Luke Term 4 Task How do i evaluate people
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The document discusses how to consciously and subconsciously evaluate people. It provides criteria for evaluating people consciously, such as by looking at their shoes and what brand they are, as an indicator of being cool. It also lists 10 criteria for the "perfect person", including having a clean conscience, spiritual connections, a stable career, healthy relationships, and the ability to accept mistakes and turn failures into something productive. The document suggests that people who have some or most of these perfect criteria are popular because we are subconsciously drawn to perfect people.
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The Interview Discovering Difference and Working Towa.docx
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
PSY 3140, Social Psychology 1 Course Learning Outc
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social psychology.
2.1 Identify the differences between intuition and logic thinking systems.
2.2 Describe the roles and functions of biases and heuristics in the intuition thinking system.
6. Explain how social environments influence the understanding of individuals.
6.1 Apply theories and principles regarding self-knowledge to indicate how our self-concept is
socially determined.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit II Assessment
2.2
Unit Lesson
Chapter 4
Unit II Assessment
6.1
Unit Lesson
Chapter 3
Unit II Assessment
Reading Assignment
Chapter 3: The Social Self
Chapter 4: Social Cognition
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concept of the self has been something that psychologists and laypeople alike have attempted to explain.
Early investigation into these questions led Gordon Gallup to place animals in front of a mirror with red dye on
part of their faces. Some animals, like great apes and dolphins, noticed that their image had changed when
placed in front of a mirror, indicating that they have self-recognition, or an understanding that one is a
separate entity from others and objects in the world (Heinzen & Goodfriend, 2019). When does self-
recognition occur in human
infants? Self-recognition develops
in human infants at around the
age of 2, and it continues to
develop across the lifespan. At
first, this concept is concrete and
focused on observable
characteristics (e.g., I have brown
hair) then becomes more abstract
(e.g., I consider myself religious)
and focused on psychological
characteristics (e.g., I am nice) in
childhood and adolescence. How
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would have described yourself
when you were four. It might be
hard to remember, but at age 4,
many of you probably described
yourselves in terms of
observational characteristics.
How do you come to even know what descriptors fit you? This relates to the term self-concept, which is the
personal summary of who we believe we are, and it can be acquired through many sources as noted by
Heinzen and Goodfriend (2019). For example, you can rely on other people to provide self-knowledge. You
can come to know yourself by comparing yourself to others on abilities, traits, and attitudes. This is known as
social comparison theory. You make social comparisons when you have little information available, and you
typically compare yourself to others who are similar to you. However, you do not always do this. Some ...
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This document outlines an activity for students to complete a self-concept inventory where they rate themselves on various qualities from 0-4. It includes 24 questions across categories like physical appeal, human relations, intelligence, character, communications and maturity. Students are asked to reflect on areas they consider strengths or weaknesses, how realistic their self-image is, and how understanding their self can help with self-acceptance and relationships. The document contrasts the ideal self, which is what one aspires to be, with the actual self, which is one's true characteristics based on self-knowledge and social interactions. It notes the actual self can differ from one's self-image or how they think others see them.
Session 1 Self Concept.ppt
This document outlines an activity for students to complete a self-concept inventory by rating themselves on various qualities from 0-4. It then instructs students to total their ratings in the categories of physical appeal, human relations, intelligence, character, communications, and maturity. Students are asked to reflect on their perceived strengths and weaknesses, how realistic their self-image is, and how understanding their self can lead to better relationships. The document contrasts the ideal self versus the actual self and how they are formed based on aspirations, influences, and self-knowledge respectively. It concludes with instructions for a talent/variety show group activity involving preparation of rating sheets based on originality, creativity, and teamwork.
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Personality Development MODULE 1.pptx
At the end of the module, the learners shall be able to explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better and share his/her unique characteristics, habits, and experiences. The discussion is more about the meaning of self, ideal self, actual self, and self-concepts. Imagine yourself when you look in the mirror, How do you see yourself? We have different attributions when we assessed ourselves. The best part is to identify our SELF, who am I? Then, distinguish the difference between the ideal and actual self. To understand more of the self is to identify your self-concept.
7 habits of highly effective people
The document discusses concepts from Stephen Covey's book The Seven Habits of Highly Effective People. It describes the seven habits, which are be proactive, begin with the end in mind, put first things first, think win-win, seek first to understand then to be understood, synergize, and sharpen the saw. It also discusses principles that the habits are based on like continuous learning, service, and self-renewal.
Chris
The document discusses learning to evaluate objects, people, and tasks. It provides the example of evaluating whether to look for cars or cross the road immediately. The author notes they learned about the process of evaluation and how it can help with tasks like crossing the road safely. They improved their ability to evaluate by considering a task, drawing boxes, and listing yes/no options and information.
Madison Term 4 Task Presentation
The document appears to be a self-evaluation by Madison of a task they completed. In the evaluation, Madison reflects that they could have done better on the easy task. Madison also notes that they are constantly evaluating their life from when they were first born. Madison concludes that they have been successful in the evaluation, but could improve more on future tasks with continued practice and learning.
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The document provides an overview of leadership qualities and Stephen Covey's Seven Habits of Highly Effective People. It discusses that effective leadership requires understanding the big picture, empowering and developing teams, and adapting to different situations. It also outlines the seven habits which include being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand, synergizing, and sharpening the saw.
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- Success Philosophy used by Life Motivations Institute focuses on goal setting, values development, character building, creating support networks, and developing plans while understanding how the four dynamics of choice, self-image, attitude, and risk affect one's life.
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The Interview Discovering Difference and Working Towa.docx
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
PSY 3140, Social Psychology 1 Course Learning Outc
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social psychology.
2.1 Identify the differences between intuition and logic thinking systems.
2.2 Describe the roles and functions of biases and heuristics in the intuition thinking system.
6. Explain how social environments influence the understanding of individuals.
6.1 Apply theories and principles regarding self-knowledge to indicate how our self-concept is
socially determined.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit II Assessment
2.2
Unit Lesson
Chapter 4
Unit II Assessment
6.1
Unit Lesson
Chapter 3
Unit II Assessment
Reading Assignment
Chapter 3: The Social Self
Chapter 4: Social Cognition
UNIT II STUDY GUIDE
Perceiving Ourselves
and the World
PSY 3140, Social Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The Social Self
Who are you? How did you determine who you are? Do humans differ in this respect from other animals? The
concept of the self has been something that psychologists and laypeople alike have attempted to explain.
Early investigation into these questions led Gordon Gallup to place animals in front of a mirror with red dye on
part of their faces. Some animals, like great apes and dolphins, noticed that their image had changed when
placed in front of a mirror, indicating that they have self-recognition, or an understanding that one is a
separate entity from others and objects in the world (Heinzen & Goodfriend, 2019). When does self-
recognition occur in human
infants? Self-recognition develops
in human infants at around the
age of 2, and it continues to
develop across the lifespan. At
first, this concept is concrete and
focused on observable
characteristics (e.g., I have brown
hair) then becomes more abstract
(e.g., I consider myself religious)
and focused on psychological
characteristics (e.g., I am nice) in
childhood and adolescence. How
would you describe yourself right
now? Now think about how you
would have described yourself
when you were four. It might be
hard to remember, but at age 4,
many of you probably described
yourselves in terms of
observational characteristics.
How do you come to even know what descriptors fit you? This relates to the term self-concept, which is the
personal summary of who we believe we are, and it can be acquired through many sources as noted by
Heinzen and Goodfriend (2019). For example, you can rely on other people to provide self-knowledge. You
can come to know yourself by comparing yourself to others on abilities, traits, and attitudes. This is known as
social comparison theory. You make social comparisons when you have little information available, and you
typically compare yourself to others who are similar to you. However, you do not always do this. Some ...
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This document discusses strategies to improve self-awareness, self-esteem, and self-development. It defines key terms like self-awareness as the ability to take note of ourselves, and self-esteem as how someone views themselves, positively or negatively. Factors that can affect self-awareness are discussed, like age, relationships, and life experiences. Learners are tasked with defining the terms, analyzing their own self-concept, and providing suggestions to help improve someone's self-esteem. Groups also design an action plan and performance to promote self-esteem.
Slides made for Twitter: Helen Bevan
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This document outlines an activity for students to complete a self-concept inventory where they rate themselves on various qualities from 0-4. It includes 24 questions across categories like physical appeal, human relations, intelligence, character, communications and maturity. Students are asked to reflect on areas they consider strengths or weaknesses, how realistic their self-image is, and how understanding their self can help with self-acceptance and relationships. The document contrasts the ideal self, which is what one aspires to be, with the actual self, which is one's true characteristics based on self-knowledge and social interactions. It notes the actual self can differ from one's self-image or how they think others see them.
Session 1 Self Concept.ppt
This document outlines an activity for students to complete a self-concept inventory by rating themselves on various qualities from 0-4. It then instructs students to total their ratings in the categories of physical appeal, human relations, intelligence, character, communications, and maturity. Students are asked to reflect on their perceived strengths and weaknesses, how realistic their self-image is, and how understanding their self can lead to better relationships. The document contrasts the ideal self versus the actual self and how they are formed based on aspirations, influences, and self-knowledge respectively. It concludes with instructions for a talent/variety show group activity involving preparation of rating sheets based on originality, creativity, and teamwork.
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Person Essay
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At the end of the module, the learners shall be able to explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better and share his/her unique characteristics, habits, and experiences. The discussion is more about the meaning of self, ideal self, actual self, and self-concepts. Imagine yourself when you look in the mirror, How do you see yourself? We have different attributions when we assessed ourselves. The best part is to identify our SELF, who am I? Then, distinguish the difference between the ideal and actual self. To understand more of the self is to identify your self-concept.
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Chris
The document discusses learning to evaluate objects, people, and tasks. It provides the example of evaluating whether to look for cars or cross the road immediately. The author notes they learned about the process of evaluation and how it can help with tasks like crossing the road safely. They improved their ability to evaluate by considering a task, drawing boxes, and listing yes/no options and information.
Madison Term 4 Task Presentation
The document appears to be a self-evaluation by Madison of a task they completed. In the evaluation, Madison reflects that they could have done better on the easy task. Madison also notes that they are constantly evaluating their life from when they were first born. Madison concludes that they have been successful in the evaluation, but could improve more on future tasks with continued practice and learning.
Trey Term 4 Task 2011
This student has learned about evaluating and politics through a class project on the 2011 New Zealand general election. They started with basic knowledge but through class discussions, watching the news, and applying what they learned have gained a much deeper understanding of politics, different government systems, and evaluating. The student realized they unconsciously evaluate everyday actions and discussions helped expand their knowledge of elections and how countries are governed.
Tom Term 4 Task Presentation
Tom presented on evaluating and how it has helped him think. He chose evaluating as his essential question because it relates to how he thinks. Through this task, Tom has learned the importance of evaluating and how we use it constantly. He has improved his thinking skills and changed how he evaluates information as a result of researching evaluation through class discussions and self-reflection.
Joejoe Term 4 Task
By Joe Kennedy discusses how he has learned that evaluation and decision making are used everywhere in daily life and in every situation. At first, he thought the subject of evaluation would only involve politics but learned it is used for many things. He is now using what he learned throughout the term to create a presentation. His evaluation skills have improved by taking more time to think through what he is doing. He enjoyed creating this presentation knowing it would be shared with his class and school.
Ewen Term 4 task Presentation
The document discusses the author's learning about evaluation and decision making through a task. They realized they regularly evaluate situations unconsciously. While initially thinking the task was useless, they came to understand they already evaluated things but did not realize it. They now have a better understanding of evaluation and decision making, which will help them make good decisions about friends and group work.
Cory's Term 4 Task Presentation
Cory has learned about evaluating and now uses it frequently, such as when playing soccer to think about decision making like whether to pass the ball or take on an opponent. Through learning over multiple weeks about what evaluating means, Cory now knows how to evaluate and is making a presentation to share this knowledge. Cory got to this point by learning step-by-step with help from teachers, Google, and friends by comparing evaluating to decision making.
Manaia Evaluating task Term 4
The document is a presentation by Manaia Evolyn Mcglinchey about evaluating their own learning and whether evaluation makes a difference. Through doing this evaluation task, the presenter realized they automatically evaluate without knowing. They also learned that evaluation involves judging and making decisions in planning. Their evaluating skills have improved from confusion to clarity, and they now better understand evaluating, knowledge, and judging their own work. The presenter put the task together through planning ahead and studied evaluation to complete the task.
Max’s Term 4 task
The document discusses evaluating information to better understand different concepts. It explains that through practicing evaluating forms of government and parliamentary processes, the author learned about evaluating and how it is used frequently without realizing. Examples are provided of evaluating songs to play and which country to travel to based on cuisine, showing how evaluating options can help make decisions.
Morgan My Term 4 learning
I learned about evaluating things, democracy, and Marxism in class. We also worked on flowcharts and criteria. At first, I thought the task would be the worst and most boring, but I completed two posters - one on Marxism with Daniel and Vanessa, and one flowchart on crossing the road with Josie and Ewen - that are now displayed in the classroom. However, I still find the tasks boring and pointless, with no changes in my thinking.
James Term 4 Task Presentation
The document discusses the author's learning process around evaluation. They started thinking evaluation would be easy but found it difficult. Their understanding and criteria for evaluation has changed to be more fair and get better results when applied to picking people and in sports. The author realized evaluation is more commonly used than initially thought and their task, while initially hard, became easier once they connected it to sports.
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This document discusses evaluation and decision making. It provides examples of evaluating choices like choosing between a cheeseburger and big Mac. The author reflects on starting the task thinking it would be boring but learning more about how evaluation is used to improve past experiences and guide decisions. They conclude feeling they will pay more attention to evaluation in the future.
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The document summarizes a student's learning about evaluation over a school term. The student started the term not understanding evaluation and thinking it was unimportant. Through explanations from their teacher and practicing evaluation when answering questions, their understanding improved. By the end of the term, the student understood how to use evaluation to make sense of situations and make decisions, and recognized its relevance to daily life.
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This short document discusses winter weather and encourages the reader not to complain about winter by stating they haven't seen real winter until experiencing extremely cold conditions described as "Brrrrrrrrr !!!!". In just a few words and symbols, it conveys a chilly winter scene and a call to appreciate milder winters by comparison.
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
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Luke Term 4 Task How do i evaluate people
- 2. How do I consciously evaluate people?
- 3. First I looked at the ways most people evaluate and then I went out and evaluated a person and I found out that I evaluate slightly differently… I found out that most of the ways are quite simple. Some of the things are what we sub-consciously evaluate someone by and some are what we want in someone for example we want someone who looks good and likes the same things as you whereas the things you sub- consciously want are the intelligence and their tone of voice is not shy or anything. The things we sub-consciously want are what most people want in a person. Say John Key is what people want in a person and that has contributed to his winning party. The way I evaluate consciously is by looking at peoples shoes. if they have Nikes they are usually cool or has lots of cool friends. It means that they aren't really poor and it means they like Nike like me.
- 4. How do I sub consciously evaluate people?
- 5. The criteria for the perfect person are as listed. On the next page.
- 6. 1. clean conscience 6. Can enjoy life without 2. Spiritual (not only religious) running out of breath, or connections needing an escape to feel 3. Does not need to be a good (food, drug, other C.E.O. but has a career in addictions) which the economy does not 7. Can accept their own affect the individuals mistake, and other's mistakes, livelihood. and adjust accordingly. 4. Healthy relationships with 8. Can grab their own failures friends and family, including and turn them into something significant other. productive for themselves and 5. Can openly discuss all issues others. (i.e. social, economical) and 9. Can spend time with take action on improvements. anyone regardless of their creed or fashion. 10. Can think on their feet and give scenarios and opportunities to new concepts
- 7. I believe that the reason some people are popular are that the have some or most of the criteria to be perfect and we are all subconsciously or consciously drawn to perfect people.