Ppt Youth Programme
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The document summarizes a two-day youth grooming program called "Groom Me Up". The first day includes sessions on personal style, posture, building a basic wardrobe, and body shape. The second day focuses on applying the lessons through shopping and a photoshoot, followed by dinner and feedback. Facilitators observed that the youth benefited from feeling respected, empowered, and confident. The experience also taught facilitators the importance of patience, effective communication, teamwork, and interacting uniquely with each youth. The program aimed to help the youth develop self-confidence and find their own style.
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Go Girls Mentoring is a program that pairs female volunteers ages 18-25 with groups of 8-10 girls ages 11-14. The volunteers meet with the girls for 2 hours a week over 7-10 weeks to encourage physical activity, balanced eating, and positive self-image. Currently operating in 29 schools across Peel Region, the program aims to enhance the competence, confidence, and self-esteem of the girls through a structured curriculum. Testimonials indicate the program has made a positive impact on participants.
PORTFOLIO OF ACTIVITIES AND GAME final (1)
The document provides a critique of the musical production "Legally Blonde" in terms of its appropriateness for children. It discusses how plays can be beneficial for children's development when they enhance imagination and teach life lessons, but can also be harmful if they contain offensive material. The critique notes that "Legally Blonde" was advertised as a family musical and describes the basic plot about a young woman pursuing law school. It also mentions the production was directed by J. Bethurne and held at an auditorium in Caledon.
Wanna develop personality60 s
The document discusses the student's experience completing a personality development project. It thanks the project coordinator and faculty for their support. It then describes visiting various locations like a deaf and dumb school as part of learning about communication, perception, rationality, attitude, empathy and other aspects of personality development. The student reflects on strengthening their confidence, time management, and ability to face challenges through the project. It also discusses analyzing strengths, weaknesses, opportunities, and threats through a SWOT analysis and turning weaknesses into strengths.
Peer Training Module
This document provides an overview of Module 7 of a peer training program, which focuses on helping peers who experience alienation. It discusses what alienation is and goals for addressing it, including promoting awareness through communication skills. The module covers exploring alienation and its causes through discussing Aboriginal and European history as well as using legends, nature, and the medicine wheel model. It also reviews counseling skills like active listening and self-disclosure. The intent is for peers to understand different cultural contexts and effectively support others.
Manadoob at Fort Riley
Children in the military are often faced with more emotional challenges than children in the general population. In numerous studies, results show that approximately 33% of the military children surveyed reported symptoms of anxiety, higher than the percentage reported in other studies of children.
She is-me newsletter
The newsletter provides information about the She-Is-Me organization's programs and upcoming events. It announces the introduction of She-Is-Me boot camps that will be held at a nature lodge and provide life skills training. Testimonials from past attendees are also included, praising the organization for helping build self-esteem and self-love.
Udgam Matters July 2014
The document discusses the negative impacts of excessive tuitions on children's development and well-being. It provides examples of children as young as 10-11 years old who attend tuition for multiple hours every day on top of their regular schooling, leaving them with little time to play, explore, or be children. While parents feel tuition is needed to help children academically, it is often not effective and the children show no improvement in marks or may even decline. Excessive tuitions are destroying children's childhoods by leaving no time for independent thinking, creativity, dreams, or enjoyment of being a child.
Udgammattersjuly 140813221612-phpapp01
This article discusses the negative impacts of excessive smartphone and social media use, especially among children and families. It provides two examples where children expected their homework details to be communicated via WhatsApp rather than directly from the teacher, and where a mother found her constant messaging with friends was interfering with focusing on her child's studies. The article suggests that while networking is useful for keeping in touch, overreliance on technology can hamper real-life interactions and responsibilities if not kept in moderation. It advocates going offline periodically to engage fully with family and surroundings.
Helping the community
Amanda Hayes completed a volunteer project at Cocoa High School where she helped exceptional education students volunteer at a local sharing center. She engaged the students in collecting hangers and doing a scavenger hunt to make the work fun. This experience impacted Amanda by helping her learn about different disabilities and how to interact with and support students with special needs. She reflected that the project gave her confidence and skills to work with all students in her future classroom.
CE299Unit9Project Amanda TIetjen
This portfolio summarizes Amanda Tietjen's educational experience and philosophy. It includes her autobiography describing growing up in a small rural town and being influenced by hard work and strong community relationships. It also outlines her experience attending small local public schools where teachers knew students and families personally. The portfolio demonstrates Amanda's ability to apply child development knowledge, create effective learning environments, use appropriate assessment techniques, and understand the importance of family and community relationships, in line with early childhood professional standards. It expresses her goal of continuing her education to help children in her community.
Teachers in action amber brown
UCP of Central Florida operates seven campuses that serve over 1000 children ages 6 weeks to 21 years old. The schools provide a variety of education programs from early intervention for infants and toddlers to career training for young adults. The document describes engagement activities where the author helped students with arts and crafts projects related to weekly themes like sea life and transportation. It also provides details about the participating students, perceptions of working with those who have disabilities, and connections to the author's course on exceptional student education.
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Ppt Youth Programme
- 1. Youth Programme Groom Me Up
- 3. How do I look?
- 5. 10 Must Haves in a teenage girl’s closet.
- 6. What’s My Body Shape?
- 8. Dress me Up!
- 9. Photo-Shoot
- 15. Overview of the 2-day event 6.“Pre-loved” clothes
- 17. How the Youth have benefited
- 18. Instead of hearing it from us…
- 19. Our own learning points After the 2nd day, most of us were dead beaten. But as I lie down on my bed that night, I recalled seeing most of their happy faces after their make-over during their photo shoot for the Youth group. I realised that it was all worthwhile. I was told I was smiling in my sleep that night.
- 20. I realized that when a youth is given the respect as an individual with a unique opinion and approach towards issues posed, he/she feels supported, encouraged and confident to make better choices. ~ Grace When the youth feels empowered or that their opinions counts they will want to play an active part in the learning process. They are able to rise up to the occasion. ~ June What they need…
- 21. It was great seeing the girls grow in self-confidence as their individual mentors encouraged them to find their own 'style', and to create their own image of themselves that was not necessarily right or wrong, but appropriate at different times.~ Jitsy What they need…
- 22. What we need… There was a sense of personal achievement due to ability to connect with youth and being able to teach myself to be more patient in handling the different characteristics of underprivileged youth.~ Nuraini I have learnt much about communication with and the language of teenagers. I thus believe that what I have learnt from this project will put me in good stead to start my life as a teacher. ~ Clare
- 23. What we need… Proper and concise communication was another important element presented. Though there were moments when proper communication was lacking, the group managed to sort out the differences with the assistance of some helpful and patient group members eventually.~ Rachel I learnt about the significance of teamwork, initiative and the need for a listening ear while working in the youth team. ~ Meiyan
- 24. What we need… We need to be enthusiastic about our own project if we want our beneficiaries to enjoy the program we have planned for them.~ Jiahui I learnt that different children and adolescents react differently to the same stimulus. To make sure that all of them participate in the activities, it is important for the facilitator to interact in a style uniquely to each child. ~ Peiling
- 25. Highlights of the day Good posture! What to shop for?
- 26. Where do you want me to stand? I can’t decide!
- 27. Choosing their best shots!
- 28. The Youths!
- 29. We couldn’t have done it without… AWWA staff YOUTHs Our tutor And especially ALL the GESL members You guys really put your hearts into this!