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The document discusses a student who is starting at a new school and feels shy and isolated as a result. The student hates changing schools because it means having to make new friends and get to know new teachers. Due to feeling shy, the student has trouble talking to people they don't know and feels like an outsider at their new school.
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The document discusses the 90/10 principle created by Stephen Covey, which states that 10% of life is made up of external events outside of one's control, while 90% is determined by an individual's reaction to what happens. It provides an example of how reacting negatively to a small mishap like spilled coffee can negatively impact one's entire day, while responding positively can avoid stress and conflict. The principle teaches that people have control over how they react but not what initially happens, and choosing to react in a calm, solution-oriented manner allows one to be much happier and in control of their own experience.
90 10 principle
The document discusses the 90/10 principle developed by Stephen Covey, which states that 10% of life is made up of external events outside of one's control, while 90% is determined by how one reacts to those events. It provides an example of how reacting negatively to a minor incident like spilled coffee can ruin the whole day, while reacting positively avoids that outcome. The principle teaches that one cannot control what happens but can control how they respond, so it's best to react constructively and let negative events roll off to avoid needless stress. Applying this approach can significantly impact one's life experience for the better.
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The document discusses the 90/10 principle developed by Stephen Covey, which states that 10% of life is made up of external events outside of one's control, while 90% is determined by how one reacts to those events. It provides an example of how reacting negatively to a small mishap like spilled coffee can negatively impact one's entire day, while reacting positively avoids that outcome. The principle teaches that one cannot control what happens but can control how they respond, and choosing to respond well determines the majority of life's outcomes. Applying this principle can help people avoid unnecessary stress and problems.
90 10 principle[1]
The document discusses the 90/10 principle created by Stephen Covey, which states that 10% of life is made up of external events outside of one's control, while 90% is determined by an individual's reaction to what happens. It provides an example of how reacting negatively to a small mishap like spilled coffee can negatively impact one's entire day, while responding positively can prevent issues from arising. The principle teaches that people have control over how they react but not what initially happens, and choosing to react in a calm, rational manner allows one to be much happier and avoid stress.
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90 10 principle
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90 10 principle english
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The document discusses the 90/10 principle created by Stephen Covey, which states that 10% of life is made up of events outside our control, while 90% is determined by our reactions to what happens. It provides an example of how reacting negatively to a spilled cup of coffee can ruin the whole day through a chain of events, whereas reacting positively minimizes the impact. The principle teaches that we cannot control what happens but we can control our responses, and choosing to respond well determines our experience of life more than external events outside our control. Applying this principle can help reduce stress and improve one's life by not letting negatives derail our day.
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The document discusses the 90/10 principle created by Stephen Covey, which states that 10% of life is made up of external events outside of one's control, while 90% is determined by an individual's reaction to what happens. It provides an example of how reacting negatively to a small mishap like spilled coffee can negatively impact one's entire day, while responding positively can avoid stress and conflict. The principle teaches that people have control over how they react but not what directly happens to them, and choosing reactions wisely can make a big difference in one's life experience and relationships.
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This document discusses problems that can occur in intercultural communication. It begins by noting that humans have been communicating for millions of years, while culture emerged more recently around 35,000 years ago. Both communication and culture have evolved significantly. Intercultural communication faces challenges due to differences between cultures in areas like language, non-verbal communication, values, and perspectives. Understanding cultural diversity and similarities is important for reducing miscommunication between cultures.
Thesis Statement Contoh - Thesis Title Ideas For College
The document discusses Vincent van Gogh and how he could be considered a failure during his
lifetime despite his fame after death. It notes that van Gogh struggled financially and had difficulties
selling any paintings during his life. He moved frequently and had a falling out with fellow artist Paul
Gauguin, after which van Gogh suffered a mental breakdown and cut off his own ear. The document
argues that while van Gogh is now renowned, he experienced failure in his inability to achieve
financial stability or widespread recognition as an artist during his lifetime.
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The student attended a mock human rights tribunal as part of their training and was impressed by how well the students conducted themselves, learning about trial procedures and a paralegal's role in court, though it increased their own nerves for when they have to do a mock trial.
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Here are a few key reasons why managers are responsible for controlling or monitoring employee performance:
- Accountability - As a manager, you are accountable to senior leadership for the work and productivity of your team. Monitoring performance helps ensure goals and objectives are being met.
- Provide Feedback - Regular performance monitoring allows managers to provide ongoing feedback to employees, both positive and constructive. This helps employees improve and develop in their roles.
- Identify Training Needs - By keeping track of performance over time, managers can identify any skills gaps or training needs for individual employees or the team as a whole.
- Compliance - Managers must ensure all employees are complying with organizational policies, procedures, legal and regulatory requirements. Performance monitoring helps
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Meal
The document provides an overview of the Writer's Lunchbox, which aims to provide writers with the necessary tools and skills to write clear, focused compositions. It introduces the EMPOWER method, an acronym that outlines the steps writers should take to create a complete well-written paper by evaluating the assignment, making a plan, organizing their ideas, working on a draft, editing, and reworking their paper. The main course then explains the MEAL paragraph format, which structures body paragraphs around a main idea, evidence, analysis, and a link back to the thesis statement to fully support the central claim.
Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
Hn9 u6 sb 17 may 2013
Clear your desks except for a writing utensil. A quiz on the prologue of Romeo and Juliet will start immediately after the bell. Following the quiz, the class will begin reading Act 1, Scene 1 of the play. Homework due on Monday is an essay on Lord of the Flies in Google Docs.
Cp9 u5 sb 17 may 2013
Students were instructed to clear their desks except for a writing utensil in preparation for an upcoming quiz on the material from the previous chapter. After taking the quiz, students would read the next chapter which examines Atticus being forced to take a side against the people in his town as he prepares for an upcoming trial. The homework assignment was to finish reading the chapter and complete the accompanying study guide questions.
Cp9 u5 sb 13 may 2013
The document provides instructions for students on their reading of To Kill a Mockingbird over the weekend. It asks students to note how the character of Ms. Dubose is described in Chapter 11 and how the children's perspective of her changes. Students are also asked to reflect on what lesson the children learn from their interaction with Ms. Dubose and if they have learned a similar lesson. The document outlines that the class will review and discuss the chapter students read over the weekend and homework is to read Chapter 12 and complete study guide questions.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
Cp9 u5 sb 10 may 2013
Students are asked to take out their writing prompt and prewriting from the previous class to complete an in-class writing response. They will then read Chapter 11 and answer study guide questions. For homework, students should read Chapter 11 and finish the study guide questions.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Hn9 u5 sb 8 may 2013
The document provides the daily lesson plan for an English class. It includes instructions for students to prepare their desks and complete a MLA heading. The class will discuss the chapter "The Shell and the Glasses" from their novel and compare its themes to a piece of poetry. Students will analyze symbols from the novel in small groups and how their meaning may have changed over time. Homework includes reading a short story, continuing dialogue journals, and working on a creative project.
Hn9 u5 sb 9 may 2013
This document provides instructions and assignments for students. It includes directions to read and annotate an article, discusses analyzing a chapter from a novel called "Castle Rock", and lists homework assignments such as preparing for literature circles, continuing dialogue journals, and doing prewriting for an essay on Lord of the Flies to be drafted the next day.
Hn9 u5 sb 7 may 2013
Ralph and Piggy play important roles in the events described in the chapter "View to a Death" from Lord of the Flies. Students will discuss this chapter and compare its themes to those in a piece of poetry. For homework, they are asked to read "The Shell and the Glasses", continue working on dialogue journals due on Friday, make progress on their LOTF creative project, and study adjectives. Audio files of two songs are also attached.
Cp9 u5 sb 9 may 2013
This document provides instructions for students to take out their study guide for an upcoming chapter, write a discussion question on their notecard, and review study guide questions from the previous class. It also notes that the class will watch a documentary on the Scottsboro trial and lists homework of reviewing a writing prompt for a writing task the next day.
Cp9 u5 sb 7 may 2013
This document provides instructions for classroom activities and homework assignments. Students are asked to review vocabulary sentences from the previous night and write a story using at least five vocabulary words. They will begin a grammar unit on adjectives and start reading the next chapter, finishing it for homework along with an adjective handout and chapter questions.
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