The course deals with the nature of identity, as well as factors and forces that affect the development and maintenance of personal identity. This course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one’s self. It strives to stressing the integration of the personal with the academic – contextualizing matters discussed in the classroom and in the everyday experience of students – making for better learning, generating a new appreciation for the learning process, and developing a more critical and reflective attitude.
This document provides information for the course "Understanding the Self" being offered in the second semester of the 2023-2024 academic year at Ligao Community College. The course aims to facilitate students' exploration of issues regarding self and identity through understanding perspectives from various disciplines like philosophy, sociology, and psychology. It is divided into three parts that examine the nature of the self, various aspects that comprise the self, and how to better manage and care for the self. The course outcomes include discussing representations of the self, examining influences on identity development, and acquiring skills to improve self-regulation, goal setting, and self-care. The 18-week plan outlines topics on spiritual, physical, material, digital and other
The document provides an outline for a course on "Understanding the Self" that aims to help students develop a better understanding of their personal identity. It includes the course description, intended learning outcomes, and a week-by-week lesson plan covering topics like philosophical, psychological, and cultural perspectives on the self; physical, emotional and social aspects of identity development; and strategies for self-management. A variety of active learning methods are proposed to be used, like flipped classroom, group discussions, case studies and reflective journaling. Student learning will be assessed through quizzes, tests, and rubric-based evaluation of assignments. The goal is for students to gain insight into the factors that shape the self and to acquire skills for
The document discusses using authentic learning to develop graduate attributes. It provides an overview of graduate attributes, authentic learning elements, and research conducted at the University of Western Cape on authentic learning. It then presents a case study of a physiotherapy lecturer who uses authentic contexts, tasks, expert performances, coaching/scaffolding, reflection and other elements to develop graduate attributes in her students. The conclusion is that authentic learning effectively develops the skills, values and attributes expected of university graduates by engaging them in real-world tasks with consequences for learning.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce students to key sociological concepts and theories through online materials and assignments, including a group signature project. Students will demonstrate their understanding of sociology and develop skills in critical thinking, problem solving, and sociological analysis. The syllabus emphasizes accountability, academic integrity, and the development of skills needed to thrive in a complex world.
This document provides information about an online Introduction to Sociology course taught by Linda Vermette at the College of Western Idaho. It outlines the instructor's contact information and availability, course description and objectives, textbook requirements, assignments including a group signature project, and grading policy. Students are expected to be proficient in using the online learning platform Blackboard and relevant software programs for submitting assignments. The course aims to introduce students to key sociological concepts and theories and develop their sociological thinking and analysis of social phenomena.
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
This document outlines the course details for Understanding the Self, a general education course at City College of Calapan. The course aims to help students explore issues of identity and develop a better understanding of themselves. Over 10 weeks, students will discuss representations of the self from different perspectives, examine influences on identity development, and learn skills to improve self-management. Assessment includes midterm and final exams, class participation, and projects applying concepts like self-care planning. The course adheres to policies on attendance, assignments, and classroom conduct outlined in the student handbook.
This document provides information for the course "Understanding the Self" being offered in the second semester of the 2023-2024 academic year at Ligao Community College. The course aims to facilitate students' exploration of issues regarding self and identity through understanding perspectives from various disciplines like philosophy, sociology, and psychology. It is divided into three parts that examine the nature of the self, various aspects that comprise the self, and how to better manage and care for the self. The course outcomes include discussing representations of the self, examining influences on identity development, and acquiring skills to improve self-regulation, goal setting, and self-care. The 18-week plan outlines topics on spiritual, physical, material, digital and other
The document provides an outline for a course on "Understanding the Self" that aims to help students develop a better understanding of their personal identity. It includes the course description, intended learning outcomes, and a week-by-week lesson plan covering topics like philosophical, psychological, and cultural perspectives on the self; physical, emotional and social aspects of identity development; and strategies for self-management. A variety of active learning methods are proposed to be used, like flipped classroom, group discussions, case studies and reflective journaling. Student learning will be assessed through quizzes, tests, and rubric-based evaluation of assignments. The goal is for students to gain insight into the factors that shape the self and to acquire skills for
The document discusses using authentic learning to develop graduate attributes. It provides an overview of graduate attributes, authentic learning elements, and research conducted at the University of Western Cape on authentic learning. It then presents a case study of a physiotherapy lecturer who uses authentic contexts, tasks, expert performances, coaching/scaffolding, reflection and other elements to develop graduate attributes in her students. The conclusion is that authentic learning effectively develops the skills, values and attributes expected of university graduates by engaging them in real-world tasks with consequences for learning.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce students to key sociological concepts and theories through online materials and assignments, including a group signature project. Students will demonstrate their understanding of sociology and develop skills in critical thinking, problem solving, and sociological analysis. The syllabus emphasizes accountability, academic integrity, and the development of skills needed to thrive in a complex world.
This document provides information about an online Introduction to Sociology course taught by Linda Vermette at the College of Western Idaho. It outlines the instructor's contact information and availability, course description and objectives, textbook requirements, assignments including a group signature project, and grading policy. Students are expected to be proficient in using the online learning platform Blackboard and relevant software programs for submitting assignments. The course aims to introduce students to key sociological concepts and theories and develop their sociological thinking and analysis of social phenomena.
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
This document outlines the course details for Understanding the Self, a general education course at City College of Calapan. The course aims to help students explore issues of identity and develop a better understanding of themselves. Over 10 weeks, students will discuss representations of the self from different perspectives, examine influences on identity development, and learn skills to improve self-management. Assessment includes midterm and final exams, class participation, and projects applying concepts like self-care planning. The course adheres to policies on attendance, assignments, and classroom conduct outlined in the student handbook.
PowerPoint presentation for presenting a cascading session. Mohammad Moinuddin
I have prepared a PowerPoint presentation for presenting a cascading session. Recently, I have completed the US Embassy-funded course through the Canvas network.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour Social Psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module which examines social behavior and issues from the micro to macro levels. The module objectives are to provide an introduction to social psychology and develop students' understanding of human behavior and interactions. Assessments include assignments, projects, presentations, tests and a portfolio. The module uses student-centered learning approaches and aims to develop students' discipline knowledge and cognitive/soft skills.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of course concepts.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document outlines the vision, mission, and course objectives of Kolehiyo ng Pantukan. The vision is to provide knowledge, skills, values, and attitudes to enable personal development and professional leadership. The mission is to develop well-rounded individuals through quality education responsive to societal needs. The course objectives include distinguishing interpretations of globalization, describing global systems, analyzing drivers and issues, and developing a research paper on a globalization topic. Classroom rules are also provided focusing on timeliness, attire, preparation, and using school accounts for online classes. The document closes with a definition of globalization as intensified worldwide social relations linking distant localities.
This document provides the course syllabus for an Ethics course offered in the 1st semester of the 2022-2023 academic year. It includes information on the course code, title, type, credit hours, schedule, and prerequisites. It also outlines the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that Ethics deals with principles of ethical behavior at the individual, societal, and environmental levels. The course outcomes are listed, mapped to the institutional and program outcomes. The course learning plan details the topics, learning activities, materials, and assessments for each module which cover key concepts, the moral agent, moral development, and reasoning models.
Social Psychology Module Outline FNBE Sept 2015Carol Tang
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
This document provides information about a Career Exploration course offered at San Jose State University. The course is designed to help students learn about career and lifespan development theories to better understand themselves and their career options. Students will complete assignments focused on self-assessment, career exploration, health and wellness goals, and decision-making models. Assessment tools include personality and interest inventories. Students will maintain reflection journals and complete an autobiography. The course aims to help students meet general education learning outcomes related to human development and understanding themselves and others.
This document provides information and instructions for a field study course on becoming a teacher. It outlines activities for students to interview teachers about their beliefs and values regarding teaching. Students are asked to analyze the teachers' responses and reflect on their own values and philosophy of teaching. They must then write a mission statement articulating their personal philosophy. The goal is for students to clarify their own beliefs and attitudes about teaching in order to become effective teachers and role models for students.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
PowerPoint presentation for presenting a cascading session. Mohammad Moinuddin
I have prepared a PowerPoint presentation for presenting a cascading session. Recently, I have completed the US Embassy-funded course through the Canvas network.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour Social Psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module which examines social behavior and issues from the micro to macro levels. The module objectives are to provide an introduction to social psychology and develop students' understanding of human behavior and interactions. Assessments include assignments, projects, presentations, tests and a portfolio. The module uses student-centered learning approaches and aims to develop students' discipline knowledge and cognitive/soft skills.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of course concepts.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document outlines the vision, mission, and course objectives of Kolehiyo ng Pantukan. The vision is to provide knowledge, skills, values, and attitudes to enable personal development and professional leadership. The mission is to develop well-rounded individuals through quality education responsive to societal needs. The course objectives include distinguishing interpretations of globalization, describing global systems, analyzing drivers and issues, and developing a research paper on a globalization topic. Classroom rules are also provided focusing on timeliness, attire, preparation, and using school accounts for online classes. The document closes with a definition of globalization as intensified worldwide social relations linking distant localities.
This document provides the course syllabus for an Ethics course offered in the 1st semester of the 2022-2023 academic year. It includes information on the course code, title, type, credit hours, schedule, and prerequisites. It also outlines the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that Ethics deals with principles of ethical behavior at the individual, societal, and environmental levels. The course outcomes are listed, mapped to the institutional and program outcomes. The course learning plan details the topics, learning activities, materials, and assessments for each module which cover key concepts, the moral agent, moral development, and reasoning models.
Social Psychology Module Outline FNBE Sept 2015Carol Tang
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
This document provides information about a Career Exploration course offered at San Jose State University. The course is designed to help students learn about career and lifespan development theories to better understand themselves and their career options. Students will complete assignments focused on self-assessment, career exploration, health and wellness goals, and decision-making models. Assessment tools include personality and interest inventories. Students will maintain reflection journals and complete an autobiography. The course aims to help students meet general education learning outcomes related to human development and understanding themselves and others.
This document provides information and instructions for a field study course on becoming a teacher. It outlines activities for students to interview teachers about their beliefs and values regarding teaching. Students are asked to analyze the teachers' responses and reflect on their own values and philosophy of teaching. They must then write a mission statement articulating their personal philosophy. The goal is for students to clarify their own beliefs and attitudes about teaching in order to become effective teachers and role models for students.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
GEC II UNDERSTANDING THE SELF
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Course Code and
Title:
GEC 11 – UNDERSTANDING THE SELF
Term 2nd
Semester, SY: 2022-2023
Class Schedule
BSBA Microfinance 1
Sat 01:00-02:30pm
Sat 04:00-05:30pm
Revision Date January 23, 2023
Credit 3 units Pre-Requisite/s NONE
Course Placement BSBA Microfinance 1 Type of course LECTURE
College: Bicol University Gubat Faculty JODIE MARIE R. JADIE Consultation Hours Monday-Friday 08:00-05:00PM
Department: Business Department
Contact Details jmrjadie@bicol-u.edu.ph
jodimarijadie@gmail.com
0938-928-7109 Dean/Director
ROSEMARIE R. JADIE, PhD
Program: Bachelor of Science in Business
Administration Major in Microfinance
Department Chair CHRISTINE ANN D. LAGUARDIA
Vision
A world-class university producing leaders and
change agents for social transformation and
development
Core Values Scholarship, Leadership, Character, Service
Mission
Give professional and technical training, and
provide advanced and specialized instruction in
literature, philosophy, the sciences, and arts
besides providing for the promotion of scientific and
technological researches (RA5521, Section 3.0)
Quality Policy
Bicol University commits to continually strive for excellence in instruction, research
and extension by meeting the highest level of clientele satisfaction and adhering to
quality standards and applicable statutory and regulatory requirements
Institutional Learning Outcomes:
Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.
Program Learning Outcomes:
A graduate of a Business Administration should be able to:
1. Analyze the business environment for strategic direction.
BICOL
UNIVERSITY
LEGAZPI CITY
2. `
BU-F-VPAA-04 Revision: 2
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2. Prepare operational plans.
3. Innovate business ideas based on emerging industry.
4. Manage a strategic business unit for economic sustainability.
5. Conduct Business Research.
Course Description:
The course deals with the nature of identity, as well as factors and forces that affect the development and maintenance of personal identity. This course is
intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one’s self. It strives to stressing the
integration of the personal with the academic – contextualizing matters discussed in the classroom and in the everyday experience of students – making for better
learning, generating a new appreciation for the learning process, and developing a more critical and reflective attitude.
Course Learning Outcomes:
Course Learning Outcomes P1 P2 P3 P4 P5 P6 P7 P8
1.The Self from Various Perspectives
• Discuss the different representations and conceptualizations of the self from various
disciplinal perspectives.
• Compare and contrast how the self has been represented across different disciplines and
perspectives.
• Examine the different influences, factors, and forces that shape the self.
• Demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self.
I
I
I
I
P
P
P
P
P
P
P
P
P
P
P
P
D
D
D
D
D
D
D
D
P
P
P
P
D
D
D
D
2. Unpacking the Self
• Explore the different aspects of self and identity
• Demonstrate critical, reflective thought in integrating the various aspects of self and
identity.
• Identify the different forces and institutions that impact the development of various aspects
of self and identity.
I
I
I
P
P
P
P
P
P
P
P
D
P
D
D
D
D
D
D
D
P
D
D
D
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3. Managing and Caring for the Self
• Understand the theoretical underpinnings for how to manage and acre for the different
aspects of the self.
• Acquire and hone new skills and learning for better managing of one’s self and behavior;
• Apply these new skills to one’s self and functioning for better quality of life.
I
I
I P
P
P
P
P
P
D
D
D
D
D
D
D
D
Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision
Course Outline:
Specific Learning Outcomes
(At the end of every lesson, the
student will be able to:)
Learning Content Instructional
Delivery
Instructional Resources Performance Standard Assessment
Tasks/Outputs
Time
Allotment
• Get familiar with the school’s
Vision, Mission, Goals and
Objectives
• Grow into a more responsible
and more humane individuals
that shall take active roles in
the development of the
community in accordance with
the university’s college’s
VMGO.
I.The Self From Various
Perspectives
A. Philosophy
a.1. Articulate the various
philosophical views about self;
a.2. Examine one’s thoughts and
experiences according to the
philosophical view of the self;
a.3.Propose an answer to the
question “Who am I”
BU and BUGC VMGO; and
Quality Policy
Introduction and Overview of
the Course
A. Philosophy
a. Socrates, Plato, and
Augustine to Descates,
Locke, Hume, Kant, Freud
Ryle, and Merleau-Ponty- all
tried to answer, who are you?
Face to Face
Face to Face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
At least 85% of the class became
aware of the vision, mission, and
goals of Bicol University
At least 85% of the class can
examine one’s thoughts and
experiences according to the
philosophical view of the self and
propose an answer to the
question “Who am I”?
Individual Submission
of essay on self.
How do I understand
myself? What led up to
this self?
0.5hrs
3 hrs
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B. Sociology
b.1. Compare and contrast
the different views of the self;
b.2. Describe the concept of
the looking-glass self and how it
affects self-concept;
b.3. Explain the concept of
social comparison and why it is
important to human behavior.
C. Anthropology
c.1 Define anthropology;
c.2 Explain culture and the
mechanisms of enculturation
c.3.Synthesize
anthropological perspectives on
self-awareness and self-reflective
conduct.
B. Sociology
1.Sociological Views of the
Self
- The Self as a Product of
Modern Society Among
Others
- Self as Necessary
Fiction
-Post-modern view of Self
-Rewriting the Self as an
Artistic Creation
2. Mead and the Social Self
- Mead’s Three Stages of
Development of Self
- The Looking Glass Self
- Social Comparison
Theory
C. Anthropology
a. The Self and Person in
contemporary Anthropology
b. The Self embedded in
culture
Face to Face
Face to face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
At least 85% of the class can
compare and
contrast the different views of the
self;
At least 85% of the class can
describe the concept of the
looking glass self and how it
affects self-concept; and explain
the concept of social comparison
and why it is important to human
behavior.
At least 85% of the class can
define anthropology and explain
the culture and the mechanisms
of enculturation
Individual Submission
of essay on self.
How we think others
view us affects our self-
concept?
Concept mapping on
one’s personal identity:
Roles, Personal Core,
and Learning
Individual Submission of
essay on self.
How is myself shaped
and influenced by
culture? (May be
discussed at either or
both the regional and
national levels)
3 hrs
3 hrs
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D. Psychology
d.1. Demonstrate critical and
reflective thought in analyzing the
different psychological theories in
the study of the “self”
d.2. Expound the self as a
cognitive construction
E. The Self in Western and
Oriental/Eastern Thought
e.1. Distinguish the eastern
from western constructs of the
self;
e.2. Differentiate the
Individualistic self from collective
self.
D. Psychology
a. The Self as a
Cognitive Construction
-William James and the
Me, Myself and I
-Global vs. Differentiated
Models
-Real and Ideal Self-
Concepts
-Multiple Vs. Unified
Selves
-True or False Selves
E. The Self in Western and
Oriental/Eastern
Thought
a. Individualistic vs.
Collective Self
b. The Social Construction
of Self in the Western
Thought
c. The Self in Relationships
and through Spiritual
Development in
Confucian Thought
Eastern construct
Face to face
Face to face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
At least 85% of the class can.
demonstrate critical and
reflective thought in analyzing the
different psychological theories in
the study of the “self”
At least 85% of the class can
distinguish the eastern from
western constructs of the self;
At least 85% of the class can
differentiate the individualistic
self from collective self;
Individual Output on:
1. A Portrait of Yourself
(with guide questions)
2. Pick any song that
you think is relevant.
Write the lyrics down
and analyze how the
Multiple Selves were
depicted in the song.
Individual output on: -Is
the Philippines really
considered as a
collectivist society?
-Give examples. -
How does this
shape/impact our idea
of the Self?
3 hrs
3 hrs
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II. Unpacking the Self
A. The Physical Self
a.1. Identify and reflect on the
different forces and institutions
that impact the development of
the physical self
a.2. Explain the importance
of culture on body image and
self-esteem.
B. The Sexual Self
b.1. Discuss the sexual
development involving the human
reproductive system, erogenous
zone, sexual behaviour, and
human sexual response.
Demonstrate critical and reflective
thought in
understanding one’s sexuality,
chemistry of lust, love, and
attachment and the psychological
aspect of being turned on.
A. The Physical Self
1.The Self as Impacted by
the Body
2.The impact of culture on
body image and self-
esteem: the importance of
beauty
-The Role of Culture, the
influence of media on the
adolescent’s
understanding of beauty
and self-esteem - Self-
Esteem and its significance
B. The Sexual Self
1.Sexual Development
1.1.Sigmund Freud’s
Psychosexual Stages of
Development and the
concept of Erogenous
Zone
1.2.The Human
Reproductive System
1.3. Human Sexual
Response and its Cycles
1.4.Teen Sexual
Behavior
2.Human Sexuality
2.1.The five Circles of
Sexuality
2.2.The Chemistry of
Lust, Love and Attachment
3.The Diversity of Human
Face to face
Face to face
Face to face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
At least 85% of the class can
identify and reflect on the
different forces and
institutions that impact the
development of the physical
self and explain the
importance of culture on body
image and self-esteem.
At least 85% of the class can
discuss the sexual
development involving the
human reproductive system,
erogenous zone, sexual
behaviour, and human sexual
response.
At least 85% of the class can
demonstrate critical and reflective
thought in understanding one’s
sexuality, chemistry of lust, love,
and attachment and the
psychological aspect of being
Individual Output: -What
is the standard of
beauty for you?
-Create a simple
30seconds to 1-minute
vlog on why you
consider yourself
beautiful and how
unique you are.
-Individual
Output/Essay:
What are your beliefs in
engaging in sexual
intimacy?
-Individual
Output/Essay:
What can you say about
your sexuality,
attraction, beliefs and
3 hrs
3 hrs
3 hrs.
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b.3. Examine the diversity of
human sexuality, sexual health,
sexually transmitted diseases/
infections and methods of
contraception
C. The Material/Economic Self
c.1. Define material self
c.2. Describe how material self
affects a person.
c.3. explain the relationship
between possessions and the
extended self
D. The Spiritual Self
d.1. Articulate ways of finding
meaning in life
d.2. Explain the Biblical as well
as the Filipino understanding of
the soul and the spirit
d.3. Discuss the /significance
of the practice of religion in the
spiritual life of the person
Sexuality
3.1.Sexually Transmitted
Diseases/Infections
3.2.Teenage Pregnancy
3.3.Family Planning/
Responsible Parenthood
and the Different Planning
Methods/ Methods of
Contraception
C. The Material/Economic
Self
1.The Material Self
2.Shaping the Way we
see ourselves
- Possessions and
the
Extended Self
- Special Cases of
extended self (“I Shop
Therefore, I am”)
D. The Spiritual Life
1.The Concept of
Spirituality
-The Spirit and the Soul
-The Filipino Traditional
Understanding of Soul
2.Personhood and
Human Dignity
3.Finding and Creating
Face to face
Face to face
Face to face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
MIDTERM
EXAMINATION
Printable and
downloadable Course
modules
LMS
Videos from the internet
turned on.
At least 85% of the students
in the class can examine the
diversity of human sexuality,
sexual health, sexually
transmitted diseases/
infections and methods of
contraception
At least 85% of the students
in the class can define
material self, describe how
material self affects a person,
and explain the relationship
between possessions and the
extended self
Earn at least 75% score
At least 85% of the students
in the class can articulate
ways of finding meaning in
life; explain the Biblical as well
as the Filipino understanding
of the soul and the spirit; and
discuss the /significance of
the practice of religion
sexual responses?
Group Interactive
Activity/Output:
How can you advocate
preventing teenage
pregnancy and helping
those who are
vulnerable on this
issue?
Individual Activity:
-List down the things
that you needed for the
week
-List down the things
you bought for the
week
-Explain the importance
of each of your choices
in relation to self
-Make your new budget
plan for the week
Pen and Paper test
Individual
Activity/Quickie Survey:
1. If you were to choose
only one (1) from the
following values, which
would you prefer;
beauty, faith, wealth or
wisdom? Explain briefly.
2. What is your concept
3 hrs
3 hrs.
1.5 hrs.
3 hrs.
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E. The Political Self
e.1.Trace the Historical context of
the political self of the
Filipinos
e.2.Take pride of the Filipino
identifying values and traits
e.3. Connect he current trends or
social confusions to the historical
viewpoints of independence and
liberation
F. The Digital Self
f.1. Discuss about online
identity and their “self” in
cyberspace and user ID
f.2. Expound selective self-
presentation and impression
management
f.3. Evaluate the impact of
online interactions on the self
Establish boundaries of the online
self: private vs. public, personal
vs. social identity online; gender
and sexuality online
Meaning
-Three Ways of
Discovering Meaning in life
-The Practice of Religion
-What the Bible says about
Magic, Ritual, and
Witchcraft
E. The Political Self
1.Developing a Filipino
Identity; Values, Traits,
community and
Institutional Factors
2.Establishing a
Democratic Culture
F. The Digital Self: Self and
Other in Cyberspace
1.Online Identity and
“Self” in Cyberspace
2.Selective Self-
Impression Management
3.Impact of Online
Interactions on the Self
4.Extended Self in a
Digital World
5.Boundaries of the Self
Online
Face to face
Face to face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
in the spiritual life of the
person
At least 85% of the class can
trace the Historical context of
the political self of the
Filipinos; take pride of the
Filipino identifying values and
traits; and connect he current
trends or social confusions to
the historical viewpoints of
Independence and Liberation
At least 85% of the class can
understand online identity and
their “self” in cyberspace and
user ID; expound selective
self -presentation and
impression management;
evaluate the impact of online
interactions on the self; and
establish boundaries of the
online self: private vs. public,
personal vs. social identity
online; gender and sexuality
online
of a meaningful life?
Individual Enrichment
Activity:
1. What are the day-
today political decisions
that you make? How do
these decisions affect
your routine?
2. Do you consider the
Philippine Government
as truly democratic?
Why do you say so?
Group Enrichment
Activity:
1. Create a poem/song
that depicts the attitude
of today’s generation
towards social media.
3 hrs
3 hrs
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III. Managing and Caring for the
Self
A. Articulate the theoretical
underpinnings on how to manage
and care for different aspects of
the self;
B. Acquire and hone new
skills and learning for better
managing of one’s self and
behaviors
C. Apply new skills to one’s
self to function to for a better
quality of life.
A. Learning to be a Better
Person
1.How Learning Happens in
the Human Brain
2.Metacognition
-Types of Learning
Strategies and Supports:
Metacognitive
- Study Strategies
B. Setting Goals for Success
1.The importance of Goals
2.Albert Bandura’s Self-
Efficacy
3.Carol Dweck’s Mindset
4.Goal Setting Theory
(Locke)
C. Taking Charge of One’s
Health
1.Stressors and Responses
2.Sources of Coping
3.The Social and Cultural
Dimensions of Stress
4.Taking Care of the Self:
The Need for Self-Care and
Compassion
Face to face
Face to face
Face to face
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
Printable and
downloadable Course
modules
LMS
Videos from the internet
At least 85% of the class can
articulate the theoretical
underpinnings on how to
manage and care for different
aspects of the self;
At least 85% of the class can
acquire and hone new skills
and learning for better
managing of
one’s self and behaviors
At least 85% of the class can
Apply new skills to one’s self to
function to for a better quality
of life.
Enrichment Activities:
1. Come up with an
effective learning
strategy which you can
adopt as a student.
Indicate the steps that
you need to follow I
order to make your
learning effective.
2. What are your
specific goals in life?
How do you plan to
realize these goals?
Dream board
3. Identify your personal
stressors, and find ways
to deal with these
stresses and changes
in order for you to cope.
Developing a Self-Care
plan
3 hrs
3 hrs
3 hrs
FINAL EXAMNINATION or
Culminating Seminar for Understanding the Self (to be facilitated by the students)
Earn at least 75% score Pen and Paper Test or
Seminar
1.5 hr.
TOTAL 54HRS
10. `
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Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Tests and Examinations Quizzes
Chapter Test
Midterm Examination (Pen and Paper)
Final Examination (Pen and Paper) or
Culminating Seminar for Understanding the Self (to be facilitated by the students)
Pen and Paper (Face to Face)
Every two (2) weeks
February 18 & April 29, 2023
March 18, 2023
May 20, 2023
Class Participation Attendance
Participation and submission of expected outputs (individual/group) Face to face
Homework/ Outputs Module Worksheets/Activities/Essays/Illustrations Hardcopy A week after topic discussion
Written Works Module Worksheets/Activities/Essays/Illustrations Hardcopy Weekly after topic discussion
Report/Presentation /
Projects
Individual Video Presentation/ Vlog (Midterm Requirement)
Personal Dream Board -Softcopy via Google Classroom
-February 25, 2023
May 16, 2023
Course Assessment:
BU Grading System
Midterm/Tentative Final Grade: System of Computing Grades:
Quizzes and Chapter Tests 25%
Class Participation 10%
Examinations (Midterm/Final) 40% FG = 50%(Midterm) + 50%(Tent. Final)
Other Requirements
(Written Works/Outputs/Projects) 25%
TOTAL 100%
References:
Primary:
1. Aadmodt, M.G. (2012). Industrial and organizational psychology (2nd ed.) Pasig City, Philippines: Cengage Learning Asia.
2. Miller, B.C. (2012). Quick brainstorming activities for busy managers. New York: Amacom.
3. Moorhead, G., Griffin, R. (2012). Human behavior in organization (2nd ed.). Pasig City, Philippines: Cengage Learning Asia.
11. `
BU-F-VPAA-04 Revision: 2
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4. Marvick, A. (2013). “Online Identity”. In Hartley, J. & Bruns, A. (eds), Companion to New media Dynamics. Blackwell Companions to Cultural Studies, Malden, MA:
Blackwell, pp.355-364
5. Ortigas, C. D. (2012). Group process and the inductive method: Theory and practice in the Philippines. Quezon City: ADMU Press.
6. Toseland, R. W., Rivas, R. F. (2012). An introduction to group work practice. Arlington Street, Boston: Allyn and Bacon.
7. Watson, Alex, 2014. “Who Am I? The Self/Subject According to Psychoanalytic Theory”.SAGE Publishing, pp.78-92.
8. Zeigner, S.2009. The Effects Media has on Teenagers Body Image. In Love to Know the Teens, West Ussex, United Kingdom.
Supplementary:
1. Charles, K. and Arul, V. (2015). Peace and Value Education, Selvi Publishers
2. Feldonan, R.S. (2009). Essentials of Understanding Psychology Seventh Edition, Tata McGraw Hill, New Delhi.
3. Goel, B. S. (1988). Psycho-Analysis and Meditation, Third Eye Foundation of India, Sonepat, Haryana.
4. Hadfield, J. A. (1983). Psychology and Morals, Methuen & Co. London.
5. Kaul, H.K. (2013). Yoga Asana for Everyone. Surjeet Publishers.
6. Kubalker, R. (2015). Know your Stress-Manage Your Stress, Neel Kamal Publishers.
7. Snyder, C.R. (2011). Positive Psychology: The Scientific and Practical Explorations of Human Strengths. Sage Publishers.
8. Topichik, G.S. (2008). Managing Workplace Negativity, PHI, Delhi.
9. Sheron, B. (2008). The Presentation Skills Workshop, Prentice Hall of India, New Delhi.
10. Steve, D. (2012). The Basics of Communication: A Relational Perspective, Sage Publishers
11. Sebastian, C., Burnett, S., & Blakemore, S. J. (2008). Development of the self-concept during adolescence. Trends in Cognitive Science, 12, 441-446.
12. Sponcil, M., & Gitimu, P. (2012). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research, 4.
13. Super, D. E., Starishevsky, R., Matlin, N., & Jordaan, J. P. (1963). Career development; Self-concept theory. New York, NY, US: College Entrance Examination
Board.
Websites:
1. Love, Actually: The Science behind lust, attraction and companionship: http://sitn.hms.harvard.edu/flash/2017/love-actually-science-behind-lust-
attractioncompanionship/
2. Self-Concept: https://positivepsychology.com/self-concept/
3. Improving Self-Concept: https://www.educationworld.com/a_lesson/lesson/lesson085.shtml
4. The Self as the Cognitive Construct (2012): https://prezi.com/p/nnk7mcdfrh6a/the-self-as-the-cognitive-construct/
5. The Self, Society, and Culture: https://www.coursehero.com/file/32791739/Lesson-2-The-Self-Society-and-Culturepptx/
6. Introduction to Anthropology: https://perspectives.pressbooks.com/chapter/introduction-to-anthropology/
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Course Policies:
Ethical Policies: Students are expected to be obedient, honest, humble, teachable and respectful to each other and to their Instructor.
Academic Integrity Policy: Cheating and plagiarism are prohibited in this course. If a student is caught on first offense, he or she will be reprimanded and will be subject
to disciplinary actions and will be given the lowest grade. If caught for the second time he/she will be automatically be given a failing grade. To avoid these two:
students are highly encouraged to study their lessons, conduct research and do their best in answering the tests/examinations and other paper works on their own.
Authors of the references used must be properly cited. Ideas borrowed from the authors must be restated in your own words to avoid plagiarism.
Policies on Absences and Tardiness: It is the policy of the University in the Revised Student Handbook, that students will be dropped if they missed 20% of the total
number of hours of a course that is 10 hours and 48 minutes in a 54-hour course.
Language of Instruction: English will be used as a first language, with Filipino and Bicol as second languages during discussions. However, for paper requirements
English is preferred.
Use of the Learning Management System:
The Bicol University Learning Management System (BU-LMS) will be used as the learning platform in this course. Google classroom or messenger chat room may also be
used if the need arises. Nevertheless, a link will be provided to the students in order for them to access the learning platforms.
Use of Mobile Phones and Gadgets: In this course, Mobile Phones and other gadgets like laptop, tablet and flash drive are necessary for quality instruction for the
instructor. During class hours, students are advised not to use gadgets to avoid unnecessary distractions, unless otherwise there is an emergency.
Special/Make-Up Quiz/Examinations/Work: Special Makeup quiz or examinations will be provided to students who were not able to take the test on time provided that
they have valid reasons e.g. sickness, family or personal problem, etc. Likewise, students with failing score during the examination will be given a chance to take a
remedial examination in order to have a passing grade. However, students under this special favor must understand that the highest possible grade that he or she can
receive is the lowest passing rating in the BU grading system.
Dress and Grooming Codes: Students are expected to wear the Type A school uniform during the face-to-face meeting and learning. Students who are not in the
prescribed uniform without valid reasons, will not be entertained during the face-to-face meeting and will be asked to leave the learning platform during the synchronous
mode of teaching and learning.
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Accommodations: Online consultation schedule for this course will be from 8:00-5:00PM from Monday-Friday. Onsite consultation is by appointment basis. Hence,
students must first text or chat the faculty regarding the schedule of appointment with the Instructor at least a day before the actual day of consultation.
Statement on Student Wellness: Health, safety and security of both the students and the Instructor are the top priority of the University.
Advising and Support: Consultation and advising with the instructor is encouraged to students during and after class hours for clarification regarding the lesson or
course requirements.
Caveat: The students are free to search for other reference materials related to the topics that will be discussed in this course in order to have enhance the discussions.
Furthermore, the topics covered in this syllabus including its requirements may also be revised depending on the needs of the students.
Advising and Support:
Consultation schedule for this course are as follow:
Online/Via Call or Text: Monday to Friday 08:00am-5:00pm
Onsite (Face-to-face) consultation is by appointment basis, please set appointment at least a day before your intended date of consultation.
Health and Safety protocols will be strictly implemented.
Caveat: Issues and matters not stated in this syllabus that are important for this course should be consulted with the course Instructor.
Prepared by: Reviewed by: Approved:
JODIE MARIE R. JADIE CHRISTINE ANN D. LAGUARDIA ROSEMARIE R. JADIE, Ph.D
Part time Professorial Lecturer Department Head Director
Date