The document provides an overview of the goals and modules of an induction program for new students. The goals are to help students become familiar with their new environment, develop relationships, and gain exposure to life skills. The modules include topics on universal human values, physical health, familiarization with academic departments, local area visits, lectures by guest speakers, language and literature activities, and more. The first module focuses on universal human values and aims to help students develop a holistic perspective on life at individual, family, societal and environmental levels through self-exploration exercises.
This document outlines a program of action for developing right understanding and living in harmony at the individual, family, societal, and global levels. It discusses 4 levels of potential - self, family, society, and existence. The program involves self-exploration, self-awareness, and self-evaluation to understand harmony. It proposes education programs to teach right understanding and develop skills for harmonious living. The goal is for individuals and society to understand relationships and co-existence in order to live without problems by resolving root causes rather than symptoms.
Here are some thoughts in response to these questions:
1. While the environment poses challenges, focusing on our own evolution and facilitating students' inner exploration can still make a difference. Small positive changes can accumulate.
2. Every teacher's sincere efforts matter. It's not about changing the whole system overnight but influencing minds one by one.
3. Value education need not mean adding more subjects - it can be integrated into existing classes through dialogue, stories, reflections.
4. True, commercialization of education poses challenges. But within limitations, sincere efforts by committed teachers to evolve students' thinking can still bear fruit. The alternative of giving up helps no one. Small oases of positivity are worth creating even in a
This document is a self-learning module that aims to help grade 11 students develop self-worth. It contains activities for students to identify their positive traits, appreciate their feelings and thoughts, and understand the difference between self-worth and self-esteem. The module encourages students to explore themselves, engage in learning activities to demonstrate self-worth, and use positive self-talk. It provides templates for students to remember times they felt valued by others and made others feel valued. Students are also instructed to talk to themselves in a mirror and answer processing questions to discover more about themselves.
This document is a self-learning module on developing self-worth for grade 11 students. It contains guidance for parents/guardians on supporting their child through the module. The module contains several activities to help students identify their positive traits, demonstrate self-worth, and appreciate their thoughts and feelings. Activities include discussing times they felt valued by others, talking to themselves in a mirror, clarifying the difference between self-worth and self-esteem, setting self-affirmation goals, and reflecting on how to build confidence during difficult times. The overall goal is to help students understand and strengthen their sense of self-worth.
This document is a self-learning module that guides students in self-analysis and identifying their strengths and weaknesses. It includes several interactive tasks for students to complete, including mirroring therapy to observe their emotional reactions, developing personal goals by identifying behaviors to stop/minimize/continue/improve, and considering their development across physical, mental, emotional, social, and spiritual dimensions. The module emphasizes creating a pledge of commitment and developing a personal development plan to enhance strengths and overcome weaknesses.
PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdfLawSchool5
The document discusses the human person as an embodied spirit, explaining that a human person has a body, mind, and spirit that form their identity. It defines key terms like man, human, and person and describes humans as having both a cognitive self and physical self. The human person is presented as having an animating core or spirit that drives their thoughts, actions, and experiences in the world in an embodied way.
The document discusses the evolving role of teachers in an era of artificial intelligence. While AI tools are being developed for education, teachers remain key players by guiding learning, designing personalized curriculums, providing ethical and social development, cultivating critical thinking and collaboration skills, adapting to individual students, and promoting lifelong learning. Some of the main roles teachers fulfill include helping with the learning process, developing critical thinking and creativity, facilitating collaboration and communication, and motivating and inspiring students.
This document outlines a program of action for developing right understanding and living in harmony at the individual, family, societal, and global levels. It discusses 4 levels of potential - self, family, society, and existence. The program involves self-exploration, self-awareness, and self-evaluation to understand harmony. It proposes education programs to teach right understanding and develop skills for harmonious living. The goal is for individuals and society to understand relationships and co-existence in order to live without problems by resolving root causes rather than symptoms.
Here are some thoughts in response to these questions:
1. While the environment poses challenges, focusing on our own evolution and facilitating students' inner exploration can still make a difference. Small positive changes can accumulate.
2. Every teacher's sincere efforts matter. It's not about changing the whole system overnight but influencing minds one by one.
3. Value education need not mean adding more subjects - it can be integrated into existing classes through dialogue, stories, reflections.
4. True, commercialization of education poses challenges. But within limitations, sincere efforts by committed teachers to evolve students' thinking can still bear fruit. The alternative of giving up helps no one. Small oases of positivity are worth creating even in a
This document is a self-learning module that aims to help grade 11 students develop self-worth. It contains activities for students to identify their positive traits, appreciate their feelings and thoughts, and understand the difference between self-worth and self-esteem. The module encourages students to explore themselves, engage in learning activities to demonstrate self-worth, and use positive self-talk. It provides templates for students to remember times they felt valued by others and made others feel valued. Students are also instructed to talk to themselves in a mirror and answer processing questions to discover more about themselves.
This document is a self-learning module on developing self-worth for grade 11 students. It contains guidance for parents/guardians on supporting their child through the module. The module contains several activities to help students identify their positive traits, demonstrate self-worth, and appreciate their thoughts and feelings. Activities include discussing times they felt valued by others, talking to themselves in a mirror, clarifying the difference between self-worth and self-esteem, setting self-affirmation goals, and reflecting on how to build confidence during difficult times. The overall goal is to help students understand and strengthen their sense of self-worth.
This document is a self-learning module that guides students in self-analysis and identifying their strengths and weaknesses. It includes several interactive tasks for students to complete, including mirroring therapy to observe their emotional reactions, developing personal goals by identifying behaviors to stop/minimize/continue/improve, and considering their development across physical, mental, emotional, social, and spiritual dimensions. The module emphasizes creating a pledge of commitment and developing a personal development plan to enhance strengths and overcome weaknesses.
PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdfLawSchool5
The document discusses the human person as an embodied spirit, explaining that a human person has a body, mind, and spirit that form their identity. It defines key terms like man, human, and person and describes humans as having both a cognitive self and physical self. The human person is presented as having an animating core or spirit that drives their thoughts, actions, and experiences in the world in an embodied way.
The document discusses the evolving role of teachers in an era of artificial intelligence. While AI tools are being developed for education, teachers remain key players by guiding learning, designing personalized curriculums, providing ethical and social development, cultivating critical thinking and collaboration skills, adapting to individual students, and promoting lifelong learning. Some of the main roles teachers fulfill include helping with the learning process, developing critical thinking and creativity, facilitating collaboration and communication, and motivating and inspiring students.
The document describes an experiential learning course designed to motivate teenagers and give them a taste of real life. The course was developed for 9th grade students in Slovakia, half of whom come from socially disadvantaged backgrounds. Over 2.5 days, students participated in activities like working on a farm and having an unusual English lesson. They also engaged in reflection and teambuilding. The aims were to help students understand their interests and abilities, see that they can influence their lives through learning, and make informed choices about their education after 9th grade. Pre- and post-course questionnaires showed increases in students' beliefs that they can improve themselves, see a meaningful future, and know what type of high school they want to attend.
This document provides a sample template for a course on Universal Human Values and Ethical Human Conduct.
The course objectives are to help students appreciate the complementarity between values and skills, develop a holistic perspective on life and profession, and understand implications for ethical conduct.
The course involves 20 lectures using discussion and examples to explore concepts like harmony within oneself, relationships, society, and nature. It aims to make students more aware, responsible, and able to apply human values critically in their personal and professional lives.
Assessment includes three tests, two assignments, and a group activity, along with a final exam comprising 50 short-answer questions. The intended outcomes are a holistic life vision and socially and environmentally
1. The document discusses several learning theories that are relevant to clinical teaching, including adult learning theory, social learning theory, situated learning theory, and reflective practice.
2. It emphasizes that adult learners are more self-directed and learn better when new information is connected to their experiences. Clinical teachers should facilitate internal motivation and self-directed learning.
3. Social learning theory and the concept of "communities of practice" are discussed, highlighting how learners observe role models and learn from participating in authentic tasks and discussions with experts.
4. Situated and reflective learning theories suggest learning is most effective when learners can actively participate in real clinical scenarios and reflect on their experiences individually and through group discussions.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
HVPE 0.1 Need, Guidelines, Content & Process of VE v2.pdfSathishKumar753048
The document discusses guidelines for effective value education. It states that value education should be:
1. Universal - applicable to all people regardless of attributes like gender, race etc.
2. Rational - based on logic and reasoning rather than blind beliefs, allowing for discussion and questioning.
3. Natural - concepts that are naturally acceptable to human beings and aligned with nature.
Value education aims to help students understand "what to do" in terms of values, before learning "how to do" specific skills. The current education system overemphasizes skills at the cost of values, leading to issues like lack of compassion and pursuit of wealth above all else. Effective value education can help address these issues and promote
This document provides an overview of a course on personal and social wellbeing. It outlines the course details including the tutor's contact information, session dates and times, expectations for participation and absences. It also lists the session objectives which include an icebreaker activity, defining wellbeing, identifying areas of life it includes, who is responsible for it, the five ways to wellbeing, and how to take care of one's own wellbeing. The document discusses how work will be assessed and what support is available. It outlines the homework assignment to research the government's role in wellbeing.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
This document provides guidance for a homeroom module on building better relationships with others. It contains several interactive tasks for students, including interviewing family members about their relationships during the pandemic, evaluating their own relationships, and learning skills like awareness and compassion that can improve relationships. The goal is for students to improve the quality of their relationships and resolve to strengthen their connections with others.
The document provides guidance for building better relationships with others amidst the Covid-19 pandemic. It discusses conducting an activity where learners interview family members about how they dealt with relationship challenges during the crisis. Learners then evaluate one of their own relationships using a table to examine how they view the relationship and how they think the other person views it. The document outlines five essential skills for happiness and healthy relationships: awareness, letting go, insight, taking in the good, and using the will. These skills can help cope with life's challenges and improve relationship quality.
Life skills help us to become humane. We survive in virtual world. We open our eyes with Android equipped gadgets, see social sites updates, spend stressful, time bound, target based professional life. We become multitask performer to survive in fast growing world.
Life skills are art of living, which help us to draw a personal and professional and sketch of life.
Learning life skills occur within and beyond a boundary wall of classroom.
Why do poor countries have a predominance of infectious diseases.docxwrite5
Poor countries have a predominance of infectious diseases while wealthy countries have more lifestyle-related diseases due to differences in social and economic conditions. Global health inequalities exist due to lack of access to clean water, sanitation, nutrition, and medical care in poorer nations. Reflective writing can help address this issue by raising awareness and considering ways to improve health for all.
Personal & Social Wellbeing - Introduction - Sept 19mwalsh2015
Session 1
Identify course content & requirements
Define what Wellbeing is and how this can impact on daily life.
List the 5 ways to Wellbeing.
State 3 things you are able to do to improve your own Wellbeing and who can help.
Identify further courses to support your progression in the subject.
This document provides an overview of a Foundations of Psychology course taught at Johns Hopkins University's Center for Talented Youth in 2015. The 3-week course introduces students to major domains of psychology through lectures, discussions, activities and experiments. It is taught by Dr. Claire Stramrood and teaching assistant Richard Guo. The course goals are to introduce key psychological concepts and research methods. Students will study topics like sensation and perception, learning, memory, social psychology and abnormal psychology. Assessment includes journaling, group projects, and pre-and post-tests. The schedule outlines the daily plan, including readings, activities and topics to be covered each day.
This project aims to increase awareness of the social and emotional issues that impact students with disabilities. It will examine these issues through case studies of individual students. The project intends to help teachers better understand their students and create a more supportive environment through building their cultural awareness of the social and emotional challenges these students face.
UNCC100 MODULE 4 HUMAN FLOURISHING AND THE COMMON GOOD.docxmarilucorr
This document summarizes a research study on managing diabetes in elderly Hispanic Americans. The study analyzed diabetes management practices in hospitals in the US to identify best practices. It focused on patients aged 65+ and interviewed patients and nurses. The results found that patients with good family care responded better to treatment, and proper management led to glycemic control. The study also concluded that most diabetes cases in this population have a biological origin.
The document discusses pedagogy and andragogy. Pedagogy refers to teacher-focused education for children, where the teacher determines what is learned. Andragogy refers to learner-focused education for people of all ages, where the learner drives their education. The document outlines key assumptions about learners in pedagogy versus andragogy, such as adults needing to know why they are learning something and being problem-centered rather than subject-centered learners. It also discusses theories of adult learning styles and stages in the learning process from novice to expert.
The document discusses a personal development course that aims to help students understand themselves better during adolescence. The course objectives are to have students analyze their developmental changes, skills, relationships and career development. It provides techniques for managing stress and mental health issues. Various class activities and assignments are described, such as a self-concept inventory, discussions on ideal and actual self, and a talent show. The importance of understanding one's strengths and weaknesses is emphasized to improve self-acceptance and relationships.
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.
The document describes an experiential learning course designed to motivate teenagers and give them a taste of real life. The course was developed for 9th grade students in Slovakia, half of whom come from socially disadvantaged backgrounds. Over 2.5 days, students participated in activities like working on a farm and having an unusual English lesson. They also engaged in reflection and teambuilding. The aims were to help students understand their interests and abilities, see that they can influence their lives through learning, and make informed choices about their education after 9th grade. Pre- and post-course questionnaires showed increases in students' beliefs that they can improve themselves, see a meaningful future, and know what type of high school they want to attend.
This document provides a sample template for a course on Universal Human Values and Ethical Human Conduct.
The course objectives are to help students appreciate the complementarity between values and skills, develop a holistic perspective on life and profession, and understand implications for ethical conduct.
The course involves 20 lectures using discussion and examples to explore concepts like harmony within oneself, relationships, society, and nature. It aims to make students more aware, responsible, and able to apply human values critically in their personal and professional lives.
Assessment includes three tests, two assignments, and a group activity, along with a final exam comprising 50 short-answer questions. The intended outcomes are a holistic life vision and socially and environmentally
1. The document discusses several learning theories that are relevant to clinical teaching, including adult learning theory, social learning theory, situated learning theory, and reflective practice.
2. It emphasizes that adult learners are more self-directed and learn better when new information is connected to their experiences. Clinical teachers should facilitate internal motivation and self-directed learning.
3. Social learning theory and the concept of "communities of practice" are discussed, highlighting how learners observe role models and learn from participating in authentic tasks and discussions with experts.
4. Situated and reflective learning theories suggest learning is most effective when learners can actively participate in real clinical scenarios and reflect on their experiences individually and through group discussions.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
HVPE 0.1 Need, Guidelines, Content & Process of VE v2.pdfSathishKumar753048
The document discusses guidelines for effective value education. It states that value education should be:
1. Universal - applicable to all people regardless of attributes like gender, race etc.
2. Rational - based on logic and reasoning rather than blind beliefs, allowing for discussion and questioning.
3. Natural - concepts that are naturally acceptable to human beings and aligned with nature.
Value education aims to help students understand "what to do" in terms of values, before learning "how to do" specific skills. The current education system overemphasizes skills at the cost of values, leading to issues like lack of compassion and pursuit of wealth above all else. Effective value education can help address these issues and promote
This document provides an overview of a course on personal and social wellbeing. It outlines the course details including the tutor's contact information, session dates and times, expectations for participation and absences. It also lists the session objectives which include an icebreaker activity, defining wellbeing, identifying areas of life it includes, who is responsible for it, the five ways to wellbeing, and how to take care of one's own wellbeing. The document discusses how work will be assessed and what support is available. It outlines the homework assignment to research the government's role in wellbeing.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
This document provides guidance for a homeroom module on building better relationships with others. It contains several interactive tasks for students, including interviewing family members about their relationships during the pandemic, evaluating their own relationships, and learning skills like awareness and compassion that can improve relationships. The goal is for students to improve the quality of their relationships and resolve to strengthen their connections with others.
The document provides guidance for building better relationships with others amidst the Covid-19 pandemic. It discusses conducting an activity where learners interview family members about how they dealt with relationship challenges during the crisis. Learners then evaluate one of their own relationships using a table to examine how they view the relationship and how they think the other person views it. The document outlines five essential skills for happiness and healthy relationships: awareness, letting go, insight, taking in the good, and using the will. These skills can help cope with life's challenges and improve relationship quality.
Life skills help us to become humane. We survive in virtual world. We open our eyes with Android equipped gadgets, see social sites updates, spend stressful, time bound, target based professional life. We become multitask performer to survive in fast growing world.
Life skills are art of living, which help us to draw a personal and professional and sketch of life.
Learning life skills occur within and beyond a boundary wall of classroom.
Why do poor countries have a predominance of infectious diseases.docxwrite5
Poor countries have a predominance of infectious diseases while wealthy countries have more lifestyle-related diseases due to differences in social and economic conditions. Global health inequalities exist due to lack of access to clean water, sanitation, nutrition, and medical care in poorer nations. Reflective writing can help address this issue by raising awareness and considering ways to improve health for all.
Personal & Social Wellbeing - Introduction - Sept 19mwalsh2015
Session 1
Identify course content & requirements
Define what Wellbeing is and how this can impact on daily life.
List the 5 ways to Wellbeing.
State 3 things you are able to do to improve your own Wellbeing and who can help.
Identify further courses to support your progression in the subject.
This document provides an overview of a Foundations of Psychology course taught at Johns Hopkins University's Center for Talented Youth in 2015. The 3-week course introduces students to major domains of psychology through lectures, discussions, activities and experiments. It is taught by Dr. Claire Stramrood and teaching assistant Richard Guo. The course goals are to introduce key psychological concepts and research methods. Students will study topics like sensation and perception, learning, memory, social psychology and abnormal psychology. Assessment includes journaling, group projects, and pre-and post-tests. The schedule outlines the daily plan, including readings, activities and topics to be covered each day.
This project aims to increase awareness of the social and emotional issues that impact students with disabilities. It will examine these issues through case studies of individual students. The project intends to help teachers better understand their students and create a more supportive environment through building their cultural awareness of the social and emotional challenges these students face.
UNCC100 MODULE 4 HUMAN FLOURISHING AND THE COMMON GOOD.docxmarilucorr
This document summarizes a research study on managing diabetes in elderly Hispanic Americans. The study analyzed diabetes management practices in hospitals in the US to identify best practices. It focused on patients aged 65+ and interviewed patients and nurses. The results found that patients with good family care responded better to treatment, and proper management led to glycemic control. The study also concluded that most diabetes cases in this population have a biological origin.
The document discusses pedagogy and andragogy. Pedagogy refers to teacher-focused education for children, where the teacher determines what is learned. Andragogy refers to learner-focused education for people of all ages, where the learner drives their education. The document outlines key assumptions about learners in pedagogy versus andragogy, such as adults needing to know why they are learning something and being problem-centered rather than subject-centered learners. It also discusses theories of adult learning styles and stages in the learning process from novice to expert.
The document discusses a personal development course that aims to help students understand themselves better during adolescence. The course objectives are to have students analyze their developmental changes, skills, relationships and career development. It provides techniques for managing stress and mental health issues. Various class activities and assignments are described, such as a self-concept inventory, discussions on ideal and actual self, and a talent show. The importance of understanding one's strengths and weaknesses is emphasized to improve self-acceptance and relationships.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Ind 1 Introductions.ppt
1. Overview of
Induction Program
Document prepared by UHV Team (uhv.or.in) and adopted by AICTE NCC-IP Sub-
committee for Mentor Manual and related Materials for UHV-I
Suggestions for improvement are welcome
All Rights Reserved
2. 2
Goals of SIP
To become familiar with the ethos and culture of the new surroundings
To develop bonds with peers, seniors, faculty and staff
To provide an exposure to a holistic vision of life
(based on larger national and human good; or the well-being of all)
Develop awareness, sensitivity and understanding of the
Self---family---Society---Nation---International---Entire Nature
To develop a healthy lifestyle and ethical professional discipline
To connect and appreciate the diversity of cultures
To overcome weaknesses in some essential professional skills to be
ready for higher study (only for those who need)
3. 3
Modules of SIP
Module 1: Universal Human Values I (UHV I) 22 hours
Module 2: Physical Health and Related Activities 51 hours
Module 3: Familiarization of Department/ Branch and Innovation
06 hours
Module 4: Visit to a Local Area 10 hours
Module 5: Lectures by Eminent People 06 hours
Module 6: Proficiency Modules 06 hours
Module 7: Literature / Literary Activities 30 hours
Module 8: Creative Practices 49 hours
Module 9: Extra Curricular Activities 06 hours
4. 4
UHV Module
In the UHV Module of SIP, the main points we want to highlight are:
1. Every student has the possibility to reach to their full potential as a human
being
2. For this, we have to understand
Ourselves (our aspirations, concerns…), other people, other things around with which
we interact…
Our relationships – with oneself, with other people, other things around us…
3. It is possible to understand – because
The need to understand is innate in every human being and
The potential to understand is intrinsic to human being
The essential things to understand are definite
4. We will use a process of self-exploration for this… we simply have to pay
attention, and explore into the proposals… Let the time in this institution be
a time of intense and joyous exploration!
UHV is an exploration into it, so that the student can discover their full
human potential, develop a holistic plan for realising it and take some
steps towards it
5. 5
UHV Module
For this we will try to
1. Discover our aspirations and articulate our concerns
2. We can slowly realise that
We all have the same basic aspirations
We have to understand to fulfil our aspirations
We all have some concerns, some problems, These can be different for different
students
To resolve any problem or concern also, we need to understand
3. The process to understand is simply to pay attention. We can easily do that.
We can understand, realise our aspirations and resolve our concerns
E,g, Find out if it is true that “whatever you have paid attention to has revealed itself to
you”. E.g. maths seemed so difficult, but now you know it… because you paid
attention to it
4. In this UHV module, we will go over this process at four levels
Individual, family, society and nature
6. 6
Aspirations (what you want to achieve)
- Regarding self, as an individual
- About family, friends, other people
- Related to society, societal systems
- In the natural environment
Concerns (what you want to get rid of)
- Regarding self, as an individual
- About family, friends, other people
- Related to society, societal systems
- In the natural environment
My Full Potential
7. 7
Thus, the objectives of the UHV module (UHV-I) are:
1. To help the student to see the need for developing a holistic
perspective of life
2. To sensitise the student about the scope of life – individual, family
(inter-personal relationship), society and nature/existence
3. Strengthening self-reflection
4. To develop more confidence and commitment to understand, learn
and act accordingly
8. 8
UHV Modules
Session
No.
Topic Title Aspirations and Issues Basic Realities
(underlying harmony)
1 Welcome and
Introductions
Getting to know each other Self-exploration
2 and 3 Aspirations
and Concerns
Individual academic, career…
Expectations of family, peers,
society, nation…
Fixing one’s goals
Basic human aspirations
Need for a holistic
perspective
Role of UHV
4 and 5 Self-
Management
Self-confidence, peer pressure,
time management, anger,
stress…
Personality development, self-
improvement…
Harmony in the human being
6 and 7 Health Health issues, healthy diet,
healthy lifestyle
Hostel life
Harmony of the Self and
Body
Mental and physical health
9. 9
UHV Modules…
8, 9, 10
and 11
Relationships Home sickness, gratitude
towards parents, teachers and
others
Ragging and interaction
Competition and cooperation
Peer pressure
Harmony in relationship
Feelings of trust, respect…
gratitude, glory, love
12 Society Participation in society Harmony in the society
13 Natural
Environment
Participation in nature Harmony in nature/existence
14 Sum Up Review role of education
Need for a holistic perspective
Information about UHV-II
course,
mentor and buddy
15 Self-
evaluation
and Closure
Sharing and feedback
10. UHV-I
Sessions 1 & 2
Welcome and Introductions
Let’s get to know each other!
Document prepared by AICTE NCC-IP Sub-committee for Mentor Manual and related
Materials for UHV-I
Suggestions for improvement are welcome
All Rights Reserved
11. 11
Introduction of the Faculty – Facilitator / Mentor
Name:
Place to which I belong (root):
Educational background:
Role in the college / university:
Family background: parents, siblings, spouse, children:
Share an incident from your life or something you have understood
which will connect to why you volunteered to facilitate the UHV session
as a co-explorer:
I will be your faculty co-explorer for this UHV orientation / I will be your
mentor starting now till you leave the college (and maybe beyond that)
12. 12
Introduction of Students
Please speak to the person sitting on your left and introduce him/her
Name:
Place from where s(he) belongs (root):
Department s(he) has joined:
One hobby or interest:
Family background: parents, siblings…
How s(he) relates to family and society:
Aspiration in life:
Expectation from education:
Please be specific (try not to use adjectives)
14. 14
Home Assignments
1.1. Get to know as many of your batch mates as you can! You should be able
to introduce at least 5 of them in detail.
1.2. Make a list of your aspirations (चाहना), the expectations (अपेक्षा) of your
family and friends and the hopes (आशा), you see, the nation has from you.
1.3. Make a list of your achievements in your life
1.4 Make a list of your concerns (चचिंता), fears (भय), confusions (भ्रम), questions
(चिज्ञासा) etc.
To be written in your UHV-I Notebook
Aspirations
(what you really
want to be)
Achievements Concerns
15. 15
In the next session
We will explore further into our aspirations
and also discuss our concerns
16. 16
Note to Faculty
In the SIP, the main points we want to highlight are:
1. Every student has the possibility to reach to their full potential as a human
being
2. For this, we have to understand
Ourselves (our aspirations, concerns…), other people, other things around with which
we interact…
Our relationships – with oneself, with other people, other things around us…
3. It is possible to understand – because
The need to understand is innate in every human being and
The potential to understand is intrinsic to human being
The essential things to understand are definite
4. We will use a process of self-exploration for this… we simply have to pay
attention, and explore into the proposals… Let the time in this institution be
a time of intense and joyous exploration!
UHV is an exploration into it, so that the student can discover their full
human potential, develop a holistic plan for realising it and take some
steps towards it
17. 17
Note to Faculty (cont.)
For this we will try to
1. Discover our aspirations and articulate our concerns
2. We can slowly realise that
We all have the same basic aspirations
We have to understand to fulfil our aspirations
We all have some concerns, some problems, These can be different for different
students
To resolve any problem or concern also, we need to understand
3. The process to understand is simply to pay attention. We can easily do that.
We can understand, realise our aspirations and resolve our concerns
E,g, Find out if it is true that “whatever you have paid attention to has revealed itself to
you”. E.g. maths seemed so difficult, but now you know it… because you paid
attention to it
4. In this UHV module, we will go over this process at four levels
Individual, family, society and nature
18. 18
Aspirations (what you want to achieve)
- Regarding self, as an individual
- About family, friends, other people
- Related to society, societal systems
- In the natural environment
Concerns (what you want to get rid of)
- Regarding self, as an individual
- About family, friends, other people
- Related to society, societal systems
- In the natural environment
My Full Potential