Learning Journal The purpose of your learning journal is to encourage you to reflect upon the in class training activities and to extract the key learning points. Your task is to describe your reactions, perceptions, impressions or significant insights gained from participation in or reflection on the class. You may talk about yourself, or the behaviour of other people. You should follow the outline below: Date: Topic: Your Name: · Briefly, what did you find most interesting in the readings assigned for this class? · What are three things you learned from this session? · What, if anything have you changed your mind about as a result of this session? · One thing you learned in this session that you may be able to use in the future is… · How did the ideas in discussions or readings enrich your understanding of the subject matter or your own communication style? · What ideas can you take from this session that you can put into practice immediately? · What did you like most about the session? · What did you like least about the session? · What topics, if any would you like to learn more about? How will you access this learning? · Other comments, thoughts. In addition, I will provide a specific learning journal assignment for each week. After each class, you should complete the entry into your learning journal. The ‘journal’ itself will be a folder in the D2L drop box which will contain all your assessments. I will read each paper, comment, grade and return your journal to you. The purpose of the grades is to encourage thoughtful analysis and understanding of the course material and to encourage use of reflection and independent thought. Attached to this outline is my marking guide. Each learning journal entry should be between one and three typed, double-spaced pages in length. REQUIREMENTS Excellent A+. A, A- Good B+, B, B- Satisfactory C+, C Minimally Acceptable D Not Acceptable F Reflections: Ability to integrate learning into real-world experiences and analyze issues with a critical attitude Ability to skillfully demonstrate reflection and deep thinking of acquired knowledge and concepts, and integrate them into different issues from wide range of perspectives (e.g. different contexts, cultures, disciplines etc.); creative solutions and critical thinking skills demonstrated in the writing. Uses and discusses a wide range of resources included with the text and others. Shows strong ability to relate acquired knowledge to previous experiences; demonstrating attempt to analyze the issues from a number of different perspectives Includes description of events, and a little further consideration behind the events using a relatively descriptive style of language; no evidence of using multiple perspectives or resources in analyzing the issues Only includes mere descriptions of theoretical knowledge; no reflection is demonstrated beyond the descriptions More than three missing entries. Evidence that all entries were done a ...

1. Learning Journal
The purpose of your learning journal is to encourage you to
reflect upon the in class training activities and to extract the
key learning points. Your task is to describe your reactions,
perceptions, impressions or significant insights gained from
participation in or reflection on the class. You may talk about
yourself, or the behaviour of other people. You should follow
the outline below:
Date:
Topic:
Your Name:
· Briefly, what did you find most interesting in the readings
assigned for this class?
· What are three things you learned from this session?
· What, if anything have you changed your mind about as a
result of this session?
· One thing you learned in this session that you may be able to
use in the future is…
· How did the ideas in discussions or readings enrich your
understanding of the subject matter or your own communication
style?
· What ideas can you take from this session that you can put
into practice immediately?
· What did you like most about the session?
· What did you like least about the session?
· What topics, if any would you like to learn more about? How
will you access this learning?
· Other comments, thoughts.
In addition, I will provide a specific learning journal
assignment for each week.

2. After each class, you should complete the entry into your
learning journal. The ‘journal’ itself will be a folder in the D2L
drop box which will contain all your assessments.
I will read each paper, comment, grade and return your journal
to you. The purpose of the grades is to encourage thoughtful
analysis and understanding of the course material and to
encourage use of reflection and independent thought. Attached
to this outline is my marking guide.
Each learning journal entry should be between one and three
typed, double-spaced pages in length.
REQUIREMENTS
Excellent
A+. A, A-
Good
B+, B, B-
Satisfactory
C+, C
Minimally Acceptable
D
Not Acceptable
F
Reflections:
Ability to integrate learning into real-world experiences and
analyze issues with a critical attitude
Ability to skillfully demonstrate reflection and deep thinking of
acquired knowledge and concepts, and integrate them into
different issues from wide range of perspectives (e.g. different
contexts, cultures, disciplines etc.); creative solutions and
critical thinking skills demonstrated in the writing.
Uses and discusses a wide range of resources included with the
text and others.

3. Shows strong ability to relate acquired knowledge to previous
experiences; demonstrating attempt to analyze the issues from a
number of different perspectives
Includes description of events, and a little further consideration
behind the events using a relatively descriptive style of
language; no evidence of using multiple perspectives or
resources in analyzing the issues
Only includes mere descriptions of theoretical knowledge; no
reflection is demonstrated beyond the descriptions
More than three missing entries.
Evidence that all entries were done at the end of term rather
than after each class.
Little original thought or reflection shown
Presentation:
Articulation and organization of ideas and perspectives
Writing is well-focused; arguments or perspectives are precisely
defined and explained; coherent flow in developing an
insightful idea demonstrated.
Proper use of English grammar, punctuation and sentence
structure.
Arguments or perspectives are clearly stated; organized flow in
writing but not deep enough to be very insightful.
Proper use of English grammar, punctuation and sentence
structure.
Arguments or perspectives are vaguely mentioned; the writing
lacked an organized flow and the ideas were hard to follow.
Poor writing style, manner technical writing errors.
Do not show any original thinking or perspectives; chaotic in
organization and presentation of ideas.
Poorly written.

4. Poorly Written
Completeness:
Incorporation of the journal entries into a whole, demonstration
of the learning process
Concrete connections between journal entries into a whole;
demonstrating clear steps in the developmental learning process
Journal entries can be generally connected; still able to observe
how the student develops during the learning process
Weak connections between journal entries; development gained
from the learning process is hardly observed
No connections between journal entries; The entries are mere
descriptions of events rather than showing a sequence of
learning steps
No clear focus on use of learning or connection to the course.
Looking Out/Looking In
Fourteenth Edition
4
Emotions
CHAPTER TOPICSWhat Are Emotions?Influences on
Emotional ExpressionGuidelines for Expressing
EmotionsManaging Difficult Emotions
*
EMOTIONS: FEELING, THINKING, AND COMMUNICATING
What Are Emotions?Physiological FactorsWhen person has
strong emotions, bodily changes occurIncreased heart rateRise
in blood pressureIncrease in adrenalinElevated blood
sugarSlowing of digestionDilation of pupilsFlooding impedes

5. problem solving
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
What Are Emotions?Nonverbal ReactionsFeelings often
apparent by observable changesAppearance changesBehavioral
changes
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
What
Are Emotions?Nonverbal ReactionsEasy to tell when someone is
feeling strong emotion, more difficult to be certain what
emotion might beSometimes nonverbal behavior may cause
emotional stateVerbal and nonverbal expressions often
interconnected
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
What Are Emotions? Cognitive InterpretationsThe mind plays
an important role in determining emotional statesExperience
comes primarily from label we give to physical
symptomsReappraisalRethinking meaning of emotional charged
events that alter emotional impact
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING

6. What Are Emotions?Verbal ExpressionSometimes words are
necessary to express feelingsThere isn’t much agreement about
what emotions are, or about what makes them basicIt is
important to use language that represents degree of
intensityProblems arise for people who aren’t able to talk about
emotions constructively
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Influences on Emotional ExpressionPersonalityThere is a clear
relationship between personality and the way we experience and
express emotionsExtroverts tend to report more positive
emotions Neurotic individuals tend to report more negative
emotionsPersonality doesn’t have to govern your
communication satisfaction
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Influences on Emotional ExpressionCultureA significant factor
that influences emotional expression in different cultures is
whether that culture is:Individualistic (United States and
Canada)These cultures feel comfortable revealing their
emotions to people with whom they are closeCollectivistic
(Japan and India)These cultures prize harmony and discourage
expressions of negative emotions which may upset relationships
*
EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Influences on Emotional ExpressionGenderBiological sex is the
best predictor of the ability to detect/interpret emotional

7. expressionResearch suggests that there is some truth to the
unexpressive maleWhile men and women experience the same
emotions, there are differences in the ways they express them
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Influences on Emotional ExpressionSocial ConventionsThe
unwritten rules of communication discourage the direct
expression of emotionEmotion laborManaging or even
suppressing emotions is both appropriate and necessary
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Influences on Emotional ExpressionFear of Self-DisclosureIn a
society that discourages the expression of emotions, revealing
them can seem riskySomeone who shares feelings risks
unpleasant consequences
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Influences on Emotional ExpressionEmotional ContagionThe
process by which emotions are transferred from one person to
anotherIs it possible to catch someone’s mood?Emotions
become more infectious with prolonged contact
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Guidelines for Expressing EmotionThere is not a universal rule

8. for expression of emotionThere will be times when you can
benefit from communicating your feelings clearly and
directlyResearch supports value of expressing emotions
appropriatelyChance to improve relationshipsIsn’t a simple
matter
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Guidelines for Expressing EmotionRecognize your
feelingsRecognize the difference between feeling, talking, and
actingExpand your emotional vocabularyShare multiple feelings
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Guidelines for Expressing EmotionConsider when and where to
express your feelings Accept responsibility for your
feelingsBe mindful of the communication channel
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsFacilitative and Debilitative
EmotionsFacilitative EmotionsEmotions which contribute to
effective functioningDebilitative EmotionsEmotions which
detract from effective functioningIntensityDurationRumination
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsSources of Debilitative

9. EmotionsPhysiologyOur genetic makeupEmotional memory
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsSelf-TalkInterpretations people
make of an event, during the process of self-talk that determine
their feelings
Event Thought Feeling
Being called names “I’ve done something wrong.” hurt, upset
Being called names “My friend must be sick.” concern,
sympathy
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsIrrational Thinking and
Debilitative EmotionsThe FallaciesThe Fallacy of PerfectionThe
belief that a worthwhile communication should be able to
handle every situationThe Fallacy of ApprovalThat it is vital to
gain the approval of virtually every person
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsIrrational Thinking and
Debilitative EmotionsThe Fallacy of ShouldsThe inability to
distinguish between what is and what should beThe Fallacy of
OvergeneralizationBasing a decision on limited
informationWhen we exaggerate shortcomingsThe Fallacy of
CausationThe irrational belief that emotions are caused by
others rather than by one’s own self-talk

10. *
EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsIrrational ThinkingThe Fallacy of
HelplessnessSatisfaction in life is determined by forces beyond
your controlThe Fallacy of Catastrophic ExpectationsThe
assumption that if something bad can happen, then it is going to
happen
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Managing Difficult EmotionsMinimizing Debilitative
EmotionsMonitor your emotional reactionsNote the activating
eventRecord your self-talkReappraise your irrational beliefs
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EMOTIONS: FEELING, THINKING, AND COMMUNICATING
Chapter ReviewWhat Are Emotions?Influences on Emotional
ExpressionGuidelines for Expressing EmotionsManaging
Difficult Emotions