- The document contains 12 journal entries written by Katherine Delgado responding to prompts from chapters in a book about keys to success. The journal entries describe Katherine's feelings about starting college, managing her time, interacting with others, overcoming challenges, and developing strategies to improve her studying.
- In her journal entries, Katherine reflects on adapting her time management, notetaking skills, and test preparation strategies. She also discusses overcoming shyness by speaking up in class and facing fears of public speaking.
- By completing the journal entries, Katherine feels she has a better understanding of what it takes to succeed in college and is confident in her ability to accomplish her goal of becoming a pediatrician through managing her time well and
i want to share my notes in Learning Assessment 2. I hope that this presentation could be use by many students. Kindly edit the activities if you want. The activities are realtaed to the topics. How? you just need to integrate it for further explanation.
1) The document discusses self-care strategies for those working in harm reduction, including maintaining a work-life balance, prioritizing self-care, and establishing support systems.
2) It provides examples of healthy coping mechanisms like spending time with family, exercising, and engaging in hobbies.
3) The document emphasizes that caring for oneself is important to avoid burnout and compassion fatigue, and advocates checking in with a medical professional if stress levels become too high.
HOMEROOM GUIDANCE PROGRAM provides wholesome learning experiences in the classroom that will foster positive attitudes, behaviors and values and improve relationship between teachers and students.
The document describes an "Inspiration Game" intended to help participants discover their life purpose. It involves answering 13 questions about activities they enjoy, important people, qualities they value, and goals. Participants then analyze their answers to identify a core value and talents. They write a short sentence combining these to define their life purpose. They also set goals and actions to improve their health, spirituality, mental state, and social/emotional well-being to live out this purpose. Finally, participants write a letter to their future self describing what they achieved in a year by following their purpose. Contact information is provided for coaching support.
This document discusses a Year 7 PSHE lesson about managing the transition to secondary school. The lesson involves students discussing their concerns about changing schools and putting their worries in order. Common concerns included leaving their old school, getting lost, making new friends, being bullied, and keeping up with the academic work. The class then discusses solutions to each concern, such as using a color-coded schedule to stay organized. Students are asked to write down the one thing they worried about most and how they will deal with it.
The document discusses the concept of being proactive. It states that when people are proactive, they make good choices in how they respond to situations with a calm attitude. They are prepared for what may happen and do things to help ensure positive outcomes. When things do not go their way, proactive people remain calm rather than becoming unhappy. It also distinguishes between things people can and cannot control in their lives.
Getting to Know Yourself and how to know apurselvesHanifanNurfauzi
This document discusses qualities that help people gain respect from others such as honesty, responsibility, courage, concern for others, health, and citizenship. It provides guidance on getting to know yourself, making wise decisions, and taking responsibility. The key steps to making wise decisions are to identify the decision, list choices, remove harmful options, think about outcomes of remaining choices, select the best choice, act on it, and review the results. Responsible people make wise choices, keep promises, admit mistakes, accept consequences, and do not make excuses.
This activity sheet provides examples of typical emotional situations experienced by college students and prompts reflection on personal experiences with those emotions and lessons learned. The four emotions and situations discussed are:
1) Discomfort from an uninteresting professor where the lesson is to research professors before enrolling in classes.
2) Anxiety about class requirements like research papers where the lesson is to prepare before difficult classes.
3) Excitement over winning a scholarship to share with proud family where the lesson is to stay positive and active.
4) Joy at graduating and getting a job where the lesson is to be a role model for one's family and children.
This document discusses holistic personal development and the interconnection between thoughts, feelings, and behaviors. It addresses the ideal self, actual self, self-esteem, and incongruence between self-images. The objectives are to evaluate emotions, opinions, behaviors and developmental tasks during adolescence. It discusses that thoughts become feelings and influence behaviors, and provides examples of how situations can affect one's thoughts, feelings and actions. The document also addresses cognitive, psychological, social, spiritual and physiological development and encourages analyzing one's personality aspects and improving the weakest areas.
The document provides instructions for a portfolio midterm with three sections. Section one involves writing an intention statement for the class and college education. Section two includes three learning style inventories - VARK, Myers-Briggs, and True Colors - where the student analyzes their results and answers questions. Section three is an emotional intelligence activity where the student reflects on typical college situations and the lessons learned from emotional responses.
This document contains a daily lesson log for a psychosocial support activity pack for 8th grade students. Over the course of a week, the teacher led various activities aimed at identifying students' psychosocial needs, assessing their responses to rapid changes, and helping them cope with current situations. Activities included icebreakers, emotion mapping, roleplaying emergency scenarios, relaxation exercises, and discussions about feelings, conflict resolution, and envisioning positive change. The teacher evaluated students' learning and reflected on teaching strategies, with the goal of continuously improving support for students' well-being.
The document outlines five anger management lessons for grades 3-5. Each lesson focuses on a different aspect of anger such as identifying positive uses of anger, providing physical outlets, communicating effectively when angry using "I" messages, exploring sources of anger and calming strategies, and examining when anger helps keep us safe. The lessons include activities like drawing hands labeling positive and negative responses to anger, playing a ball toss game while shouting things that make them angry, and role playing angry situations using "I" messages. The overall goal is to help students better understand and constructively express or release angry feelings.
This document provides guidance on conflict resolution and social health skills. It discusses three main skills: thinking win-win to find compromises; seeking first to understand others and then be understood; and synergizing to find solutions that work for all parties. It also covers defining problems, brainstorming solutions, and reflecting on conflicts to improve future interactions. Specific tips are offered for handling disagreements with parents and dealing with bullying or abusive relationships.
The document outlines instructions for a portfolio midterm assignment with three sections. Section one requires writing an intention statement. Section two involves completing three learning style inventories and assignments. Section three is an emotional intelligence activity involving reflecting on typical college situations and lessons learned. The midterm involves completing various tasks and assignments to assess learning styles, intentions, and emotional intelligence.
This document discusses the importance of relationships and living in harmony with others. It provides learning objectives about describing positive relationships, their effects, and living with diversity. Activities are included to evaluate current relationships and identify ways to improve relationships, such as expressing gratitude, showing kindness, resolving conflicts respectfully, and strengthening bonds through quality time together. The goal is to understand relationships and how to nurture them.
The document provides tips and strategies for effectively dealing with difficult people and resolving conflicts. It discusses understanding different perspectives, responding without blame or judgment, using active listening, and focusing on interests rather than positions to find mutually agreeable solutions. Key approaches include seeing others as people with their own needs and challenges, avoiding comparisons, clarifying assumptions, and making plans with accountability to address issues respectfully.
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WS 201 Online Interview Assignment
1) Interview Assignment:
Part A: Interview a woman who is of grandparent age. For traditional age students in the
course this means that you will need to interview a woman who is 58 years of age or
older. For non-traditional age students in the course this means that you will need to
interview a woman who is grandparent age, which will be determined by your own age.
You will explore the following topics with her: 1) marriage, 2) family, and 3) children.
Below are some questions to help guide your interview:
Womanhood:
1. How did you learn what it meant to be a woman?
2. What influence did your family, friends school, church, news/newspapers/media
play in your ideas of womanhood?
3. Did you feel like you adhered to the standards of womanhood at the time? Did
you resist any of these conventions? If so, how?
4. Do you remember the first time you felt gendered?
Marriage, Family and Work:
1. What were you taught about marriage and your role in this institution?
2. What influence did your friends, family, school, church, and/or media play in
your views on marriage?
3. Did you plan to marry? At what age?
4. Did you feel you were expected to marry (social or family pressure)?
5. Did you know anyone who remained unmarried or un-partnered for their life
time? What are your thoughts on those who choose to remain single? Has this
changed over time?
6. Did you know anyone who cohabited or divorced? What are your thoughts
about those who cohabit or divorce? Has this changed over time?
7. How were women and work framed when you were growing up? What jobs
were you told were appropriate for women?
8. In your community, was it common for both mothers and fathers to have
employment outside the home?
9. Were you expected to work? Expected not to work?
10. Did you want to work? What kind of career did you have in mind? Was your
career path influenced by the jobs you were told were appropriate for women?
11. Did you think you would continue to work once you had children?
12. If you work or worked outside of the home, how do you feel about it?
2
13. How did you handle the combined roles of career woman, mother, and
spouse/partner?
Children
1. Did you plan to have children? At what age?
2. Did you feel like you were expected to have children (social or family
pressure)?
3. Do you know anyone who chose not to have children? What are your thoughts
on those that remain childless? Have your thoughts changed over time?
4. If you and your spouse/partner do not have children, how have family, friends,
and/or society in general reacted? Were you questioned why you did not have
children? How were you made to feel by not having children?
5. What influence did your friends, family, school, church, media, etc. play in your
decisions regarding your children?
6. How were your parenting roles split up between you ...
This document discusses strategies for teaching higher order thinking skills in social studies classrooms. It describes several activities teachers can use, including Taboo, where students describe key terms without using common associated words, developing deeper understanding. Opinion Corners ask students to physically position themselves based on their views on different issues and explain their reasoning. Mysteries present students with clues to solve a mystery together, building evidence-based explanations. These techniques encourage skills like inquiry, reasoning, and creative thinking, benefiting both student learning and teaching.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
Similar to School Year 2024 - 2025.pptxhshshshshshsh (20)
Transform your outdoor space with Melbourne's premier landscape gardeners. Combining expert design, local knowledge, and sustainable practices, they create beautiful, functional gardens tailored to your needs. Utilizing high-quality materials and offering comprehensive services from design to maintenance, these professionals enhance your home's curb appeal and value. Experience exceptional landscaping that thrives in Melbourne’s unique environment.
Content marketing is a pivotal aspect of digital marketing that focuses on creating, publishing, and distributing valuable content to attract and engage a target audience. Unlike traditional advertising, content marketing aims to build a lasting relationship with potential customers by providing them with useful and relevant information.
Octalysis Prime Challenge - GamerTalesAIYu-kai Chou
The Octalysis Group is looking for UX Designers who have an understanding of Octalysis.
We are looking for UX designers who can take an existing Strategy Dashboard, and create a short Brainstormand visually make it come to life. This is step 2 (Brainstorm) and step 5 (Wireframes) of the 5-Step Octalysis design process. If you are hired, you would work with a senior TOG specialist, getting information on which screens to be done and executing these. All the while working with the general principles of Octalysis in these screens.
You’ll be working with Figma to deliver high fidelity wireframes at a high pace.
Mounded storage has proved to be safer compared to above ground storage as it provides passive & safe environment & eliminates possibility of boiling liquid expanding vapor explosion.
This PPT provides some details regarding design guideline for mounded storage vessels.
How safety is important in day to day life is shown with the help of crime prevention in environmental design (CPTED) in housing project
we rather design in such a way where there is no need to install the camera's after construction
3. Try to remember that last time you felt valued by others and the way you made others
felt valued. Identify the incidents, your thoughts or ideas about the situations, your feelings
and your behavior or actions. Use the templates below to encapsulate those moments:
The last time i felt valued
Incidents:
Thoughts:
Feelings:
Behavior:
The last time I made others felt valued
Incidents:
Thoughts:
Feelings:
Behavior:
4. Think of a person whom you want to talk to (can be
friend, teacher, guidance counselor, brother, sister or
cousin, parent or guardian). Write his/her name
separately on a 1/4 size paper using a permanent
marker or a pen. Face the mirror, post the name of
your chosen person on the mirror. Imagine that that
person is facing you. Talk to yourself in the mirror and
to the person you chose guided by the following
instructions.
6. Answer the processing questions on a separate clean paper. make sureto
write your name, title of the worksheet as the heading of the activity and
compile it in your portpolio.
Processing Questions:
1. How did you find the activity?
2. How do you feel about talking to yourself? Your
friends? Teachers? Family?
3. What have you discovered about yourself during self-
talk?
4. How is the activity helping you enhance your self-
worth?
7. 1. My proudest moment was
2. My strengths are
3. My source of joy is
4. My friends really appreciate me as a
5. I can overcome all the challenges in life because
6. Iwill reach my dreams because
8. Think of our current crisis (Covid-19 Pandemic) situation. Recall a
moment where you done something that you felt confident and
your sense of self-worth is high. what can you say to yourself in
that situation? What have you done? Write your answer on a
sheet of paper.
9. Answer the following questions on a clean sheet of paper.
1. What positive statement would you say to yourself to be reminded of
your strengths and values?
2. How will you deal with life obstacles or negative feelings?
3. What would you do to empower yourself?
4. What are your realizations as to your capability in handling and
surviving the current health crisis right now?
11. 1. Choose one relationship you want to evaluate. It could be your relationship
with your father or mother, friend, classmate, relative, brother or sister,
or any household member or person.
2. Try to examine it using the following table.
3. Copy the table on a clean sheet of paper.
4. Fill in the columns with your answers.
5. Write your answer to the processing questions after. ‘
13. Processing Questions:
1. Why did you choose that relationship?
2. What do you notice with your answers?
3. Do you think you can still improve your quality
of relationship with him/her? Why?
14. Write your five own ways to improve the quality of your relationship with others.
Do this on a sheet of paper.
From now on, I will improve my relationship with other people by:
1.
2.
3.
4.
5.