JUKO 2015 - What Parents Can Do Now
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This document provides parents with guidance on supporting their child through the college application process. It outlines the various roles parents should take on, including time-keeper, counselor, sleep-enforcer, consultant/guide, and life skills trainer. A timeline is presented for the junior year, focusing on standardized testing, college visits, extracurricular activities, and application preparation. Tips are given for each parental role to help students through this stressful period while maintaining open communication and a healthy work-life balance.
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The following slides are meant as an invitation to discuss a new model of education that has been designed to teach young adults to think creatively and holistically and to encourage them to apply their newly acquired insights and skills to help solve existing global problems and make a positive difference in the world.
The first part of my contribution tries to IDENTIFY what I think of as the main flaws of the current North American university education. My observations in this section are based on my personal teaching experience at two North American Universities, UBC and FDU Vancouver, but are, I believe, representative for many other educational institutions, both in North America and elsewhere.
In the second part I present a model of university education that is meant to counteract the flaws identified in part one and thus to TRANSFORM the current education system to make it more meaningful for the students who participate in it as well as beneficial for their communities and, ultimately, for the rest of the world.
What I hope to accomplish by presenting my model at this point are the following three objectives: 1) to participate in the current dialogue about alternative models of university education and the role these models can play in helping solve as many of our current global problems as possible, 2) to get as much concrete feedback about my suggested model as possible, and 3) to find some people who are interested in helping me test my alternative university – in the form of a pilot project – in reality.
Once the model has been tested at one place – and proven to be successful – it can be GLOBALIZED and introduced in other parts of the world as well. For although I have primarily developed this model for North America, I think it can be used everywhere – of course with some adjustments to the specific cultural and local conditions – in order to help create more happiness, health, peace, and sustainability all over the world.
Please contact me at gudrun@haidagwaii.net for comments and suggestions.
Roadmap To College
The document provides guidance to students and parents on preparing for college from middle school through high school. It emphasizes developing strong study skills, choosing challenging course loads, exploring extracurricular activities, and planning for standardized testing to help set students up for academic success. Parents are encouraged to stay involved by helping students develop good habits and take advantage of opportunities.
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Internship Learning Project
This document outlines an academic advisor training program at Western Illinois University for building skills in working with first-generation students. It discusses developing learning outcomes, shaping the learning environment, and assessing learning. The training utilizes various active learning strategies like group discussions, reflection prompts, and activities to help advisors 1) define "first-generation student", 2) identify similarities and differences between first-generation and other students, 3) recognize first-generation student motivations and perspectives, 4) identify challenges in the university environment, 5) analyze advising practices for potential barriers, and 6) create strategies for effective advising and referrals.
Sensory-Friendly Performances
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Planning an integrated science camp
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What Gifted Students Need by Jeff Danielian
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November 2011 Newsletter
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Transfermation
This document provides tips and resources for transfer students to succeed academically and socially at their new university. It emphasizes managing time well, getting involved in student organizations, asking questions when needed, and utilizing various campus support services. Resources mentioned include advising offices, tutoring centers, the counseling center, career services, and student clubs. The document stresses balancing academic responsibilities with social activities and self-care.
Self-and-Student Care Learn and Share in an Era of COVID-19
Description: We and our students are faced with varying degrees of health, financial, and emotional changes as we all navigate the impact of the pandemic. In this session, we will (1) provide some concrete examples of how to engage in self-care for ourselves, (2) share some ideas about how to encourage our students to engage in self-care activities during these unprecedented and uncertain times, and (3) encourage you to share your own methods and examples.
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Aarohi Intro + Working Mar2010
The document discusses an alternative approach to early childhood education called Aarohi. It focuses on empowering children through exploration, experience, and expression rather than pushing them into competitive school systems. Key aspects include catering to multiple intelligences, integrated learning through projects and workshops, and evaluating learning processes rather than testing children. The goal is to help children develop life skills and find their own pathways to success.
Socioemotional Slide Deck -- CVESD GATE Certification
The document discusses several topics related to gifted education including:
- The cognitive and affective nature of gifted learners and creating opportunities for "flow" states of deep engagement.
- Defining giftedness and talent, which has varied over time and place due to political and economic factors. Identification methods have also been inconsistent.
- Key researchers in the history of gifted education from the early 20th century who worked to define gifted characteristics and advocate for opportunities for gifted learners.
- Current research estimates that approximately 5% of students in the US are gifted and talented. Identification methods should measure potential rather than results and use multiple criteria.
Programming for Adults
This document provides an overview of programming for adults in libraries. It discusses why adult programming is important for libraries, such as increasing foot traffic and circulation. The document outlines steps for developing adult programming, including researching audiences, developing partnerships, fundraising, publicity, and evaluation. It provides many potential programming ideas in areas like arts, books, crafts, exercise, food, games, gardening, health, hobbies, and instruction. Resources for additional programming ideas and best practices are also listed. The goal is to promote lifelong learning and community engagement through library programming.
Autism spectrum disorders
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
Early childhood sdu 590721_first
ศ.นพ.วิจารณ์ พานิช keynote speaker การประชุม International Seminar on “Construction Guidelines for Standards and Competency Framework of Early Childhood Education” 20 July – 4 August 2016 โดยมหาวิทยาลัยสวนดุสิต
How to be a successful research assistant
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Career counselling ppt by dr rupa talukdar
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- 5. SUMMER PLANS COLLEGE VISITS: ￭ Combine vacation with college visits ￭ See a variety of schools (large, small, mid-size, liberal arts, public, private, geographic locations, etc.) ￭ Create a chart to take notes during visits INTERNSHIPS/EXPERIENCES: ￭ Bearcat Career Experience ￭ Help students explore their passions + interests
- 6. Big concept Bring the attention of your audience over a key concept using icons or illustrations
- 8. THE COUNSELOR: How to Listen ￭Model strong communication ￭Active listening ￭Let kids know they don’t need to protect you ￭Agree to disagree Adapted from “College of the Overwhelmed: The Campus Mental Health Crisis and What To Do About It” © 2004 by Richard Kadison and Theresa Foy DiGeronimo, all rights reserved, published by Jossey-Bass, an imprint of John Wiley & Sons.
- 9. THE COUNSELOR: How to Talk ￭Talk, don’t criticize ￭Communicate regularly ￭Take time outs Adapted from “College of the Overwhelmed: The Campus Mental Health Crisis and What To Do About It” © 2004 by Richard Kadison and Theresa Foy DiGeronimo, all rights reserved, published by Jossey-Bass, an imprint of John Wiley & Sons.
- 10. MENTAL HEALTH: Know the warning signs · Loss of interest or pleasure in ordinary activities · Persistent sad/empty mood · Changes in appetite/weight · Insomnia or increased sleeping · Restlessness/sluggishness · Difficulty concentrating · Feelings of guilt, hopelessness · Recurrent thoughts of death/ suicide
- 12. “"This generation of teenagers is probably the most sleep-deprived that the world has ever seen, and we don't know what the repercussions will be." -Pediatrician Judith Owens, MD, director of sleep medicine at Children's National Medical Center in Washington, D.C.
- 14. THE SLEEP-ENFORCER: Nap -Between 3 and 5 PM -Not more than 20-30 min. Sleep in (a little) -On weekends -An hour or so Bedtime Routine -Music -Reading -NO Tech Scale back on activities -Reevaluate priorities Remove Tech -Screens turned off 1 hour before bedtime Set Boundaries -Consequences for not following sleep schedule Adapted from WedMD
- 16. THE CONSULTANT: Let them choose: -Encourages them to be invested -Consider other factors from your perspective (finances, location, etc.) Guide, don’t nag: -Keep track of admissions deadlines, but leave to teen -Develops autonomy It’s not about you: -Emotional and personal investment for parents -Remind yourself it’s about them -Avoid comparison to other students/ siblings
- 17. Be involved with ISM Programming
- 18. PARENT SURVEY IN NAVIANCE (JANUARY 2016) ENCOURAGE YOUR CHILD TO ATTEND WORKSHOPS: ESSAY WRITING COMMON APPLICATION MOCK ADMISSIONS USE NAVIANCE!! (esp. for college visits)
- 20. THE LIFE SKILLS TRAINER: ￭Budgeting ￭Household (laundry, ironing, cooking) ￭Organization
- 21. PREPARE YOURSELF
- 22. SOME REMINDERS: ￭ Stay informed and involved ￭ Plan for child’s departure ￭ Changing dynamics: shift in role as a parent ￭ Avoid competing with friends/co-workers
- 23. ““I WISH I HAD TALKED TO MY SON MORE ABOUT OTHER THINGS THIS PAST YEAR. NOW HE IS LEAVING AND I DON’T KNOW THE YOUNG MAN HE HAS BECOME.” -- A PARENT
- 24. Remind your kids…. UNIVERSITY ADMISSION ISN’T A JUDGMENT ON MY PARENTS OR MY UPBRINGING THERE’S GOING TO BE SOME SORT OF REJECTION IN ALL OF THIS SUCCESSFUL UNIVERSITY ADMISSION IS ABOUT ENDING UP WITH A CHOICE….AND BEING HAPPY A YEAR FROM NOW