2019 AOTA. Please report unauthorized use to [email protected]
Purchased from AOTA for the exclusive use of Saleh Bukhamsin (

Surname 3


Education as Engine

Name

Institutional Affiliation

Education as Engine

Education as Engine was a lecture delivered in 2014 by Maralynne D. Mitcham, a professor who worked towards development of occupational therapy. The lecturer started with the quote, “Gratitude is not only the greatest of virtues, but the parent of all others.” The lecture had several pearls of wisdom that include:

1. Education is a commodity meant for societal benefit rather than personal gain. She compared education to food where one considers important ingredients to make good food. Likewise, education should establish a stimulating and accomplished society.

2. Resources and choices in education should not necessarily please individuals. Virtues in education should be used to put communities back on track once they start shifting away.

3. Learning as a process ensures people interact and share different professional and personal experiences to be used for the betterment of others.

4. Life is a journey of constant improvement and people can achieve many things in the process of living. Lifetime journey has power to demonstrate better living standards and conditions among humans.

5. Living is a process. We might stumble in unfamiliar difficult territories but we should keep moving because we have experience gained from the learning process.

6. She advised graduates to keep their education engines oiled for easy running and in case anyone lost track in life they should get up and keep fighting.

The lecture focused on three themes: education as a produce, learning, and living as a process. Mitchen considers education as a product that should be designed in a way that benefits the society through vetting its needs. Education should be objective in producing citizens who are resourceful, mindful, and innovative and can impart the same skills and knowledge to future generations. She argues that as much as graduates should continue to add more knowledge, they should train themselves to acquire what they need in solving problems (Mitchen 697). Every product requires raw materials; therefore, it is important to have the correct entry points for occupational therapy to ensure delivery of a proper education outcome.

In the lecture, Mitchen discussed how learning as process is different from education, especially in occupational therapy. Learning is considered as a personal search for new knowledge and skills. It is based on individual decisions and capabilities because people decide the paths they want to follow. Besides, it is a process because it develops from simple to complex, and ind

Surname 3


Education as Engine

Name

Institutional Affiliation

Education as Engine

Education as Engine was a lecture delivered in 2014 by Maralynne D. Mitcham, a professor who worked towards development of occupational therapy. The lecturer started with the quote, “Gratitude is not only the greatest of virtues, but the parent of all others.” The lecture had several pearls of wisdom that include:

1. Education is a commodity meant for societal benefit rather than personal gain. She compared education to food where one considers important ingredients to make good food. Likewise, education should establish a stimulating and accomplished society.

2. Resources and choices in education should not necessarily please individuals. Virtues in education should be used to put communities back on track once they start shifting away.

3. Learning as a process ensures people interact and share different professional and personal experiences to be used for the betterment of others.

4. Life is a journey of constant improvement and people can achieve many things in the process of living. Lifetime journey has power to demonstrate better living standards and conditions among humans.

5. Living is a process. We might stumble in unfamiliar difficult territories but we should keep moving because we have experience gained from the learning process.

6. She advised graduates to keep their education engines oiled for easy running and in case anyone lost track in life they should get up and keep fighting.

The lecture focused on three themes: education as a produce, learning, and living as a process. Mitchen considers education as a product that should be designed in a way that benefits the society through vetting its needs. Education should be objective in producing citizens who are resourceful, mindful, and innovative and can impart the same skills and knowledge to future generations. She argues that as much as graduates should continue to add more knowledge, they should train themselves to acquire what they need in solving problems (Mitchen 697). Every product requires raw materials; therefore, it is important to have the correct entry points for occupational therapy to ensure delivery of a proper education outcome.

In the lecture, Mitchen discussed how learning as process is different from education, especially in occupational therapy. Learning is considered as a personal search for new knowledge and skills. It is based on individual decisions and capabilities because people decide the paths they want to follow. Besides, it is a process because it develops from simple to complex, and individuals are always compelled to