My SGP is on Character Education. This Power Point/Keynote tells you what character education is, why it is needed, how it can help, and how some schools work character education into their lessons
My SGP is on Character Education. This Keynote tells you what character education is, why it is needed, how it can help, and how some schools work character education into their lessons
The document poses a series of sociological questions about how various modern influences have impacted society and culture over time. Some of the topics addressed include the impact of TV dinners and microwaves on family traditions and health, the relationship between media/games and violence/bullying in youth, changing views of homosexuality and gender roles, the rise of artificial beauty standards promoted by celebrities, the medicalization of health, debates around birth control and abortion, changing views of marriage, immigration issues, and the impact of television on family bonding and the distinction between information and entertainment.
The document discusses online peer support groups for pregnancy loss and infant death. It covers the structure, function, history and evolution of online support groups. The benefits of online groups include low cost access, a sense of community, and social and emotional support. However, risks include miscommunication, privacy breaches, and inaccurate medical information. Effective leadership and moderation of online groups is also discussed, including establishing guidelines, facilitating discussions, and addressing challenges like depression, disruption, and deception. Throughout, the document provides examples from research and real world experience with online bereavement support groups.
The document discusses online peer support groups for pregnancy loss and infant death. It covers the structure, function, history and evolution of online support groups. Some key benefits of online groups include low cost access, a sense of community, and social and emotional support. However, risks include miscommunication, privacy breaches, and information overload. The effects of the online setting on individuals, interpersonal interactions, and groups are explored. Effective leadership and moderation of online groups is also discussed, including establishing guidelines and addressing challenges like depression, disruption, and deception.
The document discusses online peer support groups for pregnancy loss and infant death, outlining the structure, function, history and evolution of such groups. It examines the benefits and challenges of online peer support, and how the online setting can impact individuals, interpersonal interactions, and groups. The document provides guidance for group leaders on establishing and facilitating online forums, including addressing potential obstacles and challenges.
How do Male & Female likely voters differ? Who is more likely to be using social media to research the candidates and who is more excited to vote? Find out!
The document profiles several characters and their traits. Jake is the star football player and main character who is obsessed with Didi. Didi is dating Todd but secretly has a thing with Jake. Todd is also cheating by having a secret thing with Melissa, who is dating Nelson. The characters engage in various relationships and acts of cheating and lying.
This document defines different types of characters that can appear in stories. The main character is called the protagonist, who the story focuses on. The hero solves the central conflict and can be the protagonist. The antagonist tries to stop the protagonist and may be a villain. A villain is the primary bad character, while minor characters play smaller roles but are still important.
My SGP is on Character Education. This Keynote tells you what character education is, why it is needed, how it can help, and how some schools work character education into their lessons
The document poses a series of sociological questions about how various modern influences have impacted society and culture over time. Some of the topics addressed include the impact of TV dinners and microwaves on family traditions and health, the relationship between media/games and violence/bullying in youth, changing views of homosexuality and gender roles, the rise of artificial beauty standards promoted by celebrities, the medicalization of health, debates around birth control and abortion, changing views of marriage, immigration issues, and the impact of television on family bonding and the distinction between information and entertainment.
The document discusses online peer support groups for pregnancy loss and infant death. It covers the structure, function, history and evolution of online support groups. The benefits of online groups include low cost access, a sense of community, and social and emotional support. However, risks include miscommunication, privacy breaches, and inaccurate medical information. Effective leadership and moderation of online groups is also discussed, including establishing guidelines, facilitating discussions, and addressing challenges like depression, disruption, and deception. Throughout, the document provides examples from research and real world experience with online bereavement support groups.
The document discusses online peer support groups for pregnancy loss and infant death. It covers the structure, function, history and evolution of online support groups. Some key benefits of online groups include low cost access, a sense of community, and social and emotional support. However, risks include miscommunication, privacy breaches, and information overload. The effects of the online setting on individuals, interpersonal interactions, and groups are explored. Effective leadership and moderation of online groups is also discussed, including establishing guidelines and addressing challenges like depression, disruption, and deception.
The document discusses online peer support groups for pregnancy loss and infant death, outlining the structure, function, history and evolution of such groups. It examines the benefits and challenges of online peer support, and how the online setting can impact individuals, interpersonal interactions, and groups. The document provides guidance for group leaders on establishing and facilitating online forums, including addressing potential obstacles and challenges.
How do Male & Female likely voters differ? Who is more likely to be using social media to research the candidates and who is more excited to vote? Find out!
The document profiles several characters and their traits. Jake is the star football player and main character who is obsessed with Didi. Didi is dating Todd but secretly has a thing with Jake. Todd is also cheating by having a secret thing with Melissa, who is dating Nelson. The characters engage in various relationships and acts of cheating and lying.
This document defines different types of characters that can appear in stories. The main character is called the protagonist, who the story focuses on. The hero solves the central conflict and can be the protagonist. The antagonist tries to stop the protagonist and may be a villain. A villain is the primary bad character, while minor characters play smaller roles but are still important.
Character traits help readers understand why fictional characters act the way they do, predict their future actions, and comprehend their relationships. Authors bring characters to life through direct descriptions using adjectives or indirect examples of what characters say, think, feel, look like, and how others perceive them to help readers feel a certain way about each character.
When Antonio walked into the classroom, he accidentally bumped into the door frame and then tripped over a chair and fell face down. Based on these events, Antonio is described as clumsy.
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
The document discusses different types of characters commonly found in literature, including round, flat, dynamic, and static characters as well as stereotypes. Round characters have multiple traits and can change over time, while flat characters reveal only one or two traits and do not develop. Dynamic characters change and develop, whereas static characters remain the same. Stereotypical characters are generalized types that readers are familiar with from other stories. The document provides examples of characters and asks the reader to identify their type.
The document discusses personality from an organizational behavior perspective. It defines personality as a dynamic system greater than the sum of its parts. Personality is determined by heredity, environment, and situation. Two prominent models of personality discussed are the Myers-Briggs Type Indicator and Big Five model. Methods of measuring personality include interviews, observation, projective tests, and objective tests.
Personality is defined as a relatively stable set of characteristics that influence behavior and interactions with others. It is determined by heredity, environment, situation, culture, and family background. Major theories of personality include trait theory, psychodynamic theory, humanistic theory, and the integrative approach. The Myers-Briggs Type Indicator assesses four traits to classify individuals into one of 16 personality types. The Big Five model describes five broad personality traits: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Trait theories posit that personality traits are stable over time and across situations and can be used to predict behavior.
The document discusses character education and its importance. It defines character education as the deliberate effort to develop virtues that are good for individuals and society. It then lists components of character education like responsibility, caring, honesty, and respect. The document also discusses how character education is implemented in public and private schools through things like virtue lessons, community service projects, and wellness classes. It notes that character education is needed because issues like depression, bullying, and suicide are prevalent among teens.
This document provides an overview of domestic violence. It defines domestic violence as abuse between intimate partners or family members that can be physical, sexual, emotional or economic. Statistics are given showing that millions of women are abused each year and over 1,500 domestic violence related deaths occur annually, mostly among women. Teen dating abuse is discussed as a precursor to domestic violence. Common types of abuse and myths about domestic violence are outlined. Signs of being in an abusive relationship and barriers to leaving are explored. Resources for victims seeking help are provided.
Domestic violence affects millions of people each year. It can include physical, emotional, sexual, and economic abuse between intimate partners or family members. The effects of domestic violence are harmful and long-lasting. Resources and organizations exist to help victims safely leave abusive situations and rebuild their lives. Education is needed to dispel myths and prevent future domestic violence.
This document discusses domestic violence, including what it is, causes, signs, different types of abuse (physical, emotional, economic, etc.), statistics, myths, and how to get help. It provides information on teen dating abuse versus domestic violence, the power and control wheel, excuses abusers use, and risks of staying in an abusive relationship like injury or death. Organizations that help victims of domestic violence are mentioned. The presentation would apply this information with slides, pictures, videos and an activity to raise awareness about domestic violence and how others can help.
This document discusses mental health issues affecting young people such as the impacts of social media, bullying, major mental illnesses, suicide and self-harm. It notes that while social media can help connect people, excessive use and social comparisons can negatively impact well-being. Bullying and cyberbullying affect many youth and are linked to poor mental health and suicide. Preventing suicide involves addressing stigma, teaching life skills and emotional regulation, and ensuring access to mental healthcare. The document emphasizes building resilience in youth through social and emotional learning to promote positive coping strategies and supportive relationships.
Bullying has negative effects on children's development, causing issues like depression, anxiety, poor academic performance, and increased risk of suicide. Verbal, physical, emotional, and cyber bullying can all negatively impact victims. Preventing bullying through programs and policies aims to support children's healthy social and emotional growth.
The document discusses physical child abuse, including signs and symptoms, behavioral signs, effects, and causes. Physical abuse can cause bruises, fractures, burns, and death. Abused children may be aggressive, fearful, or struggle in school. Effects include physical injuries, emotional issues like depression, and social problems forming relationships. Causes include lack of support, parenting skills, untreated mental illness, domestic violence, and substance abuse.
CYBER BULLYING AND INTERNET ADDICTION by Katrina Rose Manlinconkatrinarose14
Cyber bullying involves using electronic means to harass or bully others, especially teenagers. Victims experience lowered self-esteem and increased suicidal thoughts. While awareness of cyber bullying has increased, only a small percentage of incidents are reported. Several factors contribute to cyber bullying, including feeling powerless, being bullied oneself, jealousy, lack of empathy, seeking attention, and reward for bullying behavior. Effects on victims include undermining confidence and mental health issues. Teenagers ages 15-17 are most affected, especially females. Technology enables cyber bullying to occur constantly and spread quickly. People can help by not engaging or spreading mean online content and supporting victims.
The document discusses how social determinants shape mental health according to the World Health Organization. It describes how the conditions people are born into, live in, work in, and age in - such as distribution of money, power and resources - influence health inequities and mental health outcomes. Social determinants start even before birth through factors like parental stress, continue during development with things like childhood adversity experiences, and persist throughout life via issues like poverty, discrimination, and poor working conditions. Addressing the effects of social determinants on mental health involves understanding these influences, processing how they have impacted individuals, and efforts to improve social conditions and systems.
This document discusses elder suicide, including statistics, risk factors, and warning signs. It notes that elders account for one-fifth of suicides despite being only 12% of the population. Leading risk factors for elder suicide include depression, chronic illness, loss of a spouse, and loss of independence. Warning signs that indicate serious risk are losing interest in activities, social withdrawal, stopping medical regimens, and giving away possessions. Preventing elder suicide requires sensitivity to their issues and ensuring social support and treatment of depression.
The document discusses mental health issues affecting young people. It notes that half of all mental illnesses begin by age 14, but most cases go undetected. It then summarizes several common mental health conditions seen in youth like depression, bipolar disorder, eating disorders, substance abuse, suicide, and self-harm. The document emphasizes the importance of prevention, building resilience, early detection, and treatment to support mental well-being in young people.
Bullying is a widespread problem that takes many forms, including verbal, physical, cyber, and social bullying. Verbal bullying involves name-calling and teasing, while physical bullying refers to actions like hitting or punching. Cyber bullying uses technology to harm others, and social bullying damages relationships through exclusion or rumors. Bullying is defined by an imbalance of power between individuals and can seriously impact victims through feelings of hurt, nightmares, or depression. Addressing bullying requires recognizing when it occurs and speaking up to help stop it.
This document discusses depression and suicide among college students. It provides statistics showing that depression affects over 17 million Americans each year and 1 in 4 college students. Depression is caused by chemical imbalances in the brain and can be treated with medication and therapy. The number one cause of suicide is untreated depression, which is the second leading cause of death for college students. The document urges colleges to implement depression screenings and education programs to help address this issue.
This document provides an outline and overview of juvenile offenders and youth criminal justice. It discusses the history of juvenile justice legislation in Canada from 1908 to the present. It also covers assessment of young offenders, common behavioral disorders, risk and protective factors, and prevention and treatment approaches. The key points are that legislation has aimed to balance accountability, protection, and rehabilitation over time. Assessment examines consent issues and internalizing vs. externalizing behaviors. Early childhood onset of problems tends to be more persistent compared to adolescent onset.
Social Media To Blame For Low Self-Esteem In Young WomenCarolina Lewis
The document discusses how social media can contribute to low self-esteem in young women. It provides the example of a 15-year-old girl who constantly refreshes the social media page of her friend who she perceives as perfect. This causes the girl to feel depressed and want to lose weight. The document also notes that two-thirds of 15-year-old girls and over half of 12-13 year old girls feel they are too fat. Social media allows friends to use information against each other, further hurting self-esteem and friendships.
Character traits help readers understand why fictional characters act the way they do, predict their future actions, and comprehend their relationships. Authors bring characters to life through direct descriptions using adjectives or indirect examples of what characters say, think, feel, look like, and how others perceive them to help readers feel a certain way about each character.
When Antonio walked into the classroom, he accidentally bumped into the door frame and then tripped over a chair and fell face down. Based on these events, Antonio is described as clumsy.
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
The document discusses different types of characters commonly found in literature, including round, flat, dynamic, and static characters as well as stereotypes. Round characters have multiple traits and can change over time, while flat characters reveal only one or two traits and do not develop. Dynamic characters change and develop, whereas static characters remain the same. Stereotypical characters are generalized types that readers are familiar with from other stories. The document provides examples of characters and asks the reader to identify their type.
The document discusses personality from an organizational behavior perspective. It defines personality as a dynamic system greater than the sum of its parts. Personality is determined by heredity, environment, and situation. Two prominent models of personality discussed are the Myers-Briggs Type Indicator and Big Five model. Methods of measuring personality include interviews, observation, projective tests, and objective tests.
Personality is defined as a relatively stable set of characteristics that influence behavior and interactions with others. It is determined by heredity, environment, situation, culture, and family background. Major theories of personality include trait theory, psychodynamic theory, humanistic theory, and the integrative approach. The Myers-Briggs Type Indicator assesses four traits to classify individuals into one of 16 personality types. The Big Five model describes five broad personality traits: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Trait theories posit that personality traits are stable over time and across situations and can be used to predict behavior.
The document discusses character education and its importance. It defines character education as the deliberate effort to develop virtues that are good for individuals and society. It then lists components of character education like responsibility, caring, honesty, and respect. The document also discusses how character education is implemented in public and private schools through things like virtue lessons, community service projects, and wellness classes. It notes that character education is needed because issues like depression, bullying, and suicide are prevalent among teens.
This document provides an overview of domestic violence. It defines domestic violence as abuse between intimate partners or family members that can be physical, sexual, emotional or economic. Statistics are given showing that millions of women are abused each year and over 1,500 domestic violence related deaths occur annually, mostly among women. Teen dating abuse is discussed as a precursor to domestic violence. Common types of abuse and myths about domestic violence are outlined. Signs of being in an abusive relationship and barriers to leaving are explored. Resources for victims seeking help are provided.
Domestic violence affects millions of people each year. It can include physical, emotional, sexual, and economic abuse between intimate partners or family members. The effects of domestic violence are harmful and long-lasting. Resources and organizations exist to help victims safely leave abusive situations and rebuild their lives. Education is needed to dispel myths and prevent future domestic violence.
This document discusses domestic violence, including what it is, causes, signs, different types of abuse (physical, emotional, economic, etc.), statistics, myths, and how to get help. It provides information on teen dating abuse versus domestic violence, the power and control wheel, excuses abusers use, and risks of staying in an abusive relationship like injury or death. Organizations that help victims of domestic violence are mentioned. The presentation would apply this information with slides, pictures, videos and an activity to raise awareness about domestic violence and how others can help.
This document discusses mental health issues affecting young people such as the impacts of social media, bullying, major mental illnesses, suicide and self-harm. It notes that while social media can help connect people, excessive use and social comparisons can negatively impact well-being. Bullying and cyberbullying affect many youth and are linked to poor mental health and suicide. Preventing suicide involves addressing stigma, teaching life skills and emotional regulation, and ensuring access to mental healthcare. The document emphasizes building resilience in youth through social and emotional learning to promote positive coping strategies and supportive relationships.
Bullying has negative effects on children's development, causing issues like depression, anxiety, poor academic performance, and increased risk of suicide. Verbal, physical, emotional, and cyber bullying can all negatively impact victims. Preventing bullying through programs and policies aims to support children's healthy social and emotional growth.
The document discusses physical child abuse, including signs and symptoms, behavioral signs, effects, and causes. Physical abuse can cause bruises, fractures, burns, and death. Abused children may be aggressive, fearful, or struggle in school. Effects include physical injuries, emotional issues like depression, and social problems forming relationships. Causes include lack of support, parenting skills, untreated mental illness, domestic violence, and substance abuse.
CYBER BULLYING AND INTERNET ADDICTION by Katrina Rose Manlinconkatrinarose14
Cyber bullying involves using electronic means to harass or bully others, especially teenagers. Victims experience lowered self-esteem and increased suicidal thoughts. While awareness of cyber bullying has increased, only a small percentage of incidents are reported. Several factors contribute to cyber bullying, including feeling powerless, being bullied oneself, jealousy, lack of empathy, seeking attention, and reward for bullying behavior. Effects on victims include undermining confidence and mental health issues. Teenagers ages 15-17 are most affected, especially females. Technology enables cyber bullying to occur constantly and spread quickly. People can help by not engaging or spreading mean online content and supporting victims.
The document discusses how social determinants shape mental health according to the World Health Organization. It describes how the conditions people are born into, live in, work in, and age in - such as distribution of money, power and resources - influence health inequities and mental health outcomes. Social determinants start even before birth through factors like parental stress, continue during development with things like childhood adversity experiences, and persist throughout life via issues like poverty, discrimination, and poor working conditions. Addressing the effects of social determinants on mental health involves understanding these influences, processing how they have impacted individuals, and efforts to improve social conditions and systems.
This document discusses elder suicide, including statistics, risk factors, and warning signs. It notes that elders account for one-fifth of suicides despite being only 12% of the population. Leading risk factors for elder suicide include depression, chronic illness, loss of a spouse, and loss of independence. Warning signs that indicate serious risk are losing interest in activities, social withdrawal, stopping medical regimens, and giving away possessions. Preventing elder suicide requires sensitivity to their issues and ensuring social support and treatment of depression.
The document discusses mental health issues affecting young people. It notes that half of all mental illnesses begin by age 14, but most cases go undetected. It then summarizes several common mental health conditions seen in youth like depression, bipolar disorder, eating disorders, substance abuse, suicide, and self-harm. The document emphasizes the importance of prevention, building resilience, early detection, and treatment to support mental well-being in young people.
Bullying is a widespread problem that takes many forms, including verbal, physical, cyber, and social bullying. Verbal bullying involves name-calling and teasing, while physical bullying refers to actions like hitting or punching. Cyber bullying uses technology to harm others, and social bullying damages relationships through exclusion or rumors. Bullying is defined by an imbalance of power between individuals and can seriously impact victims through feelings of hurt, nightmares, or depression. Addressing bullying requires recognizing when it occurs and speaking up to help stop it.
This document discusses depression and suicide among college students. It provides statistics showing that depression affects over 17 million Americans each year and 1 in 4 college students. Depression is caused by chemical imbalances in the brain and can be treated with medication and therapy. The number one cause of suicide is untreated depression, which is the second leading cause of death for college students. The document urges colleges to implement depression screenings and education programs to help address this issue.
This document provides an outline and overview of juvenile offenders and youth criminal justice. It discusses the history of juvenile justice legislation in Canada from 1908 to the present. It also covers assessment of young offenders, common behavioral disorders, risk and protective factors, and prevention and treatment approaches. The key points are that legislation has aimed to balance accountability, protection, and rehabilitation over time. Assessment examines consent issues and internalizing vs. externalizing behaviors. Early childhood onset of problems tends to be more persistent compared to adolescent onset.
Social Media To Blame For Low Self-Esteem In Young WomenCarolina Lewis
The document discusses how social media can contribute to low self-esteem in young women. It provides the example of a 15-year-old girl who constantly refreshes the social media page of her friend who she perceives as perfect. This causes the girl to feel depressed and want to lose weight. The document also notes that two-thirds of 15-year-old girls and over half of 12-13 year old girls feel they are too fat. Social media allows friends to use information against each other, further hurting self-esteem and friendships.
The document discusses research into whether bullying varies between genders. It presents an argument that boys bully physically while girls bully psychologically. Research included an article distinguishing gender differences in cyber and traditional bullying, and a book on bullies, victims, and bystanders. The evaluation process considered source credibility.
This document discusses statistics on child abuse, including emotional abuse, in the United States, England, Canada, and Ontario. It provides statistics showing that over half of children in the US were victims of neglect or emotional neglect, and over 40% were victims of emotional or physical abuse. It defines emotional abuse and lists common signs and symptoms. The document also discusses causes of emotional abuse, prevention strategies, and myths and facts about child abuse. Resources for help with child abuse are provided.
This document provides statistics and information about childhood emotional abuse. Over half of children in the US and UK experience some form of neglect, including emotional neglect. Emotional abuse is also linked to other forms of child abuse. The document defines emotional abuse and lists common signs and symptoms. It also discusses prevalence of emotional abuse in Canada and Ontario, citing studies showing thousands of reported cases. Myths and facts about emotional abuse are presented, and prevention strategies are suggested, including supporting families, reporting abuse, and distributing educational materials.
This document discusses the nature vs nurture debate regarding the origins of human behavior and psychological characteristics. It covers several key points:
1) Genetic influences on behavior can be seen through selective breeding experiments, twin studies, and estimates of heritability for personality traits. Genes influence brain structure and function.
2) Environmental influences include physical factors like pollution and social factors like culture, parenting styles, and peer groups. Culture can influence behaviors like assertiveness.
3) There is an interplay between nature and nurture, as genes and environments interact and influence each other. Certain genes may correlate with certain environments. Gene expression can depend on the environment.
4) The document also discusses sex,
Similar to Character education keynote upload (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
2. Thesis
For my senior graduation project I plan on
showing every person how important character
education is and what kind of affects it has on
our lives.
http://www.queensburyschool.org/schools/QES/guidance/images/clip_image002.jpg
4. What is it?
“Character education is the deliberate effort to
develop virtues that are good for the individual
and good for society.”
Dr. Thomas Lickona
http://www.cortland.edu/character/bios.htm
<http://www.charactered.net/main/traits.asp>
5. Components of Character
Education
Fairness
Responsibility
Respect
Perseverance
Integrity
Caring
Patriotis
Self-discipline
m
Citizenship
Honesty
<http://www.charactered.net/main/traits.asp>
6. Why is this needed?
• Divorce
• Depression
• Anxieties
• Mental instability
7. Depression
• #1 mental disorder among teens
• 15% become bipolar
• 2/3 suffer from other mental disorders
• More than 30% abuse alcohol/drugs
<http://www.teendepression.org/stats/teenage-depression-statistics/>.
8. depression
#1 cause of suicide
12 times more likely
Jobs, school, and relationships are harder
80% can be treated
Risky sexual behavior
http://www.maddsoga.com/uploads/3/9/2/4/3924283/7446031_orig.jpg
<http://www.teendepression.org/stats/teenage-depression-statistics/>.
9. Factors of
Depression
Friend loss
Bullying
Abuse
Trauma
Long-term illness
Disabilities
http://4.bp.blogspot.com/_vu64LjJtZRE/TI081OSQIkI/AAAAAAAAAU4/vSjJ3BjZ9xQ/s1600/Mental+Depression.JPG
Negative use of Internet
<http://www.teendepression.org/stats/teenage-depression-statistics/>.
10. Suicide
• In a 2002 survey...
• Third Leading cause of death among teens
• 1 in 5 think about it
• 1 in 6 make plans
• 1 in 12 attempt
• In 2009...
• 90,000 killed and about 4 million attempts
<http://www.suicidology.org/web/guest/home> <http://www.yellodyno.com/pdf/Teen_Suicide.pdf>
<http://pediatrics.about.com/od/suicide/a/808_suicide_prv.htm>. <http://www.teendepression.org/stats/teenage-depression-statistics/
http://i.ehow.com/images/a05/37/03/mental-depression-treatment-200X200.jpg
11. Teen Suicide
• 60% use guns
• 1/3 have tried before succeeding
• 90% have had mental or abuse problems
• More common for Bisexual and
Homosexual teens
<http://www.yellodyno.com/pdf/Teen_Suicide.pdf>
<http://www.suicidology.org/web/guest/home>
<http://www.teendepression.org/stats/teenage-depression-statistics
<http://pediatrics.about.com/od/suicide/a/808_suicide_prv.htm>.
http://www.pueblospc.org/images/NSPL_Logo.jpg (picture)
12. some factors of suicide
Physical abuse
Sexual abuse
Poor communication with parents
Incarceration
Exposure
http://www.depressioncell.com/UserFiles/2010/1/12/U.S.%20Mental%20Health%20System%20Broken%20For%20Americans%20Living%20With%20Depression.jpg
<http://www.yellodyno.com/pdf/Teen_Suicide.pdf> <http://www.suicidology.org/web/guest/home>
<http://www.teendepression.org/stats/teenage-depression-statistics/ <http://pediatrics.about.com/od/suicide/a/808_suicide_prv.htm>.
13. Divorce
• 1.5 million children
• 70% more likely to have difficulty in
school
• 50% first marriages
• 75% second marriages
http://www.divorcereform.org/edu.html
http://looneytunes09.files.wordpress.com/2010/03/depression.jpg
14. Divorce (continued)
• 1/3 kids drop out
• Guilt
• Females hurt more
http://dallasattorney-divorce-childcustody.com/images/Dallas_Child_Divorce_Attorney.jpg
http://www.divorcereform.org/edu.html
15. Separation anxiety
• Mostly young kids
• 2-5% of kids suffer
• Divorce isn’t only cause
http://billbishopattorney.org/yahoo_site_admin/assets/images/divorce.24403249_std.jpg
• Hard to diagnose
http://www2.massgeneral.org/schoolpsychiatry/info_separationanxiety.asp
16. separation anxiety at home
Nervous about leaving the house
Refusal to go to school
Fear of parent being harmed while away
Nightmares
Faking illnesses
http://billbishopattorney.org/yahoo_site_admin/assets/images/divorce.24403249_std.jpg
http://www2.massgeneral.org/schoolpsychiatry/info_separationanxiety.asp
17. Separation Anxiety at School
• Low self-esteem in class
• Not wanting to participate
• Difficulty paying attention
http://sp.life123.com/bm.pix/separation-anxiety.s600x600.jpg
http://www2.massgeneral.org/schoolpsychiatry/info_separationanxiety.asp
20. Character Education in Public
Schools
Public Schools of Broward County in Florida
Eight Character Traits
Character Education Posters
Reward
<http://www.browardschools.com/schools/character.htm >
http://www.lebanon.k12.mo.us/character/street_sign.jpg
21. character education in private
schools
The Swain School (Elementary and Middle School)
Virtues of the Month
Birthday Groups
Community Service Projects http://www.swain.org/student_life/character.php
Buddy Program
<http://www.swain.org/ student_life/character.php>.
22. Kennesaw High School (georgia)
http://www.cobbk12.org/kennesawmountain/images/1.jpg
Character Education period
Seniors teach
Character-Centered Teaching
http://www.cobbk12.org/kennesawmountain/ac_charactered.htm
23. Stuart High School
(virginia) http://carnegie.org/fileadmin/Media/Publications/Reporter/13/crisis_riddile.jpg
From dangerous to safe
Dr. Mel Riddile
Leader of school leadership
2006 NASSP National Principal of the Year
Principal’s Executive Council
http://www.utdanacenter.org/umln/downloads/atlanta10/riddile_stuartcase_umln2010.pdf
24. Upper Merion High School
❖ CAST
❖ Soon to be peer concealing
❖ Community of Caring
❖ Challenge Day
http://www.umasd.org/13342092365036997/lib/13342092365036997/images/community%20of%20caring%20logo.jpg
http://1.bp.blogspot.com/_EWMxOLZnTKQ/SbRcqXj9OZI/AAAAAAAAAJk/XYMvMIk_seA/S220/Community-Alliance-Safer-Logo.jpg
http://www.umasd.org/1333101395428680/lib/1333101395428680/CastLogo.jpg
27. Work Cited
American Association of Suicidology. “Suicide Prevention, Intervention, Research, Education, Training.” Suicide Prevention, Intervention, Research,
Education, Training. Ed. American Association of Suicidology. American Association of Suicidology, n.d. Web. 16 Feb. 2011.
<http://www.suicidology.org/web/guest/home>.
American Psychiatric Association, et al. “Separation Anxiety Disorder.” Separation Anxiety Disorder in Children and Teens. Massachusetts General Hospital, 2010.
Web. 13 Mar. 2011. <http://www2.massgeneral.org/schoolpsychiatry/info_separationanxiety.asp>.
Borward County Public Schools. “Character Education.” Character Education. Broward County Public Schools, n.d. Web. 1 Mar. 2011.
<http://www.browardschools.com/schools/character.htm >.
Cobb County School District. “Kennesaw Mountain High School- Academics-Character Education.” Kennesaw Mountain High School. Cobb County School District,
2009. Web. 21 Mar. 2011. <http://www.cobbk12.org/kennesawmountain/ac_charactered.htm>.
Daggett, Willard, and Raymond J McNulty. “Best Leadership Practices in the Model High Schools .” Leadership. By Willard Daggett and Raymond J McNulty. Vol. 34.
Sacramento: Association of California School Administrators , 2001. 15. ProQuest Education Journals. Web. 18 Mar. 2011.
<http://proquest.umi.com/pqdweb?index=3&did=815241331&SrchMode=2&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1303146332&c
lientId=11783>.
GreatSchools. “Top discipline mistakes parents of older kids make - Behavior & Discipline / GreatSchools.” GreatSchools. GreatSchools, Inc. , 2010. Web. 4 Apr. 2011.
<http://www.greatschools.org/parenting/behavior-discipline/2600-top-discipline-mistakes-middle-and-high-school.gs?page=all>.
GreatSchools Inc. “Top discipline mistakes parents of tykes make - Behavior & Discipline / GreatSchools.” GreatSchools. GreatSchools, 2010. Web. 5 Apr. 2011.
<http://www.greatschools.org/parenting/behavior-discipline/2585-top-discipline-mistakes-pre-K-to-2nd-grade.gs?page=1>.
Huitt, William G., and Gordon G. Vessels. “Character Development .” Encyclopedia of Education. . Ed. James W. Guthrie. Vol. 1. New York: Macmillan Reference
USA,, 2003. 259-263. Gale Virtual Reference Library. 2nd ed. Web. 22 Dec. 2010.
<http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=GVRL&userGroupName=king46652&tabID=T003&searchId=R
1&resultListType=RESULT_LIST&contentSegment=&searchType=BasicSearchForm¤tPosition=1&contentSet=GALE%7CCX3403200101&&docId=GALE|CX34
03200101&docType=GALE&role=>.
28. Work Cited
Iannelli, Vincent. “Suicide and Suicide Prevention .” Suicide and Suicide Prevention . National Suicide Prevention Hotline, 22 Feb. 2009. Web. 16 Feb.
2011. <http://pediatrics.about.com/od/suicide/a/808_suicide_prv.htm>.
International Center for Leadership in Education. “Stuart High School.”
utdanacenter.org/umln/downloads/atlanta10/riddile_stuartcase_umln2010.pdf. International Center for Leadership in Education, n.d. Web. 20 Mar.
2011. <http://www.utdanacenter.org/umln/downloads/atlanta10/riddile_stuartcase_umln2010.pdf>.
Jeynes, William H. “Children of Divorce: Educational Achievement.” Children of Divorce: Educational Achievement. N.p., n.d. Web. 14 Mar. 2011.
<http://www.divorcereform.org/edu.html>.
Jordan, Bethany. “My Parent’s Divorce .” az Teen Magazine Apr. 2007: n. pag. My Parent’s Divorce: Article By Teen Bethany Jordan, High School
Sophomore. Web. 22 Feb. 2011. <http://www.azteenmagazine.com/real-life.php?article=90>.
Kazarian, Cindi. “Character Education: Free Resources, Materials, Lesson Plans .” goodcharacter.com. Live Wire Media, n.d. Web. 22 Dec. 2010.
<http://www.goodcharacter.com/>.
The National Center for Youth Issues. “Character Traits.” CharacterEd.Net - Character Traits . The National Center for Youth Issues, 2007. Web. 29 Feb.
2011. <http://www.charactered.net/main/traits.asp>.
National Youth Violence Prevention Resource Center. Facts for Teens: Teen Suicide. Rockville: National Youth Violence Prevention Resource Center,
2002. Child Abuse Prevention: Prevent Child Victimization: Safe Kids with Yello Dyno. Web. 15 Feb. 2011.
<http://www.yellodyno.com/pdf/Teen_Suicide.pdf>.
29. Work Cited
The Swain School. “Character Education.” The Swain School, Private School Character Education, Independent School Character
Education, Private Middle School Character Education, Private Elementary School Character Education. The Swain School, n.d. Web. 31 Feb.
2011. <http://www.swain.org/student_life/character.php>.
Teen Depression, comp. “Teen Depression Statistics - Teen Depression.” Teen Depression. Teen Depression, n.d. Web. 2 Mar. 2011.
<http://www.teendepression.org/stats/teenage-depression-statistics/>.