Struggles

I started my Masters in January 2015. There’s been some hiccups here and there along the way. I’m nearly finished—I did my final portfolio presentation and was given a preliminary conferment of my M.Ed. by my faculty; however, this is not the same as a formal degree conferred by the college or the registrar. That won’t happen until I finish incomplete assignments for three classes. And that’s where I’m struggling. I tried to sit down …

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Definition of Youth Development

Definition of Youth Development Written November 7, 2016 for YOST 5956 Organizational Approaches to Youth Development at the University of Minnesota, in pursuit of a Master of Education in Youth Development Leadership. Instilling a process of learning and understanding is a fundamental function of youth development. Joe Flower said, “we cannot really know who we will be when we come out the other side.” He found four phases of change-induced learning (1999): Unconscious incompetence: you …

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Riviera Theory of Youth Development: Aims, Strategies, Ethos, Activities and Outcomes

Riviera Theory of Youth Development: Aims, Strategies, Ethos, Activities and Outcomes Written November 14, 2016 for YOST 5956 Organizational Approaches to Youth Development at the University of Minnesota, in pursuit of a Master of Education in Youth Development Leadership. Abstract Youth development is the process of teaching the process of learning to growing youth. Parents bring children into a world, and hope the child is raised according to their traditions, and carry on their morality. …

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Community: Context for Youth Work

Where does youth work happen? At school? At the clinic? In juvenile hall, or the emergency? What about at home? Sometimes, someone needs to sit down with the parent and explain parenting to them. It sounds awkward, but parents don’t always know best. I’m not saying I do, either. I don’t have kids, but I know you are having an emotional response firing your action because these kids are your offspring. I think …

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Everyday Lives of Youth

Everyday Lives of Youth was the first of four core classes in my Master of Education in Youth Development Leadership degree program. I’ve heard the structure has changed; they’ve added a fifth core class, and eliminated credits in seminar and elective requirements. I finish in the program as it was when I started, and that is how I’ve structured this website. My “YDL Class of 2015” was a cohort of me and abut …

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Windows & Mirrors

In the summer of 1983, I was seven years old. My brother was 17. He had the role of Uncle Henry in Trollwood Performing Arts School (TPAS)’s production of The Wizard of Oz. I have few memories of that summer, but from what I’ve been told, I laid some bricks in the upper right corner of the letter “Z” in the yellow brick road shaped to spell “Oz.” Six years later, in 1989, I attended TPAS on my own as a legitimate student. That was the summer after my seventh grade in Moorhead (MN) Public Schools. Trollwood was a program of Fargo (ND) Public Schools, so I was among a lot of new kids in June and July. And I was among students from Russia and China, as well. Trollwood started a new program that summer: IMAGINE. I played cello in the orchestra pit for that summer’s production of The Sound of Music. I sat next to a Russian playing the balalaika. The next summer, I split my time between the orchestra and the lighting crew for Peter Pan. In the following years, I was on the lighting crew for Music Man, Oklahoma!, Anything Goes, and Joseph & the Amazing Technicolor Dreamcoat. I watched actors perform year after year, but participated in “Songs from the Catwalk” with my fellow lighting techies.

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References for the Riviera Theory of Youth Development

Abend, G. (2008). The meaning of ‘theory’. Sociological Theory, 26, 173–199. doi:10.1111/j.1467-9558.2008.00324.x

Amichai-Hamburger, Yair (2013). Youth internet and wellbeing. Computers in Human Behavior, 29(1), 1-2. doi:10.1016/j.chb.2012.05.023

Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. doi:10.1037/0003-066X.55.5.469

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The Learning Experience

Dear Colleagues of Metro Skywarn,

It is often said, “We learn best by doing.” While we do our best to provide examples of proper spotting practices in our classes, it is a common occurrence that many spotters will not adhere to our teachings on a net during an active severe weather event. We now have recording capabilities for our primary repeater, and we can use those recordings to preset real-life, exemplary situations where spotters followed proper procedures. I believe a spotter will remember more from hearing a radio interchange during a class, than from reading an example conversation on paper.

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