01-23-2018
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This document provides an agenda for a culinary class that includes hand washing, safety and sanitation, and CPR. It begins with learning goals and instructions for students to wash their hands. It then shares a quote about cooking to make people happy. The agenda includes discussing hand washing and having complementary conversations with classmates. Homework assignments are outlined, including recipes, a textbook reading, and a group exercise to identify hazards and safety measures for a restaurant kitchen.
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The document discusses the imperative form of instructions. The imperative form uses verbs without "to" and leaves out pronouns or nouns before the verb. Examples are given such as "Turn left at the post office" instead of "You need to turn left at the post office." More examples of imperative instructions are given such as "Go home!" and "Do your homework!" The imperative form is commonly used in instructions for recipes, activities, and manuals to tell the reader how to perform an action.
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This document discusses presentation delivery techniques. It covers several common myths about delivery, such as that movement is unnecessary and that using project jargon is acceptable. It then provides tips for crafting a clear key message, speaking with passion, and opening with an introduction that identifies the speaker, objective, requirements, time, and start. Additional advice includes practicing good posture, connecting with stories, pausing at key points, speaking to one person while looking at all, and using techniques like tapping, teasing, and transporting the audience.
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1 Scholarly Reflection Paper STUDENT NAME
1
Scholarly Reflection Paper
STUDENT NAME
Faculty of Nursing, University of Alberta
INT D 249: The Science of Joy & Happiness
Karen A. Sylte
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Scholarly Reflection Paper
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part of my daily routine. This class has taught me that in fact is not true. Mindfulness has so
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Mindfulness has been suggested to improve mental health and well-being, resiliency, as well as
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reduce stress. An 8-week mindfulness-based study was done by Hjeltnes et al. (2015) which
evaluated university students, and one of the findings was that during the practice period students
reported they were able to find inner calmness when dealing with stress and anxiety. While I was
doing the practices, I noticed this feeling as well. Although I was stressed, I was able to calm
myself and relax more than I had previously been able to. Also, when I first started doing the
practices in this class or mindfulness practices in the past, I believed that my brain always had to
be completely blank and I should not be focusing on anything else, and I would get frustrated if I
started having other thoughts. However, I have since learned that mindfulness is
“moment-to-moment, non-judgmental awareness...paying attention in a specific way...as
non-reactively, as non-judgmentally, and as open-heartedly as possible” (Jon Kabat-Zinn, 2015).
I learned it was okay to have other thoughts, and just let them be and realize what I was thinking
and feeling instead of trying to control them.
Throughout this paper, I will include a reflection on my experience, specifically my
initial goals for the practices, as well as highlighting what I found went well for me and what did
not, also my overall motivation and dedication to the practices, and a goal for the future.
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Reflection on my goals
The first goal I set was: to do the mindfulness activities alone in my room, in a
comfortable position, with my headphones, every day in the evening around 9:00 pm before I go
to bed. I succeeded at completing the mindfulness practices every day, with my headphones, in a
comfortable position, however, the time when I would do them would change. Some days I
would do it earlier in the evening, or later in the night, and once I tried doing it in the morning.
The second goal I set was: to complete the practice logs by setting aside a few minutes of
my time every day right after doing the activities to ensure I truly remembered how I was
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1 Scholarly Reflection Paper STUDENT NAME
1
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STUDENT NAME
Faculty of Nursing, University of Alberta
INT D 249: The Science of Joy & Happiness
Karen A. Sylte
DATE
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Up until recently, I knew that mindfulness had benefits, but I never knew their extent. I
also believed I didn’t have time for mindfulness, and that it wasn’t something I should make a
part of my daily routine. This class has taught me that in fact is not true. Mindfulness has so
many positive benefits, and many reasons why mindfulness is a great addition to daily routines.
Mindfulness has been suggested to improve mental health and well-being, resiliency, as well as
cognition, executive control, and attention, which is highlighted in a study by Yakobi et al.
(2020). It can also help cultivate feelings of happiness and joy and lead to its pursuit, as well as
reduce stress. An 8-week mindfulness-based study was done by Hjeltnes et al. (2015) which
evaluated university students, and one of the findings was that during the practice period students
reported they were able to find inner calmness when dealing with stress and anxiety. While I was
doing the practices, I noticed this feeling as well. Although I was stressed, I was able to calm
myself and relax more than I had previously been able to. Also, when I first started doing the
practices in this class or mindfulness practices in the past, I believed that my brain always had to
be completely blank and I should not be focusing on anything else, and I would get frustrated if I
started having other thoughts. However, I have since learned that mindfulness is
“moment-to-moment, non-judgmental awareness...paying attention in a specific way...as
non-reactively, as non-judgmentally, and as open-heartedly as possible” (Jon Kabat-Zinn, 2015).
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and feeling instead of trying to control them.
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initial goals for the practices, as well as highlighting what I found went well for me and what did
not, also my overall motivation and dedication to the practices, and a goal for the future.
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Reflection on my goals
The first goal I set was: to do the mindfulness activities alone in my room, in a
comfortable position, with my headphones, every day in the evening around 9:00 pm before I go
to bed. I succeeded at completing the mindfulness practices every day, with my headphones, in a
comfortable position, however, the time when I would do them would change. Some days I
would do it earlier in the evening, or later in the night, and once I tried doing it in the morning.
The second goal I set was: to complete the practice logs by setting aside a few minutes of
my time every day right after doing the activities to ensure I truly remembered how I was
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The passage discusses the relationship between sleep, pain, and health. It notes that poor sleep and pain can cause each other, as people in pain sleep poorly and those deprived of sleep experience more pain. While medication can help sleep initially, long-term solutions involve addressing the underlying causes of sleep problems through cognitive behavioral therapy. Factors like mattresses, temperature, noise, light, and medical issues can impact sleep quality and need to be considered. Overall, the passage emphasizes the importance of quality sleep for physical and mental well-being.
Customer Service Presentation to INA - October 2016
Title: Empathy, Efficiency, and other Effective Means of Teaching Customer Service
Objective: The learner will utilize the four steps of effective communication (know yourself, your audience, your message, and your means to reach the audience) and customize lesson plans that promote the best practices of customer service.
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The document discusses struggling with mental health and recovery. It describes feeling overwhelmed by negative thoughts and grasping for help alone. It questions whether the struggle is worth it and what recovery means. However, it notes that focusing on improving life and coping skills leads to benefits, and that while struggling is normal, recovery provides meaning and is enduring.
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Customer Service Presentation to INA - October 2016
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More from Nathan Houtsma
01-29-2018
1. The agenda for the class focuses on safety and sanitation. Homework on recipe reading and textbook assignments must be completed by Tuesday. Students can visit the crestwoodculinary website or see the teacher if they need materials.
2. As a complementary activity, students will have conversations with their table partners about each other's favorite memories and write down what they said or received.
3. A key part of the class is learning basic first aid and life-saving techniques as every foodservice worker must know emergency procedures for assisting injured people until professional help arrives.
01-26-2018
1. The document provides an agenda and learning goals for a culinary class that covers safety and sanitation.
2. It outlines homework assignments that are due by January 30th and instructs students to visit the crestwoodculinary.com website if they need materials.
3. The document discusses establishing safe working conditions in the kitchen, including proper safety attire, following guidelines for sharp tools, cleaning equipment, preventing fires, and knowing first aid techniques and emergency procedures.
01-19-2018
This document provides an agenda for a food safety and sanitation training. It includes learning goals, a chef's quote about the importance of sharing knowledge, instructions to wash hands, and information about homework assignments. Food safety topics discussed include how food becomes unsafe due to time-temperature abuse, cross-contamination, poor personal hygiene, and poor cleaning. Ready-to-eat foods and populations at high risk for foodborne illness are also identified. The training emphasizes controlling time and temperature, preventing cross-contamination, practicing personal hygiene, cleaning and sanitizing, and the roles of government agencies in food safety.
01-12-2018
The document outlines an agenda for a class that includes hand washing, a test, and a discussion of safety and sanitation. It introduces a learning goal scale from 1 to 4 to assess understanding. Students are instructed to wash their hands for the first 3 minutes and then put all items on the floor except something to write with in preparation for a test. Voice levels from 0 to 4 are also defined.
01-09-18
The document provides an agenda for a class that includes a test, hand washing demonstration, and a fun video. It also reviews various topics like voice levels, classroom rules, and daily tips related to health, compliments, discipline, and positive thinking. Learning goals are defined on a scale of 1 to 4 to assess understanding of material.
2017-2018 S2 Jan D1
This document outlines classroom rules and expectations for students. It includes:
1. Classroom rules about voice levels, waiting to worry, keeping a positive attitude, health, compliments, saying no graciously, discipline, and positive people.
2. Classroom expectations such as having supplies, not hindering learning, being polite, safety, no running or talking out of turn, following instructor guidance, bathroom breaks, and exiting the classroom.
3. Details on correction and discipline which involve stopping when the instructor raises their hand, identifying needed adjustments, relocating students, detentions, referrals, and phone calls home for non-compliance.
More from Nathan Houtsma (6)
01-23-2018
- 1. Welcome Learning Goal Scale 1. I’m starting to understand, but I still need help 2. I understand but need more practice 3. I understand and can produce what is taught and expected 4. I can do it easily, help others, or create something new Agenda: Hand Washing, Safety & Sanitation, CPR 1st 3 Minutes Do: Wash Hands
- 2. Chef Quote When you acknowledge, as you must, that there is no such thing as perfect food, only the idea of it, then the real purpose of striving toward perfection becomes clear: to make people happy, that is what cooking is all about. - Thomas Keller Thomas Keller holds seven Michelin stars total: three at Per Se, three at The French Laundry, and one at Bouchon.
- 3. Hand Washing If you have not done so already, wash your ands with soap and water, fold towel, and sit in your seat.
- 4. Complementary Conversations Talk with the person across from you about your favorite animal: What do you like about your favorite animal? Do you own one as a pet? Would you like to own one as a pet? Why or why not? Look for ways to add value to the person you are speaking with.
- 5. Homework Recipe and Textbook reading assignments… must be completed by: Tuesday, January 30, 2018 Go to… crestwoodculinary.com
- 6. Homework Recipe Exercise: One-Pan Mushroom Ravioli Gratin with Crispy Parmesan Crust Option 1: Cook and write a 250 word paragraph about the experience. Option 2: Watch a video (provided here) and write a 500 word essay about the video. Option 3: Read a recipe (provided here) and write a 900 word essay about the recipe. If you need materials, come see me after class.
- 7. Homework Reading Exercise Textbook Culinary Essentials Chapter 2 Assignment Read Chapter 2 and fill out the Graphic Organizer. If you need materials, come see me after class.
- 8. Safety Basics: Group Exercise Groups of 3 or 4 Visualize a restaurant kitchen. Write about how you would prevent injuries in the kitchen. Identify and name hazardous areas and what might be done to prevent accidents in those areas. Be ready to share with the class.
- 9. Thank You!