Assignment 8 blog
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Task-based learning, a blog in which the student will learn about specific topic according to the contents learned in the course of English B1+.
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Future different types
This document discusses different ways to talk about the future in English, including will, going to, present progressive, and simple present. Will is used to make predictions without evidence or express spontaneous decisions. Going to is used for predictions based on evidence or plans. Present progressive describes future plans or intentions. Simple present is used to talk about fixed schedules. Each structure is explained with examples of affirmative, negative, and interrogative forms.
Future tense
Here are 5 sentences about my future plans and intentions:
1. I intend to finish my degree program next year.
2. I'm hoping to study abroad in Europe for a semester.
3. I might apply for an internship in my field of study this summer.
4. I expect to graduate and start my career in 2023.
5. I will probably attend some concerts this summer if any bands I like are touring nearby.
Pronouns and verb tobe
This document provides information about personal pronouns and the verb "to be" in English. It introduces the personal pronouns, presents the structure of affirmative, negative, and interrogative sentences using the verb "to be", gives examples of sentences using personal pronouns and the verb, and provides exercises for students to complete. It also includes a brief vocabulary section defining terms in English and Spanish.
Prepositions
Prepositions such as at, in, and on are used to indicate precise times, months, years, or dates. At is used to indicate specific times like "at 3 o'clock" or dates like "at Christmas." In is used to refer to months, seasons, or years like "in May" or "in 1990." On is used to refer to specific days of the week or dates like "on Tuesday" or "on June 1st." Common expressions involving these time prepositions are also explained.
Simone Testa - Database Italian Academies 1525-1700
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Simone Testa (Istituto Universitario Europeo)
Visualizzare la storia sociale e la storia intellettuale: il Database Italian Academies 1525-1700
Il seminario si basa su una ricerca pluriennale condotta come post-doc presso la School of Modern Languages di Royal Holloway - University of London. La relazione riflette sull'importanza della visualizzazione dei rapporti sociali attraverso la dimostrazione del Database Italian Academies 1525-1700, un progetto di collaborazione tra Royal Holloway, British Library e University of Reading, diretto dalla professoressa Jane Everson.
Il Database contiene adesso circa 10.000 voci, ed è diviso in tre aree: 1) Il paratesto del libro, 2) i dati essenziali relativi all'Accademia; 3) la prosopografia della persona, sia essa un accademico, oppure un contributore, autore, censore, stampatore, illustratore, dedicatario, ecc. di una pubblicazione. Queste tre aree sono collegate dall'ipertesto.
La presentazione non si occupa del software – che è stato realizzato in base alle nostre esigenze dal team del dipartimento di e-IS della British Library – bensì dell' importanza del suo design per interpretare i dati accumulati.
Tale strumento digitale ha permesso la rivalutazione di un fenomeno sociale quale il movimento accademico in Italia nel Cinque e Seicento e ne ha rivelato la sostanziale natura di network, attraverso tutta la penisola. La novità dell'approccio ha dimostrato ciò che sarebbe stato impossibile realizzare su carta stampata. Di conseguenza, il Database interattivo Italian academies ha aperto una nuova frontiera nell'interpretazione di un fenomeno sociale fino ad ora impossibile da affrontare con i tradizionali mezzi di stampa. Consente inoltre di aprire il discorso sulle banche dati interattive e la loro importanza come strumenti per la ricerca storica.
Il seminario scaturisce da una monografia in corso di pubblicazione con l'editore Palgrave McMillan (New York). La monografia contestualizza la banca dati nell’ambito delle interpretazioni del movimento accademico a partire dal sedicesimo secolo; propone la lettura di specifici discorsi culturali nell’ambito di varie generazioni di accademie cittadine; lo scambio culturale tra diverse città attraverso le accademie e l’importanza del network per gli individui; e propone di vedere il movimento accademico italiano come un antecedente della più tarda Repubblica delle lettere.
Link: http://www.bl.uk/catalogues/ItalianAcademies/About.aspx
Recommended
Future different types
This document discusses different ways to talk about the future in English, including will, going to, present progressive, and simple present. Will is used to make predictions without evidence or express spontaneous decisions. Going to is used for predictions based on evidence or plans. Present progressive describes future plans or intentions. Simple present is used to talk about fixed schedules. Each structure is explained with examples of affirmative, negative, and interrogative forms.
Future tense
Here are 5 sentences about my future plans and intentions:
1. I intend to finish my degree program next year.
2. I'm hoping to study abroad in Europe for a semester.
3. I might apply for an internship in my field of study this summer.
4. I expect to graduate and start my career in 2023.
5. I will probably attend some concerts this summer if any bands I like are touring nearby.
Pronouns and verb tobe
This document provides information about personal pronouns and the verb "to be" in English. It introduces the personal pronouns, presents the structure of affirmative, negative, and interrogative sentences using the verb "to be", gives examples of sentences using personal pronouns and the verb, and provides exercises for students to complete. It also includes a brief vocabulary section defining terms in English and Spanish.
Prepositions
Prepositions such as at, in, and on are used to indicate precise times, months, years, or dates. At is used to indicate specific times like "at 3 o'clock" or dates like "at Christmas." In is used to refer to months, seasons, or years like "in May" or "in 1990." On is used to refer to specific days of the week or dates like "on Tuesday" or "on June 1st." Common expressions involving these time prepositions are also explained.
Simone Testa - Database Italian Academies 1525-1700
Simone Testa - Database Italian Academies 1525-1700Laboratorio di Cultura Digitale, Università di Pisa
14 ottobre - 14:15 - 16:00 . Aula Seminari EST – Dip. di Informatica, Pisa, Italia
Simone Testa (Istituto Universitario Europeo)
Visualizzare la storia sociale e la storia intellettuale: il Database Italian Academies 1525-1700
Il seminario si basa su una ricerca pluriennale condotta come post-doc presso la School of Modern Languages di Royal Holloway - University of London. La relazione riflette sull'importanza della visualizzazione dei rapporti sociali attraverso la dimostrazione del Database Italian Academies 1525-1700, un progetto di collaborazione tra Royal Holloway, British Library e University of Reading, diretto dalla professoressa Jane Everson.
Il Database contiene adesso circa 10.000 voci, ed è diviso in tre aree: 1) Il paratesto del libro, 2) i dati essenziali relativi all'Accademia; 3) la prosopografia della persona, sia essa un accademico, oppure un contributore, autore, censore, stampatore, illustratore, dedicatario, ecc. di una pubblicazione. Queste tre aree sono collegate dall'ipertesto.
La presentazione non si occupa del software – che è stato realizzato in base alle nostre esigenze dal team del dipartimento di e-IS della British Library – bensì dell' importanza del suo design per interpretare i dati accumulati.
Tale strumento digitale ha permesso la rivalutazione di un fenomeno sociale quale il movimento accademico in Italia nel Cinque e Seicento e ne ha rivelato la sostanziale natura di network, attraverso tutta la penisola. La novità dell'approccio ha dimostrato ciò che sarebbe stato impossibile realizzare su carta stampata. Di conseguenza, il Database interattivo Italian academies ha aperto una nuova frontiera nell'interpretazione di un fenomeno sociale fino ad ora impossibile da affrontare con i tradizionali mezzi di stampa. Consente inoltre di aprire il discorso sulle banche dati interattive e la loro importanza come strumenti per la ricerca storica.
Il seminario scaturisce da una monografia in corso di pubblicazione con l'editore Palgrave McMillan (New York). La monografia contestualizza la banca dati nell’ambito delle interpretazioni del movimento accademico a partire dal sedicesimo secolo; propone la lettura di specifici discorsi culturali nell’ambito di varie generazioni di accademie cittadine; lo scambio culturale tra diverse città attraverso le accademie e l’importanza del network per gli individui; e propone di vedere il movimento accademico italiano come un antecedente della più tarda Repubblica delle lettere.
Link: http://www.bl.uk/catalogues/ItalianAcademies/About.aspx
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Alec N
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Part One Discovery DraftBefore you start this part of the assig.docx
Part One: Discovery Draft
Before you start this part of the assignment, make sure you have your topic completely narrowed down so that you know which abstract concept you will be writing about. Then, you will free-write about your chosen concept. Your goal should be to generate about 2 pages, and the overall purpose is to start to notice what you already know about your concept and what you might need to find out. Please do not worry about having any organization or flow to this assignment. It can be brainstorm-y and messy. That is the whole point of a discovery draft!
To help you get started, you might try answering the following questions:
·
1. What are some common definitions that exist for my concept? (For example, how do philosophers, lawyers, scientists, historians, other experts, etc. view my concept? How does someone who is part of my community view this concept vs an outsider?)
2. Has the definition of my concept evolved over time? What was the "original" definition? What happened to cause the definition to change or evolve?
3. What is my personal understanding of my concept? What personal experience led me to develop my own unique understanding?
4. Why/How is my unique and personal definition of the concept useful for others in my community and beyond? Who, specifically, really needs to hear and understand my unique and personal definition?
5. What special strategies might I use to fully explain my concept to others (specific example, analogy, description, compare/contrast to similar concepts, classification (is this an emotion, a mindset, a philosophy, etc)?
Part Two: Research Plan
Consider what information you still need to find out about your concept. What search terms might you use to google that information? Have you found any websites that seem promising for helping you understand the history or different understandings of your contested concept?
Submitting Your Work
Submit your prewriting in one file to the Canvas Dropbox. Your assignment should be submitted in MLA or APA format, double spaced, with 12-point, Times New Roman font.
PreviousNext
.CASE STUDY.. JENNY: Hi there.
My name is Dr. Jenny.
Can you tell me your name and how old you are?
DEV CORDOBA: My name is Dev, and I am seven years old.
DR. JENNY: Wonderful.
Dev, can you tell me what the month and the date is?
And where are we right now?
DEV CORDOBA: Today is St. Patrick's Day.
It's March 17th.
DR. JENNY: Do you know where we are?
DEV CORDOBA: We're at the school.
DR. JENNY: Good.
Did your mom tell you why you're here today to see me?
DEV CORDOBA
: She thought you were
going to help me be better.
DR. JENNY: Yes, I am here to help you.
Have you ever come to see someone like me before,
or talked to someone like me before to help you
with your mood?
DEV CORDOBA: No, never.
DR. JENNY: OK.
Well, I would like to start with getting
to know you a little bit better, if that's OK.
What do you like to do for fun when you're at home?
DEV CORDOBA: Oh, I have a do.
Script for spanish around the world introduction
The instructor, Tracie Toy, holds degrees in psychology, education, and has taught English as a Second Language for 8 years. She created the Spanish Around the World course to teach vocabulary, grammar, and culture in a fun, self-paced way using videos, audio, and activities. The course is designed for students with different learning styles and busy schedules. Students are encouraged to determine their commitment level and goals for learning Spanish based on their desire and enthusiasm for the language. Instructor support is provided to students throughout the course.
Case 1Student JoshuaAge 9Grade 4thScenarioJoshua att.docx
Case 1
:
Student: Joshua
Age: 9
Grade: 4th
Scenario
Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua's reading choppy. Joshua's special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua's mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week.
Assignment
Using 2-3 academic resources, complete an Early Reading Plan for Joshua that is 500-750-words and includes the following:
Joshua's areas of strengths and areas needing intervention.
Three academic goals for Joshua that are detailed and measurable.
For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Joshua achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters. Cite two to three research sources that support your decision-making.
For one of the stated goals, identify and describe one independent practice activity that Joshua’s family can useat home to support him and his goals.
How Joshua's progress on each goal will be assessed, including timeframes and tools.
Case 2
Student: Nicole
Age: 13
Grade: 8
th
Scenario
Nicole is an athletic eighth grader who attends a suburban middle school and lives at home with both parents and an older brother who is a senior in high school. She plays on the girls' basketball team, has several friends, and generally enjoys everything about school. She does particularly well in science and social studies, but always does best when materials are read aloud and hands-on activities are assigned. Nicole struggles mostly in language arts class. She currently reads at a rate of 55 words per minute. Her language arts teacher, Ms. Checkovich, has identified that Nicole has difficultly decoding unfamiliar words and her positive attitude is beginning to dwindle the harder the material gets. Ms. Checkovich has met with Nicole's father, who has said that he has noticed the decrease in her attitude, too, and he is willing to do whatever possible to supp.
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O documento discute conceitos básicos de geodésia, incluindo a evolução do entendimento do espaço desde a mitologia até modelos científicos modernos como o heliocêntrico, além de abordar noções de orientação espacial, rotação, translação e o uso de sistemas como sensoriamento remoto e GPS.
Publicación1
El documento presenta una organización y sus productos y servicios. Describe brevemente los servicios ofrecidos y proporciona información de contacto. Utiliza títulos, párrafos y gráficos para organizar la información de manera clara y concisa.
Sopa de letras
El resumen solicita tres oraciones o menos. El documento pide encontrar palabras para una sopa de letras que servirán como ingredientes para preparar una sopa.
Protocolo de Lenguaje
Este documento presenta información sobre un protocolo de lenguaje para Nicolás Emiliano Alanís Ulloa, un estudiante de primer grado de la Escuela Primaria "Coronel Nicolás Romero" que muestra dificultades en la articulación de los fonemas /r/ y /rr/. Se describen los errores fonológicos del estudiante y se proponen ejercicios y juegos para mejorar la articulación de dichos fonemas.
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O documento resume o atletismo, incluindo sua história, modalidades principais (corrida, salto e lançamento), regulamentos e como são os campos de atletismo. Ele explica que o atletismo surgiu nos Jogos Olímpicos da Grécia Antiga e consiste em provas como corridas de curta, média e longa distância, salto em comprimento, altura e vara, e lançamentos de peso, disco e martelo.
Client list Mokshart
This document appears to be about clients. However, it provides no further details about clients beyond the single word title. The summary is limited to stating the title of the document ("Clients") as there is no other contextual information provided within the document to summarize.
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SS Interview Script
Lauren Ruzinsky interviews herself about her volunteer experience at Pakkret Babies Home in Thailand. She was assigned to care for a baby named Ah-Pin-Ya for over a year until the child was adopted by a family in Switzerland. Lauren discusses how this experience taught her about the difference between wants and needs. It also demonstrated how emotion, perception, and language relate to learning. Specifically, it showed her the importance of putting others' needs first, considering multiple perspectives, and communicating effectively despite language barriers.
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Alec is from Moville, Iowa and has two sisters. He graduated from Woodbury Central High School in 2010 and is studying Spanish Education at the University of South Dakota. Alec enjoys exercising by running and reading novels like Harry Potter. His career goals are to become a Spanish teacher, freelance interpreter, and eventually earn a PhD in Linguistics. In ten years, Alec wants to have completed his education, be in a stable relationship, and have started an interpretation and translation business working internationally.
Presentation2 (1)
Jane writes a letter to John asking him to reconsider their relationship. She acknowledges that she did not treat him well in the past but says she is ready to change. She reminds him of positive memories they shared and says she has been depressed since he left. She asks if he would consider taking her back.
Theo Presentation
This document discusses mother-daughter relationships in typical Filipino families. It begins by defining the roles of a mother and daughter. It then outlines a survey conducted with 100 Filipino girls aged 13-28 about their relationships with their mothers. The survey found that relationships varied from very close to distant, with issues like arguments, lack of time, and misunderstandings. Relationships were often based on time spent together, shared experiences, family closeness, and openness. The analysis discusses moral dilemmas mothers may face in raising daughters. Finally, it outlines Catholic teachings about families promoting love and community.
Part One Discovery DraftBefore you start this part of the assig.docx
Part One: Discovery Draft
Before you start this part of the assignment, make sure you have your topic completely narrowed down so that you know which abstract concept you will be writing about. Then, you will free-write about your chosen concept. Your goal should be to generate about 2 pages, and the overall purpose is to start to notice what you already know about your concept and what you might need to find out. Please do not worry about having any organization or flow to this assignment. It can be brainstorm-y and messy. That is the whole point of a discovery draft!
To help you get started, you might try answering the following questions:
·
1. What are some common definitions that exist for my concept? (For example, how do philosophers, lawyers, scientists, historians, other experts, etc. view my concept? How does someone who is part of my community view this concept vs an outsider?)
2. Has the definition of my concept evolved over time? What was the "original" definition? What happened to cause the definition to change or evolve?
3. What is my personal understanding of my concept? What personal experience led me to develop my own unique understanding?
4. Why/How is my unique and personal definition of the concept useful for others in my community and beyond? Who, specifically, really needs to hear and understand my unique and personal definition?
5. What special strategies might I use to fully explain my concept to others (specific example, analogy, description, compare/contrast to similar concepts, classification (is this an emotion, a mindset, a philosophy, etc)?
Part Two: Research Plan
Consider what information you still need to find out about your concept. What search terms might you use to google that information? Have you found any websites that seem promising for helping you understand the history or different understandings of your contested concept?
Submitting Your Work
Submit your prewriting in one file to the Canvas Dropbox. Your assignment should be submitted in MLA or APA format, double spaced, with 12-point, Times New Roman font.
PreviousNext
.CASE STUDY.. JENNY: Hi there.
My name is Dr. Jenny.
Can you tell me your name and how old you are?
DEV CORDOBA: My name is Dev, and I am seven years old.
DR. JENNY: Wonderful.
Dev, can you tell me what the month and the date is?
And where are we right now?
DEV CORDOBA: Today is St. Patrick's Day.
It's March 17th.
DR. JENNY: Do you know where we are?
DEV CORDOBA: We're at the school.
DR. JENNY: Good.
Did your mom tell you why you're here today to see me?
DEV CORDOBA
: She thought you were
going to help me be better.
DR. JENNY: Yes, I am here to help you.
Have you ever come to see someone like me before,
or talked to someone like me before to help you
with your mood?
DEV CORDOBA: No, never.
DR. JENNY: OK.
Well, I would like to start with getting
to know you a little bit better, if that's OK.
What do you like to do for fun when you're at home?
DEV CORDOBA: Oh, I have a do.
Script for spanish around the world introduction
The instructor, Tracie Toy, holds degrees in psychology, education, and has taught English as a Second Language for 8 years. She created the Spanish Around the World course to teach vocabulary, grammar, and culture in a fun, self-paced way using videos, audio, and activities. The course is designed for students with different learning styles and busy schedules. Students are encouraged to determine their commitment level and goals for learning Spanish based on their desire and enthusiasm for the language. Instructor support is provided to students throughout the course.
Case 1Student JoshuaAge 9Grade 4thScenarioJoshua att.docx
Case 1
:
Student: Joshua
Age: 9
Grade: 4th
Scenario
Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua's reading choppy. Joshua's special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua's mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week.
Assignment
Using 2-3 academic resources, complete an Early Reading Plan for Joshua that is 500-750-words and includes the following:
Joshua's areas of strengths and areas needing intervention.
Three academic goals for Joshua that are detailed and measurable.
For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Joshua achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters. Cite two to three research sources that support your decision-making.
For one of the stated goals, identify and describe one independent practice activity that Joshua’s family can useat home to support him and his goals.
How Joshua's progress on each goal will be assessed, including timeframes and tools.
Case 2
Student: Nicole
Age: 13
Grade: 8
th
Scenario
Nicole is an athletic eighth grader who attends a suburban middle school and lives at home with both parents and an older brother who is a senior in high school. She plays on the girls' basketball team, has several friends, and generally enjoys everything about school. She does particularly well in science and social studies, but always does best when materials are read aloud and hands-on activities are assigned. Nicole struggles mostly in language arts class. She currently reads at a rate of 55 words per minute. Her language arts teacher, Ms. Checkovich, has identified that Nicole has difficultly decoding unfamiliar words and her positive attitude is beginning to dwindle the harder the material gets. Ms. Checkovich has met with Nicole's father, who has said that he has noticed the decrease in her attitude, too, and he is willing to do whatever possible to supp.
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The English Language School in Van Wyk took students on an outing to Cape Town that they enjoyed. The school is also planning a survival competition called "SURVIVOR ELS" and will publish photos in the next newsletter. New students from countries like Togo, Egypt, Switzerland, Korea, and Brazil will be joining in the fourth term. Two students from Angola completed their English studies and decided to enroll in the upcoming Radical Discipleship School. The Radical DTS starting on September 18th will have approximately 15 students from around the globe and a staff of 6, including 3 South Africans and 3 from Brazil. Updates will be provided on student experiences and what God is doing in their lives during the
2011 2 english 4 s olga isaza - who is in your circle of friends
The document discusses the narrator's circle of friends. It describes three close friends from school and college - Carolina, Mariana, and Juan Fernando. Carolina and Juan Fernando have been friends since elementary school, while Mariana became a close friend in college. The narrator keeps in touch with friends from the past through online chatting, including friends from Mexico, Spain, and other cities in Colombia. The friends have diverse personalities but complement each other well despite their differences.
Case Study JohnnyJohnny is a 9 year old boy brought to the .docx
Case Study: Johnny
Johnny is a 9 year old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appear very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken by today’s events ...
June 17th check it out PRES community!
This document provides updates from Pine River Elementary School for the week of June 17th. It announces spirit weeks with themes like celebrating graduates and Canadian pride. It also advertises a virtual yoga club meeting and opportunities for virtual BASE sessions and mental health supports. Students are encouraged to participate in kindness drawing and self-care activities during this time.
Coun 535 multicultural interview paper
For this assignment, I interviewed a friend of mine who grew up in a family who does not speak English as their first language. Her parents are both immigrants from Mexico, and I was able to learn about the ways that her background is different from mine.
♡English Work #2~SOFIA TORROLEDO 1001♡
Laura was born in Bogota, Colombia in 2004 and has always been happy, especially when doing activities she enjoys like eating. She is a responsible student who is passionate about art and wants to study psychology. Family and friends are very important to her and she considers herself a kind, honest, and loving person.
Lauren VerHagen My liberal arts journey
1) The author enjoyed challenging classes like Spanish, English, and Anthropology more than expected and found new passions in history and indigenous cultures.
2) For their Anthropology final paper, the author wrote a 12-page research paper on the mistreatment of the Nakoda Stoney tribe by the Canadian government and efforts for restorative justice, earning their highest grade ever.
3) While balancing a full course load and working long hours, the author has grown personally by making new friends, living independently, and realizing their strength and resilience through challenges.
K Parent Information Night 10'
1. The document summarizes an information night for parents about Eagle Heights Spanish Immersion School's kindergarten program. It introduces the teacher, Ms. De La Cruz, and describes the daily schedule, curriculum, communication methods, and upcoming events.
2. The curriculum focuses on literacy, math, science, social studies and health. Technology like Smart Boards and laptops support learning. Progress reports and parent-teacher conferences will be used to share student progress.
3. Parents are encouraged to read with their children in English daily, check the school website and classroom updates, and celebrate their child's achievements to support their learning at home.
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The social and psychological effects of a virus: COVID19
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This presentation was uploaded with the author’s consent.
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Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
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Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
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Please download this presentation to enjoy the hyperlinks!
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...
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https://skillcertpro.com/product/databricks-certified-data-engineer-associate-exam-questions/
• SkillCertPro offers detailed explanations to each question which helps to understand the concepts better.
• It is recommended to score above 85% in SkillCertPro exams before attempting a real exam.
• SkillCertPro updates exam questions every 2 weeks.
• You will get life time access and life time free updates
• SkillCertPro assures 100% pass guarantee in first attempt.
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Mẫu PPT kế hoạch làm việc sáng tạo cho nửa cuối năm PowerPoint
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This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
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Psychological safety in teams is important; team members must feel safe and able to communicate and collaborate effectively to deliver value. It’s also necessary to build long-lasting teams since things will happen and relationships will be strained.
But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
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Assignment 8 blog
- 1. English B1+ Assignment 8 Blog Presentado por: Jenniffer Andrea Rojas López Cód. 1022328917 Grupo: 900004_10 Tutora: Mónica M. Quintero Universidad Nacional Abierta Y A Distancia (UNAD) Escuela De Ciencias Sociales Artes Y Humanidades (ECSAH) Bogotá D.C Noviembre 2016
- 2. Phrasal Verbs Phrasal Verbs Meaning Example to come back It is to express that someone returns from somewhere We are coming back from vacation next week to find out It is to express that someone discovers information or learns something new Did you find out what happened to Joe? to get in It is to express the arrival What time did you get in last night? to go back It is to express that it returns to some place I'm so embarassed. I can never go back to that bar again to grow up It is to express that someone matures or becomes an adult Alex grew up in France, but now he lives in Italy. to hurry up It is to express rush Hurry up or we will be late. to look after It is to express that you care or you are pending of someone My parents are looking after the children while we go to dinner to make up It is to express a reconciliation Our parents had an argument last night, but they made up this morning. to pick up It is to express learning He picks up languages easily to split up It is to express that a relationship ends Did you hear? Sally and Dave split up last week.
- 3. Course Units
- 5. Presentatio n My name is Jenniffer Rojas Lopez, I'm living in Bogota and I am a student of psychology program. My hobbies are reading, especially books on romance or fiction, I also like watching movies, almost all genres, although I have problems with terror or fear, I like and do not like to see them. I love my family and my friends; I try to spend as much time with them. Regarding the expectations of the course, I just hope to approve assertively, learn as much as possible and complete the course with good grades and excellent learning.
- 6. Future Plans My name is Jenniffer Rojas; we are close to celebrating Christmas. My family is planning to celebrate this date in family, because we will not be together for New Year celebration. We are looking for a special dinner for this day, we will make it at home and we will be with the family girls opening gifts. I am currently not working, but I'm planning to get a job for next year, I am organizing my curriculum vitae and so I can apply to new offers and change the job profile. Because I have been unemployed for a long time, I don´t have control of my health, so I am thinking of doing a review as soon as I reactivate my health service and verify that my body is healthy.
- 7. Thanks!!